The PNG midwifery leadership buddy program : an evaluation
- Authors: Hall, Helen , Mahmood, Mohammad , Sitaing, Mary , Aines, Paula , Cant, Robyn , Crawford, Kimberley
- Date: 2023
- Type: Text , Journal article
- Relation: Women and Birth Vol. 36, no. 5 (2023), p. e536-e543
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- Description: Problem: Papua New Guinea (PNG) has a high rate of preventable maternal and neonatal deaths. Background: Developing midwifery leadership is vital to addressing the current deficits in health outcomes for women and their babies. The PNG Midwifery Leadership Buddy Program responds to this need through leadership training and partnering of midwives across PNG and Australia. Participants in the program undertake a workshop in Port Moresby and commit to a 12-month peer support relationship with a midwife ‘buddy’. Aim: To evaluate participants’ experiences of the Buddy Program and the impact of the program on leadership skills. Methods: All 23 midwives who had completed the program were invited to participate in the evaluation. The study used a concurrent mixed methods approach. Qualitative data were collected via interviews and then thematically analysed. Quantitative data were collected via a survey and analysed with descriptive statistics, then findings were triangulated. Findings: Participants reported increased confidence for leadership, action and advocacy. Numerous quality improvement projects were implemented in health services in PNG. Challenges to the success of the program included technological limitations, cultural differences and the COVID-19 pandemic. Discussion: Participants reported the PNG Midwifery Leadership Buddy Program was successful in increasing their leadership skills and collaborative opportunities, as well as strengthening midwifery more broadly. While there were barriers, most participants valued the experience and believed it benefited them professionally and personally Conclusion: The Buddy Program provides a practical model for building midwifery leadership capacity that may be transferrable to other contexts. © 2023 The Authors
Implementation of a Registered Undergraduate Student of Nursing (RUSON) program : the nurses’ perspective
- Authors: Willetts, Georgina , Nieuwoudt, Laurina , Olasoji, Michael , Sadoughi, Navideh , Garvey, Loretta
- Date: 2022
- Type: Text , Journal article
- Relation: Collegian Vol. 29, no. 1 (2022), p. 70-77
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- Description: Problem: Undergraduate nursing students remain an underutilised workforce within healthcare. This paper explores the establishment of a Registered Undergraduate Students of Nursing (RUSON) model through a university and healthcare partnership. Background: Nursing continues to adapt to increasingly complex patient populations. Initiatives are needed to enable nurses to focus on patients’ care needs amidst increasing healthcare costs. This study identifies opportunities and strategies for engaging undergraduate nursing students as part of the healthcare workforce through the RUSON model, from the perspective of nurse leaders. Aim: This project aimed to explore nurse leaders’ perspectives surrounding implementation of a RUSON model. Method: A qualitative exploratory design was employed for this study. Thematic analysis from a focus group with the nurse leaders was undertaken. Findings: Two key themes were identified from the analysis, i) Establishing the RUSON; with sub-themes: “Who are RUSONs?”, “You are not on clinical placement” and “The importance of inclusivity” and ii) Benefits of the RUSONs; with sub-themes: “Addressing patient care needs”, “Value to the nursing team” and “Creating future ready employees”. Participants identified barriers that were overcome, subsequently leading to the model being considered advantageous to the clinical environment. Discussion: The establishment of a RUSON workforce in acute care settings brings with it benefits to the nursing staff and the RUSONs themselves. In order to successfully embed a RUSON model in an organisation, it is important to collaborate with the nursing leadership team in the implementation process. Conclusion: A RUSON workforce is an appropriate human resource strategy, both at the immediate point of implementation and longitudinally, as a recruitment strategy for future employment. Successful implementation of a RUSON model requires engagement and collaboration with nursing leaders. © 2021
Generation, gender, and leadership : Metaphors and images
- Authors: Burkinshaw, Paula , White, Kate
- Date: 2020
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 5, no. (2020), p. 1-10
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- Description: This article explores the metaphors and images used by different generations of women to describe women's leadership in higher education (HE) and the impact these perceptions have on their careers and career ambitions. It also explores how such metaphors and images can position them as “other,” silence their voices in the dominant masculinist discourse, and marginalize them. The emphasis in the gender and higher education literature has been on identifying the barriers that impede women's progress in academic organizations, including images of continuing hegemonic masculine leadership, and their promotion to leadership positions. These models position women leaders who are assertive as troublemakers, and women as “the problem” either because of their attitudes or perceived domestic and family responsibilities. And while women leaders are often not gender conscious, they are frequently doing gender in their senior roles. The metaphors and images that portray women's leadership are often of hidden work, supporting more senior males, or “ivory basement” leadership. Combined, they suggest a deficit model that positions women as lacking for top jobs, and institutions therefore needing to “fix the women” generally through leadership development programmes, sponsorship and mentoring. The article examines the metaphors and images used to describe women's leadership across two generations. Older women often saw their leadership as conforming to male leadership models, as fitting in, and not challenging or unsettling their male colleagues. However, a younger generation of leaders or prospective leaders had a very different set of metaphors for their leadership. They saw themselves as unsupported by what they described as the current mediocre, institutional leaders, weighed down by inexorable organizational restructure, and merely in survival mode. Hence, they refused to accept the masculinist leadership model which they perceived as ineffectual, outdated and not meeting their needs. The article suggests that the prevailing culture in higher education leadership and the metaphors and images used to describe successful leadership narrows the options for women leaders. While older women were prepared to accept current masculinist leadership, younger women had contempt for the way it marginalized them while at the same time encouraging them to lift their game and had a different set of metaphors and images to portray what successful leadership should look like. © Copyright © 2020 Burkinshaw and White.
