Dissertations / Theses: 'Leadership Discourses'

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Maloney, Kelly. "Analysis of Gender Discourses in Neo-Charismatic Leadership Theories." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153546415895209.

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McIntosh, Kathryn L. "Sacred and secular leadership discourses : interpreting the leadership of evangelical Christian school leaders." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020762/.

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The research enquiry for this thesis, from an insider/outsider position, is a deeply held reflection of personal values, convictions and professional experiences stemming from the researcher's life's work in school leadership both in the United States and abroad. The intent of this study is to engage with the sacred discourse of evangelical Christian school leaders and the discourse of the sacred and secular scholarly literature. This is a qualitative study of a constructivist/interpretivist approach where sem1- structured interviews, with 12 senior school leaders, four in each of three Anglophone countries, inform the data. A more in-depth case study of one school is utilised as a comprehensive illustration of thematic elements revealed through multiple data sources. The preliminary literature for this research was based on the readings of various contemporary theories of leadership and literature around servant-leadership from which the initial research question was framed. As the data analysis advanced, a new framework emerged around attributes of leadership and community building through leadership, making it imperative to accommodate a new set of transformational/relational/ethical literature, taking the story on a completely different journey with a new research question and sub-questions; therefore, leaving behind the initial research question. Two descriptors of leadership became the primary framework for the thesis: the 'sacred' and the 'secular' discourses relating to school leadership. Standing in the doorway, as it were, the researcher took on a role of interpreting and translating one discourse to the other rather than acting solely as observer and interpreter of the data. The findings, the utilisation of two discourses, and the interpretive stance make a positive and original contribution to knowledge and are significant in two ways. First, the participants, speaking through the sacred discourse, express an extension to or linkage with the secular literature, revealing much more overlap between the two discourses than was expected. Second, the secular literature does not capture the sacred discourse; there is an appurtenance - an add-on - a more spiritual dimension, to consider.

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Humphreys, Deborah Maria. "Discourses of educational leadership the under-explained influence of context." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4421/.

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The aim of the this small scale empirical research study was to shed a discursive light on the leadership that was experienced within two primary school settings in the North West of England and the constraints of context that shaped the discourses of leadership within those schools. Contextual factors have been defined as being on three levels: institutional, cultural and governmental. So using this framework as a sorting category for posing situated questions of the participants and Gee’s (1999; 2005; 2011) interconnected one to explore and question the data and the taken-for-granted assumptions, it has been possible to garner an understanding of how these contexts interacted in framing an individual’s understanding of the leadership they were experiencing and implications for their practice. The research questions which this study addressed were: What are the contextual factors that shape discourses of educational leadership? What does the discursive analysis reveal of how stakeholders talk about ways of becoming in the leadership they are experiencing within a socially situated practice? What are the implications of this analysis for the practice of leadership within school? The research was influenced by two particular approaches to discourse analysis, a ‘practice approach’ and a ‘critical approach’. As educational practices are communicative events, this study has adopted a critical discourse analysis in making visible the ways that individuals talk about leadership they are experiencing within their settings. Through a Foucauldian lens it was possible to question the basis for the assumptions and norms of educational leadership in school and examine the ways in which individuals within school were both constructed and shaped by that discourse. This study takes the view that the school as an organizational context for leaders is both complex and under explored as it is in a constant state of flux. Various complexities are acknowledged concerning the contextual nature of leadership; it is complex, context specific, socially constructed, negotiated and hierarchical. Analysis of 18 in-depth semi-structured interviews and 18 cognitive maps reveals a range of Discourses of contextual factors of leadership such as the Discourse of the pivotal role of the headteacher; Discourse of leadership activity; Discourse of identity-work; Discourse of power relations and Discourse of commodification of education all made visible by the individuals within the school to which they endeavour to belong.

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Rathbone, Rita J. "Teacher leadership, power, and the gendered space of teaching| Intersections and discourses." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745533.

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RATHBONE, RITA J., Ed.D. Teacher Leadership, Power, and the Gendered Space of Teaching: Intersections and Discourses. (2015) Directed by Dr. Carl Lashley. 172 pp. Relying on critical feminist understandings of power, this study explores how the gendered expectations and intersectional identity of women teachers impacts their negotiation of power in the practice of teacher leadership and social justice advocacy. This study takes a critical stance towards the existing body of literature and challenges the current feminized and patriarchal understanding of teacher leadership. Using a collaborative autoethnographic approach, a group of practicing teacher leaders examined their lived experiences as teacher leaders. The participants reported experiencing gendered expectations in their teaching contexts of support/nurturing, passivity, collaboration, normative gender expression, and all-encompassing teacher identity. Practicing teacher leadership in this gendered environment was a balancing act that required the ability to be a ?chameleon.? The complexity of teaching and intricate nature of connections and networks allowed teachers to pick and choose a variety of strategies and resources with which to negotiate power. The study finds that much of the work of teacher leadership involved negotiating the interpersonal and cultural domains of power in order to develop coalitions of diverse stakeholders to resist the oppressive forces found in the structural and disciplinary domains. The teachers reported often having to ?play against? negative assumptions of their ability to be leaders based on race and gender. The study concludes that the scholarly understanding of the practice of teacher leadership must be redefined to include the social justice focus of much of its practice, the intricacy of teachers? networks, an understanding of power as multidirectional and multidimensional, the nuance of gendered norms found in teaching, and the unresolved paradoxes that teacher leaders face every day.

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MacKillop, Eleanor. "Understanding discourses of organisation, change and leadership : an English local government case study." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10879.

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Change is a timely issue across organisations, particularly since the start of the economic crisis, and especially within English local government. Yet, this question remains dominated by macro and micro explanatory models which tend to exclude conflict, mess and power in favour of enumerating universalistic steps or leadership factors for successful change. This thesis problematises this literature, drawing on Laclau and Mouffe’s (1985) political discourse theory and its mobilisation by critical management studies of organisational change. Three avenues are identified to further this literature. First, the organisation is analysed as an ongoing and fragile hegemonic project in which spaces are defined and consent must be constantly renewed. Second, the organisation is recast as a discursively constituted ‘site’ within a flat ontology, where change is not the result of some ‘bigger’ phenomena such as neo-liberalism or austerity, but instead is the product of situated articulations, disparate demands being mobilised as threats or opportunities requiring change. Finally, a third proposition articulates leadership in organisations as a set of multiple and changing practices, pragmatically deployed by organisational players. In exploring those avenues, a five-step ‘logics of critical explanation’ approach is deployed, characterising organisational change practices according to social (rules and norms), political (inclusions and exclusions), and fantasmatic (fears and hopes) logics (Glynos and Howarth, 2007). A nine month case study of an English County Council and its local strategic partnership’s organisational change project, Integrated Commissioning 2012 (IC 2012), is analysed to problematise the emergence, transformation and failure of practices of change in organisations. Rather than a set of factors or top-down causes and effects, this research demonstrates how change, organisations and leadership are best explained as discursive constructions, where a set of conditions drawn from a given site must be problematised. This research contributes to critical explanations of organisational change politics in three ways. First, by developing the concept of hegemony and hegemonic spaces, this thesis evidences how organisations and change are the result of ongoing struggles, consent being notably gathered by the constant refuelling of the fantasmatic appeal of change. Second, framing the organisation as a site generates a more complex, situated and dynamic understanding of the mobilisation of disparate demands within change discourses. Third, by considering leadership as a set of changing discursive practices and developing four situated dimensions of leadership in the case study, this research adds to critical leadership studies and discursive discussions of the role of individuals in organisational politics.

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Cletzer, David Adam. "Eco-Leadership in Practice: A Mixed Methods Study of County 4-H Programs." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73652.

