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dc.contributor.authorStensaker, Bjørn
dc.contributor.authorFrølich, Nicoline
dc.contributor.authorAamodt, Per Olaf
dc.date.accessioned2018-10-25T09:07:12Z
dc.date.available2018-10-25T09:07:12Z
dc.date.created2018-10-01T08:53:04Z
dc.date.issued2018
dc.identifier.issn0952-8733
dc.identifier.urihttp://hdl.handle.net/11250/2569475
dc.description.abstractAs international and domestic policy initiatives continue to sweep over higher education, it is of utmost importance to study how those responsible for the implementation of the many initiatives taken perceive and respond to the many expectations about change and renewal. Through three different analytical perspectives — a managerial, a disciplinary, and a stakeholder perspective — the current article offers insights into how educational leaders responsible for the management of study programmes at micro-level interpret external expectations and how they prioritize between them. Based on data derived from a representative sample of Norwegian educational leaders, the current article finds — somewhat surprisingly — that the managerial perspective is less relevant for understanding the sense-making of educational leaders and how they prioritize between different tasks in their daily work. Disciplinary and the stakeholder perspectives are in this respect more relevant for explaining the practices related to programme management. The study provides indications of a (continued) gap between macro-level policy-making and its implementation at micro-level. In the conclusion, the findings are reflected upon and implications for policy and practice are outlined.nb_NO
dc.language.isoengnb_NO
dc.subjectPolicynb_NO
dc.subjectEducational leadershipnb_NO
dc.subjectQualitynb_NO
dc.subjectNorwaynb_NO
dc.titlePolicy, perceptions, and practice: A study of educational leadership and their balancing of expectations and interests at micro-levelnb_NO
dc.title.alternativePolicy, Perceptions, and Practice: A Study of Educational Leadership and Their Balancing of Expectations and Interests at Micro-levelnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.journalHigher Education Policynb_NO
dc.identifier.doi10.1057/s41307-018-0115-7
dc.identifier.cristin1616459
cristin.unitcode7463,0,0,0
cristin.unitnameNIFU Nordisk institutt for studier av innovasjon, forskning og utdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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