The regional trifecta: Entrepreneurs, managers and community leaders - an Ethnographic typology of leaders collaborating in a Regional Vicrorian Community
- Authors: Isham, Amy
- Date: 2020
- Type: Text , Thesis , PhD
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- Description: This doctoral thesis explores a socioeconomic model for understanding and analysing leadership in the regional area of Horsham and its hinterland communities. This thesis critiques accepted models of regional development policy and leadership theory and in doing so argues for a new approach emphasising the roles that leaders adopt to achieve goals. These roles comprise the entrepreneur, manager and community leader that this thesis terms the regional trifecta model of leadership. This is a model that explores the ways that leaders attain mutuality within social and economic eco-systems in order to achieve long-term regional economic sustainability and liveability for residents. This doctoral study uses a critical qualitative ethnographic exploration of Horsham and its surrounding region drawing on researcher, the informant participant’s observations from a wide range of industries and social backgrounds. This thesis discusses themes of policy barriers to environmentally sustainable entrepreneurship, social ostracism of female leaders, a sense of futility in bureaucratic compliance, passive and unsupportive communities, tempered with the critical hope of social enterprise and potential partnerships. In examining these themes the thesis argues that entrepreneurs are overwhelmingly values driven. It also asserts that they experience barriers of unreliable labour and unsupportive external partnerships. Managers are also strongly values driven and can experience many barriers from internal partnerships within their own organisations. Community leaders are values driven and struggle against the barriers of bureaucracy with the organisations they partner with. The thesis provides a new contribution to the literature. This includes a critique of psycho-social approaches to leadership through role-based explorations that emphasise a collective responsibility for success within an eco-system. It also examines the types of people that become leaders and their motivations in regional Victoria. From this emerges a discussion about the tension between formal governance and power structures and the informal agency of leaders. The recommendations that emerge from this research are that policy-makers, local, state and federal governments acknowledge and support the role of existing informal leaders and the significant social and economic benefit they bring to regional Victoria.
- Description: Doctor of Philosophy
Governance and leadership implications for academic professionals in the era of technological disruption
- Authors: Wells, Philippa , Ingley, Coral
- Date: 2019
- Type: Text , Journal article
- Relation: Journal of Management and Governance Vol. 23, no. 1 (2019), p. 21-32
- Full Text: false
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- Description: Whether employee unions have a role to play in Universities (and what that role might be) has always been troubling, with views ranging from philosophical antipathy to wholesale endorsement. In some jurisdictions, levels of membership and support also have varied in response to such external factors as statutory changes to governance structures of universities, voluntary unionism, changes to the direct role of unions in furthering the statutory responsibilities of employers such as in promotion of health and safety in the workplace, and such internal factors as casualisation, centralisation of power and decision making and policies of workforce flexibility via redundancy and other strategies. An emerging “threat” that is garnering increasing levels of concern is that of disruptive automation in the higher education sphere, not only in ancillary functions such as learning management systems, information processing and provision of student support services, but also going to the root of the academic function—the education experience. This development will have fundamental implications for higher education, as for other service industries, and poses essential challenges for employee unions in terms of their relevance, governance and leadership, particularly where that automation threatens job security and careers. This paper will explore those challenges by reference to analogous developments such as MOOCs, “cookie-cutter” courses and programs, casualisation and the growth in on-line, flexible and blended delivery modes. As a review and commentary, the exploration will focus on the Australian context but to ensure broader relevance, will be grounded in political economy, reflecting the tensions that emerge between the funders of universities, both public and private, who seek higher profits, control and power, and those who see universities as a fundamental social institution. Arguably, it is in the space created by such tensions that the future for unions is located. It is a matter of determining what that future looks like. This approach permits both contextualisation of the discussion and provides opportunities for international comparisons, thereby providing a basis for future research within the context of academic leadership.
