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This paper explores the tensions and complexities for two principals as they work towards equity and improved social and educational outcomes for their Indigenous students. Drawing on Foucault's fourfold ethical frame and poststructuralist notions of the subject, this paper presents the different ways the white female principals of Indigenous schools are formed as subjects. We illustrate how the multiplicities of their subject formation are influenced by the historicity and contextual factors of the schools and communities. These factors play a significant part in how these principals work as advocates and differently experience and negotiate the tensions around representation of and for Indigenous schools and communities. In realising equity goals for Indigenous students, the paper draws on Foucault's work to illustrate the imperative of school leaders' cognisance of, and capacity to work with, these factors.

Increasingly, universities in developed countries are engaging in transnational education. Responsibilities and opportunities to exercise management and leadership in the provision of transnational education depend on the organisational model adopted and whether the academics involved are on home or international campuses. Models range from neocolonial control to transnational partnerships. In the Australian Office for Learning and Teaching study that informs this paper, good practice in allocation and exercise of management and leadership responsibilities was identified and recommendations developed. A balance was struck between the home institution's quality assurance obligations, which imply a high level of home-based control, and the value of a degree of local control to the commitment of local academics involved, to their career opportunities, and to the educational experiences of their students.

A wide range of graduate attributes are listed, categorized and prioritized by different higher education institutions. However, one attribute that is less visible in the literature is creativity. In the current study, creativity has emerged as a desirable graduate attribute among students and employers. This paper presents an exploratory discussion framed around a pilot study that examines student and employer perceptions on how creativity in leadership can be developed through a work-integrated learning approach for innovation and enterprise students in a science and engineering program. Key outcomes are discussed suggesting that notions of creativity have evolved from first generation concepts of creativity as an artistic, complex trait of gifted individuals toward a higher level of development to second generation concepts of creativity as a purposeful, collaborative process. Creativity in leadership emerged as a desirable graduate attribute.

Globally, universities are increasingly seeking to equip their graduates with specific "soft" skills to complement traditional "hard" skills so they can function in a rapidly changing and dynamic world. While hard skills are relatively straightforward to define and foster the same cannot be said for soft skills, despite the latter being increasingly acknowledged as equally, if not more, important. This paper assesses the feasibility of an Australian wellbeing course in the context of explicit soft skills training at one Chinese university in a pilot with 29 second-year students. Using an exploratory mixed-methods design, quantitative impact measures were collected before and after the intervention to complement qualitative workshop evaluations. Results clearly show that participants found both the content of the training as well as the participatory social learning approach relevant and acceptable. The training had a statistically significant positive impact on the assessed human qualities soft skills outcomes. Implications of the findings for the current interest in training Chinese university students in the spirit of innovation and enterprise are highlighted.

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.

Purpose: "Leadership" is arguably the central concept of interest in contemporary scholarship on educational administration. Within this scholarly discourse, there is an explicit assumption that leadership is a "real" phenomenon that is not only important, but also necessary for educational institutions. However, few scholars engage with issues surrounding the confusion of a socially constructed label with an assumed empirical reality. The aim of this paper is to mobilise critical social theory and to discuss the concept of leadership in educational administration. Design/methodology/approach: To engage with this matter, the author mobilises critical social theory, specifically that of Pierre Bourdieu, to discuss the concept of leadership in educational administration. Findings: In doing so, the author argues that: "leadership" is a label taken from common language into scholarly discourse for the purpose of solving a perceived problem in the empirical world, and that this is made possible through a particular constitution of the social space. Research limitations/implications: The central argument of this paper challenges the hegemonic position of educational leadership scholarship, particularly its mobilisation of context, both time and space. Originality/value: Unlike scholarship focused on developing an explanation of what constitutes leadership, this paper engages with the abstraction of "leadership" as an educational administration concept. (Contains 5 notes.)

This paper presents findings from a larger, qualitative study that explored the potential of a school-based teacher community of practice as a model for a transformative form of teacher professional development. This paper reports on initial findings from a grounded theory exploration of the factors that facilitated and constrained the evolution of a community of practice among a team of middle years' teachers in a small central school in rural New South Wales, Australia. These findings contribute to the discussion around how communities of practice can be established and used to improve teacher professional development in, and for, schools. (Contains 1 note.)

