There has been a significant increase in interest in the development of Educational Leadership in recent years, not least in the school sector. However, little research exists on how leaders in higher education have learnt to lead, particularly those in ‘middle-leadership’ positions such as heads of faculties and departments. This study explores the journey to leadership of eighteen leader-academics within six chartered and statutory universities in the south of Wales and the west of England. Semi-structured biographical interviews were used between November 2005 and April 2006 to secure academics’ perceptions of their own life history, including the significance of their formative years, career trajectories, motivations, training and less formal learning, to equip them with the necessary attributes to lead. The findings show that the nature of leadership for middle-level leaders in higher education is complex and demanding and requires a combination of management and leadership skills. Formal professional development for leadership was relatively uncommon. The majority of what leaders do is learnt, self-taught and acquired throughout their life history. The influence of critical incidents and significant people has a profound effect on how leaders have learnt to lead. This study captures insights which should inform the future research agenda in higher education and highlights the possible inadequacies of formal leadership development for leader-academics in higher education. The challenge is to bring the informal processes of learning gained throughout a leader’s life history into a meaningful context for professional development. By doing so, training and development initiatives can be brought into the leader’s real world in a structured way to become more relevant and productive to those who participate. Strategies include the establishment of formal mentoring systems, encouraging the formation of networks and providing guided critical reflection on practice, whilst promoting opportunities for collective articulation and sharing of experiences. A suggested framework for integrated leadership development is proposed to enable middle-level leader-academics to experience more planned and meaningful development. This should then enhance those aspects of leadership which have been acquired through individual life histories and consequently should better equip them to support, manage and lead their faculties.

This research analyses the impact of deliberative governance mechanisms on policy reforms. This mode of governance involves the direct participation of state and non-state actors in meetings, during which participants are open to the exchange of arguments about a particular policy space and to reaching an agreement which can be non-binding. This research develops the theoretical claim that deliberative governance has a significant impact on the cognitive aspect of domestic policies and in particular individual attitudes. It focuses on the Bologna process that has been at the heart of European-wide reforms of higher education and investigates three aspects. First, a survey of participants in the Bologna process shows how their attitudes have changed. Secondly, case studies of the Sorbonne and Bologna agreements of the 25th of May 1998 and the 19th of June 1999 investigate how those changes of attitudes and policies fit participants’ interests. Thirdly, a comparison between reforms in England and France (mid-1980s-2007) discusses how changes of attitudes relate to domestic policy changes. The study explores two mechanisms that have been widely held to facilitate reforms, namely ‘learning’ and ‘strategic use’. The study finds that participants are open to changing their perceptions and receiving information on policy options in deliberations if it fits their interests. Deliberations also help diffuse paradigms which facilitate domestic reforms. More importantly, deliberative governance obeys a certain hierarchy when influencing individual attitudes. It starts by changing the most instrumental attitudes. However, all attitudes are connected, leading to a spiralling effect toward attitude change concerning more fundamental domestic reforms. Deliberative governance therefore has the potential to create some convergence in certain policy areas. This research contributes to the relevant European integration literature on deliberative governance and policy change by drawing on theoretical insights from the wide literature on cognitive theories. It also adds to the specialist field of studies concerning the European higher education area.

This thesis attempts to integrate the concepts of EVA and the Balanced Scorecard into a new performance measurement model for a public university in Thailand: Thammasat University. Interviews were conducted of university stakeholders and questionnaires were distributed to academic staff. Results from the case study research suggest that there are currently problems in the existing performance measurement system of the university. As a result, EVA and the Balanced Scorecard are promoted as frameworks to be implemented by the university. A new model is then built qualitatively, based on the results from the case study research. After the new model is built, it is compared to the other models currently applied in the other universities. The model is generally accepted and can be implemented into Thai public universities successfully and results from the survey of staff in all public universities in Thailand suggest that the bottom-up approach is preferable for the implementation of the model. The model created in this thesis is original in its design and its application. After extensive literature reviews, no evidence of the integration of the Balanced Scorecard and EVA to be used in universities was found. It is also unique in the way that this model is originally created to fit the reflection of Thai culture in the university context. Its creation is also based on input from stakeholders, a practice rarely reported in the literature.

