Reluctant leaders : an analysis of middle managers' perceptions of leadership in further education in England

The research that forms the basis for this article draws attention to a group of middle managers who are reluctant to become leaders because they seek more space and autonomy to stay in touch with their subject, their students, and their own pedagogic values and identities, family commitments and the balance between work and life. This reluctance is reinforced by their scepticism that leadership in Further Education (FE) is becoming less hierarchical and more participative. In a sector that has had more than its fair share of reformist intervention, there is some scepticism of the latest fad of distributed and transformative leadership as a new panacea to cure all the accumulated 'ills' of Further Education in England. Although focused primarily on this one sector in an English context, the article draws some inferences where there are parallels with wider sectors of public sector reform and where the uneasy (and incomplete) transitions from 'old' to 'new' public management have been underpinned by invasive audit, inspection and performance cultures

Challenging dualism : public professionalism in ‘troubled’ times

In recent decades neo-liberal reform has significantly impacted on public sector professionals. Sociological interest in such impact has tended to focus on professionals as subjects of such reform: as either de-professionalized ‘victims’ who feel oppressed by the structures of control or strategic operators seeking to contest the spaces and contradictions of market, managerial and audit cultures. Such a dualism is reflective of wider separations of agency and structure that have plagued sociology down the years. Our approach challenges modernizing agendas which seek to re-professionalize or empower professionals without examining the changing conditions of their work or the neo-liberal conditions which frame their practice. It also questions the policy outcomes of reconciling the dualism between agency and structure through a ‘third way’ politics that purports to remove the tensions and conflicts between professions and various stakeholders, the private and the public, and markets and civic society

Under new management: changing conceptions of teacher professionalism and policy in the further education sector

This paper examines the impact of recent changes in the structure and funding of Further Education following the 1992 Further and Higher Education (FHE) Act, on conditions of academic work for lecturers in the sector. In doing so it contributes to a debate on FE lecturers’ work and professionalism in the managerial state (Clarke and Newman 1997) that has largely centred on schools. The paper assesses the impact of the shifting policy framework on FE lecturers’ working practices and their identities at the local level by drawing on preliminary analysis of data from an ongoing ESRC funded research project, Changing Teaching and Managerial Cultures in FE (CTMC), undertaken at Keele. It outlines three different lecturer responses to changing conditions of work in FE; these are resistance, compliance and strategic compliance. The narratives presented in the paper suggest that changes are occurring in terms of what counts as being a `good lecturer’ in FE, through mediation of managerialist discourses that emphasize flexibility, reliability and competence. Though there is evidence of some incorporation of lecturers into this discourse, it is by no means complete or uncontested. Rather, residual elements of `public sector’ or `old’ professionalism are drawn on and reworked by lecturers through their practice in highly managerial and competitive con- texts. This suggests patterns of deprofessionalization go hand in hand with patterns of professional reconstruction (Seddon 1997). The paper concludes with some tentative suggestions that strategic compliance may provide a basis for rethinking professionalism in the FE sector

Interventions to improve reporting of medication errors in hospitals: a systematic review and narrative synthesis

Background: In 2017, the World Health Organisation pledged to halve medication errors by 2022. In order to learn from medication errors and prevent their recurrence, it is essential that medication errors are reported when they occur. Objectives: The aim of this systematic review was to identify studies in which interventions were carried out in hospitals to improve medication error reporting, to summarise the findings of these studies, and to make recommendations for future investigations. Methods: A comprehensive search of five electronic databases (PubMed, Medline (OVID), Embase (OVID), Web of Science, and CINAHL) was conducted from inception up to and including December 2018. Studies were included if they described an intervention aiming to increase the reporting of medication errors by healthcare providers in hospitals and excluded if there was no full-text English language version available, or if the reporting rate in the hospital prior to the intervention was not available. Data extracted from included studies were described using narrative synthesis. Results: Of 12,025 identified studies, seventeen were included in this review - fifteen uncontrolled before versus after studies, one survey and one non-equivalent group controlled trial. Five studies carried out a single intervention and twelve studies conducted multifaceted interventions. The most common intervention types were critical incident reporting, implemented in fifteen studies, and audit and feedback, implemented in seven studies. Other intervention types included educational materials, educational meetings, and role expansion and task shifting. As only one study compared a control and intervention group, the effectiveness of the different intervention types could not be evaluated. Conclusion: This is the first review to address the evidence on medication error reporting in hospitals on a global scale. The review has identified interventions to improve medication error reporting that were implemented without evidence of their effectiveness. Due to the essential role played by incident reporting in learning from and preventing the recurrence of medication errors more research needs to be done in this area

Governing the governors : a case study of college governance in English further education

