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University leadership as engaged pedagogy: A call for governance reform
journal contribution
posted on 2022-01-01, 00:00 authored by Juliana Ryan, Sophie GoldingaySophie GoldingayResponses to COVID-19 impacts have shown how quickly universities can change, given the impetus. However, global disruptions to university learning and teaching have not yet been matched by any significant change to university leadership. Taking gender equity as our focus, we argue that pedagogical disruption should extend beyond the classroom to reshape academic leadership. In this commentary we critically reflect on the question ‘How can university leaders share power to nurture caring and ethical academic leadership’? Taking some cues from disruptions to university learning and teaching, we call on the work of bell hooks to propose a holistic vision of university leadership as a form of critical pedagogy — ‘engaged pedagogy’. We draw on combined experience in professional and academic roles at six universities in Australia and Aotearoa New Zealand to share composite vignettes of holistic leadership practices grounded in integrity, collaboration and personal wellbeing. Our commentary concludes with practical suggestions for changing university governance in a time of disruption so that leadership as engaged pedagogy can be practised more widely.
History
Journal
Journal of University Teaching and Learning PracticeVolume
19Issue
1Article number
8Pagination
122 - 139Publisher
University of WollongongLocation
Wollongong, N.S.W.Publisher DOI
ISSN
1449-9789eISSN
1449-9789Language
EnglishPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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