Academic leadership. Fundamental building blocks
暂无分享,去创建一个
Richard K. Ladyshewsky | Tricia Vilkinas | Richard K. Ladyshewsky | B. Leask | R. Ladyshewsky | Tricia Vilkinas | B. Leask
[1] Tricia Vilkinas,et al. The behavioural control room for managers: the integrator role , 2001 .
[2] Robert E. Quinn,et al. Behavioral complexity and the development of effective managers. , 1992 .
[3] John Rohrbaugh,et al. A Spatial Model of Effectiveness Criteria: Towards a Competing Values Approach to Organizational Analysis , 1983 .
[4] G. Sullivan,et al. Academics' perceptions of their professional development needs related to leadership and management: What can we learn? , 2000 .
[5] B. Askling,et al. Academic Leadership: Prescriptions, Practices and Paradoxes , 2002 .
[6] Robert Hooijberg. Behavioral complexity and managerial effectiveness : a new perspective on managerial leadership , 1992 .
[7] R. Middlehurst. New Realities for Leadership and Governance in Higher Education? , 1999 .
[8] A. Mathews,et al. An evaluation of the desirable characteristics of a supervisor , 1999 .
[9] J. R. French,et al. The bases of social power. , 1959 .
[10] K. Trigwell,et al. Variation in the Experience of Leadership of Teaching in Higher Education , 2003 .
[11] Tricia Vilkinas. An Exploratory Study of the Supervision of Ph.D./Research Students’ Theses , 2008 .
[12] Sarah L. Ash,et al. The Articulated Learning: An Approach to Guided Reflection and Assessment , 2004 .
[13] Robert E. Quinn,et al. Becoming a Master Manager: A Competency Framework , 1996 .
[14] Donald A. Schön,et al. Organizational Learning II: Theory, Method, and Practice , 1995 .
[15] G. Hendry,et al. Accountability, evaluation of teaching and expertise in higher education , 2002 .
[16] Paul Trowler,et al. Department-level Cultures and the Improvement of Learning and Teaching , 2000 .
[17] Elsie Anderberg,et al. Academic development for knowledge capabilities: Learning, reflecting and developing , 2005 .
[18] B. Green,et al. The PhD and the Autonomous Self: Gender, rationality and postgraduate pedagogy , 2000 .
[19] Robert E. Quinn. 2 – Applying the Competing Values Approach to Leadership: Toward an Integrative Framework , 1984 .
[20] D. Kolb. Experiential Learning: Experience as the Source of Learning and Development , 1983 .
[21] D. Robertson. Generative Paradox in Learner-Centered College Teaching , 2005 .
[22] R. Quinn. Beyond Rational Management: Mastering the Paradoxes and Competing Demands of High Performance , 1991 .
[23] Donald A. Schön,et al. Frame Reflection: Toward The Resolution Of Intractable Policy Controversies , 1994 .
[24] D. Denison,et al. Paradox and Performance: Toward a Theory of Behavioral Complexity in Managerial Leadership , 1995 .
[25] Robert J. Sternberg,et al. A model of educational leadership: Wisdom, intelligence, and creativity, synthesized , 2005 .
[26] K. Fisher. Demystifying Critical Reflection: Defining criteria for assessment , 2003 .
[27] Richard Winter,et al. The Academic Work Environment in Australian Universities: A motivating place to work? , 2002 .
[28] R. Rogers. Reflection in Higher Education: A Concept Analysis , 2001 .
[29] Tricia Vilkinas,et al. The integrated competing values framework: its spatial configuration , 2006 .
[30] Jill Yielder *,et al. Management and Leadership in the Contemporary University , 2004 .
[31] Shirley C. Raines,et al. The Role of Professional Development in Preparing Academic Leaders. , 2003 .
[32] S. Hoppe. Identifying and Nurturing Potential Academic Leaders. , 2003 .