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Our understanding of leaders and the role they play in organizations and society is changing. Four broad discourses of leadership have been identified as occurring during the past 100 years: controller, therapist, messiah, and eco-leader. The most recent, eco-leader discourse, is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. Eco-leadership is believed to be beneficial for organizations operating in a 21st century, knowledge-driven economy. A quintessential example of an ecological organization is the Extension Service's 4-H program, the organization which this study examines. However, in 4-H, as in many organizations, a majority of leadership development efforts focus on the individual, positional leader. Further, the vast majority of the literature devoted to eco-leadership is conceptual in nature; empirical studies linking leadership approaches to organizational outcomes are rare. This study uses an explanatory sequential mixed methods design to examine: (a) the nature of the relationship between county 4-H agents' leadership discourse preferences and programmatic success; (b) county 4-H association members' levels of systemic and hierarchical thinking and programmatic success; (c) the way in which county 4-H association members' perceive their leadership within their counties; and (d) the relationship between these volunteers' perceptions of their leadership and other variables associated with programmatic success. Findings indicate that the therapist discourse was the most preferred discourse among county 4-H agents, but that agents' discourse scores were unrelated to county 4-H program success. Associations' levels of hierarchical and systemic thinking were also not related to county 4-H program success. Additionally, county 4-H association members reported that: (a) agents play a central role in decision making and communication within the association; (b) association members rarely make decisions on programmatic matters; (c) associations are often not structured in accordance with 4-H's policy for associations; and (d) members are not provided opportunities for development in their roles as association members.
Ph. D.

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Ferrell, Tonia P. "A Critical Discourse Analysis of Academic Presidential Transitions: Framing Images of Leadership." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542145474175605.

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Musso, Anne Teresa, and n/a. "Rainbows of Possibilities: Reading Difference in Catholic Women's Nomadic Feminist Theologizing." Griffith University. School of Theology, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050831.135351.

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In this thesis I analyze the presence of difference in the nomadic feminist theologizing of a group of eight Catholic women from an Australian diocese. This small christian community named Sophia-of which I am a member-has been meeting since October 1993 to support one another and share stories of our experiences as marginalized Catholics. In attempting to name and understand the various levels of rejection we had encountered, group members reflected on the performances of Catholic Church leaders, and we theologized on church leadership as well as other ecclesial and doctrinal issues. Participants readily agreed to be involved in the research project I was proposing, and they became interactive partners with me during the period that produced the theological discourses analyzed in the thesis. This production stage involved four phases: firstly, open or non-directed theologizing on issues raised by participants; secondly, a guided study-with myself as facilitator-of five traditional Matthean leadership texts; thirdly, a guided study of five Matthean women's leadership texts-again facilitated by me; and fourthly, a return to open or non-directed theologizing. My analysis of the group's theologizing focuses on d~'erence. Using Rosi Braidotti's work on embodied sexual difference which identifies three coexistent levels of difference, I explore and account for difference as it occurs: between women (Sophia) and men (the male representative voice of the institutional church); among women (in the seemingly homogeneous Sophian group); and within individual women (in Sophia). The analysis identifies signifiers of difference that signal Sophia ~s nomadic feminist renegotiations of dominant canonical Catholic discourses. Moreover, I account for the resisting readings mobilized by various Sophian members by exploring ideologies and key elements of interest-specifically power, conflict, desire, agency-that underpin Sophia 's theologizing. In doing this, difference, as evidenced in the multiple voices/perspectives that constitute the Catholic tradition and that feature in Sophia ~ theologizing, is valorized. The designing and de-signing of Sophia ~s nomadic feminist theological discourses in this thesis demonstrates that Sophia 's theological 'acts of going' intensified difference and engendered for participants multiple, transformative pathways and kaleidoscopic rainbows of ever so beautiful theological possibilities.

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Bridges, Patrick Cherie. "Navigating the Silences: Social Worker Discourses Around Race." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587936621036872.

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Karlsson, Michelle, and Johanna Rydberg. "Envishet, ekonomiskt, klurigt, jordnära, arbetsam och…? : Diskursanalys angående föreställningar om regionala skillnader." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66924.

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Syfte: Syftet med denna uppsats är att få ett exempel på hur diskurser angående ledarskap och entreprenörskap kan komma till uttryck i vardagen i ett småländskt företag. Metodik: Vi har använt oss av ett abduktivt tillvägagångssätt och en kvalitativ forskningsmetod. Vi har i fyra dagar skuggat Grimslövs Skogstjänst AB:s VD Michael Samuelsson och utfört kvalitativa och ostrukturerade intervjuer med honom dessa dagar. Slutsats: Exemplet vi fått fram i slutsatsen av studien visade att diskurser angående ledarskap och entreprenörskap kan komma till uttryck på flera olika sätt. Utifrån Samuelssons yttranden och handlingar i vardagen observerade vi hans sätt att leda, vilket var att (1) alla människor ska få vara med och känna sig delaktiga och viktiga, (2) ta tillvara på de resurser och möjligheter som finns, (3) känslor och tankar i fokus, (4) viktigt med en positiv och hjälpande atmosfär, (5) balans mellan företaget och människor, (6) till viss del en klassisk egenföretagare med fokus på lönsamhet och intresse, (7) försöker vänja sig själv och de anställda vid delegering samtidigt som företaget ska hålla sin kvalité och (8) kommunicerar sina idéer och tankar samt använder sig av känslor i sitt kommunicerande. Med dessa formulerade diskurser kring ledarskap och entreprenörskap tar vi slutsatsen att vår bild av det smålänska ledarskapet är en kombination av ledarskap och entreprenörskap, när det utövas inom en organisation, som utvecklar och bidrar till samhället.
Purpose: The purpose with our study is to make an example of how discourses about leadership and entrepreneurship can be expressed in the everyday life of a company in the Swedish landscape Småland. Method: We have used an abductive and a qualitative research approach. In four days we shadowed the CEO Mr. Samuelsson from Grimslöv Skogstjänst AB. During those days we conducted qualitative and unstructured interviews with the CEO. Conclusion: According to the example in this study it shows that discouses about leadership and entrepreneurship can be expressed in many various ways. Based on Samuelsson’s opinions and actions in the everyday worklife we observed his way of leadership was that (1) all people should be and feel involved, (2) take advantage of the available resources and opportunities, (3) feelings and thoughts in focus, (4) important to have a positive and helping atmosphere, (5) a balance between the company and the employees, (6) partially be a classic self-employed person with focus on profitability and interest, (7) try to get used to delegation while maintaining the company’s quality and (8) communicate the ideas and thoughts as well as make use of emotions. With these discourses about leadership and entrepreneurship our conclusion is that out view of the småländska ledarskapet is a combination of leadership and entrepreneurship, exerted in an organization, that contributes to development to society.

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Price, Jonathan Francis Richard. "The discourse of cultural leadership." Thesis, Robert Gordon University, 2016. http://hdl.handle.net/10059/1450.

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Cultural leadership has been a key concept in cultural policy and training since 2002. Most closely associated with the UK’s Clore Leadership Programme, it has been developed through various courses and initiatives domestically and internationally, initially as a response to crises of financial management and governance within major cultural institutions. This emergence of cultural leadership coincided with growing political interest in the social benefits of the arts and the economic potential of the creative industries. However, the concept is rarely clearly defined or critically analysed, while the political and economic environment in which the cultural sector operates has been transformed since the term was coined. This research investigates the evolution of cultural leadership as a discursive formation in these contexts. It traces the short history of the term itself and situates it within longer trajectories of cultural policy. Through critical discourse analysis the research questions the relationship between ‘cultural leadership’ and ‘cultural leaders’, asking who creates the circumstances in which art is produced and culture shaped. Leadership itself is reconsidered theoretically as an aspect of political action. Detailed interviews with influential cultural sector professionals are analysed as an empirical complement to literature around cultural history, policy and artistic leadership. The analysis reconfigures cultural leadership as a dynamic process arising from relationships between creative practice and social, political and organisational development. Outlining the respective roles of government, the public and the sector, it proposes a framework for understanding leadership through the interplay of action and influence within and beyond the cultural workforce. Indicating that cultural leadership has a vital critical role to play in democratic society, the research argues for more effective engagement between sectoral leaders, including artists, and questions of policy and cultural value. Its findings are significant for the future study and development of cultural leadership nationally and internationally.

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Eley, Georgina Jane. "Clem Sunter's transformational leadership discourse: a linguistic analysis." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/61994.