The costs of risk and fear : a qualitative study of risk conceptualisations in allied health resource allocation decision-making
- Authors: Grant, Kellie , White, Jenni , Martin, Jennifer , Haines, Terry
- Date: 2019
- Type: Text , Journal article
- Relation: Health, Risk and Society Vol. 21, no. 7-8 (2019), p. 373-389
- Full Text: false
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- Description: Over the past several decades, the paradigm of risk has become increasingly salient for understanding how health care is provided. In more recent years, we have seen an expanding body of literature raising concerns of possible harms that a focus on risk may carry. Despite considerable research interest in risk, relatively little is known about the construction of risk in contexts of allied health resource allocation decision-making. This article reports on qualitative research exploring how allied health leaders construct the concept of risk and how this influences resource allocation decision-making. Data are drawn from forums held in August and September 2014, with a total of 59 participants who occupied leadership roles in allied health in Australia. The findings highlight three domains of risk: resource, patient and organisational risk. Some domains of risk received more attention from participants and exerted greater influence on decision-making than others. Relative to the other domains, patient risk was not a core focus. Risk had a distinct emotive element and some domains of risk led participants to focus on catastrophic outcomes. Patient risk did not evoke emotive responses, whereas both resource and organisational risk did. It appears that perceived risk may be costly for health organisations, as it can be a primary driver underpinning resource allocation decisions. We explore the relative lack of attention to patient risk, the role of fear and anxiety in decision-making, and discuss implications of the impact of a focus on risk in wider society. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Rating teams’ non-technical skills in the emergency department : A qualitative study of nurses’ experience
- Authors: Porter, Joanne , Cant, Robyn , Cooper, Simon J.
- Date: 2018
- Type: Text , Journal article
- Relation: International Emergency Nursing Vol. 38, no. (2018), p. 15-20
- Full Text: false
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- Description: Introduction: Non-technical skills (NTS) teamwork training can enhance clinicians’ understanding of roles and improve communication. We evaluated a quality improvement project rating teams’ NTS performance to determine the value of formal rating and debriefing processes. Methods: In two Australian emergency departments the NTS of resuscitation teams were rated by senior nurses and medical staff. Key measures were leadership, teamwork, and task management using a valid instrument: Team Emergency Assessment Measure (TEAM™). Emergency nurses were asked to attend a focus group from which key themes around the quality improvement process were identified. Results: Main themes were: ‘Team composition’ (allocation of resuscitation team roles), ‘Resuscitation leadership’ (including both nursing and medical leadership roles) and ‘TEAM™ ratings promote reflective practice’ (providing staff a platform to discuss team effectiveness). Objective ratings were seen as enabling staff to provide feedback to other team members. Reflection on practice and debriefing were thought to improve communication, help define roles and responsibilities, and clarify leadership roles. Conclusion: Use of a non-technical skills rating scheme such as TEAM™ after team-based clinical resuscitation events was seen by emergency department nurses as feasible and a useful process for examining and improving multi-disciplinary practice, while improving team performance. © 2018 Elsevier Ltd
A Social identity approach to understanding and promoting physical activity
- Authors: Stevens, Mark , Rees, Tim , Coffee, Pete , Steffens, Niklas , Haslam, S. Alexander , Polman, Remco
- Date: 2017
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 47, no. 10 (2017), p. 1911-1918
- Full Text: false
- Reviewed:
- Description: Against the backdrop of a global physical inactivity crisis, attempts to both understand and positively influence physical activity behaviours are characterized by a focus on individual-level factors (e.g. cognitions, attitudes, motivation). We outline a new perspective, drawn from an emerging body of work exploring the applicability of social identity and self-categorization theories to domains of sport and health, from which to understand and address this pervasive problem. This social identity approach suggests that the groups to which people belong can be, and often are, incorporated into their sense of self and, through this, are powerful determinants of physical activity-related behaviour. We start by reviewing the current state of physical activity research and highlighting the potential for the social identity approach to help understand how social factors influence these behaviours. Next, we outline the theoretical underpinnings of the social identity approach and provide three key examples that speak to the analytical and practical value of the social identity approach in physical activity settings. Specifically, we argue that social identity (1) can be harnessed to promote engagement in physical activity, (2) underpins exercise group behaviour, and (3) underpins effective leadership in exercise settings. We conclude by identifying prospects for a range of theory-informed research developments.
