Games leaders play: using process simulations to develop collaborative leadership practices for a knowledge‐based society

1999 ◽  
Vol 4 (3) ◽  
pp. 175-182 ◽  
Author(s):  
John P. Dentico
Keyword(s):  
Leadership Practices ◽  
Collaborative Leadership ◽  
Knowledge Based ◽  
Process Simulations

scholarly journals Reactor Selection for Upgrading Hemicelluloses: Conventional and Miniaturised Reactors for Hydrogenations

Processes ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1558
Author(s):  
Stefan Haase ◽  
Cesar A. de Araujo Filho ◽  
Johan Wärnå ◽  
Dmitry Yu. Murzin ◽  
Tapio Salmi
Keyword(s):  
Selection Strategy ◽  
Special Focus ◽  
Reactor Performance ◽  
Liquid Distribution ◽  
Knowledge Based ◽  
Process Simulations ◽  
Aspen Custom Modeler ◽  
Space Time Yield ◽  
Parallel Reactions ◽  
Reactor Models

This work presents an advanced reactor selection strategy that combines elements of a knowledge-based expert system to reduce the number of feasible reactor configurations with elaborated and automatised process simulations to identify reactor performance parameters. Special focus was given to identify optimal catalyst loadings and favourable conditions for each configuration to enable a fair comparison. The workflow was exemplarily illustrated for the Ru/C-catalysed hydrogenation of arabinose and galactose to the corresponding sugar alcohols. The simulations were performed by using pseudo-2D reactor models implemented in Aspen Custom Modeler® and automatised by using the MS-Excel interface and VBA. The minichannel packings, namely wall-coated minichannel reactor (MCWR), minichannel reactor packed with catalytic particles (MCPR), and minichannel reactor packed with a catalytic open-celled foam (MCFR), outperform the conventional and miniaturised trickle-bed reactors (TBR and MTBR) in terms of space-time yield and catalyst use. However, longer reactor lengths are required to achieve 99% conversion of the sugars in MCWR and MCPR. Considering further technical challenges such as liquid distribution, packing the reactor, as well as the robustness and manufacture of catalysts in a biorefinery environment, miniaturised trickle beds are the most favourable design for a production scenario of galactitol. However, the minichannel configurations will be more advantageous for reaction systems involving consecutive and parallel reactions and highly exothermic systems.

scholarly journals Determinants of Teachers’ Job Satisfaction: School Culture Perspective

2020 ◽  
Vol 32 (2) ◽  
pp. 151
Author(s):  
Bahir Adem Abdulahi
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
School Culture ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Development Program ◽  
Mixed Data ◽  
The Status ◽  
Teaching Learning ◽  
The Relationship

The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

scholarly journals Developing collaborative leadership practices in the Singapore early childhood education (ECE) context through professional learning communities (PLCs)

2021 ◽  
Author(s):  
◽  
Sukuna Devi Vijayadevar
Keyword(s):  
Early Childhood ◽  
Collaborative Learning ◽  
Focus Group ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Face To Face ◽  
Childhood Education

<p>Leadership in early childhood education (ECE) has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved (Thornton, 2010). Collaborative leadership practices are not well understood within the Singapore ECE context. Beyond mandatory leadership training, little is known how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities (PLCs) expands the collective capacity of organisations, however, literature on PLCs in ECE is limited. Located within an interpretive paradigm, this study employed a primarily qualitative approach with a supplementary quantitative strand. This mixed method design, encapsulated within a single embedded exploratory case study, embedded both face-to-face and online PLC processes over a period of 8 months. Qualitative data included both face-to-face and online activities whereas for the quantitative data the study used an adapted version of the PLCA-R survey designed by Olivier, Hipp and Huffman (2010).  Participants in two PLCs established as part of this study were six principals from an anchor group childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data were collected from PLC meetings, online reflections, pre- and post-PLC interviews with the principals and follow-up focus group discussions with the teachers. Key findings suggest that praxis as a result of participation in their PLC led to some shifts in principals’ thinking about collaborative leadership practices and resulted in changes to their leadership approaches, sharing of practices, distribution of leadership and improved collegiality and collaborative learning for teachers. Principals who participated in the study also indicated that the collaborative learning culture fostered through their PLC reduced their professional isolation and helped them to integrate ideas into practice. The study contributes to an understanding that considering and implementing collaborative leadership practices through PLCs, a collaborative learning model contextualised in Anglo-American settings, in the Singapore ECE context requires sensitivity towards Asian Singapore socio-cultural values related to hierarchy and economic pragmatism.</p>

scholarly journals Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings

2019 ◽  
Vol 20 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Sukuna Vijayadevar ◽  
Kate Thornton ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Childhood Education