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Since the 1970s, two distinct leadership styles have been recognised in the fields of business and organisational research - transactional and transformational leadership. Transactional leadership is seen to resemble managerial-type leadership where followers fulfil their duties in return for rewards that satisfy their self-interest, such as pay or promotion. Transformational leadership, as the label suggests, is leadership that is seen to transform followers from their everyday selves to their better selves (Yukl 1998). Transformational leaders motivate followers by appealing to their higher-order needs, offering incentives for compliance such as feelings of personal empowerment, a sense of moral self-actualisation and an emphasis on the individual's contribution to the community at large (Harvey 2004). These leaders have been observed to emerge and thrive within contexts fraught with socio-political and economic turbulence, where they maximise the uncertainty of the environment to instigate change. Transformational leaders are seen to be especially adept at using discourse to foster strong, persuasive interpersonal relations with their followers. This research reports on, particularly, the interpersonal dimension of Clem Sunter's transformational discourse; he being a prominent South African scenario planner and business leader. It is essentially a qualitative study that describes Sunter's discourse in three of his texts written in 1996. The end to Apartheid in 1994 and transition from White to Black governance meant that the socio-political climate of 1996 South Africa was conducive to the rise of a transformational leader like Sunter. Although the country was, ostensibly, a democracy in 1996, much social transformation was still needed at the time Sunter produced his texts. The analysis are grounded mainly in Systemic Functional Linguistics, specifically APPRAISAL theory and, to some extent, Critical Discourse Analysis theory. However, the analyses do not follow a classic CDA analysis approach, but draw rather from more recent CDA work (cf. Fairclough 2003), such as the analysis of value assumption types within the texts. This analysis clearly demonstrates that Sunter's discourse is congruent 11 with the principal insights of transformational leadership. More than this, it is argued that these findings suggest a close link between transformational leadership and the goals of the latest social order of new capitalism, a link not made in the relevant research to date. The analysis of modes of operation of ideology in the texts (cf. Thompson 1990), also deriving from CDA, reinforces this, indicating that Sunter's transformational discourse promotes and maintains the kinds of power inequalities that underpin new capitalism. The APPRAISAL analysis of Affect choices in the text reveals a high frequency of disquiet, i.e. Sunter's discourse is seen to generate feelings of insecurity and fear. This feature, interestingly, is completely inconsistent with current transformational leadership theory, but would have been an effective motivational technique given the instability of the South African socio-political context in 1996. In addition, the APPRAISAL analysis of Judgement reveals that Sunter evokes high levels of tenacity and appeals to readers' morality, ethics and feelings of group-efficacy - all higher-order needs. The argument here too is that the socio-political context enabled Sunter to stimulate disquiet and tenacity in an effective configuration to mobilise change in his reader and promote the goals of new capitalism. The thesis concludes with a reflection on the limitations of the study and makes various recommendations for future research.

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Murad, Hasan Sohaib. "Synthesis of human nature and leadership : a multifaceted discourse." Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503582.

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TURANO, LUCAS MARTINS. "DISCOURSE, EMOTIONS AND AUTHENTICITY IN LEADERSHIP: AN EXPERIMENTAL STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25237@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A moralidade e o equilíbrio de um líder, bem como sua positividade, são pressupostos teóricos centrais na teoria da liderança autêntica. Tomando esses pressupostos como objeto de estudo, a presente pesquisa investiga empiricamente o impacto de princípios autênticos no discurso de um líder e da sua expressão de emoções na percepção de eficácia na liderança, por meio de dois experimentos. O primeiro estudo investigou o efeito do discurso autêntico nos julgamentos de seguidores de diferentes áreas ocupacionais sobre a liderança. Os resultados indicam que o endosso a princípios da liderança autêntica no discurso de um líder influencia positivamente a percepção de eficácia na liderança. Porém, esse efeito é significativamente menor entre profissionais das áreas de Finanças e de Marketing/Vendas. O segundo experimento investigou a influência da expressão de emoções positivas e negativas nos julgamentos sobre a eficácia de um líder que endossa valores autênticos. Os resultados evidenciaram que a expressão de afetividade negativa (tristeza/desânimo) influenciou negativamente a percepção de eficácia na liderança. Porém, a expressão de afetividade positiva (alegria/ânimo) não influenciou positivamente esta percepção. Esses achados são discutidos quanto às suas implicações teóricas, e, sobretudo, práticas.
Morality, balance of a leader and his positivity, are central theoretical assumptions in the theory of authentic leadership. Taking these assumptions as object of study, this research empirically investigates the impact of authentic principles in the speech of a leader and the expression of emotions in the perception of leadership effectiveness through two experiments. The first study investigated the effect of authentic speech in the judgements of followers from different occupational areas on the leadership. The results indicate that the endorsement of principles of authentic leadership in the speech of a leader influences positively the perception of leadership effectiveness. However, this effect is significantly lower among professionals in Finance and Marketing/Sales areas. The second experiment investigated the influence of the expression of positive and negative emotions in the trials on the effectiveness of a leader who endorse authentic values. The results showed that the negative affectivity expression (sadness/depression) influenced negatively the perception of leadership effectiveness. However, the positive affect expression (happiness/enthusiasm) not influence positively this perception. These findings are discussed to show their theoretical, and, above all, practical implications.

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Hohendorf, Martin, and Daniele Alessandra Pucci. "Discourse of Gender : How language creates reality." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34623.

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This master thesis deals with the gender perception in leaderships positions. Starting from our awareness of a gendered leadership gap, this thesis aims to show our development towards our understanding of reality as socially constructed. We apply the Discourse in order to see how oppression works on women. In the course of our master thesis, we came across poststructuralists, like Foucault, Derrida and Lacan, philosopher and psychoanalysts, like Freud, Beauvoir, Irigaray, Kristeva and Butler, as well as sociolinguists, like Cameron, Miller, Baxter and Tannen. Their ideas have enriched our gendered Discourses. Furthermore, by dealing with their ideas, we were able to understand how powerful words can be. Words have the power to create identities, our reality and oppress certain groups of people. The group of people we have focussed on are women. Although the category “women” is fragmented and gender is one of many features of persons, there is something that all women share – oppression through language. Thus, women are less likely to move in the corporate ladder and lead. In two Discourse Analysis based on job advertisements for leadership positions offered in Germany and Italy, we see how language-in-use may cause a reason for a gendered leadership gap. The Discourses available to us influence how we understand the reality around us, construct our identities and negotiate our roles. With this thesis, we hope contribute to today’s Discourses and raise people’s awareness of how our language keeps women from entering leadership positions.

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Cavanagh, John Bartholomew. "Managing collegiality : the discourse of collegiality in Scottish school leadership." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2254/.

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Abstract: In recent years there has been an increasing emphasis on the promotion of collegiality as an impetus for management in Scottish schools. Collegiality is promoted as having the potential to transform teachers and hence education. This study confronts this ambitious claim arguing that the concept of collegiality has suffered from a lack of theoretical and intellectual scrutiny. Collegiality lacks proper understanding as a concept and as a discourse. Terms associated with it are frequently used in perfunctory ways which are inattentive to its conceptual sophistication. This study attends to complications which emerge when we reflect rigorously on what collegiality means, and how it impacts on various organisations, but in particular school management. Current attempts at developing a collegiate culture in schools are underexploiting its potential as a transformative management model. We are not managing to be collegiate in the most normative of understandings because we are not Managing collegiality in ways which take account of its conceptual and discursive complexity. The key research questions are: From where has the discourse of collegiality come and how has it been promoted? Whose interest might the discourse of collegiality serve? The study takes two main approaches in addressing these. It considers collegiality as a concept, focussing on meaning and implications arising from the application of limited understandings of the idea in a variety of organisational contexts. It then draws on continental philosophy to uncover arguments which position collegiality, currently promoted, as a discourse. The dissertation locates key sources of the discourse of collegiality and the politics and practices of its promotion. It explores the interests claimed to be served by collegiality, contrasts these with the interest more likely to be served, before going on to make normative claims about a rehabilitated understanding of collegiality. It identifies current approaches to collegiality more as being technologies for organisational expediency rather than as conduits of the more attractive and normative understandings which could contribute creatively to a more democratic and ‘dialogic’ school organisational culture. In seeking a more creative and potentially transformative conception and practice of collegiality, the study looks at one particular example of a radical reappraisal and critiques this, finding it attractive in some senses but at odds with the parameters within which school managers work. A discussion develops which explores more attractive and normative understandings and casts these before a backdrop of common approaches to the professional practice of school management. The dissertation contributes to a discussion by which popular understandings of collegiality may be rescued to become more befitting the democratic and socially oriented facets of a school, rather than as a managerialist technology, impacting on learners, teachers and the wider constituency of interest in schooling in rather more limited ways. The study defends normative understandings of collegiality as an organisational impetus tailored for professional arenas, but in so doing it defends management as a necessity in organisational contexts characterised by complexity. Collegiality cannot be an alternative to Management. It is an attractive approach for schools which can be managed if Managed appropriately.