Unions in higher education - Leadership in the era of automation
- Authors: Wells, Philippa , Ingley, Coral
- Date: 2017
- Type: Text , Conference paper
- Relation: 13th European Conference on Management, Leadership and Governance (ECMLG 2017); London, United Kingdom; 11th-12th December 2017 p. 513-520
- Full Text: false
- Reviewed:
- Description: Whether employee unions have a role to play in Universities (and what that role might be) has always been troubling, with views ranging from philosophical antipathy to wholesale endorsement. In some jurisdictions, levels of membership and support also have varied in response to such external factors as statutory changes to governance structures of universities, voluntary unionism, changes to the direct role of unions in furthering the statutory responsibilities of employers such as in promotion of health and safety in the workplace, and such internal factors as casualisation, centralisation of power and decision making and policies of workforce flexibility via redundancy and other strategies. An emerging “threat” that is garnering increasing levels of concern is that of automation in the higher education sphere, not only in ancillary functions such as learning management systems (LMS), information processing and provision of student support services, but also going to the root of the academic function – the education experience. This development will have fundamental implications for higher education, as for other service industries, and poses essential challenges for employee unions in terms of their relevance, governance and leadership, particularly where that automation threatens job security and careers. This paper will explore those challenges by reference to analogous developments such as MOOCs, “cookie-cutter” courses and programs, casualisation and the growth in on-line, flexible and blended delivery modes. As a review and commentary, the exploration will focus on the Australian context but to ensure broader relevance, will be grounded in political economy, reflecting the tensions that emerge between the funders of universities, both public and private, who seek higher profits, control and power, and those who see universities as a fundamental social institution. Arguably, it is in the space created by such tensions that the future for unions is located. It is a matter of determining what that future looks like. This approach permits both contextualisation of the discussion and provides opportunities for international comparisons, thereby providing a basis for future research within the context of academic leadership.
Ethics and the development of relationally motivated leadership
- Authors: Mummery, Jane , Nolton, Marnie
- Date: 2016
- Type: Text , Book chapter
- Relation: Ethics and Leadership Chapter 5 p.51-63
- Full Text: false
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- Description: Neoliberalism would have us believe that we should each be someone who (a) accepts full responsibility for her life achievements and trajectory and is (b) able to rationally weigh choices objectively- consider risks, respond to incentives, etc - in order to maked the decisions that would best fulfil her desires. With this focus on the searching out and seizing opportunities for personal advancement , repsonsibility for success is considered to lie entirely with each individual as does failure. In this chapter -drawing on our combined 15 years plus of experience in teaching in applied ethics, risk management, and governance in Australian higher education institutions at undergraduated and post graduate levels- we wish to examine the process of engaging students in a process of values renegotiation. This is a process, which promotes and supports their shift from the indivualist orientation of neoliberalism to a relational virtues-based understanding of ethics, personal motivation, and leadership.
The role of an academic development unit in supporting institutional VET learning and teaching change management
- Authors: Fotinatos, Nina
- Date: 2016
- Type: Text , Journal article
- Relation: Journal of University Teaching & Learning Practice Vol. 13, no. 4 (2016), p.
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- Description: The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university. This driver of this change management project was in preparation for an external accreditation audit with the Australia Skills Quality Authority (ASQA). This paper presents perspectives from the ADU director and a specific ADU team (six senior educators and nine administrative staff) employed for 16 months to enact partial project goals. The ADU director utilises narrative methodology to describe the enactment of the project at the ADU level within the context of Kotters 8 Step Change Model (Kotter, 2012). An open and closed item survey approach was used to capture the perceptions of the ADU team regarding demonstrated leadership, management and team functionality throughout the duration of the project. The survey data also captured their perceptions regarding the value placed on change management requirements and indicators and their most rewarding experiences throughout the project. This paper highlights challenges and key lessons for ADUs associated with change management in a dual-sector environment. It also highlights the importance of utilising a suitable change management framework to initiative, lead and support meaningful, sustained changes in the dual-sector education environment
Injustice and outcomes : a comparative analysis of two major disputes
- Authors: Steel, Kathryn
- Date: 2015
- Type: Text , Journal article
- Relation: Labor History Vol. 56, no. 5 (2015), p. 670-693
- Full Text: false
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- Description: Injustice is said to be the cornerstone of collective action, but why is it so important, and how does the way in which it is framed for mobilisation affect the outcomes? This paper compares two lengthy disputes in the Australian electricity industry which demonstrate that a sense of injustice and a history of successful industrial action do not guarantee that a dispute will be resolved to employees' satisfaction when the wider context is unfavourable. Although leaders of both disputes expressed confidence in success predicated on the outcomes of previous industrial activity, there were specific factors within the industrial, economic and political context which provoked determined employer and government counter mobilisation leading to unsuccessful outcomes for the workers in dispute. The reasons for the poor outcomes are discussed within the context of the framing of the injustice by leaders and the effect of the response of a determined government.