Purpose: This paper aims to serve as an introduction to and overview of this special issue of the "Journal of Educational Administration" entitled "Building organisational capacity in school education". The co-editors have solicited contributions from authors in Wales, Australia, Canada, the USA, England, Hong Kong and New Zealand. Design/methodology/approach: The paper reviews past and contemporary approaches to the issue of capacity building in education and in particular, sustainable capacity building. As well as reviewing key researchers and writers in this field, including their own work, the authors foreshadow and synthesise the other seven papers that make up this special issue. Findings: The paper contends that building capacity in schools and schooling, while no means easy, can be both understood and accomplished. However, caution needs to be exercised because hard-fought gains in capacity building and sustainability can be quickly eroded under the influence of poor leadership or extraneous changes. Practical implications: The paper serves as a framework both for the seven papers that follow and more generally for understanding and conceptualising sustainable school capacity building. Originality/value: The paper performs the function of framing current debates and pressures around sustainable school capacity-building in an international theoretical and practical context. (Contains 4 notes and 1 table.)

The paper reports on key findings of a research project that examined the roles that community-based sporting clubs in the Australian state of Victoria play in shaping young people's understandings and uses of alcohol. Our research imagined clubs as community hubs that are located in complex networks that impact on the ways that clubs understand their locations in communities, and which have unpredictable influences and consequences on club histories, culture and orientations to issues such as young people and alcohol use. The paper focuses on understanding the key roles played by club leaders in facilitating change and transformation in these contexts, particularly in terms of alcohol-related practices and the potential impact of these on young people's uses and understanding of alcohol. We situate these findings in a framework that draws on the literature of complexity science and complex adaptive systems (CAS) to suggest that these practices and changes need to be understood in ways that allow for complexity, uncertainty, emergent behaviours and adaptive change. (Contains 1 note and 1 table.)

The concept of followership in higher education has been given limited attention despite the fact that followers are key players in the follower/leader equation and that leadership is increasingly seen as vital to improving the student learning experience. This paper explores this concept, reporting on the findings of a qualitative study underpinned by a socio-constructivist framework. Thirty-eight narratives describing the experience of being a follower and interacting with a formal leader were collected from academic teachers in seven institutions worldwide and analysed using inductive content analysis. The richness of the narratives collected illustrates the intricate relationship formed by the followership/leadership interaction. The results affirm the premise that, just as teachers are defined by their students' learning, leaders are defined by their followers' engagement. However, some teachers also display a strong reluctance towards the very idea of being a follower in academia where critical and independent thinking form the backbone of all practices. Negotiation, responsibility, and mutual respect appear essential aspects of any form of followership/leadership interaction as it directly or indirectly influences student learning and personal development. The research presented suggests that, in challenging times, academic leaders must attend to the characteristics and needs of their followers.

This paper discusses responses provided by 31 Pro Vice-Chancellors (PVCs) and Deputy Vice-Chancellors (DVCs) who were part of a larger study of more than 500 higher education leaders in roles ranging from DVC to head of programme in 20 Australian universities. Using both quantitative and qualitative data the paper gives an insider's perspective on what the roles of DVC and PVC are like at the daily level. It identifies the key focus of the roles, highlights the criteria these leaders use to judge that they are effectively performing them and outlines the relative impact of different influences on their work. It then discusses their views on what being in such a role is like, including its key satisfactions and challenges; and identifies the capabilities seen to be central to managing in such a context. Finally, it provides insights into how such leaders have gone about learning their role. The paper indicates how these findings can be used to address the current succession crisis for leaders in such critical roles. It shows how the data generated can be used to build leadership from within by identifying leaders with potential early on in their career, how the findings can be used to give selection processes more focus and how leadership development programmes can best be shaped to be effective. Having a high level of emotional intelligence is identified as a key ingredient in the successful delivery of such roles. (Contains 5 tables.)

Purpose: The purpose of this paper is to report on research into the challenges for leadership in implementation of a new curriculum in a remote region of Queensland, Australia. Design/methodology/approach: Data for the research were gathered through an online survey and semi-structured interviews with teachers and principals involved in the reforms. Findings: Results show that there were substantial differences in the views of teachers and principals in their perceptions of the implementation process. The vast differences in the implementation strategies and leadership approaches between the schools suggested that the effect of the reform on leadership practices was more positive in schools in which elements of productive leadership were present. Originality/value: This research highlights the importance of leadership throughout reform processes, particularly in terms of the different experiences and perceptions teachers and principals have during the policy implementation process. As a result, this paper offers an important perspective on the complex dynamics of leadership processes and how curriculum reform is enacted at the local level. (Contains 2 figures.)