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Alshamsi, Mansoor Jassem. "The discourse and performance of the saudi Sunni Islamic Reformist Leadership." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497031.

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Frank, John W. "Transformational Leadership and Moral Discourse in the Workplace and Civil Society." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/212.

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This study was grounded in the theory and practice of transformational leadership, where leaders function as moral agents of change as they facilitate values talk (moral discourse) among their constituents. The study took its cue from Rost's call for a new paradigm for leadership ethics that calls for methods of group moral decision making to assess organizational and social ends. The inquiry sought to better understand how leaders engage others in moral conversation and how such processes influence organizational culture and democratic civil society. The methodology was qualitative and phenomenological as it was centered on leaders' perceptions of their experiences in diverse organizational settings across public, private, and social sectors. Data was collected through focus groups and individual interviews and analyzed through the constant comparative method. Data was also interpreted within the socio-political context of a communitarian worldview that postures moral discourse as a means to identify shared values that build social capital and sustain the common good. Other theoretical contexts draw from discourse ethics, adult critical pedagogy, and moral development. The findings of the study put forth a typology of moral discourse framed in categories that include: conversational venues, individual and social impediments to the conversation, communicative dynamics that stimulate the conversation, speech actions, speech styles, functions of moral discourse, and specific leader practices that advance the conversation. Implications for practice in the workplace are framed in areas of organizational development and business ethics. Other implications are considered for the practice of democratic deliberation.

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Barkley, Candice. "School Leader Use of Social Media for Professional Discourse." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2701.

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The purpose of this case study was to explore how a group of principals from diverse backgrounds and different locations create and perpetuate a virtual community of practice. This investigation is a case study of Connected Principals, a group that has come together to create a regular blog on significant issues within education and the principalship. In addition, this group regularly disseminates pertinent information on Twitter via a hash tag. The study includes a content analysis of the blogs posted by Connected Principals as well as social network analysis of the group’s Twitter network and of the key players within the Twitter network. In addition, the investigation includes interviews with six of the key blog and Twitter contributors in order to triangulate the information gleaned from the other analyses. The results of the study provide a thorough description of Connected Principals. While the study set out with the framework of a community of practice, the findings led to the idea that what was actually created by this group is an affinity space. In addition, the results give indication that the members of the group generate social capital within their field. Overall, the study contributes to the literature by providing an in-depth look at a relatively new field in education.

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Duta, Andrei Constantin. "Leadership succession: a discourse analysis of governance dialectics in two nonprofit organizations." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85967.

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Nonprofit organizations across the country are faced with a leadership crisis due to unprecedented demographic changes and challenges. The en masse retirement of the baby boomers leaves leadership positions in nonprofit organizations vacant and vulnerable. This study uses discourse analysis and dialectical theory to compare and contrast the leadership succession processes in two Texas-based nonprofit organizations. Both organizations have comparable missions, religious backgrounds, and annual budgets. In addition, the two organizations share similar structures in terms of board of directors, board chair, and executive director (ED) dynamics. This research is a descriptive comparative case study. The specific purpose of this study is to examine how various board members, including the board chair and the incumbent ED, construct the leadership succession process through their discursive interactions and strategies. This study demonstrates that leadership succession in nonprofits is a convoluted process enacted discursively by conflicting or collaborating key organizational actors huddled around various leadership nuclei. These nuclei include, in various combinations, the EDs, board chairs, vice-chairs, and even spouses of some of these actors. The leadership nuclei morph over time, based on the management of dialectical tensions experienced across four stages in the succession process: presuccession, during succession A and B, and post-succession. This research contributes to the larger body of leadership succession knowledge in multiple ways. First, this study reveals that leadership is an amorphous and dynamic concept contested among organizational actors across time. Second, the study highlights the architectonic role of discourse in the leadership succession process. The succession process is enacted through the key organizational actors' discursive exchanges. Third, this research points to three types of dialectical tensions underlying the actors' discursive interactions: individual-centered dialectics ("staying/leaving"), relation-centered dialectics ("blaming/absolving," "freedom/control," and "cooperation/competition"), and organization-centered dialectics ("change/stability"). Next, this study demonstrates that organizational or individual crisis prompts the succession process, and that change, conflict, goals, and deadlines grow out of the succession process and not the other way around. Finally, this study contributes specifically to the research area of small nonprofit organizations. There is a paucity of research examining the succession process in small nonprofits, and this study addresses this need.

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Jacobsson, Rebecka. "Det idébärande ledarskapet : En fallstudie av ledarskapskulturen i Arbetarnas bildningsförbund (ABF)." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-110169.

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This thesis describes and analyses how the leadership culture is constructed by the leadership discourse and leadership practices, in the Swedish non-profit organisation ABF, the Workers Education Association. The theoretical framework for the study is based on the practice theory by Swidler (2001) who claim that culture conceptualizes as practices in interaction with discourse. The empirical material consists of policy documents for the study of leadership discourse, and twelve qualitative interviews with leaders about their leadership practices. The empirical results show that the leadership discourse is based on three concepts: Carrying of idéas, Communicating and Developing. The leadership practice of the organisation is demonstrated through six leadership approaches: The communicative, The democratic, The stringent, The development focused, The situated and The positive. These approaches are used in internal and external activities. The conclusion of the study is that there is a clear stringency between the leadership discourse and leadership practices within the organisation which creates the leadership culture within ABF. The values and approaches expressed in the leadership discourse are also described in the interviews as practiced by the leaders.

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Aleshire, Seth Peter. "The Spectrum of Discourse: A Case Study Utilizing Critical Race Theory and Critical Discourse Analysis." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338708.

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This case study provides empirical evidence of the master and counternarrative described by Critical Race Theory (CRT) and seeks to understand the impact of these narratives in educational policy and practice. In 2010, Arizona passed A.R.S. §15-112, a law that was designed to eliminate the Mexican American Studies (MAS) program in the Tucson Unified School District. Utilizing the literature on culturally-relevant pedagogy and leadership, this case study uses a CRT theoretical framework and Critical Discourse Analysis (CDA) methodology to analyze the narratives of 26 participants. While the program was under investigation by the State for violation of A.R.S. §15-112 all of the teachers involved in MAS participated in qualitative interviews. In addition, this case study analyzes the narratives of two student focus groups, school administrators, and district governing board members well as the written findings of two former State Superintendents of Public Instruction both of whom found the program in violation of the law. By specifically focusing on the styles and genres described in a CDA methodology the findings provide evidence of both the master and counternarrative but also a spectrum of discourse in which other forms of narrative reside. Implications from this research include a more complex theory of discourse beyond the dichotomy of the master and counternarrative, the application of a new methodological tool in CRT, and recommendations for educational leaders and policy makers interested in advocating for a culturally relevant approach.

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Field, C. "Developing a discourse for CPD leadership in the secondary school sector in England." Thesis, Canterbury Christ Church University, 2010. http://create.canterbury.ac.uk/12162/.

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This study was founded upon an assumption that the discourses of leadership and Continuing Professional Development (CPD) in England are different, and that leading CPD in England is complex and difficult to manage. The overall goal was first to develop a shared understanding of concepts of CPD leadership which underpin the complexity, and second to assist overcoming the confusion. Both the assumption and the stated goal emanate from the researcher’s own professional position. The researcher is professionally active in the field, as a provider of CPD, and also as a representative of the University sector. As chair of the Universities’ Council for the Education of Teachers (UCET) CPD committee, the researcher has lobbied for academically accredited CPD. This presupposes a respect for teachers’ criticality and a reflective approach to Government proposed policy. The work examines policies and practices of CPD since 2000. Significant organisations (e.g. General Teaching Council for England, Training and Development Agency for Schools, National College of Leadership for Schools and Children’s Services) have based their work on a number of concepts which have contributed to a confusion and complexity for leaders of CPD tasked with shaping practice. The initial literature review showed how concepts associated with CPD leadership are emerging, and that therefore any research could not be based upon a static focus. The study explored concepts of educational leadership, noting the emphasis on individual styles, behaviours and performance of leaders. This analysis contrasted with findings that CPD is more focussed on the collective effort of professionals. The study is based upon professionally focussed research. Findings varied according to different stakeholder groups’ attitudes and tacit understandings. The methodology adopted was essentially qualitative and consisted of approaches and techniques associated with phenomenology, action research and grounded theory. Although the term ‘discourse’ is frequently used, it is in the sense of ‘discourse analysis’, rather than of ‘discourse theory’. Outcomes of the work were the identification of four dimensions, which may be seen to drive CPD leadership, and which served to provide an underpinning framework to help the analysis of the research. The uncovering of nine variables, which determine the emphasis contained within different approaches to CPD, served as finer detail to aid CPD leaders. These perspectives were developed into a survey tool, and served as stimuli for interviews. Use of the survey and interviews provided data sets for close scrutiny, leading to a visual representation of different stakeholder perspectives, and indications of how and why each group differed from others. The findings also showed areas of agreement and shared understanding. The work ends with a consideration of how identifying the concepts and perspectives underpinning a CPD initiative can assist CPD leaders in shaping their behaviour and practice.

