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    Understanding leadership in higher education from a disability perspective

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    BELMAS postconf pub as submitt ...
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    Authors
    Duncan, Neil
    Williams-Findlay, Bob
    Clifford, Angela
    Emira, Mahmoud
    Taysum, Alison
    Brewster, Stephanie cc
    Issue Date
    2015-07-12
    
    Metadata
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    Abstract
    There is considerable evidence of widespread exclusion of disabled people from the labour market generally (Bebbington 2009); and in the lifelong learning sector Fullick described a situation of "widespread institutional discrimination against disabled staff" (2008:1). Furthermore, there is a lack of disabled people in senior and leadership positions in the sector. This research project explored how disabled staff in one University perceive leadership, the barriers preventing them from taking on leadership roles and how they could be supported to overcome these challenges. Many participants aspired to leadership and reported positive experiences. But many identified barriers such as the nature of their impairments, lack of appropriate support, inadequate training and development and the competitive organisational culture that could impact on their health and work-life balance. Participants felt that investment in supportive opportunities for professional development was needed, along with improved awareness of equality and diversity among managers and colleagues.
    Citation
    Duncan, N.A., Williams-Findlay, B., Clifford, A.P., Emira, M., Taysum, A., Brewster, S., & Guilds, L. (2015). Understanding leadership in higher education from a disability perspective. Reading: British Educational Leadership, Management and Administration Society
    Publisher
    British Educational Leadership, Management and Administration Society
    URI
    http://hdl.handle.net/2436/601215
    Additional Links
    https://www.belmas.org.uk/Conference-Papers-2015
    Type
    Conference contribution
    Language
    en
    Description
    Conference paper, Presented at BELMAS conference in Reading, UK 12/07/2015. funded by the Leadership Foundation for Higher Education
    Collections
    Faculty of Education, Health and Wellbeing

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