Education is one of the most important building blocks of the nations as it helps societies to overcome inequalities through the existence of a well-thought system. Key moral purpose of education is to have a domino effect to improve human condition by developing people’s knowledge in the institution’s immediate society and thereby contribute to a wider scale (Bush & Middlewood, 2005). While improving students’ condition through knowledge expansion, educators’ improvement should also be considered if quality and equality in education is targeted. As these concerns are still raised in the 21st century, there is no doubt that much more effort should be put forth to accept individual differences and to offer equal opportunities for all. Leaders should also be relating their purposes to this end, caring for the developmental needs of the instructors, recognizing the differences among them to help build a promising long-term perspective, especially for the novice researchers.
The qualities and behaviors expected of a leader can only be realistic if the educational administration becomes a profession in a country. However, it is known that in most educational institutions, some of the ones in Turkey too, the accepted norm is to appoint the most experienced teacher or the one having closer relationships with the higher-ups as the manager. When meritocracy is not considered in such cases, incompetent people end up doing the job (Yılmaz & Altınkurt, 2011). This lack of professionalism not only causes a devaluation of the quality in higher education but may also mean ignoring the developmental needs and employee rights of instructors to affect their motivation and their long-term plans in the academia negatively leading them to an ambivalent future. While these problems may originate from command and control leadership styles working with commercial concerns (Sharrock, 2012), this situation actually reflects the leadership culture of the university.
Warwick (1990) states that in implementing equality of opportunity in education, leaders’ adopting a clear leadership is an important condition to be fulfilled. Equality of opportunity can be realized through distributive and positive leadership styles since both of these leadership styles can be associated with collegiality, shared decision-making, responsibilities, a value system, a vision and rewards and recognition and being supportive of team goals (Ameijde, Nelson, Billsberry & Meurs, 2009; Buller, 2013; Buller, 2015). On the opposite side, the leadership style can be authoritarian where the faculty members may feel disempowered and have the feeling of distrust towards the leader (Sternberg, 2015). In such kind of situations, building an effective team who has technical, functional, problem-solving and inter-personal skills can help tackle the problem. Besides this, resorting to the views of all related parties in the institution not only creates a win-win situation (Katzenbach & Smith, 2003) but also lowers the turnover rates (Buller, 2013).
Within this context, this study aims to analyze the perspectives of the academic staff at a private (foundation) university in Turkey as regards the effectiveness of managerial decisions to implement equality of opportunity for all academic staff. As students have usually been the group to be studied with the topic of equality of opportunity, with this study, academicians’ situation was aimed to be examined through the following research questions:
- How successful are higher education managers to present equal opportunities to instructors?
- What are the individual and organizational outcomes of the managerial decisions and practices?
REFERENCES Ameijde, J.D.J. V., Nelson, P.C., Billsberry, J. & Meurs, N.V. (2009). Improving leadership in higher education institutions: A distributed perspective. Higher Education, 58, 763-779. Buller, J. L. (2013). Positive academic leadership: How to stop putting out fires and start making a difference. San Francisco: Jossey-Bass. Buller, J. L. (2015). Practical ways of increasing and sustaining morale. In R. J. Sternberg, E. Davis, A. C. Mason, R. V. Smith, J. S. Vitter & M. Wheatly. Academic leadership in higher education: From the top down to the bottom up (pp.265-269). Lanham: Rowman & Littlefield. Bush, T. & Middlewood, D. (2005). Leading and managing people in education. London: Sage. Katzenbach, J.R. & Smith, D.K. (2003). The wisdom of teams: Creating the high performance organization. New York: HarperCollins. Marshall, C. & Rossman, G.B. (2006). Designing qualitative research (4th Ed.). London: Sage. Sharrock, G. (2012). Four management agendas for Australian universities. Journal of Higher Education Policy and Management. 34(3), 323-337. Sternberg, R.J. (2015). Distilling advice about academic leadership. In R. J. Sternberg, E. Davis, A. C. Mason, R. V. Smith, J. S. Vitter & M. Wheatly. Academic leadership in higher education: From the top down to the bottom up (pp.265-269). Lanham: Rowman & Littlefield. Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Yılmaz, L. & Altınkurt, Y. (2011). Öğretmen adaylarının Türk eğitim sisteminin sorunlarına ilişkin görüşleri. Uluslararası İnsan Bilimleri Dergisi, 8(1), 943-973. Warwick, J. (1990). Planning human resource development through equal opportunities (gender). London: Further Education Unit.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.