This paper seeks to engage the field of educational leadership in a methodological conversation. It outlines a methodological position taken by the author (a focus on leadership practice using Bourdieu) in a currently funded project and seeks discussion with the wider field. The paper is structured to provide the reader with background to the theoretical position of the author and the implications this has for the study of school leadership practice. The discussion highlights the need for multi-layered descriptions of leadership and the dual purpose of leadership research. This provides for a greater understanding of the phenomenon of leadership, and the subsequent implications for leadership practice and, potentially, preparation. The intent of this paper is not merely to critique existing works in the field, nor to create a modernistic binary between the positions of others and those presented here. Rather, the value of this work is its potential to intervene in the scholarship of the field and disrupt the status quo, highlighting the benefits of embracing the complexity, ambiguity and moment-by-moment contestation that defines the social practice that is school leadership.

This paper uses an auto-ethnographic storytelling approach to connect an individual's experience in leadership with the literature on women in leadership as a way of further exposing and understanding gendered organisational practices. Whilst the paper details only one women's experience it was through the connection to the literature that most "sense making" occurred and a realisation (on the part of one of the authors) that the experience was not unique or individualised but, rather, systematic of masculine, gendered, organisational cultures. The paper offers some "strategies for survival" for other women who may find themselves in similar situations. It concludes with a call for programmes and strategies to bring about fundamental change. Although the setting is the higher education sector in Australia the paper's findings and recommendations have much broader applicability.

This paper adds to earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education, and builds on a categorisation of professional staff identities as having "bounded", "cross-boundary" and "unbounded" characteristics. Drawing on a study of 54 professional managers in the United Kingdom, Australia and the United States, it describes a further category of 'blended professionals", who have mixed backgrounds and portfolios, comprising elements of both professional and academic activity. The paper goes on to introduce the concept of "third space" as an emergent territory between academic and professional domains, which is colonised primarily by less "bounded" forms of professional. The implications of these developments for institutions and for individuals are considered, and some international comparisons drawn. Finally, it is suggested that "third space" working may be indicative of future trends in professional identities, which may increasingly coalesce with those of academic colleagues who undertake project- and management-oriented roles, so that new forms of "third space" professional are likely to continue to emerge.

This paper explores the relationships between population density, social interaction patterns, and morale in rural communities. It tests two apparently competing hypotheses concerning rural population density, social interaction patterns and overall levels of morale: one, that low (and rapidly declining) rural densities lead to feelings of isolation and low morale in response to contractions in local social interaction networks; or two, that communities facing the demographic scenario just provided might provide more social space for individuals to assume leadership roles, thereby developing their self-confidence. This situation could be expected to produce higher levels of morale and satisfaction with community life. Drawing upon quantitative and qualitative survey research conducted within the social catchment areas of three contrasting rural New South Wales (Australia) communities, the paper finds that some of the key hypotheses of "manning theory" are confirmed: declining population densities can open up space for previously less self-confident individuals to assume important public roles. However, while overall levels of community morale are high across all three communities, regardless of population density, there is also obvious dissatisfaction in the community of greatest density decline with the declining local educational and economic opportunities, and the increasingly concentrated burden of community responsibility. This suggests that "rate of change" in actual measured density, and in perceived density, may be more influential than the "level" of density in affecting community morale.

Purpose: This paper aims to report an investigation of how education for sustainability is conceptualised, incorporated across the curriculum and led in three Western Australian Government secondary schools. It also reports on processes to enable education for sustainability to become embedded into these schools. Design/methodology/approach: Data for the research were gathered through semi-structured interviews with teachers who were reputedly leading education for sustainability. Findings: With the exception of one participant, the concept of education for sustainability is not widely embraced in the schools of this study. Instead participants focus only on the environmental aspect of sustainability. Again, with the exception of one participant, education for sustainability remains fragmented and vulnerable to changing school conditions. Leadership of education for sustainability occurs whimsically and with little vision for the future across this study with little evidence of alliance building or collaboration among colleagues. Originality/value: The paper concludes that leading for sustainability requires a combination of a deep knowledge of sustainability; forward thinking and the ability to imagine a different future; the interpersonal and networking skills to build strong relationships; and the energy and capability of taking action to achieve the imagined different future. (Contains 1 table.)

