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Problems in Staff and Educational Development Leadership: Solving, framing, and avoiding

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Abstract:

Analysis of interviews using critical incident technique with a sample of leaders in staff and educational development in higher education institutions reveals a limited use of classical problem‐solving approaches. However, many leaders are able to articulate ways in which they frame problems. Framing has to do with goals, which may be complex, owing to inherent role tensions. A further set of behaviours appears to help practitioners to avoid problems. A commentary is offered on examples of solving, framing and avoiding problems, drawn from the interviews. It is suggested that this three‐part view of professional approaches to problems could assist in the review and development of practitioners' expertise. L'analyse d'entretiens, faisant appel à la technique des incidents critiques, auprès d'un échantillon de dirigeants des domaines du développement pédagogique et du personnel semble révéler un emploi limité d'approches classiques de résolution de problème. Cependant, plusieurs dirigeants sont en mesure d'articuler des façons selon lesquelles ils cadrent les problèmes. Le cadrage se rapporte aux buts, lesquels peuvent être complexes en raison des tensions inhérentes aux rôles visés. Un autre ensemble de comportements semble aider les praticiens à éviter les problèmes. Quelques commentaires sont formulés relativement à certains exemples de résolution, de cadrage et d'évitement des problèmes, lesquels sont tous tirés des entretiens. L'article suggère que cette vision en trois parties des approches professionnelles à l'égard de problèmes pourrait contribuer à revoir et à développer l'expertise des praticiens.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/13601440500281732

Affiliations: 1: University of Warwick, UK 2: Loughborough University, UK

Publication date: November 1, 2005

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