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Binns, Jennifer. "The possibilities of relational leading : rethinking gender, power, reason and ethics in leadership discourse and practice." University of Western Australia. UWA Business School, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0024.

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This dissertation is located within debates around post heroic leadership. It takes as axiomatic the argument that we need to rethink leadership in ways that are not irredeemably bound to ideals of instrumental rationality, hegemonic masculinity and competitive individualism but are, instead, informed by the ‘feminine’ principles of mutuality, care and what Deborah Kerfoot (1999) terms ‘emotional intimacy’. I call this alternative construct ‘relational leading’ in order to underline my position that leading is about connecting (in an authentic, empathic and ethical way) with others and across functions. This alternative understanding of leadership draws on Joyce Fletcher's (1999) model of a relational practice grounded in the ‘disappeared’ feminine. While positing relational leading as a feminist alternative to dominant masculinist conceptions of leadership, this dissertation attempts to avoid reinvoking dualistic representations. It does this by thinking leadership as a practice undertaken by complex, embodied subjects whose capacity to creatively transcend binaries of masculine/feminine, reason/emotion, and power/powerlessness opens up possibilities for, in the words of Amanda Sinclair (1998), ‘doing leadership differently’. There is, however, a cautionary note in the recognition that identities and practices are discursively regulated or culturally patterned, so that men and women who ‘do’ leadership face constant pressures to masculinise or feminise their identities. Such processes perpetuate both gender stereotypes and the privileging of a masculinised notion of leadership that Sinclair (1998) calls the heroic archetype. Nonetheless, the dissertation ends on an optimistic note, proposing reflexive practice as the agent of change and the condition for being/becoming a practitioner of relational leading, against the grain of masculine heroism and rational instrumentalism.

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Mwagiru, Nyambura. "An inquiry into the nature of effective dialogue and discourse and peacebuilding through leadership." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20476.

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The research study and findings presented in this work underscore the necessity to design and develop effective strategies for inter-paradigm dialogue and discourse for peacebuilding. The study argues that adoption and application of appropriate dialogue strategies impact and engender the nurturing and emergence of a culture of leadership that can foster sustainable peace. Dialogue and discourse processes are considered as being intricately connected to processes of conflict transformation and resolution, and linkages of dialogue, peacebuilding and leadership are mirrored in macro- and micro- spaces of engagement, namely, much contested cultural, political and economic spaces in which myriad and diverse perspectives reside. The potential for peace, it is argued, substantially lies in the formulation and design of contextually-relevant frameworks for equitable and sustainable socio-economic development, and macro-micro intersections play themselves out in the dialogue field within which societies and individuals can seek and strive to anticipate, accommodate, attain and enact their life wisdoms into peaceful systems of co-existence. This view also speaks to the issue of how consensual and sustainable global and regional collaborative enterprise requires the parallel accompaniment of well-configured partnerships in support of cultural responsiveness and social cohesion. Through discussion of appropriate methodologies of dialogue and discourse, the identification and statement of objectives for this study, as well as the design, elaboration and configuration of its research framework, aimed to contribute towards furthering debate surrounding the integration of prevailing theoretical approaches, in order to gain a better understanding of the linkages and dynamics between peacebuilding initiatives, conflict resolution processes, and effective and sustainable leadership. Dialogue is adopted as the key component in the design of an effective model and architecture for peace building. The enquiry underscores emerging gaps that require addressing, and which may then highlight zones of ambiguity, or dialectics between action and practice, and between researcher and practitioner.

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McCusker, Maureen Elizabeth. "A Longitudinal Investigation of the Interactional Process Mechanisms of Leadership Emergence in Dyads." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96262.

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The purpose of the following study was to advance the science of leadership emergence by taking a process-oriented approach to understand the dyadic micro-level interacts that underlie the emergence of leader-follower relationship. While most leadership emergence research focuses mainly on attributes, behaviors, or perceptions of individuals and neglects the multi-level, temporal and contextual of the emergence leaders, this study focuses on dyads' attributes, behaviors and perceptions and considers the teams, over time, and in situ. Individuals worked together in teams over the course of four weeks to accomplish a task, and their verbal interactions were recorded and coded. Attributes of dyads and dyadic perceptions of leader-follower relationship emergence were collected. Results showed dyads that were more similar in leadership self-efficacy were more likely to engage in symmetrical types of interactions. Furthermore, the more dyads engaged in such symmetrical exchanges, the more likely they were to both see each other as leaders, than to both not see each as leaders. Contrary to expectations, no significant results were found for the effect of dyadic dissimilarity on dyadic interactions, or for the effect of complementary interactions of leader-follower relationship emergence. Implications of these findings are discussed.
Ph. D.

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Hong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson, and Stacey Fisher. "Discourse of Integrating Science and Literacy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.

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The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.

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Thawley, Sarah. "Discursive space in the discourse of a woman school leader." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/262/.

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Kusterer, Hanna Li. "Women and men in management : Stereotypes, evaluation and discourse." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108461.

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Very few women hold top corporate positions in Sweden, and women are underrepresented as managers in all work sectors. The present thesis examined stereotypes, perceptions and presuppositions about women, men and management with a combination of perspectives from social and organizational psychology, discourse analysis and gender in organization research. Study 1 of Paper I was a content analysis of management attributes and cultural stereotypes of female and male managers. In Study 2, an inventory of these attributes was formed, and participants’ stereotype endorsements tested. Stereotypes of female managers resembled good management more than male managers, and they were rated more positively, but a masculine norm was implied. Paper II aimed to study and compare gender-related management stereotypes and evaluations of actual managers, and examine perceived gender bias. Men evaluated the female manager stereotype more positively on communal attributes, and, contrary to women, judged the male manager stereotype more positively on agentic attributes. This may help explain the scarcity of women in top management. Women perceived more gender bias favoring male managers than men. Actual male and female managers were rated similarly. Still, the Euclidian distances showed that ratings of actual managers and stereotypes were linked. Paper III examined the discourse on the lack of women in top corporate positions, explanations and links to proposed measures in a project to counter the gender imbalance. A liberal discourse with contradictions and textual silences was exposed. Gender had to be construed in line with traditional gender norms and division of labor to make sense of the proposed explanations. To conclude, one can be reassured by the largely communal portrayal of good management and positive evaluations of female managers, but also apprehensive about the masculine norm of management, perceived gender bias in favor of men, and traditional gender constructions.

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Stodell, Simone. "What say you? : A Rhetorical Analysis of the Discourse of Business Leaders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25995.

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Leadership is a broad topic that can be studied from a vast amount of angles and perspectives. The same fact is true for communication. This study combines these two concepts as it directs attention towards discursive analysis of business leaders. With this focus, the purpose is to describe the essence of rhetoric as an essential part of business communication, analyze how business leaders perform leadership through communication and to contribute to further understanding of this subject, by explaining the communication of business leaders through rhetorical analysis. To reach as far as possible within this research a theoretical framework, that will be the support for the analysis, is established as a basis on which an analysis is possible. This framework reviews the important concepts that are essential for understanding the means of the following rhetorical analysis. To analyze the textual communication of business leaders extracted from real life cases, narratives from situations where leadership is practiced have been selected based on certain criteria. The findings of this study are in unity with the direction in which this research aims. The way business leaders communicate in situations where leadership is practiced have an immense impact on how they are perceived as leaders. Therefore it is argued that business leaders should put more emphasis on increasing their understanding of how they are perceived by others, based on the way they communicate through verbal communication.

