Browsing by Subject "Leadership"

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  • Fonsén, Elina; Mäntyjärvi, Marjo (Verlag Barbara Budrich, 2019)
    This article provides the assessments of a joint leadership model based on research in early childhood education (ECE) leadership in the city of Hämeenlinna, Finland. In this new leadership model, the ECE units were led by a pair of directors, with one responsible for the financial and human resources aspects and the other responsible for the pedagogy and client processes. The aim of the new leadership model was to strengthen the leadership and pedagogy as the core of leadership. The study explored how the staff members evaluated the quality of leadership in several ECE units. Furthermore, this study examined if there were differences in the assessments of the quality of leadership of the pair of two directors. The quantitative data for the study were collected by electronic questionnaire completed by ECE directors and staff. Statistically significant differences were found in the assessments of the units led by the same director pair. The parallel line in high and low assessments indicated that satisfaction or dissatisfaction with leadership was a holistic way to see the impact of leadership on the organisational culture of the units. The findings drew attention to the question of how the conditions that were necessary for distributed leadership should be supported.
  • Helenius, Timo (Helsingin yliopisto, 2020)
    The philosophical problem explored in this thesis concerns the metaethical demand of impartiality as a condition for ethics. The thesis holds its focus on impartiality while approaching it through an ethico-political set-up concerning the ethics of nationality and its demands. In order to provide a framing for the exploration, the thesis adopts a restricted view to the issue by way of studying leadership that could be called ethical. Moreover, a case study pertaining to the current U.S. Presidential Administration binds the questions together and provides material for conclusions regarding the issue of impartiality as a metaethical demand. In sum, the thesis adopts multiple levels of exploration albeit in the final analysis remaining to be focused in the philosophical question pertaining to the conditions of ethics itself. The thesis is executed in four stages. Chapter one studies some relevant theories of nationality, the relating demands of impartiality, and pins these questions on ethical leadership. The argument is that David Miller’s claim about the plausibility of the ethics of nationality can be challenged due to a tension that remains in stances espousing universalist particularism. This results in the challenge for ethically concerned (national) leaders to not adopt a mistaken cognitive stance in moral reasoning regarding the justified scope of moral worth as theorized by Terry L. Price. On this basis, chapter two outlines a case study in order to concretize the particular challenges that can be met in terms of the reviewed theories. Drawing from Walter Fluker, environmental concern should be an integral aspect of any conception of ethical leadership that itself, however, appears in the same analysis more as a quest rather than a readily executable stance of moral reasoning. Counter to Fluker’s insight, the current U.S. Presidential Administration has wilfully executed policies that aggravate the environmental impacts of climate change. This observation results in the need to clarify the administration’s stance. By way of attempting to comprehend the undercurrents of the case study, chapter three probes into the potential moral and intellectual justifications that would grant some legitimation for the hard-line nationalistic policy-stances as exposed by the case study. The theories by Thomas Malthus and Samuel Huntington as well as the matching applicative ideologization by Steve Bannon provides a framing that would justify the current U.S. Presidential Administration’s nationalistic “America First” program that also covers the field of environmental policymaking. Finally, chapter four ties the analyses together by re-examining un/ethical leadership, the aporia of im/partiality, and the viability of nationalist universalism. As a result, the thesis observes that David Miller’s and Yael Tamir’s respective attempts at defending nationalism fail as in the end they are not able to overcome the evident tension regarding the scope of moral obligations pertaining to im/partiality. Such failures point out an inherent difficulty for any ethical thought in that insofar as there seems not to be an uncontestable justification for defining a restricted scope of moral demands, then all models of normative ethics but pure universalism have been left without proper legitimatization.
