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The transient and multifaceted nature of leadership in Health Professions Education has changed over time. Programme directors associated with medicine, pharmacy, nursing, allied health and those involved in a clinical setting typically serve as managers and leaders concurrently. Furthermore, managers in modern organisations are expected to fulfil leadership roles. Leader and leadership development are inter-reliant phenomena. Moreover, the growth of leaders, the mutual development within a group and the consequent development of an organisation in the context of health professions education HPE require framing. This is especially true when leaders are faced with an array of constraints in low- and middle-income countries. In order to appreciate leader development, we need to ask “what qualities do we need to develop in our leaders?” and for leadership development “what qualities do we need to develop in our organisation?”. Thus, within the context of the current study we essentially ask: “What qualities have developed in our leaders, organisation and the consortium?” The current study sought to understand leadership development of appointed and emergent leaders in new medical schools in Africa. A mixed-methods approach was employed and the data collection instruments included: a Likert scale survey, a multiple case study approach and a qualitative document analysis (QDA). A total of 29 surveys (64.5% response rate) were returned and 10 successful interviews were conducted after ethical approval and obtaining consent. Many of the participants fulfilled multiple roles as lecturer (linked to the basic medical sciences), departmental head and/or a clinical teaching position in the hospital. Their academic positions and seniority as leaders included deans, a deputy dean, a programme director, heads of departments (HODs), medical educationalists and lecturers. Any additional biographical information was excluded in the study in order to ensure anonymity of the participants. Finally, the QDA relied on a four-step Scott method and considered a total of 58 documents that ranged from meeting agendas and reports, scholarly works, book chapters, newsletters, external reports, conference proceedings, and the CONSAMS (Consortium of New Sub-Sahara African Medical Schools) constitution. Findings from the current study led to the development of a framework to navigate the complex nature of leadership development in new medical schools in Africa. The three-tier framework views leadership development of the individual, the institution and within the context of collaboration such as a consortium. Leadership development at an individual level is dependent on the interplay between an institutional climate, contextual forces and resultant responses of leaders. Five archetypes of leadership development were identified at an individual level: the leader in front, the strategist, the silenced leader, becoming a leader and the leader as manager. The archetypes are the result of biographical, programmatic, institutional and contextual forces. The leader subsequently interprets these forces in order to negotiate their roles, position and course of action. Leadership development at an institutional level occurs within a hierarchical system and can sometimes occur in isolation. Development is often hampered by day-to-day activities that are reactive in nature in a bid to negotiate the various forces. The formation of teams and coalitions are hampered by climate factors such as ineffective engagement of colleagues, poor bilateral communication, perceived misalignment of the values and unsuccessful collaboration. The formation of networks and alliances, as in the case of CONSAMS, drives the leadership development at a collaborative level. Within this context, leadership development is largely dependent on effective communication and feedback. Within a consortium, each participant contributes from the position of their dominant archetype, but are also temporarily freed from institutional constraints to think more strategically. The consortium generates a unique climate where the heterogeneity of leaders through their archetypes can be challenged, tested and strengthened. Interaction within the consortium permits freedom, more so than within the domain of an institution.