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Michel, Franck. "Image, discourse, style and presidential leadership in France : the case of Valery Giscard d'Estaing (1974-1981)." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499330.

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This thesis aims to analyse and illustrate how former French President Giscard d'Estaing (1974 - 1981) used image and political communication in an attempt to define a new 'presidential style' which would depart from the more rigid and formal approach adopted by his predecessors Pompidou and de Gaulle. In the ongoing debate about the role of mediatised image and style in the construction of political leadership figures, this dissertation aims to serve as a case study examining the choices made by former French President Giscard d'Estaing towards the promotion of his own presidential image.

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Waksmunski, Valerie. "Yielding to the Worthy: The Chinese Abdication Myth as Discourse on Hereditary vs. Merit-based Leadership." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1441799724.

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Bolden, Richard Ian. "The elusive nature of leadership practice : an investigation into the distribution, practice and discursive processes of leadership in universities and other large organisations." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/104833.

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This thesis outlines a personal attempt to explore leadership in a holistic manner that recognises the contribution of both individuals and the collective whilst remaining sensitive to contextual factors. It endeavours to do this through presentation, analysis and discussion of two empirical studies of leadership, informed by distributed and practice perspectives, which regard leadership as a shared and contextually situated social process. The thesis begins with an overview of leadership theory and research, proposing that the time is right for a reframing of the field of leadership studies in order to redress the balance accorded to individual and collective accounts of leadership; review how we recognise, reward and develop leadership; and revisit our methodologies and approaches to leadership enquiry. The first empirical study investigates perceptions and experiences of leadership in the UK higher education sector, proposing that whilst leadership may be considered as widely dispersed, the notion of ‘distributed leadership’ also carries a powerful rhetorical function that may mask an uneven distribution of power, resources and rewards. The second empirical study explores the notion of ‘leadership-as-practice’ in three large, complex organisations outside the HE sector, and reveals the significant impact of discourse and sensemaking in shaping perceptions, experiences and the accomplishment of leadership for middle-senior level operational managers. The discussion chapter draws together the various themes explored in the thesis, in particular demonstrating the significance of issues of discourse, identity and purpose in making sense of the elusive nature of leadership practice. It is argued that a holistic representation of leadership remains difficult to achieve because of the manner in which grand Discourses and micro-level discourses of leadership interact to attribute the social process of leadership to the actions of individual leaders. The thesis concludes with a series of recommendations that highlight the value of a somewhat eclectic approach to leadership theory, research, practice and development that facilitates the emergence and recognition of contextually-appropriate ‘hybrid configurations’ of leadership.

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Ackland, Terri. "How Discourse in Public Community College Documents Supports the Learning College Philosophy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1770.

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Since the late 1990s, community colleges have changed strategies to enhance student success, moving from a traditional faculty-focused teaching model to a student-focused learning paradigm using O'Banion's 6 college learning principles to define and guide the learning college model. However, it is unclear how much the model is being used by community colleges or shared with stakeholders. The learning college model, supported by transformational language research on decision making and innovative thinking, provided a conceptual framework for this discourse analysis study. The purpose of this study was to discover the extent to which the language of the learning college model is present on publicly available community college webpages. The 17 website samples were drawn from colleges officially identified as elite learning colleges. Linguistic coding facilitated by applying the 27 discourse analysis questions developed by Gee to encompass O'Banion's 6 college learning principles provided evidence of student-focused learning as a goal at community colleges. Results indicated that learning college principles were presented by all 17 colleges in the study, represented on different pages of their websites. Determining transparent and accessible evidence of the learning college on community college websites provided colleges with a starting point to consider their procedures and the experiences of their students when determining which school is best for them to attend. Students at colleges with a clear learning college mission have the opportunity to collaborate in their learning experiences and to construct knowledge in ways that enhance student success and goal completion, so identifying the presence of such schools can change students' college outcomes.

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Hurner, Casey. "The Phenomenology of Preparing Culturally Proficient Teachers| Modeling Co-Teaching and Critical Discourse in a Rural State College." Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607235.

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Every student deserves to be educated by teachers who are culturally proficient to ensure their needs are being met within inclusive school systems. This calls for educator preparation programs to ensure teacher candidates are culturally proficient. However, this is a pedagogical shift in isolated, rural settings due to the challenges rural communities pose for cultural proficiency (Sileo, Sileo, & Pierce, 2008). Modeling co-teaching and critical discourse in educator preparation allows teacher candidates to explore historical and systemic inequities of marginalized populations. Understanding these inequities can allow teacher candidates to recognize how diversity may impact the lives of various individuals and learn to honor the cultural uniqueness of others.

The purpose of this study was to explore the perspectives of teacher candidates within a course modeling co-teaching and critical discourse in educator preparation to capture the essence of their experiences. The conceptual framework created to guide this study centralizes co-teaching in educator preparation to model and promote critical discourse embedding critical theory and disability inquiry. This study used a phenomenology approach to obtain the essence of teacher candidates’ experiences. Participants of the study were pursuing a degree in education from a rural state college. Of the participants, 92% were female and 98% were white. To ensure the essence of teacher candidates’ experience prevailed, the researcher used a peer debriefing process and member checking to ensure validity.

Three themes emerged from the survey responses and four participant interviews. Each theme had three sub-themes that emerged as well. The first theme was a prosocial environment, with sub-themes of connectivity, multiple perspectives, and critical discourse. The second theme was vulnerability, with sub-themes of professors as change agents, self-awareness, and critical consciousness. The last theme was empowerment, with sub-themes of advocacy, pedagogical awareness, and understanding and honoring culture. Interconnections of the themes were analyzed and presented to combine the conceptual framework of the study with the findings.

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Bitar, Amer. "The Impact of Visual Representations of Leadership in Tribal Dominated Societies: A critical qualitative study of aesthetic leadership in the United Arab Emirates." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17216.

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This thesis explores the role and impact of leadership as a socially constructed and aesthetic phenomenon in tribal-dominated Bedouin Arabia. The concept of leadership is investigated in terms of its discursive and aesthetic dimensions across different geographical, historical, and intellectual settings by adopting and applying a Foucauldian perspective of interconnected concepts of power/knowledge, discourse, subjectivity, body symbolism and the power of gaze. The thesis draws on three related types of data: First, images to understand the leaders’ perspective. Second, interviews with artists to gain insights into the visual message and the creative process. Third, through semi-structured interviews with the audience to garner an understanding of how it perceives the message leaders send. This thesis contributes theoretically to ongoing research into the visual representation of leadership and to critical debates concerning Foucauldian perspectives on discourse, power, discipline and the body. This thesis concludes by recommending practical implications for rethinking leadership as something both aesthetic and mythical to consider the role of followership in the consumption of leadership-themed visual artworks and communication, and the growing global role and influence of social media in shaping leader-follower relations.

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Khwaja, Tehmina. "The language of leadership a feminist poststructural discourse analysis of inaugural addresses by presidents of high profile research universities." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618807.

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Jones, Heather Sadler. "I Demand. . . Sorry, I Apologize: Power, Collaboration, and Technology in the Social Construction of Leadership across Diversity." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5517.

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This transformative case study used qualitative and quantitative methods to explore the social construction of collaborative and technology leadership among students in a graduate-level course on curriculum leadership. Analysis of interactions among students during an asynchronous computer-supported collaborative learning (CSCL) project using critical discourse analysis was completed. Student dialogue was analyzed for how students across different social groups interacted discursively to promote and inhibit the development of leadership in the domains of collaboration and technology, while socially constructing the knowledge context for learning about the societal curriculum for diverse social groups. Findings were that women more than men were verbose and promotive, and that much of their power/language exchanges involved mutual understanding. Black students were underrepresented in the graduate course, but gained power through language and course design. Latino students lacked self-advocacy and emphasized cultural diversity in their use of power/language. An interview with the professor provides insight into the structures that frame student's experiences. These findings are discussed through a three-tiered Critical Discourse Analysis Framework and recommendations are made for educators, leaders and education leadership preparation programs that use on-line learning platforms that support collaborative learning experiences.

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Suggs, Vickie Leverne. "The Production of Political Discourse: Annual Radio Addresses of Black College Presidents During the 1930s and 1940s." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/33.