This research is motivated by a paradigm shift in Initial Science Teacher Education in Pakistan, which places emphasis on the use of inquiry-based pedagogy as a key method for improving student-teachers’ understanding of science. In the light of this key role for inquiry-based pedagogy, this study explores the perceptions of teacher-educators and student-teachers who are participating in an initial teacher education (ITE) program in a university in Pakistan. The main aims of the study are to explore (a) their perceptions about the components for inquiry-based pedagogy which are required to be undertaken properly in the classroom; (b) their perceptions of the role and importance of inquiry-based pedagogy and (c) their perceptions of the barriers that impede the practice of inquiry-based approaches. The study uses a methodological triangulation to gather data from science teacher-educators and student-teachers, employing four research tools: a teacher-educators’ questionnaire, a student-teachers’ questionnaire, semi-structured interviews with 20 science teacher-educators, and two focus groups with small groups of science student-teachers. Though, the researcher’s role as an insider helped in collecting robust and extensive data due to a personal familiarity with the native setting, it also brought challenges in conducting the teacher-educators’ interviews. The analysis of data from both teacher-educators and student-teachers converged on the overarching themes of the role of inquiry-based pedagogy in ITE, the relationship between inquiry and science literacy and the barriers impeding the practice of inquiry-based pedagogy. Overall, it became clear that the conceptualization of inquiry-based learning with teacher-educators and student-teachers was rather limited. Nonetheless, the results of this study indicate that most teacher-educators were positive about the role and importance of inquiry-based pedagogy in ITE. The majority of teacher-educators appreciated their role as a facilitator of the learning process using inquiry and reported that they had developed an appreciation of the benefits of teaching science using inquiry-based pedagogy. Furthermore, teacher-educators strongly indicated an intention to use inquiry-based science teaching strategies in ITE in science though they tended to rely on questions as their main activity rather than using a range of inquiry-based instructional strategies. Moreover, the majority of teacher-educators reported that continued practice in teaching science courses and/or teaching method courses had contributed to their developing a fair understanding of inquiry-based pedagogy in science. The teacher-educators and student-teachers appreciated that inquiry-based pedagogy should be used in ITE because it helps in developing learning. The teacher-educators responded positively regarding the role of inquiry in developing science literacy and in enhancing the procedural understanding of student-teachers in science. Though most of the findings were supported by student-teachers’ responses from student-teachers’ questionnaires and focus groups, a gap was noted between the teacher-educators’ perceptions of the use of inquiry-base pedagogies and the student-teachers’ perceptions of their actual experiences in the science classroom in the responses given in the student-teachers’ focus groups. The results indicate that a majority of teacher-educators and students reported several serious barriers to using inquiry-based pedagogy. These were exam-based assessment, text-based curriculum in science courses, insufficient time, a lack of resources and a lack of university support. Furthermore, the majority of teacher-educators reported that the curriculum allows only limited exposure to inquiry when teacher-educators are burdened with a large teaching load as well as a shortage of time, limited resources and big classes. The teacher-educators commented that assessment allows them little autonomy in assessing student-teachers’ levels of science learning. Consequently, teacher-educators’ lack of motivation regarding the process of inquiry-based strategies was reported, which resulted in the reduced use of inquiry-based strategies. Thus, teacher-educators’ lack of motivation, difficulties in managing inquiry-based lessons and student-teachers’ low levels of confidence in using inquiry were all reported as more minor barriers which could be removed with a continued practice of inquiry-based approaches. Student-teachers’ perceptions from their questionnaires’ and focus groups’ data support the teacher-educators’ perceptions of the role and importance of inquiry-based pedagogy. Moreover, the majority of teacher-educators responded that student-teachers should be encouraged to develop an understanding of the process of inquiry. The emergent themes were discussed in the light of the existing literature in order to highlight similarities, as well as distinctive features in a Pakistani context. Finally, recommendations concerning the importance of inquiry-based pedagogy in science in ITE, the arrangement of resources, teacher-educators’ professional development, and preparation for student-teachers are presented for the attention of teacher-educators, the University administration, and Higher Education Authorities.

This study focuses on the political perspective of the process and context of strategic leadership, in three top international Business Schools, IMD, INSEAD and London Business School. It remedies three inadequacies in the current literature. These are: first, the scarcity of empirical studies on strategic leadership with a processual perspective, despite the interest demonstrated in theoretical studies on leadership in the last decades, second, the lack of links between the leadership and strategy fields; third, scholars' call for studies on leadership from a political perspective. Longitudinal and comparative case studies were conducted with the purpose of describing the Strategic Leadership Process (SLP) in each and across the three Business Schools, over the period 1990-2004, through strategic agenda-building and -executing, in relation to a specific strategic initiative: Becoming a top international Business School. Findings show firstly, that among the three key actors (Board, Dean and Faculty), the Dean is the main key actor in the SLP because of his critical role of building and executing the School's strategic agenda. Secondly, for the Dean to succeed, it is crucial to deliver an inclusive approach with regard to the other key actors' (Board and Faculty) interests and priorities. Thirdly, Performance represents a precondition for the Dean to be credible and receive support from Faculty and Board. Fourthly, for an effective direction-setting, the Dean's capacity to scan and understand the external voice, signals and trends and raise them to the School's strategic agenda is fundamental. Fifthly, the ability to articulate and communicate vision through coalition-building combined with adequate delegation, represent critical competences to raise and execute breakthrough initiatives for the School.