Australasian university management, gender and life course issues
- Authors: Neale, Jenny , White, Kate
- Date: 2014
- Type: Text , Journal article
- Relation: Equality, Diversity and Inclusion Vol. 33, no. 4 (2014), p. 384-395
- Full Text: false
- Reviewed:
- Description: Purpose - The purpose of this paper is to explore the issues arising for women and men in senior management in New Zealand and Australian universities where life course and career trajectories intersect, and analyses how the stereotypical masculinist culture of universities can create additional problems for women. Design/methodology/approach - The data presented here comes from 47 interviews undertaken with women (27) and men (20) senior managers - a total of 26 interviews from New Zealand universities and 21 from Australian universities. "Senior Management" was defined in this study as those academic managers with university wide responsibilities, who were currently in senior management positions. Findings - Life-course issues for women aspiring to senior management roles in universities are framed around hegemonic constructions of masculinity; notions of academic careers subsuming personal life in professional roles; and structural constraints making rational choice impossible for many women. Furthermore, the excessive hours worked in such roles equate with the definition of extreme jobs. The paper concludes that the way in which women and men in senior HE endeavour to balance work and family life differs but creates issues for them both. Research limitations/implications - The structure and operation of Australian and New Zealand universities make gender diversity and management difficult to operationalise, given the competing imperatives of work and other life course trajectories. It is crucial to reframe life course and career intersections are conceptualised to ensure that diversity can be maximised. Originality/value - This paper focuses on women and men in senior management positions in New Zealand and Australian universities, but the findings can be generalised to other countries with HE systems based on the British University model. In discussing how institutional culture affects the intersection of career and life course trajectories, this paper highlights the detrimental outcomes for individuals and the resultant lack of diversity in the sector. Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
Women in academic leadership
- Authors: De Lourdes Machado-Taylor, Maria , White, Kate
- Date: 2014
- Type: Text , Book chapter
- Relation: Gender Transformation in the Academy p. 375-393
- Full Text: false
- Reviewed:
- Description: Results: This chapter analyzed the leadership styles of female and male leaders in HEI management teams in Australia and Portugal. It found that both women and men in Australian universities valued transformational leadership skills, whereas the male respondents in Portugal saw traditional management as more effective, even though female respondents considered women demonstrated transformational leadership. It also found that while women's leadership is recognized in Australian universities, in Portugal men saw women's leadership as problematic. Originality/value of chapter: The findings suggest that there is more possibility for transformation in the academy if both men and women in HEI leadership value women's leadership role. Methodology: A total of 44 interviews with female and male university senior managers in Australia and Portugal were conducted by the authors and then analyzed using thematic content analysis. Purpose: This chapter examines if women in Higher Education Institutions (HEIs) are constrained in their leadership style and if the organizational culture makes them less valued in senior management teams. It then explores if the 7-S organizational framework has relevance to gender and leadership in HEIs. The nature of authority within HEIs increases the complexity of leadership within an academic context. Leadership is often vested in a single person, and the positional power of Rectors/Vice-Chancellors (VCs) is based on authority, discipline knowledge, experience, and peer and professional recognition. The literature highlights that HEIs continue to be male dominated and that women are underrepresented in university leadership.