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The social and political role of Black college presidents in the 1930s and 1940s via annual radio addresses is a relevant example of how the medium of the day was used as an apparatus for individual and institutional agency. The nationalist agenda of the United States federal government indirectly led to the opportunity for Black college leadership to address the rhetoric of democracy, patriotism, and unified citizenship. The research focuses on the social positioning of the radio addresses as well as their role in the advancement of Black Americans. The primary question that informs the research is whether the 1930s and 1940s was a period of rising consciousness for Black America. The aim of this study is to examine the significance of radio during the pre- to post-war era, its parallel use by the United States federal government and historically Black colleges and universities (HBCUs), and the interrelationship between education, politics, and society. The use of social history allows historical evidence to be viewed from the lens of identifying social trends. The social trends of the period examined include the analysis of economics, politics, and education. An additional benefit of using social history is the way in which it examines the masses and how they help shape history in conjunction with the leaders of a given period of examination. The research method also entails an in-depth analysis of 14 annual radio addresses delivered by three Black college presidents in the South during the 1930s and 1940s: Mordecai W. Johnson, James E. Shepard, and Benjamin E. Mays. Common themes found among radio addresses include morality and ethical behavior; economic, political, and social equality; access and inclusion in a democratic society; and a collective commitment to a just society. Black education as a form of racial uplift unveiled the meaning of access and the collective advancement of the race. Agreeing to deliver the radio addresses as a part of government-sponsored programming resulted in an inter-racial alliance between Black college leadership and the federal government. To this end, Black college leadership operationalized their access and education to benefit the needs of their race.

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Söderberg, Forslund Monica. "Slaget om femininiteten : Skolledarskap som könsskapande praktik." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-30761.

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The aim of the dissertation is to highlight how different ideas about gender and gender discourses have created varying conditions for the formation of school leadership in different eras. The empirical material consists of historically documented material in a text-based study and interview material comprising interviews with a total of 18 comprehensive school principals from two interview studies. The period covered by the material is 1830–2006. The theoretical point of departure is post-structural theory formation, where Joan W. Scott’s and Judith Butler’s theoretical line of reasoning constitutes the basis of the dissertation’s gender and discourse analyses. The analyses highlight active gender discourses throughout the history of school leadership and which gender discourses regulate principals’ everyday work in the 21st century, how different gender discourses intervene and gain ground among principals and have significance for which gender and professional positions are possible for today’s principals to adopt and allocate to teachers and students. The dissertation highlights four active gender discourses: the essential sexual difference discourse, the sameness discourse, the difference discourse and a transgressive gender discourse. The results indicate the survival force of the essential sexual difference discourse, where femininity is always subordinate to masculinity. The greatest gender battle has been around femininity. Throughout its history school leadership has mainly been focused on and talked about in terms of female/feminine and male/masculine, but where femininity has always been questioned and subjected to constant definition and redefinition. Thus far in the 21st century the difference discourse’s femininity affirming dimension has been normalised and takes shape in a new and transgressive gender discourse where both femininity and masculinity are available for both female and male principals’ identifications and materialisations. However, at the same time as principals have related to new and transgressive gender ideals in certain situations they defer to the essential sexual difference discourse’s gender stereotyped and hierarchical divisions and expectations. The dissertation shows how the transgressive gender discourse contributes to the dissolution of gender polarity, with optional identities. Parallel with this and contrary to what in terms of gender could be described as the basis for a more democratic and equal school, the dissertation also shows how female principals and female teachers, together with certain groups of girls, sometimes find themselves in continued subordinate and vulnerable positions in accordance with a very old essential sexual difference definition.

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Benz, Cheryl. "Entering an academic discourse community: A case study of the coping strategies of eleven english as a second language students." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1610.

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This case study follows eleven non-English speaking students as they adapt to community college, content courses. The three classes examined are required freshman classes--Humanities, Social Environment, and Individual in Transition. In order to cope with the demands of these classes, students must penetrate the academic discourse community and have effective relationships with their instructors and their peers. The results of the study are based on interviews with eleven non-native speaking (NNS) students and their instructors and on an analysis of student writing assignments, course syllabi, and exams. Three general areas are examined: (a) students' first-language (L1) education, (b) the requirements of their content classes, and (c) the affective factors which influence their adaptation process. The case of these students reveals that: 1. Students draw on their L1 education, especially in terms of content, as they cope with the demands of these content classes. 2. In some areas L1 educational experiences interfere with students' ability to adapt. 3. The content classes require students to have well developed reading, writing, oral, and aural skills. 4. Students must use higher level cognitive skills to be successful in content classes. 5. Affective factors play a role in students' success in content classes. The discussion section includes possible implications of this data for college level English as a Second Language courses.

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Ramlackhan, Karen. "The Elusiveness of Inclusiveness: A Discursive Analysis of Inclusion in a District Level Exceptional Student Education Leadership Team." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6570.

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This poststructural study utilizes Foucault’s theories of power/knowledge nexus and disciplinary power to explore the discursive formation of inclusion of a district level Exceptional Student Education leadership team in order to understand how the discourses are constructed, practices are normalized, and power relations are legitimized. This type of analysis interrogated the assumptive groundings of special education in the district, and how these have been taken-for-granted and normalized in the professional knowledge, policies, and practices of the field. Data from multiple sources: semi-structured interviews, observations, multimodal forms of communication, observation journal, and researcher reflexive journal produced findings within four dominant discourses---the philosophical understanding of inclusion discourse, the contextual discourse, the politics of leading discourse, and the logistics of inclusive schooling discourse. The normative understanding of inclusion within this district is anchored in a structure of difference, emphasized through ability. The areas of commonalities among and within these discourses, where tensions and contradictions lie, include the continuum of segregating spaces, the utility of the academic achievement frame, and the necessity of specialists and professionalized knowledge. Future research may entail exploring a radical restructuring of inclusive education, and conducting non-traditional qualitative studies that focus on the relational power dynamics and decision-making processes among district administrators. Implications for practice are also discussed.

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Murtagh, Chantelle. "Producing leaders : an ethnography of an indigenous organisation in the Peruvian Amazon." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/producing-leaders-an-ethnography-of-an-indigenous-organisation-in-the-peruvian-amazon(65afd804-3415-44f5-958d-fb2190dd73fc).html.

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This thesis is based on fieldwork undertaken in a multi-ethnic indigenous organisation, the Native Federation of Madre de Dios and tributaries (FENAMAD), in the Amazonian region of Madre de Dios in Peru. I explore the question “what is a good leader?” and offer a contribution to the literature on indigenous movements by focusing on the significant role that indigenous communities play in the development of leaders. Alterity is at the heart of the Federation as the leaders, who are elected to represent the communities, have to deal with various “others” on a daily basis, both indigenous and non-indigenous. The main focus is on how alterity is managed and made productive by the leaders. By analysing the instrumental use of the term hermano (brother) in indigenous politics I try to understand the way in which the “outside” is constantly defined and redefined in an attempt to produce a stable “inside” space in which indigenous politics can take place. I look at how the native communities affiliated to the organisation actively work towards establishing leaders who fulfil certain roles and expectations, which may at times be different to those promoted by the state. My ethnography shows that communities expect good leaders to be consecuente (consistent, trustworthy). I look at the process of “becoming a leader” and how the experience of these new leaders is understood as both performative and authentic, as an expression and outward display of their values and identity. By problematising authenticity, I explore how leaders not only tap into indigenous discourses, as performance of an identity for Western audiences, but use strategic markers (such as indigenous dress) and discourse to establish themselves as legitimate representatives in their own communities, as the base from which they draw power. Llegando bien a la comunidad (doing right by your community) is seen to be a motivating factor in a leader’s actions and choices, and this highlights the importance given by leaders to being seen in a good light by their home communities. In analysing the importance of presencia en las comunidades (presence in the communities), I show how this helps to embed leaders in community life, both during their time as leaders and afterwards. I also relate the leadership role to its function in “producing people”, as empowered and able to act. The role of the Federation in the production of knowledge is explored to uncover the links between power and knowledge, whereby knowledge becomes significant for constituting power in leaders and communities. An analysis of the language used during important events such as the triannual congress offers insight into how both leaders and communities are producing each other. It is through language that leaders work to produce a trustworthy, reliable social body, necessary for the continuance of the Federation and for furthering its aims of indigenous autonomy and self-determination.

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Miranda, Ariadne. "Communication as Constitutive of Organization: Practicing Collaboration in and English Language Program." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7858.