This paper addresses the nature of governors in the governance of further education colleges in an English context (1). It explores the complex relationship between governors (people/agency), government (policy/structure) and governance (practice), in a college environment. While recent research has focused on the governance of schooling and higher education there has been little attention paid to the role of governors in the lifelong learning sector. The objective of the paper is to contribute to the debate about the purpose of college governance at a time when the Learning and Skills Council (LSC) commissioning era ends, and new government bodies responsible for further education and training, including local authorities, arrive. The paper analyses the nature of FE governance through the perspectives and experiences of governors, as colleges respond to calls from government for greater improvement and accountability in the sector (LSIS, 2009a). What constitutes creative governance is complex and controversial in the wider framework of regulation and public policy reform (Stoker, 1997; Seddon, 2008). As with other tricky concepts such as leadership, professionalism and learning, college governance is best defined in the contexts, cultures and situations in which it is located. College governance does not operate in a vacuum. It involves governors, chairs, principals, professionals, senior managers, clerks, community, business and wider agencies, including external audit and inspection regimes. Governance also acts as a prism through which national education and training reforms are mediated, at local level. While governing bodies are traditionally associated with the business of FE - steering, setting the tone and style, dealing with finance, funding, audit and procedural matters – they are increasingly being challenged to be more creative and responsive to the wider society. Drawing on a recent case study of six colleges, involving governors and key policy stakeholders, this paper explores FE governance in a fast changing policy environment

On the making and taking of professionalism in the further education workplace

This paper examines the changing nature of professional practice in English further education. At a time when neo-liberal reform has significantly impacted on this under-researched and over-market-tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re-professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo-liberal practices in which it resides

Safety culture in a major accredited Irish university teaching hospital: a mixed methods study using the safety attitudes questionnaire.

Background: The measurement of safety culture, the way in which members of an organisation think about and prioritise safety, in a hospital can provide valuable insight and inform quality improvement strategies. Aims: The aim of this study is to describe the safety culture of a university teaching hospital in the Republic of Ireland. Methods: This is a mixed methods survey study using the Safety Attitudes Questionnaire (SAQ). The SAQ was distributed to all staff in the study hospital. Staff attitudes towards six domains of patient safety culture were assessed over 32 Likert-scaled items. Thematic analysis was performed on qualitative data. Results: A total of 768 staff members completed and returned a copy of the SAQ. The hospital scored above the international benchmark in five out of six domains, indicating a positive safety culture, but scored below the international benchmark in the domain 'Working Conditions'. This positive safety culture was not mirrored in the qualitative data, from which five themes emerged; three major-Staffing Issues, Patient-Focused Care and Hospital Environment-and two minor-Safe Reporting Culture and Training and Education. Conclusions: In this study, a mixed methods approach was successfully used to investigate the safety culture in a large Irish hospital. Although the SAQ results indicated a positive safety culture, the qualitative data revealed a number of issues that the hospital staff felt impacted negatively on patient safety. The results of this study will inform future work on the design of an intervention to improve patient safety in the hospital

Integrated petrological and geophysical constraints on magma system architecture in the western Galápagos Archipelago: insights from Wolf volcano

The 2015 eruption of Wolf volcano was one of the largest eruptions in the Galápagos Islands since the onset of routine satellite-based volcano monitoring. It therefore provides an excellent opportunity to combine geophysical and petrological data, to place detailed constraints on the architecture and dynamics of sub-volcanic systems in the western archipelago. We present new geodetic models which show that pre-eruptive inflation at Wolf was caused by magma accumulation in a shallow flat-topped reservoir at ~1.1 km, whereas edifice-scale deformation during the eruption was related to a deflationary source at 6.1–8.8 km. Petrological observations suggest that the erupted material was derived from both a sub-volcanic mush and a liquid-rich magma body. Using a combination of olivine-plagioclase-augite-melt (OPAM) and clinopyroxene-melt barometry, we show that the majority of magma equilibration, crystallisation and mush entrainment occurred at a depth equal to or greater than the deep geodetic source, with little petrological evidence of material sourced from shallower levels. Hence, our multidisciplinary study does not support a fully trans-crustal magmatic system beneath Wolf volcano before the 2015 eruption, but instead indicates two discrete storage regions, with a small magma lens at shallow levels and the major zone of magma storage in the lower crust, from which most of the erupted material was sourced. A predominance of lower crustal magma storage has previously been thought typical of sub-volcanic systems in the eastern Galápagos Archipelago, but our new data suggest that this may also occur beneath the more active volcanoes of the western archipelago

The state of professional practice and policy in the English further education system: a view from below

This paper addresses a recurring theme regarding the UK’s Vocational Education and Training (VET) policy in which Further Education (FE) and training are primarily driven by employer demand. It explores the tensions associated with this process on the everyday working practices of FE practitioners and institutions and its impact on FE’s contribution to the wider processes of social and economic inclusion. At a time when Ofsted and employer-led organisations have cast doubt on the contribution of FE, we explore pedagogies of practice that are often unacknowledged by the current audit demands of officialdom. We argue that such practice provides a more enlightened view of the sector and the challenges it faces in addressing wider issues of social justice, employability and civic regeneration. At the same time, the irony of introducing laissez-faire initiatives designed to remove statutory qualifications for FE teachers ignores the progress made over the past decade in raising the professional profile and status of teachers and trainers in the sector. In addressing such issues, the paper explores the limits and possibilities of constructing professional and vocational knowledge from networks and communities of practice, schools, universities, business, employers and local authorities, in which FE already operates