Leadership in early childhood education has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved. Collaborative leadership practices are not well understood within the marketised Singapore early childhood education context. Beyond mandatory leadership training, little is known about how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities expands the collective capacity of organisations; however, literature on professional learning communities in early childhood education is limited. This article reports on the findings of an interpretive case study examining the current understandings and leadership practices of principals in the Singapore early childhood education context, and investigating how participation in professional learning communities can support the development of collaborative leadership practices. The participants in two professional learning communities established as part of this study were six principals from an anchor-operator childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data was collected from professional learning community meetings, online reflections, pre- and post-professional learning community interviews with the principals, and follow-up focus group discussions with the teachers. The key findings indicate that praxis as a result of participation in a professional learning community led to some shifts in principals’ thinking about collaborative leadership practices and resulted in reported changes to their leadership approaches, distribution of leadership, and improved collegiality and collaborative learning for teachers. The results indicate that considering and implementing collaborative leadership practices through professional learning communities in the Singapore early childhood education context requires sensitivity towards Asian Singapore sociocultural values related to hierarchy and economic pragmatism.

Dynamic leadership – a leadership shortage solution

2014 ◽  
Vol 13 (4/5) ◽  
pp. 199-204
Author(s):  
Elissa Tucker ◽  
Sue Lam
Keyword(s):  
Leadership Style ◽  
Organizational Leadership ◽  
Leadership Practices ◽  
Online Survey ◽  
Collaborative Leadership ◽  
Leadership Skills ◽  
Content Type ◽  
Dynamic Leadership ◽  
Current State ◽  
And Control

Purpose – The purpose of this research paper is to explore how organizational leadership style is related to employee leadership skills, leadership and business trends, as well as leadership practices. Design/methodology/approach – In total, 547 participants representing a variety of industries and organization sizes completed an online survey on the current state of leadership at their organizations. We compared the responses of participants working in organizations using a traditional leadership style (n = 121) with those in organizations with a dynamic leadership style (n = 105). Findings – Consistent with hypotheses, the results show that the traditional, hierarchical and command-and-control style of organizational leadership is associated with larger leadership skills gaps, while a more dynamic, all-inclusive and collaborative leadership style is associated with smaller leadership skills gaps. Specific business trends and leadership practices partially explain the association between organizational leadership style and organizational leadership shortages. These factors provide guidance for human resources practitioners looking to set priorities and plans for fostering dynamic leadership within their organizations. Originality/value – This study provides insights into why the leadership deficit endures and what organizations can do to put the issue to rest. This research is unique in that it goes beyond identifying and quantifying specific leadership skills gaps to also reveal which factors may be driving these leadership deficits. This research also isolates which organizational practices and leadership approaches are associated with smaller leadership skills gaps.

scholarly journals GAYA KEPIMPINAN KOLABORATIF PENGETUA DAN TAHAP KEPUASAN KERJA GURU SEKOLAH MENENGAH KEBANGSAAN [PRINCIPAL COLLABORATIVE LEADERSHIP STYLE AND LEVEL OF JOB SATISFACTION OF NATIONAL SECONDARY SCHOOL TEACHERS]

2021 ◽  
pp. 191-207
Author(s):  
KALAIVANI KARNAN ◽  
KARUPPIAH MARIMUTHU
Keyword(s):  
Job Satisfaction ◽  
Leadership Style ◽  
Leadership Practices ◽  
School Administrators ◽  
Collaborative Leadership ◽  
Strong Relationship ◽  
Analysis Data ◽  
Survey Study ◽  
Communication Processes ◽  
High Level