Loyalty raises a dilemma for women's career progression and leadership because it signals confidence in the organisation, despite the ongoing constraints that organisations present for women and their leadership aspirations. The research investigates women's loyalty in the context of higher education. Focussing on a select group of mid-level female academics, the paper will argue against a common sense understanding of loyalty as an expression of female care. A critical reconsideration of loyalty as care is made possible by analysing the "utility of loyalty" and how it becomes a legitimate organising principle that operationalises institutional and personal objectives. How women enact loyalty draws on agency theory to explain and analyse the way loyalty is appropriated by women. The results show contradictory actions around loyalty, however, these can be clarified by agency theory to demystify loyalty and critically analyse how specific work actions and practices shape explain seemingly contradictory and emotive responses. The complications around women and loyalty are expressions of a substantive rationality through which mid-level female academics respond to the uneven opportunities, limitations and constraints that influence their work, profession and relationships. (Contains 6 tables.)

This paper aims to identify the links that show how the establishment of an Aboriginal Elders Group in the Wagga Wagga community has contributed to the social capital of the Wagga Wagga Aboriginal Community. The paper will highlight the key educational episodes: oral history program; incorporation of the Elders group; self governance of the group, and confirmation of identities of community members that show how social capital has accrued and community capacity building has occurred. It will also highlight the leadership role and the accumulation of community civil capital that has developed for members of the Aboriginal Elders group over the time that they have been together. (Contains 2 figures.)

Purpose: The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self-directedness. This paper will consider the role of the leader in facilitating workforce development in terms of employees' self-directedness for learning. The research was designed to investigate the views that "learning leaders" in organizations have towards the development of self-directedness in employees; and to identify strategies that are feasible in developing self-directedness in operating organizations. Design/methodology/approach: This paper draws on a national research project undertaken in 12 organizations in Australia, representing a range of sizes and a number of industry sectors. Data collection involved interviewing learning and development managers in each organization to gauge the relative feasibility of the implementation of a number of pre-identified strategies designed to develop self-directedness among employees within operating work environments. Findings: The research showed that: learning managers and leaders were generally well disposed towards the development of self-directedness, and some had already moved to do so; and identified a number of possible strategies for implementation of varying degrees of feasibility. The paper will consider these findings in relation to the concept of a "learning leader". Research limitations/implications: Although the research was conducted in a diverse set of 12 enterprises, applicability of the results across an even wider set of enterprises would need to be tested. Originality/value: The findings of this research provide guidance to learning and development personnel on feasible strategies to use within their own organization to assist with the development of self-directed learning among employees.

Purpose: Leadership is as widely used as it is misused and misunderstood. This paper seeks to argue that in an educational context it is important not only to revisit and reframe conceptions of leadership but also to see it as having an essentially subversive purpose. The paper aims to discuss subversion in an intellectual, moral and political sense, as a sacred mission to confront the "noble lies" of politicians, the superficiality of the designer culture and the line of least resistance opted for by overworked and demoralised teachers. Design/methodology/approach: The empirical base for this paper is a seven-country three-years study entitled Leadership for Learning which brought together staff from 24 schools in seven countries to explore the connections between learning and leadership and to arrive at some common understanding which could be tested in practice across national and linguistic boundaries. Findings: While recognising the unique contexts and differing cultural traditions as diverse as those of Australia and Austria, the USA and Greece, engaging in an international discourse through face-to-face workshops, virtual conferencing and exchange visits led one to five key principles held in common. Originality/value: The paper offers intriguing and insightful discussion into the subject of leadership as a subversive activity. (Contains 4 notes.)

This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education. (Contains 1 figure.) [This article was originally published in "Alt-J: Research in Learning Technology," v18, n3, p165-178, Nov 2010.]

A program's development and implementation in a higher education institution is usually launched with great fanfare, goodwill and a huge effort on the part of the whole development team to ensure a worthwhile cohesive set of learning experiences aligned to the desired course learning outcomes. It is often not long before the glue starts to come unstuck arising from staffing changes, subtle migration of course resources, opportunistic inclusions of "off the shelf" or unit based innovative teaching and learning approaches, and perhaps general poor attention to detail with regard to the impact of new introductions and electives. This paper presents an initial investigation into the elusive goal of achieving course cohesion. The authors consider building cohesion into a course as it is being designed through identified cohesion factors and in sustaining course cohesion through active leadership. (Contains 1 footnote.)

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education. (Contains 2 footnotes.)

