Leadership development as a dialogic process: the rationale and concept of an international leadership institute

Abstract

Rapidly changing educational contexts demand deft leadership responses. In this fluid environment, it is imperative that leadership learning models sound educational praxis. Such praxis necessitates the inclusion of participant voices within relational and dialogic processes that enable authentic, creative and collaborative thinking. This paper studies the fourth International Leadership Institute, a four-day extended dialogue which saw 70 educational leaders from six countries meet in New Zealand to consider the theme of educational futures. We outline the rationale, practices and outcomes of this alternative approach to leadership learning, an approach which holistically engages participants within and across educational sectors. Participants and facilitators alike attest to the transformative influence that this relational encounter has on their ‘being’ as leaders, and provide compelling reasons why contemporary leadership learning approaches should privilege genuine dialogue.

Additional information

Notes on contributors

Jeremy Kedian

Jeremy Kedian is a senior lecturer and manager of the Educational Leadership Research Centre University of Waikato, Hamilton 3240, New Zealand, where he teaches in postgraduate courses in the field of educational leadership. Email: [email protected] In addition, he acts as a consultant to various schools and other educational organizations in New Zealand and other countries.

David Giles

David Giles is the dean of the School of Education, Flinders University, Adelaide 5001, Australia. Email [email protected] He has published in the area of relational pedagogical practice and educational leadership with a particular interest in hermeneutic phenomenology and appreciative inquiry research methodologies. His research interests include teacher education and educational leadership.

Michele Morrison

Michele Morrison is a senior lecturer in the Faculty of Education, University of Waikato, Hamilton 3240, New Zealand. Email [email protected] Her research and teaching focuses on educational leadership, coaching and mentoring, and initial teacher education. Current research interests include the centrality of context in change leadership, school leadership for social justice, school governance and tertiary pedagogies for leadership formation.

Murray Fletcher

Murray Fletcher is a consultant facilitator and coach at College of Education, University of Otago, Dunedin 9054, New Zealand. Email: [email protected] His interests include school culture, belonging, spirituality in leadership, authentic leadership, ontological coaching and appreciative inquiry.