Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification
The Advanced Certificate in Education-School Leadership qualification (ACE-SL) is a post-graduate qualification which focuses on the professional development of the school leader as change agent. This study attempts to broaden the understanding of school improvement inherent in this assumption. It d...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2016
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613172373913600 |
|---|---|
| access_status_str | Open Access |
| author | Wylie, Janis |
| author2 | Gamble, Jeanne |
| author_browse | Gamble, Jeanne Wylie, Janis |
| author_facet | Gamble, Jeanne Wylie, Janis |
| author_sort | Wylie, Janis |
| collection | Thesis |
| description | The Advanced Certificate in Education-School Leadership qualification (ACE-SL) is a post-graduate qualification which focuses on the professional development of the school leader as change agent. This study attempts to broaden the understanding of school improvement inherent in this assumption. It does so through an investigation of influences exerted by external and internal school contexts to constrain or facilitate a school's ability to effect change. The study employs a realist methodology (which views the social world as comprising both subjective and objective features) and specifically employs on realist evaluative theory to investigate 'mechanisms of change' that were introduced into five primary schools when principals implemented their ACE-SL work-based projects on school discipline in 2009. The study, which was undertaken in 2012, offers an explanation as to how and why interventions were sustained and enhanced in the three-year interim period, or why not. The findings and a pattern analysis show how important it is to take contextual factors into consideration when trying to understand what triggers change. Successful achievement of an intervention's outcomes cannot be ascribed only to individual leadership competency. Causality needs to be understood in terms of a relation between the contexts of implementation and the generative mechanisms employed. It is this combination that triggers action that leads to change. Conclusions drawn provide a basis for returning to the ACE-SL as an educational progamme to offer some suggestions as to how a school leadership and management progamme can take better account of the need for forms of reflective practice that understand that transformational leadership is not about an individual but about dealing with the constraints of context. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/20629 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:31:54.917Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/20629 From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification Wylie, Janis Gamble, Jeanne Education The Advanced Certificate in Education-School Leadership qualification (ACE-SL) is a post-graduate qualification which focuses on the professional development of the school leader as change agent. This study attempts to broaden the understanding of school improvement inherent in this assumption. It does so through an investigation of influences exerted by external and internal school contexts to constrain or facilitate a school's ability to effect change. The study employs a realist methodology (which views the social world as comprising both subjective and objective features) and specifically employs on realist evaluative theory to investigate 'mechanisms of change' that were introduced into five primary schools when principals implemented their ACE-SL work-based projects on school discipline in 2009. The study, which was undertaken in 2012, offers an explanation as to how and why interventions were sustained and enhanced in the three-year interim period, or why not. The findings and a pattern analysis show how important it is to take contextual factors into consideration when trying to understand what triggers change. Successful achievement of an intervention's outcomes cannot be ascribed only to individual leadership competency. Causality needs to be understood in terms of a relation between the contexts of implementation and the generative mechanisms employed. It is this combination that triggers action that leads to change. Conclusions drawn provide a basis for returning to the ACE-SL as an educational progamme to offer some suggestions as to how a school leadership and management progamme can take better account of the need for forms of reflective practice that understand that transformational leadership is not about an individual but about dealing with the constraints of context. 2016-07-22T13:21:05Z 2016-07-22T13:21:05Z 2016 Master Thesis Masters MPhil http://hdl.handle.net/11427/20629 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Wylie, Janis From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification |
| thesis_degree_str | Master's |
| title | From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification |
| title_full | From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification |
| title_fullStr | From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification |
| title_full_unstemmed | From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification |
| title_short | From 'campus to context' : a post-course investigation into the implementation of work-based projects in a university-based professional development qualification |
| title_sort | from campus to context a post course investigation into the implementation of work based projects in a university based professional development qualification |
| topic | Education |
| url | http://hdl.handle.net/11427/20629 |
| work_keys_str_mv | AT wyliejanis fromcampustocontextapostcourseinvestigationintotheimplementationofworkbasedprojectsinauniversitybasedprofessionaldevelopmentqualification |