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Reimagining academic staff governors’ role in further education college governance
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Sodiq, Abdulla and Abbott, Ian (2018) Reimagining academic staff governors’ role in further education college governance. Research in Post-Compulsory Education, 23 (1). pp. 138-157. doi:10.1080/13596748.2018.1421017 ISSN 1359-6748.
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Official URL: https://doi.org/10.1080/13596748.2018.1421017
Abstract
This paper aims to explore Academic Staff Governor (ASG) roles at three further education colleges in England. Uniquely, the research focuses on ASG activities, the understanding of ASG roles, and aspects of the role that can be reimagined, which may be of benefit to practising governors, particularly ASGs such as further education (FE) teacher governors. The study draws upon relevant literature to identify concepts related to governors’ roles and activities. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach, and to engage with ASGs and external governors. During fieldwork, qualitative and quantitative evidence was analysed from semi-structured interviews, questionnaire responses, observations of governance meetings and governance documents. Findings suggest that ASGs’ insiderness, their affiliation with other groups and decision-making circumstances may influence their governing activities. Activities rooted in operational settings such as professional-information giving were highly valued by other governors, while there were uncertainties about the benefit of having managerial staff as ASGs. There was evidence indicating uncertainty among the college staff regarding the role of an ASG in the colleges’ boards. As a result of the study, to conceptualise an ASG’s role in FE colleges, ‘The 3 RaPs (Roles as Position/Perceived/Practice) Framework’ for an ASG’s role has been developed. The research recommends clear and specific role descriptions for ASG posts; action to allow more opportunities for ASGs to act as governors in order to transform the scope of the role. Finally, several recommendations are set out in order to address ASGs’ insiderness, to promote ASGs’ professional profiles in the FE sector and to improve the methodological approach for use in similar future research.
Item Type: | Journal Article | ||||||
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Subjects: | L Education > LB Theory and practice of education | ||||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
Library of Congress Subject Headings (LCSH): | College trustees -- England -- Case studies, Postsecondary education -- England | ||||||
Journal or Publication Title: | Research in Post-Compulsory Education | ||||||
Publisher: | Routledge | ||||||
ISSN: | 1359-6748 | ||||||
Official Date: | 6 March 2018 | ||||||
Dates: |
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Volume: | 23 | ||||||
Number: | 1 | ||||||
Page Range: | pp. 138-157 | ||||||
DOI: | 10.1080/13596748.2018.1421017 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||
Date of first compliant deposit: | 17 April 2018 | ||||||
Date of first compliant Open Access: | 6 September 2019 |
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