ERIC Number: EJ1442149
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3124
EISSN: EISSN-1464-5092
Available Date: N/A
Context Specific Leadership in English Language Program Administration: What Can We Learn from the Autoethnographies of Leaders?
Kashif Raza; Mohammad Manasreh; Mick King; Zohreh Eslami
International Journal of Leadership in Education, v27 n5 p1031-1051 2024
Research in educational program administration provides insights into the operationalization of programs or organizational services; however, an area of research that is long due exploration and development is how English language programs (ELPs) differ in terms of planning, organization and services and the job English language program administrators (ELPAs) perform in their roles. This paper reports on collaborative autoethnographies of three ELPAs who share their experiences of encountering administrative challenges and devising effective strategies to address them. Employing a qualitative research design, data were collected through critical self-reflections, individual research discussion dialogs, notes sharing and a focus group. While we confirm that administrative challenges exist in ELP administration, the findings of this study add that the nature and extent of these problems (e.g. cultural diversity, course alignment, power relations, racism, recruitment) can be different from program to program and context to context. The main finding of this study is that successful ELP administration requires a good understanding of the macro-culture (e.g. national context, university culture, administration at large) as well as the micro-culture (e.g. program level policies and practices). This study has significant implications for leadership training in ELP administration and future research projects investigating context-specific leadership in English education.
Descriptors: Context Effect, Program Administration, English (Second Language), Educational Administration, Second Language Instruction, Administrator Attitudes, Barriers, Foreign Countries, Universities, Community Colleges, Second Language Learning
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Qatar
Grant or Contract Numbers: N/A
Author Affiliations: N/A