Community workers are often described as unsung heroes who work for, with and alongside others in order to make qualitative differences to the communities they serve. This paper reports on the story of a community-based arts educator, Morgan Jai-Morincome, winner of the ACT Adult Learners Week Award for an outstanding program in 2007. This program, referred to as The Radiance Dance Project, is an inclusive performance project open to women with and without disabilities that culminates in a yearly performance. Via an interview with Morgan, observations of a workshop she provided for the women in her 2009 program, and a viewing of a DVD of the 2008 dance performance, this case study provides an illustration of the power of arts-based educative processes for breaking down barriers between people with and without disabilities. It draws upon constructs from ethical leadership theory and empowerment theory to interpret her ideas and practices.

University outcomes are increasingly focused on generic skills, as well as ensuring students meet specific professional competencies and knowledge. Many academics have little educational background and training in planning curriculum including learning activities and assessment tasks aligned to explicit criteria in relation to outcomes such as teamwork, communication and ethics. Some research on successful professional development approaches for legal academics has occurred in specific universities (Kift et al., 2006; Kift, 2003), but there has been little research about shared learning across Australian university law schools. Learning within communities of practice involving ongoing joint activity has been shown to be effective in supporting professional learning and sustained change (Wenger, 1998). During 2008-2009, a national project included a focus on law academics building curriculum planning skills in relation to graduate attributes. This paper reports on some cross-institutional collaborative processes and the successful change strategies and materials development which occurred, considering these results within a community of practice framework context. (Contains 2 figures.)

The National Archives of Australia holds the papers of many of "Australia's Prime Ministers," including Bruce, Lyons, Curtin, Chifley, Holt, Whitlam, Fraser, Hawke, Keating and Howard. From 2000 it undertook a four-year Prime Ministers' Papers Project to locate the records of all 25 men who have held the position of Prime Minister of Australia. The Australia's Prime Ministers portal website was launched in 2002 and the Archives is also producing a series of guides to the archives of Prime Ministers. (Contains 15 notes.)

The staffing of rural, remote and isolated schools remains a significant issue of concern in Australian education. In this paper we provide a comprehensive account of the Australian research related to the staffing of rural schools post 2004. The review identifies the overarching themes of the opportunities and challenges of staffing rural schools, pre-service teacher preparation, and leadership. Within these there are numerous sub categories such as the policy setting, incentives, understanding place, mentoring, professional development, and teacher education. Overall the review identifies that the issues explored in the research literature between 2004 and 2016 are similar in character to those examined prior to 2004. As such we raise the question of, if we have such a well-developed knowledge of matters related to rural school staffing, why does it remain an ongoing issue? While this review does not seek to answer this question, it provides an opening for discussion by identifying and describing the research on issues, and approaches, in the staffing of rural, remote, and isolated schools to date.

In this paper, the author looks back over some 43 years of involvement in language teaching and examines the progress educators have made as a profession. He also considers their present situation, given a Federal Government, which, at least until this year, has seemed antipathetic to languages education, and State and Territory Governments which, for the most part, have been all too willing to use this lack of Federal leadership to excuse their own relative inaction in the area of languages education. This lack of leadership at the political level has resulted in the regression of languages education almost to the point where it was two decades ago. Community attitudes towards language teaching have been further aggravated by the feverish eagerness with which, over the last six years, some politicians have grasped at racism--towards Aboriginals, Asians, and refugees--in order to win electoral favour. He also considers what the future might hold for languages education and how they, as a profession, might respond to the present challenges.

This paper reports some of the main lessons learnt from a collaborative project titled "Generating jobs in regional Tasmania: a social capital approach" investigating how two small rural Tasmanian communities could better match local training needs with training provision. The project was conducted within the context of the wider social, economic and demographic changes affecting the two rural communities and their ongoing efforts to manage such change. The paper provides a profile of the two communities with particular attention to their local education, training and employment infrastructure. Three research questions in terms of improving the contributions of leadership, partnerships and social capital are addressed. Development and utilisation of social capital, particularly in the form of interactional infrastructure (defined as opportunities and structures for interaction in a community) that brought together the range of stakeholders, appeared the key to successfully matching needs with provision.

This paper describes the organisation, preparation and delivery of a major project, namely, a national roundtable conference on assessment, in the context of a wider project involving the development and application of a model of collaboration between tertiary institutions based on a distributive leadership framework. It analyses feedback received from round table participants and comments on both the utility and the limitations of the adopted model for the purpose of the round table project.