  • Tammeleht, Anu; Lofstrom, Erika; Rodriguez-Triana, Ja Maria Jesus (2022)
    To build a culture of integrity in a HE institution, innovative approaches are needed to enhance education of research ethics and integrity (REI). In addition to educating students, understanding is needed on how to facilitate for those who lead others. The focus is on early-career researchers (ECRs) as future REI leaders. The current study sheds light on how learning and REI leadership competencies evolve during scaffolded collaborative research ethics training for this target group. The study combines new instruments as part of holistic DBR. Data was collected from 3 groups of experienced researchers attending 3 training sessions in the form of written group reports and group discussion recordings. Qualitative deductive analysis was utilised for monitoring the learning process, scaffolding patterns, and display of REI leadership principles. Also, quantitative analysis was applied to group discussion data, displaying the nature of collaboration. Results imply that collaborative case-based role play format is effective in training future REI leaders. All groups displayed high levels of understanding. Combining ECRs and researchers with leadership experience supported knowledge building in the groups by bringing in various perspectives. Even though groups required different amounts of scaffolding, the nature was similar: maintaining goal orientation, highlighting critical features and redirecting learners. Learning analytics of collaboration indicated that the person with leadership experience was not necessarily the most active participant nor took the role of a 'group leader'. Still, it was mostly that person who displayed leadership competencies thus supporting other group members to develop leadership aspects.
  • Ahtiainen, Raisa; Fonsén, Elina; Kiuru, Laura (2021)
    Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ (N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
  • Juurikkala, Oskari (2010)
    Book review of Virtuous Leadership by Alexandre Havard (in Finnish).
  • Laukka, Elina; Gluschkoff, Kia; Kaihlanen, Anu-Marja; Suvisaari, Jaana; Kärkkäinen, Jukka; Vorma, Helena (2021)
  • Heikkinen, Kirsi-Marja; Ahtiainen, Raisa; Fonsén, Elina (2022)
    This article investigates early childhood education and care (ECEC) leadership through the concept of community of practice (COP). The focus is on ECEC leaders’ perceptions regarding their leadership during the educational changes taking place in the context of Finnish ECEC. The purpose is to increase understanding of how leaders see themselves in relation to the ECEC multiprofessional working community and practices of distributed leadership. The data are five focus group interviews of ECEC leaders analyzed with directed content analysis within the theoretical frame of domain, practice, and community forming the core of COP in Lave and Wenger. The results show how all three COP components comprise several dimensions in ECEC leaders’ perceptions of their leadership. For example, the component of the leadership domain consists of ECEC values, ECEC legislation, and ECEC curriculum. The results indicate that a formal leadership role is essential in leading the community and its vision. Moreover, building flexible leadership structures and supporting multiprofessional cooperation in the community augment leadership as a community’s joint enterprise
  • Sundvik, Maria; Puttonen, Henri; Semenova, Svetlana; Panula, Pertti (2021)
    We studied the social hierarchy in zebrafish and assessed differences in neurotransmitters and behavior in the F1 generation offspring of dominant and subordinate zebrafish (Danio rerio). We used behavioral assays to study locomotion, ability to complete cognitive tasks, social interaction and aggression. To study the neurochemical changes, we applied quantitative polymerase chain reaction, high pressure liquid chromatography and immunohistochemistry. Social hierarchies were formed both by males and females when animals were kept in same sex pairs in the dyadic dominant-subordinate hierarchy test. The offspring of dominant animals were the leaders in social interactions, however aggression in the mirror-test was not altered in any group. Serotonin and noradrenaline levels were lower in the F1 generation subordinate animals when compared with dominant animals, but not compared with animals that were naive to social hierarchy. The mRNA level of the rate-limiting enzyme in histamine synthesis, histidine decarboxylase, was significantly lower in dominant and subordinate larval zebrafish when compared with control animals. In the dominant adult zebrafish tyrosine hydroxylase 1 mRNA level was lower compared with control animals, whereas tyrosine hydroxylase 2 mRNA was not different. The result was verified with immunohistochemistry. There were gender specific differences between the dominant and subordinate animals, where the dominant females performed better in cognitive tasks such as the T-maze than subordinate females. This was not observed in males, as the behavior of the dominant and subordinate males did not differ. These results add to the understanding of the plastic nature of the central nervous system and show that neurochemical features in aminergic neurotransmitter systems are associated with social leadership and dominance.
  • Leskinen, Jasmiina; Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti (2020)
    This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources, and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.