This is a study of international East Asian (Chinese, Taiwanese, Japanese, Thai and Korean) postgraduate students' experience of adjustment (n=40) at a university in the UK in the year 2004/5. It is an empirical case study which investigates English language adjustment, academic adjustment and sociocultural adjustment. It employs a mix of methods - questionnaire, research diary, and interviews, in order to achieve triangulation for validity and reliability. Data were coded in order and grouped into themes. Findings were reported in eight narrative accounts of individual students, in a thematic description, and in models of integration and adjustment. It was found that, overall, East Asian students were largely positive and the study describes strategies used to address difficulties and challenges. However one example of failure in the university (i. e. an unhappy experience) was given. The study presents the notion of an "Integrated international student experience" to help understand the experience of the sojourner in an academic institution. This research has made a significant contribution to the literature on adjustment and transition of international students in the UK. In addition, using narrative accounts to present data has also contributed to methodological issues in studying living and study abroad.

This thesis aims to identify how the Distributed Leadership approach may be evident in Higher Education and specifically how it may enhance the teaching and learning function in a specific Higher Education setting, for which the primary activity is teaching and learning. Whilst being atypical of many Higher Education Institutions, the case study institution is arguably facing the same challenges in terms of the need to enhance teaching and learning as other institutions in the sector. Uniquely the research aims to identify parallels of teacher leadership theory drawn from the schools sector with that of activity in a Higher Education sector setting. The research draws upon theoretical and empirical literature of the Distributed approach to provide a conceptual framework for the case study. An interpretivist stance is used to collect predominantly qualitative data through a mixed methods approach, which was used to engage with staff in both formal leadership and academic positions. Sixteen semi-structured interviews were conducted and data from these interviews, together with fifty two questionnaire responses and documentary analysis were used to elicit both qualitative and quantitative data. Findings indicate that formal leadership assumes that there is a fostered environment that facilities the Distributed approach and that specific activity allows for elements of distribution. However, there is a perceptions gap of how the overall vision, mission and teaching and learning strategy is communicated. This needs to be strengthened in order to provide an ‘Effective Leadership Framework’ in which leadership of teaching and learning may be enhanced. Many aspects of leadership activity among academics drew parallels with teacher leadership theory. Many staff undertook activities that it can be argued are leadership functions such as networking, developing subject expertise and initiating projects that arguably enhance the student experience. However, this was ‘pulsating’ in nature and not sustained activity. The research also identified that opportunities for leadership should to be extended to more academic staff, the majority of whom had considered applying for leadership roles. In order to facilitate leadership activity, the professional learning community needs to be considerably strengthened to allow for efficient networking, especially around pedagogic development. A model of an ‘Effective Leadership Framework’ is developed to illustrate the role that Distributed Leadership may take in enhancing teaching and learning.

This thesis has the aim of defining the features of an effective learning environment. Success in higher education leads to advantages beyond the qualification; strategies that address the challenge of attrition may result in personal and community benefit. This thesis examines the extent to which belonging to a community of practice influences motivation and learning. Social constructivist philosophy requires a qualitative interpretive approach to data gathering to capture the lived and living learning experience. Respondents studied the Diploma in Teaching in the Lifelong Learning Sector and the Foundation Degree in Learning Support. Data arose from episodic semi-structured interviews, a blog, group interviews and an on-line survey. Results demonstrated that: i) students experienced fluctuation in their day-today motivation; ii) most students developed a sense of belonging based on a shared understanding of experience; iii) some students drew on existing features of their previous successful selves to enable their success. This research contributes two key findings: i) e-motivation describes the use of e-communication tools to motivate; ii) a new model of proximal ethnography acknowledges the significance of shared identity, of being ‘inside-out-inside’ the research. The reflexive nature of proximal ethnography sees commonalities in research rather than any dissociation between the research question and the researcher. These results could be applied to teaching practice by improving students’ preparedness for study through normalising feelings of instability in motivation. In addition, students could be supported to reflect on past accomplishments in order to help them succeed. Finally, this research offers the opportunity to evaluate the model of proximal ethnography, to allow the concept to be offered as a new research method with conviction.