Assessment as part of the enacted curriculum is underscored by the professional judgement of the lecturer, who decides on the body of knowledge that should be learned. A vacuum exists in understanding how the practice of assessment is shaped by the lecturer and between the social groups within departments and the academic institution at large, as well as the transformational policies within the higher education space. Assessment is a key driver to advance a socially just medical curriculum, especially in the context of the legacy of colonialism and apartheid in South Africa (SA). Using the existing body of knowledge about assessment from the global North, without re-contextualising it for a South African context, has led to decontextualised practices that treat assessment as a one-size- fits-all phenomenon. In this study, the influences on lecturers' assessment practices within an undergraduate medical programme were explored. Enabled by the critical realist paradigm, this study sought to illuminate the structural and cultural mechanisms that enabled or constrained medical lecturers' assessment practice. Margaret Archer's social realist theory was used to theorise assessment by using analytical dualism and giving powers and properties to structure, culture, and agency independently, as a way to explore and critically analyse the mechanisms that condition lecturers' assessment practice. Using collective case study design, individual interviews were conducted, and the assessment documentation was gathered from six lecturers in the medical programme at one institution. Narratives from two pre-clinical and four clinical lecturers and the assessment documentation were analysed to provide a way to better understand the influences guiding lecturers' assessment practices. More importantly, how lecturers exercise their personal emergent powers and properties to enact assessment was examined. The analysis shows that the interplay of the systemic mechanisms that emerged in the assessment practice of lecturers set up complex choices for the transformation of assessment. In the context of historic transformation imperatives and the student protests, the study's findings show that lecturers exercised their agential powers and properties to elaborate the ideas and theories towards conventional evidence-based assessment practices that were predominantly teacher-led. Lecturers relied on their own experience of assessment, learning about assessment formally in education programmes and informally through colleagues and courses. However, the systemic constraints such as timetabling, limited integration, disciplinary power, insufficient human, and financial resources to innovate and transform assessment, encouraged choices that were ill aligned to inclusive assessment practices. The support of lecturers' assessment endeavours is desperately needed at all levels, national, institutional, departmental and programmatic, to transform assessment practice. The findings highlight the need for re-evaluation of current interventions to elevate the ontological and epistemological issues. The results have implications for the design of staff development activities and the way assessment is designed, created, and administered.

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There is evidence that personal and family life is closely related to work satisfaction. The main purpose of this study was to investigate the relationships between work and home and family satisfaction of Florida home economics teachers. The sample consisted of a proportional random sample of the population of Florida secondary consumer homemaking and occupational home economics teachers. A 67% return of mailed questionnaires resulted in 194 useable questionnaires from 13% of the population. The Work, Home and Family Questionnaire (Festehausen, Glosson, Couch, & Cripps, 1986) was used to collect data on work satisfaction, home life satisfaction, stress factors, and the difficulty of managing work and home responsibilities. / One or more stressors were indicated as present by 63.4% of the respondents. The teachers reported their lives to be moderately stressful. Work satisfaction was measured by 22 items related to the work environment. The mean response on all 22 items indicated a fairly high degree of work satisfaction. Home and family satisfaction was measured by 28 home and family items. The mean response on all 28 items indicated a fairly high degree of home and family satisfaction. / Pearson Product Moment correlations at $>.0001$ level of significance revealed significant, positive relationships between the measures of work satisfaction and of home and family satisfaction. Significant correlations were found at $>.001$ between the degree of work satisfaction and of home and family satisfaction and the amount of difficulty of managing work and home responsibilities. The greater the degree of difficulty in managing work and home responsibilities the less the satisfaction gained from either work or home and family. Significant, negative correlations were found between the levels of stress and work and home satisfactions. As stress increased work satisfaction and home and family satisfaction decreased. / Analysis of variance revealed no significant differences at $>$.05 between work satisfaction and ten demographic characteristics. Significant differences were found at $>$.05 between home satisfaction and the demographic characteristics of marital status, family income, and average class size. Significant differences were found at $>$.05 between the degree of difficulty of managing work and home responsibilities and age, race, number of children and type of community. / Source: Dissertation Abstracts International, Volume: 50-02, Section: B, page: 0520. / Major Professor: Ruth Pestle. / Thesis (Ph.D.)--The Florida State University, 1988.

Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2007. / Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.

There has been very little research in the area of art as therapy with respect to curriculum for the art room. In-service and pre-service teachers are not trained, or prepared, to talk about death and losses with their students. This study surveyed pre-service teachers attitudes toward lesson plans for children about loss. The idea of using art as a creative way to mourn or grieve is an innovative idea. Future research must be conducted to determine if art specialists, in-service teachers, parents, and school administration would agree that curriculum on loss for use by an art specialist or regular classroom teacher would be helpful when presented as part of a death education curriculum.