Recent surveys of leadership succession planning in Catholic schools in New South Wales, Victoria, South Australia, Tasmania, and the Northern Territory of Australia have confirmed the growing shortage of persons applying for positions of principal in Catholic schools in those states and territory and examined reasons for the decline in numbers. This paper focuses on a particular aspect of that research in which the career aspirations of those being surveyed, in the pool of potential applicants for principal positions, are analyzed and reported. Implications for the future of Catholic schools in Australia as well as for the future leadership of schools in general are examined. (Contains 5 tables.)

In recent years, Australian universities have been driven by a diversity of external forces, including funding cuts, massification of higher education, and changing student demographics, to reform their relationship with students and improve teaching and learning, particularly for those studying off-campus or part-time. Many universities have responded to these forces either through formal strategic plans developed top-down by executive staff or through organic developments arising from staff in a bottom-up approach. By contrast, much of Murdoch University's response has been led by a small number of staff who have middle management responsibilities and who have championed the reform of key university functions, largely in spite of current policy or accepted practice. This paper argues that the "middle-out" strategy has both a basis in change management theory and practice, and a number of strengths, including low risk, low cost, and high sustainability. Three linked examples of middle-out change management in teaching and learning at Murdoch University are described and the outcomes analyzed to demonstrate the benefits and pitfalls of this approach. (Contains 2 figures and 1 table.)

The rise and fall of David Robinson as Vice-Chancellor of Monash University was a parable for the times. The man who defined managerialism in the Australian context had in 2002 seemed to be at the peak of his powers; a few months later he was gone in disgrace. Paul Rodan reflects on the legacy of a management style which, in the end, left Robinson with nowhere to hide. (Contains 25 endnotes.)

Objectives: This research aimed to identify the characteristics of strong midwifery leaders and explore how strong midwifery leadership may be enabled from the perspective of midwives and nurse-midwives globally., Design: In this appreciative inquiry, we collected qualitative and demographic data using a cross-sectional online survey between February and July 2022., Setting: Responses were received from many countries (n = 76), predominantly the United Kingdom (UK), Australia, the United States of America (USA), Canada, Uganda, Saudi Arabia, Tanzania, Rwanda, India, and Kenya., Participants: An international population (n = 429) of English-speaking, and ethnically diverse midwives (n = 211) and nurse-midwives (n = 218)., Measurements: Reflexive thematic analysis was used to make sense of the qualitative data collected. Identified characteristics of strong midwifery leadership were subsequently deductively mapped to established leadership styles and leadership theories. Demographic data were analysed using descriptive statistics., Findings: Participants identified strong midwifery leaders as being mediators, dedicated to the profession, evidence-based practitioners, effective decision makers, role models, advocates, visionaries, resilient, empathetic, and compassionate. These characteristics mapped to compassionate, transformational, servant, authentic, and situational leadership styles. To enable strong midwifery leadership, participants identified a need for investment in midwives' clear professional identity, increased societal value placed upon the midwifery profession, ongoing research, professional development in leadership, interprofessional collaborations, succession planning and increased self-efficacy., Key Conclusions and Implications for Practice: This study contributes to understandings of trait, behavioural, situational, transformational and servant leadership theory in the context of midwifery. Investing in the development of strong midwifery leadership is essential as it has the potential to elevate the profession and improve perinatal outcomes worldwide. Findings may inform the development of both existing and new leadership models, frameworks, and validated measurement tools., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