Research on the experiences of East Asian students‘ learning in the UK is growing because a large number of Chinese origin students come to Britain for higher education (HE). In recent years the number of South Asian students from India and Pakistan has also significantly increased. The current research focus on approaches to learning as means to develop independent learning (IL) is not often dealt with in depth in literature. This study examines how Asian students with English as a second language successfully transform their approaches to learning from a traditional learning background into IL skills. It probes both the academic and cultural issues of Chinese, Indian and Pakistani students in British HE institutions, from their own perceptions using a qualitative approach, by examining the inherent challenges between prior learning patterns in the home country and the necessary development of IL skills in the UK. Data was obtained from twenty nine in-depth interviews, questionnaires (66 responses) and personal narratives giving student accounts of the UK learning process; their prior and current educational experience and the closer link that is established in relation to the realisation of the difference in IL and teacher-centeredness. Using Grounded Theory (GT), this thesis conceptualises that IL skills are critical for academic success, and both language and IL skills are vital for adjustment in the UK higher education. Adequate academic writing and communication skills are part of this, and various support strategies are needed to enhance the process of IL. My research contributes to the literature by highlighting the challenges Asian student face in developing IL. Thus, the current theoretical understanding presents some previously-ignored aspects of major learning theories which do play a helpful part in understanding the successful UK independent learning experience of Asian students. The study – adding perspectives of non-Confucian Heritage Culture students to existing studies finds that overall Asian students share a similar learning history of teacher-centeredness and hence face issues of the same identical nature which originate largely from their prior learning experiences of dependency. Despite these difficulties, student Research on the experiences of East Asian students‘ learning in the UK is growing because a large number of Chinese origin students come to Britain for higher education (HE). In recent years the number of South Asian students from India and Pakistan has also significantly increased. The current research focus on approaches to learning as means to develop independent learning (IL) is not often dealt with in depth in literature. This study examines how Asian students with English as a second language successfully transform their approaches to learning from a traditional learning background into IL skills. It probes both the academic and cultural issues of Chinese, Indian and Pakistani students in British HE institutions, from their own perceptions using a qualitative approach, by examining the inherent challenges between prior learning patterns in the home country and the necessary development of IL skills in the UK. Data was obtained from twenty nine in-depth interviews, questionnaires (66 responses) and personal narratives giving student accounts of the UK learning process; their prior and current educational experience and the closer link that is established in relation to the realisation of the difference in IL and teacher-centeredness. Using Grounded Theory (GT), this thesis conceptualises that IL skills are critical for academic success, and both language and IL skills are vital for adjustment in the UK higher education. Adequate academic writing and communication skills are part of this, and various support strategies are needed to enhance the process of IL. My research contributes to the literature by highlighting the challenges Asian student face in developing IL. Thus, the current theoretical understanding presents some previously-ignored aspects of major learning theories which do play a helpful part in understanding the successful UK independent learning experience of Asian students. The study – adding perspectives of non-Confucian Heritage Culture students to existing studies finds that overall Asian students share a similar learning history of teacher-centeredness and hence face issues of the same identical nature which originate largely from their prior learning experiences of dependency. Despite these difficulties,students are able to develop IL skills. The development of IL is however a transitional process which becomes apparent with both an inclusive institutional involvement. The study recommends andragogical strategies, appropriate support strategies; and adopting a multi-ethnic approach towards a socio-cultural adjustment journey in students‘ own personal capacity. In order to develop IL, students must not only develop language skills by adopting a multi-ethnic approach towards socio-cultural adjustment but also a range of approaches to learning, and developing the ability to think independently about the relative topics studied; all which have clear implications in relation to successful IL experience.

Teaching and learning in large classes has been an area of educational research interest for some decades now. Much previous research, however, has been largely positivist in nature and based on quantitative designs. Surveys have failed to document the ‘live experiences’ of those involved in large classes: teachers and students. The large class issue has often been treated as a single isolated factor without taking into account the complex interplay of the other contextual factors in classes. Although there is a wealth of speculative suggestion in the literature on how to deal with large classes, there is limited research into tutors’ accounts of good practice in large classes and students’ perspectives and preferences regarding these practices. With the above in mind and being firmly set on a qualitative ground and based on semi-structured interviews, classroom observation and observation field notes, this investigation aims to obtain insiders’ perspectives on the reality of being in a large class with limited resources, by eliciting teachers’ and students’ views in a Syrian university context. Data was collected in two phases within one academic year. Classes in the first phase were observed over a period of six weeks in four different courses taught by different tutors to the same cohort of (400+) students. First phase findings revealed that tutors and students held different views on the same situation. Being in a large class was just one factor among several that shaped their experience. Students did not mind being in a large class as long as they were taught by good lecturers. These findings were the motivation for the second phase of research where classes were also observed over a period of six weeks in four different courses taught by different ‘good’ tutors to a different cohort of (400+) students. The aim in the second phase was to look more closely, from students’ perspectives, at ‘popular teachers’ and at the ‘successful’ teaching practices they have developed to teach in large, under-resourced classes. Findings draw attention to important tutor and lesson characteristics which student interviewees considered the attribute of good tutors and good lessons in this specific context.