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This dissertation is about collaboration as an organizational practice that is communicatively constituted. Specifically, I examine how members of a team in an English language program located in a large southeastern university in the United States make sense of what they define as a collaborative work environment and materialize it in their meetings in spoken and written discourse, and in their mention and use of organizational artifacts. Though the study examines the practices of one organizational setting, the insights generated illuminate broader organizational and discourse dynamics and speak to important issues in the discipline of communication such as authority, leadership, organization sensemaking, materiality, and the role of texts in organizations. The data in this dissertation consists of spoken and written discourse. The spoken and written discourse data consist of 11 audiorecorded and transcribed meetings. To collect these data, I attended team meetings for a period of one year. I transcribed selected meeting data, and analyzed this data using a tool kit called discourse analysis. The written discourse data I examine is comprised of two documents: The Statement of Core Values and the Philosophy on Teamwork. My analysis shows how team members operating in a collaborative environment favor strategies that lead to consensus. These strategies include the use of politeness strategies such as the use of mitigating and inclusive language. Team members also use discursive strategies that demonstrate top down leadership and authority, albeit marked by indirectness. I offer practical recommendations for practice starting with the idea that collaboration does not have meaning outside of communication; collaboration means what the members of a discourse community say it means. I contend that discourse analysis can be a useful tool for organizational members as it can help them become mindful of the language they use and its constitutive force in the workplace. I also offer suggestions that can help organizations retroactively make sense of their organizational texts to ensure that they are accountable to others for what their organizations stand for.

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Roos, Gunilla. "#metoo förändrar svensk affärsmedias ledardiskurs : - ett steg närmare jämställdhet?" Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101427.

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Enligt agenda 2030 är jämställdhet mellan kvinnor och män en förutsättningför en hållbar och fredlig utveckling. Mycket arbete pågår i politiken och i samhället men olika rapporter och undersökningar visar att det är en lång väg kvar innan vi når målen för jämställdhet. Forskning visar att den kultur som råder i samhället påverkas av rådande normer och värderingar och att dessa i sin tur också bidrar till konstruktionen av kön och därmed att synen på jämställdhet bibehålls. Media har en roll i att både konstruera och rekonstruera normer och värderingar. I den här studien undersöks om en stor medialhändelse som #metoo kan påverka rådande normer och värderingar i samhället. Detta görs genom att undersöka om och hur svensk affärsmedia har förändrat sitt sätt att konstruera genus vad gäller män och kvinnor som ledare i svenskt affärsliv efter att #metoo briserade 2017. I studien används Faircloughs tredimensionella modell som analysverktyg samt som teoretisk och metodologisk utgångspunkt. Det är en replikeringsstudie som utgår från Gottfridsson och Raanaes C-uppsats från 2015, som sedermera blev utvecklad till en vetenskaplig artikel ”The boss and daddys´s little girl: on the construction of gender in Swedish business media” (Hansson, Gottfridsson & Raanaes, 2019). Analys och resultat från denna studie visar att det skett förändringar i hur media konstruerar män och kvinnor som ledare före och efter #metoo. Män som ledare ifrågasätts och görs ansvariga i sina handlingar i flera fall än innan #metoo och kvinnor som ledare beskrivs i flera fall med mer fokus på företaget och inte lika mycket på person. Analysen ger inte ett entydigt svar på om förändringen beror på #metoo. Studien visar att trots att det skett en förändring i hur män och kvinnor beskrivs som ledare har det ännu inte påverkat så mycket i praktiken.

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Meabon, Bartow Susan L. "Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719.

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Einerfors, Per. "Glastaket; skinande, krackelerat eller krossat? : En diskursanalys om medias porträttering av Anna Kindberg Batra, Ebba Busch Thor och Annie Lööf." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28384.

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Abstract Is there a special discourse surrounding female politicians in Sweden? And if so, what is the current climate for female political leaders? The purpose of this article is to examine the portrayal in the public media of Anna Kinberg Batra, Ebba Busch Thor and Annie Lööf. The common denominator is that they are all heads of a political party, Anna Kinberg Batra being the chairwoman of the Moderate Party, Ebba Busch Thor being the chairwoman of the Christian Democratic Party and Annie Lööf chairwoman of the Central Liberal Party. The article includes mainly printed news from the midst of 2014 to may 2015. The chosen and applied method for this article is a discourse analysis. The article portrays the fact that female political party leaders in Sweden face a different situation than their male counterparts. Media knowingly or unknowingly chooses to focus on many attributes regarding the female politicians that are not in any way relevant for their profession such as outfits, nails and daycare, to name a few. This article has resulted in the conclusion that inequalities regarding a fair portrayal in media between the two sexes, still persist and that women active in political societies still have different expectations to live up to than their male counterparts.

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Arenander, Charlotte. "A DiscourseAnalysis of Leadership in Non-Profit Cross-Cultural Organizations in Chiang Mai, Thailand : A Minor Field Study." Thesis, Umeå universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95164.

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This study is a discourse analysis of leadership among Thai staffworking in non-profit cross-cultural organizations in Chiang Mai, Thailand. The purpose is to study the pervading leadership discourses, how these are affected by the fact that they are working in non-profit cross-cultural organizations, and how the staffexperiencesconflicting discourses in the organization. The material consists of six interviews with Thai staff. The result includeseight leadership discourses, where the two greatest are relational leadership and national culture. Relational leadership includes the importance of relationship between leaders and followers, something that also characterizes the Thai culture. The national culture discourse consists of descriptions of leadership stylesthatdepend onnational culture. Several of the other leadership discourses presented also include similarities with the Thai culture as explained by for example Hofstede (1980) and Ukosakul (2005), while others are descriptions of transformationalleadership, a leadership style said by some to be universal(Den Hartog, House,Hanges, & Ruiz-Quintanilla, 1999). The leadership discourses are affected by the fact that the informants are working in non-profit cross-cultural organizations, causing for example challenges in communication. The informants also describe that they adapt to theculturesof the people they are working with, but also expect leaders to adapt to the local culture and context. Despite differences in national culture, the organizational goals create a common base. The conflicting discourses that are describedhave to do with national cultures, both between different national cultures, but also between culture and personality or religious discourses.

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Baker, Natasha L. "The Framing of Hillary Clinton: A Content Analysis of Media Discourse on Clinton's Candidacy in the 2016 Election." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton149304147457541.

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Emersson, Vallqvist Linnea. "KVINNA OCH CHEF : En diskurspsykologisk uppsats om hur kvinnor som är chefer framställer chefskap." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-43260.

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Uppsatsens syfte är att studera hur kvinnor som är chefer framställer chefskapet och svara på frågeställningen på vilka sätt chefskapet konstrueras samt vilka villkor och förväntningar som finns utifrån kvinnornas konstruktioner. Totalt intervjuades sex kvinnliga chefer i semistrukturerade intervjuer. Utifrån intervjutranskriptioner identifierades tre tolkningsrepertoarer och tre subjektspositioner. Tolkningsrepertoarerna var; ”det professionella samspelet”, ”det kravfyllda chefskapet” och ”den manliga och det kvinnliga i chefskapet”. De identifierade subjektspositionerna var; ”chefen som kollega”, ”chefen som den ytterst ansvariga” och ”den elaka kvinnan”. Studien genomfördes med diskurspsykologisk och socialkonstruktionistiskt teori och metod. Studien resulterade i identifierandet av tre tolkningsrepertoarer och tre subjektspositioner inom vilka olika aspekter av hur chefskapet konstruerades redogjordes för samt hur dessa kan tolkas i förhållande till förväntningar och villkor.
The purpose of this paper is to study how female managers constructs leadership and to answer in what ways leadership can be constructed together with what conditions and expectations that exists based on the women´s constructs. Six female managers where interviewed in semi structured interviews. From the interview transcripts three interpretation repertoires and three subject positions where identified. The identified interpretation repertoires where; “the professional teamwork”, “the demanding leadership” and “the male and female in leadership”. The subject positions where; “The manager as a colleague”, “the manager as the ultimately responsible” and “the mean woman”. The study was conducted with discourse-psychological and social constructionistic theory and method. The result of the study showed the identification of three interpretation repertoires and three subject positions within which different aspects of how leadership was constructed and how they can be interpreted in relation to expectations and terms.

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Dissertations / Theses on the topic 'Leadership Discourses'

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