Objective: Hospital chief executive officers (CEOs) in Australia encounter various challenges such as financial constraints, changing regulations, and the necessity to uphold patient care standards. These challenges can contribute to rates of CEO turnover, which can disrupt healthcare organisations and affect the quality of services provided. This research aims to pinpoint the factors influencing hospital CEO turnover and explore effective strategies for retaining these vital leaders Methods: A survey was carried out among hospital CEOs throughout Australia. The survey, distributed through email and online platforms, gathered information on reasons behind turnover and methods for retaining CEOs. Data from 51 CEOs were analysed using statistical regression techniques and thematic analysis. Results: The findings from the survey indicated that 82.35% of CEOs identified stress and work-related pressure as the causes of turnover. Other significant factors included managing under-resourced organisations (68.62%), lack of support from the board (66.66%), and facing internal/external criticisms (58.82%). On average, respondents reported 5.16 reasons for leaving their positions with no significant differences found based on sociodemographic characteristics. It was pointed out that key ways to retain CEOs include building respect and trust between CEOs and board chairs, meeting the training and development needs of CEOs, and defining roles within the organisation. The importance of succession planning was also emphasised, with 94.12% of respondents acknowledging its significance for maintaining stability. Conclusion: The study underscores the multifaceted nature of CEO turnover in Australian hospitals influenced by organisational dynamics, performance factors, and personal elements. Effective retention strategies necessitate a culture within the organisation, defined roles, sufficient resources, and robust succession planning. Addressing these aspects can bolster leadership continuity and enhance the performance of healthcare organisations. What is known about the topic? High turnover rates among hospital chief executive officers (CEOs) negatively impact organisational stability and healthcare quality, causing disruptions in strategic decision-making, decreased employee morale, and potential declines in patient care standards. What does this paper add? This study identifies stress, lack of board support, and resource constraints as key factors driving CEO turnover in Australian hospitals. It also offers effective retention strategies, including fostering mutual respect between CEOs and boards, fulfilling training needs, and ensuring clear role definitions. What are the implications for practitioners? Implementing supportive organisational cultures, clear role definitions, and robust succession planning can enhance CEO retention. These measures will improve stability, strategic planning, and healthcare management, ultimately benefiting staff and patient care. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to develop the Remote Health Value Framework to evaluate the models of healthcare provision for workers in the oil and gas sector, predominantly situated in rural and remote areas. Methods: The framework was co-designed with the leadership team in one global oil and gas company using a multi-criteria decision analysis approach with a conjoint analysis component. This was used to elicit and understand preferences and trade-offs among different value domains that were important to the stakeholders with respect to the provision of healthcare for its workers. Preference elicitation and interviews were conducted with a mix of health, safety, and environment (HSE) team and non-HSE managers and leaders. Results: Out of five presented value domains, participants considered the attribute 'Improving health outcomes of employees' the most important aspect for the model of healthcare which accounted for 37.3% of the total utility score. Alternatively, the 'Program cost' attribute was least important to the participants, accounting for only 11.0% of the total utility score. The marginal willingness-to-pay analysis found that participants would be willing to pay A$9090 per utile for an improvement in a particular value attribute. Conclusions: This is the first value framework for healthcare delivery in the oil and gas industry, contextualised by its delivery within rural and remote locations. It provides a systematic and transparent method for creating value-based healthcare models. This approach facilitates the evaluation of healthcare investments, ensuring they align with value domains prioritised by the HSE and leadership teams. What is known about the topic? It has been challenging for oil and gas companies to deliver and evaluate value-based healthcare services to improve workers' wellbeing, supplementing essential emergency services and occupational health. What does this paper add? The Remote Health Value Framework (RHVF), developed and tested in this work, offers a blueprint for designing and evaluating models of care considering the companies' and workers' priorities. What are the implications for practitioners? The RHVF's application has the potential to improve industry standards, enabling a data-driven approach to healthcare investments that closely align with both corporate objectives and employee wellbeing. [ABSTRACT FROM AUTHOR]

The articulation of school autonomy into practice nationally, regionally and locally is highly situated in terms of what it enables or impedes with regard to the professional autonomy of principals and teachers. Principal autonomy does not necessarily mean greater teacher professional autonomy. In this paper, we draw on a three-year qualitative study investigating the social justice implications of school autonomy reform in Australia. We present interview data from a case study of a large secondary college to present two conflicting stories of autonomy. Supported by a managerial restructure reflecting distributed leadership, we juxtapose the positive account of autonomy expressed by the leadership team with the negative one expressed by teachers. We explore the justice implications of this disjuncture and argue the importance of critically examining the complex ways in which the intentions and enactments of distributed leadership can be differently articulated and understood within the context of school autonomy reform. [ABSTRACT FROM AUTHOR]

The higher education sector is a dynamic environment where universities compete on a global basis for resources, students, and high-quality staff. The impending retirement of the baby boomer generation will create increased competition for research leaders. One way to address this is to develop research leaders from existing researchers. However, little is known about what it takes to transition from a leading researcher to a research leader, so there is much to be learned from the experiences of those who have successfully navigated those transitions. To explore the transition from early career researcher to leading researcher to research leader, we undertook a mixed methods study involving 30 senior research leaders and administrators from a range of organisations across Australia. In this paper, we describe how the career paths of these research leaders developed in a highly competitive research environment and discuss how universities can attract, retain, develop, and promote their researchers.