Collaborative leadership style is a leadership practice centered on cooperation, knowledge sharing and experience. Through collaborative leadership, social learning and communication processes can be done more effectively. The new policies introduced in the Malaysian education system add to the burden for educators to implement. This at the same time causes teachers to be dissatisfied with their work. Based on the literature, collaborative leadership style can help teachers in performing tasks more productively while increasing their level of job satisfaction. This study aims to identify the level of collaborative practice of principals, the level of job satisfaction of teachers, and the relationship between the two in national secondary schools in the district of Seremban, Negeri Sembilan. This survey study uses a quantitative approach involving 127 respondents and uses descriptive and inferential analysis. Data were obtained using the Robert Wood Johnson Collaborative Leadership and Job Descriptive Index (JDI) questionnaire which was translated and modified in the context of this study. The results show that the level of collaborative leadership practices of principals and the level of job satisfaction as a whole teacher are at a high level. The study also found that there was a positive and very strong relationship between principals' collaborative leadership practices and teacher job satisfaction level [r (127) = 0.885, p <0.01]. The findings of this study should be used as a guide by school administrators to better understand the problems and responsibilities of principals in improving the professionalism and job satisfaction of teachers as well as the performance of students and schools as a whole.

scholarly journals Developing collaborative leadership practices in the Singapore early childhood education (ECE) context through professional learning communities (PLCs)

2021 ◽  
Author(s):  
◽  
Sukuna Devi Vijayadevar
Keyword(s):  
Early Childhood ◽  
Collaborative Learning ◽  
Focus Group ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Face To Face ◽  
Childhood Education

<p>Leadership in early childhood education (ECE) has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved (Thornton, 2010). Collaborative leadership practices are not well understood within the Singapore ECE context. Beyond mandatory leadership training, little is known how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities (PLCs) expands the collective capacity of organisations, however, literature on PLCs in ECE is limited. Located within an interpretive paradigm, this study employed a primarily qualitative approach with a supplementary quantitative strand. This mixed method design, encapsulated within a single embedded exploratory case study, embedded both face-to-face and online PLC processes over a period of 8 months. Qualitative data included both face-to-face and online activities whereas for the quantitative data the study used an adapted version of the PLCA-R survey designed by Olivier, Hipp and Huffman (2010).  Participants in two PLCs established as part of this study were six principals from an anchor group childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data were collected from PLC meetings, online reflections, pre- and post-PLC interviews with the principals and follow-up focus group discussions with the teachers. Key findings suggest that praxis as a result of participation in their PLC led to some shifts in principals’ thinking about collaborative leadership practices and resulted in changes to their leadership approaches, sharing of practices, distribution of leadership and improved collegiality and collaborative learning for teachers. Principals who participated in the study also indicated that the collaborative learning culture fostered through their PLC reduced their professional isolation and helped them to integrate ideas into practice. The study contributes to an understanding that considering and implementing collaborative leadership practices through PLCs, a collaborative learning model contextualised in Anglo-American settings, in the Singapore ECE context requires sensitivity towards Asian Singapore socio-cultural values related to hierarchy and economic pragmatism.</p>

Is the Personal Always Political?

2017 ◽  
Vol 38 (3) ◽  
pp. 133-143 ◽  
Author(s):  
Danny Osborne ◽  
Yannick Dufresne ◽  
Gregory Eady ◽  
Jennifer Lees-Marshment ◽  
Cliff van der Linden
Keyword(s):  
Survey Data ◽  
National Survey ◽  
Negative Relationship ◽  
Openness To Experience ◽  
Political Sophistication ◽  
Knowledge Based

Abstract. Research demonstrates that the negative relationship between Openness to Experience and conservatism is heightened among the informed. We extend this literature using national survey data (Study 1; N = 13,203) and data from students (Study 2; N = 311). As predicted, education – a correlate of political sophistication – strengthened the negative relationship between Openness and conservatism (Study 1). Study 2 employed a knowledge-based measure of political sophistication to show that the Openness × Political Sophistication interaction was restricted to the Openness aspect of Openness. These studies demonstrate that knowledge helps people align their ideology with their personality, but that the Openness × Political Sophistication interaction is specific to one aspect of Openness – nuances that are overlooked in the literature.

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