Civil society leadership in the struggle for AIDS treatment in South Africa and Uganda

Includes abstract.Includes bibliographical references.This thesis is an attempt to theorise and operationalise empirically the notion of ‘civil society leadership’ in Sub-Saharan Africa. ‘AIDS leadership,’ which is associated with the intergovernmental institutions charged with coordinating the global response to HIV/AIDS, is both under-theorised and highly context-specific. In this study I therefore opt for an inclusive framework that draws on a range of approaches, including the literature on ‘leadership’, institutions, social movements and the ‘network’ perspective on civil society mobilisation. This framework is employed in rich and detailed empirical descriptions (‘thick description’) of civil society mobilisation around AIDS, including contentious AIDS activism, in the key case studies of South Africa and Uganda. South Africa and Uganda are widely considered key examples of poor and good leadership (from national political leaders) respectively, while the Treatment Action Campaign (TAC) and The AIDS Support Organisation (TASO) are both seen as highly effective civil society movements. These descriptions emphasise ‘transnational networks of influence’ in which civil society leaders participated (and at times actively constructed) in order to mobilise both symbolic and material resources aimed at exerting influence at the transnational, national and local levels

Standards for School Leadership : a critical review of the literature

This document contains the review of literature, which maps recent and current developments in relation to standards for school leadership, professional learning and purposes for standards, such as professional development and certification, in Australia and overseas. It also provides a brief review of contemporary theory and research on leadership relevant to leadership standards. There is widespread concern about the recruitment, preparation, continuing professional development and recognition of school leaders. Leadership standards are a central component of most proposals for addressing these concerns

Leadership Capacity In Teams

The present article examines the state of the field regarding leadership in teams. A perspective is advanced that considers leadership as an outcome of team processes (e.g., teamwork and team learning) that provides resources for better team adaptation and performance in subsequent performance cycles. This perspective complements but does not replace the perspective of leadership as an input to team processes and performance. Specific facets of the teaming cycle are reviewed, including the nature of teamwork and interventions designed to facilitate its development, the role of team learning as different from individual learning, and relatively recent advances in understanding shared and distributed leadership (DL). These components of team leadership are cast within an emerging IMOI (inputs, mediators, outcomes, inputs) framework proposed for understanding the cyclical and ongoing nature of teams in organizations. © 2004 Elsevier Ltd. All rights reserved

Leadership in Team-Based Organizations: On the Threshold of a New Era

The discipline of team leadership appears poised for major advances, both in terms of science and practice. This introduction to the special issue on leadership in team-based organizations identifies some of the major challenges and opportunities regarding future advances of team leadership. They include more fully addressing multilevel issues; cross-level effects; design, methods and measurement issues; studying team leadership in context; and the possibility of hybrid leadership forms in teams. The special issue articles are then briefly discussed organized around collective, relational, and individual team leader levels of analyses. © 2006 Elsevier Inc. All rights reserved

OECD improving school leadership activity : Australian country background report

The report provides an overview of school leadership developments and issues in Australia, as a contribution to the OECD\u27s Improving School Leadership Activity. Australia does not have a single school system. Under the federal political structure, education is the responsibility of the eight states and territories. While schooling across the country has many commonalities, there are a number of differences that affect school operations. The situation is made even more complex by the existence of a substantial and growing non-government school sector, which enrols 33 percent of all students and encompasses a wide variety of school types. However, in recent years there have been significant steps towards achieving greater national consistency across the eight states and territories. Nevertheless, caution is needed in generalising across the diversity of Australian schooling