Chinese Educational Leaders' Conceptions of Learning and Leadership
An Interpretative Study in an International Education Context
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This book presents an interpretative study of anAustralian leadership development program conductedin China. The study explored the conceptions oflearning and leadership brought by a group ofChinese educational leaders to the course andinvestigated the perceived influence of the courseupon their conceptions. It was a pre- and post-comparison case study inspired by thephenomenographic approach, that employed semi-structured and in-depth interviews of twentyparticipants over a 12-month period. This studyemployed a culturally sensitive approach whichrecognises that a complex interaction betweenCh...
This book presents an interpretative study of anAustralian leadership development program conductedin China. The study explored the conceptions oflearning and leadership brought by a group ofChinese educational leaders to the course andinvestigated the perceived influence of the courseupon their conceptions. It was a pre- and post-comparison case study inspired by thephenomenographic approach, that employed semi-structured and in-depth interviews of twentyparticipants over a 12-month period. This studyemployed a culturally sensitive approach whichrecognises that a complex interaction betweenChinese and Western cultures is occurring in theparticipants. Comparison of their conceptions priorto and after the course indicated an expanded rangeof, and more complex conceptions. This study makes acontribution to understanding Chinese educationalleaders' conceptions of learning and leadership inan international education context. Educationalists,educational leadership researchers and policy makerswho read this will have a better understanding ofChinese educators' responses to the newdemands of internationalisation.
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