Leadership Challenges in implementing ICT in Teaching and Education: A Case Study from a Danish University College

Anders Sandborg Nielsen, Ditte Kolbæk

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

This case study answers the research question: What are the leadership challenges in adopting ICT-based teaching at the Institute for Leadership and Administration, Metropolitan University College, Denmark? The analysis uses a distributed perspective on leadership and builds primarily on interviews with the formal leaders of the institute and a literature review centering on ICT, distributed leadership and communities of practice. The case study identifies three central challenges: the structures of the educational system do not support leaders’ ambition of implementing ICT; formal leaders lack insight into how ICT can be used in teaching and education and are thus unable to promote the cause; and formal leaders expect employees to take on leadership roles. This is not easily operationalised and can lead to a lack of clarity of responsibilities and conflicts between employees and formal leaders.
OriginalsprogEngelsk
TidsskriftEducation Research International
ISSN2090-4002
StatusAfsendt - 2020

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leadership
leader
Teaching
education
employee
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Denmark
educational system
responsibility
cause
interview
community

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Leadership Challenges in implementing ICT in Teaching and Education: A Case Study from a Danish University College. / Nielsen, Anders Sandborg ; Kolbæk, Ditte.

I: Education Research International, 2020.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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AB - This case study answers the research question: What are the leadership challenges in adopting ICT-based teaching at the Institute for Leadership and Administration, Metropolitan University College, Denmark? The analysis uses a distributed perspective on leadership and builds primarily on interviews with the formal leaders of the institute and a literature review centering on ICT, distributed leadership and communities of practice. The case study identifies three central challenges: the structures of the educational system do not support leaders’ ambition of implementing ICT; formal leaders lack insight into how ICT can be used in teaching and education and are thus unable to promote the cause; and formal leaders expect employees to take on leadership roles. This is not easily operationalised and can lead to a lack of clarity of responsibilities and conflicts between employees and formal leaders.

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