Effective University leadership and management of learning and teaching in a widening participation context: Findings from two national Australian studies
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
Effective university teaching: views of Australian university students from low socio-economic status backgrounds
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Description: C1
Interprofessional clinical education: clinicians' views on the importance of leadership
- Authors: Missen, Karen , Jacob, Elisabeth , Barnett, Tony , Walker, Lorraine , Cross, Dorothy
- Date: 2012
- Type: Text , Journal article
- Relation: Collegian: Journal of the Royal College of Nursing Australia Vol. 19, no. 4 (2012), p. 189-195
- Full Text: false
- Reviewed:
- Description: The current shortage of health professionals necessitates new approaches to clinical education that can expand the number of undergraduate students undertaking clinical placements without increasing the burden on clinical staff or placing patients at risk. Interprofessional education has the potential to help increase clinical capacity whilst enriching students’ clinical experience. This paper reports on a project which investigated the potential for interprofessional education to increase undergraduate clinical placement capacity in clinical settings. The project utilised an exploratory descriptive methodology to obtain the views of health care professionals about the use of interprofessional education in clinical education at three rural health facilities in Victoria, Australia. Participants (n = 57) had a key role with each health care facility in coordinating and facilitating undergraduate clinical placements. This paper examines the clinicians’ views about the central role that leadership plays in actioning interprofessional education in the clinical setting. Whilst interprofessional education was regarded favourably by the majority of participants, data indicated that leadership from education providers, health services, and regulatory authorities was crucial to enable interprofessional education to be implemented and sustained within the clinical learning environment. Without leadership from each of these three spheres of influence, interprofessional education will continue to be difficult to implement for undergraduate students and compromise their exposure to an important aspect of the working life of health care professionals. Such a failure will limit graduates’ readiness for collaborative and cross-disciplinary practice.
A comparative study of perceptions of gender and leadership in Australian and Turkish universities
- Authors: White, Kate , Özkanli, Ozlem
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Higher Education Policy and Management Vol. 33, no. 1 (2011), p. 3-16
- Full Text: false
- Reviewed:
- Description: This paper analyses differences in perceptions of gender and leadership though qualitative interviews with 45 senior managers in Australia and Turkey. The literature suggests that masculine models of leadership are changing with both women and many men preferring transformational leadership styles. The research found that there were different perceptions about gender and leadership in Australian and Turkish universities, reflecting different economic and social contexts. Turkish respondents mostly did not engage in discussion on the topic and did not consider women experienced discrimination as managers. In contrast, Australian respondents acknowledged discrimination and supported interventions by Vice-Chancellors (VCs) to increase women in university management. Perceptions of leadership in Turkish universities were aligned with a predominantly masculine/transactional model, and in Australia had moved from heroic masculinity to more inclusive leadership styles, consistent with a transformational leadership model.
Nurses' perceptions of leadership in an adult intensive care unit : A phenomenology study
- Authors: Linton, Jenelle , Farrell, Maureen
- Date: 2009
- Type: Text , Journal article
- Relation: Intensive and Critical Care Nursing Vol. 25, no. 2 (2009), p. 64-71
- Full Text:
- Reviewed:
- Description: The purpose of this research was to explore ICU nurses' perceptions of nursing leadership in the adult intensive care unit (ICU). The nursing profession needs leaders at all levels; ward, administration and executive and in an era in which there is a shortage of ICU nurses, nursing leadership is important, as positive leadership skills correlate with enhanced recruitment and retention of these specialist nurses. Six ICU nurses with at least 5 years experience in ICU nursing were recruited from a metropolitan hospital in Australia. Qualitative phenomenological methodology was used to depict the lived experiences of nurses' leadership in the adult ICU. Data were collected through individual semi-structured interviews using open-ended questions and analysed using Giorgi's [Giorgi A. Toward phenomenologically based research in psychology. J Phenomenol Psychol 1970;1:75-98] descriptive method for data analysis. Five themes emerged and these were all inter-related: leading by example, communication, ability to think outside the management square, knowing your staff and stepping up in times of crisis. These findings highlight the importance of nursing leadership in the adult ICU and the need to ensure that all current and future nursing ICU leaders are adequately prepared and educated for this role. This information may also be used to assist in the development of leadership skills in ICU nurses. © 2008 Elsevier Ltd. All rights reserved.
A cross-cultural study into peer evaluation of women's leadership effectiveness
- Authors: Jogulu, Uma , Wood, Glenice
- Date: 2008
- Type: Text , Journal article
- Relation: Leadership and Organisational Development Vol. 29, no. 7 (2008), p. 600-616
- Full Text: false
- Reviewed:
- Description: The present paper is based on a cross-cultural exploration of middle managers in two diverse cultures and aims to focus on how the leadership styles of managerial women are perceived and evaluated. In particular, female and male peer evaluations of leadership effectiveness in Malaysia and Australia are to be explored.
- Description: C1
- Description: 2003006154