Author
David Hartley
Bio: David Hartley is an academic researcher from University of Dundee. The author has contributed to research in topics: Education policy & Teacher education. The author has an hindex of 13, co-authored 25 publications receiving 437 citations.
Papers
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TL;DR: In this paper, the authors draw upon two concepts from the academic literature on marketing: relationship marketing and internal marketing, and make a brief reference to recent policy initiatives in the training of headteachers in Britain.
Abstract: In Britain, an emerging slogan in the Labour government's educational policy is 'standards, not structures'. With it may come a discursive shift in the management of the school. Just as educational structures have been marketized, so now there are some signs that school management is itself becoming marketized, thereby revealing an emergent 'common marketing' within the field of education. Although the signs are few within education, within the broader realm of management theory, the indications are stronger. In exploring this, the argument draws upon two concepts from the academic literature on marketing: relationship marketing; and internal marketing. What is common to both modes of marketing is the instrumentalization of the expressive, or the rationalization of the emotions for performative purposes. In relation to these concepts, brief reference is made to recent policy initiatives in the training of headteachers in Britain. In theorizing this, the relevance of Mestrovic's theory of 'postemotional so...
57 citations
TL;DR: In management theory, attention to the emotions is increasing, mainly for economic reasons as discussed by the authors, and it is argued that transformational leadership is not about the transformation of the individual: it is mainly about the translation of corporate and government policy into practice.
Abstract: In management theory, attention to the emotions is increasing, mainly for economic reasons. Within the management of education, so‐called transformational leadership is becoming the new orthodoxy, and a central aspect of it is emotional intelligence. This can be interpreted sociologically, from both Durkheimian and Weberian perspectives. It is argued that transformational leadership is not about the transformation of the individual: it is mainly about the translation of corporate and government policy into practice. This is because emotional management and leadership is framed by—and is expected to accord with—the discourse of centralized target‐setting and the auditing of performance. Emotional management seems set to be a technical endeavour, born of modernity, set for standardization, to be rendered as objective and measurable, and made ready for audit.
51 citations
TL;DR: The authors argue that the important changes taking place in culture and in the economy cannot be accommodated within that form of traditional schooling which has well served the age of modernity since the last century.
Abstract: This paper is concerned with the relationship between management theory, education and social change. I argue that the important changes taking place in culture and in the economy cannot be accommodated within that form of traditional schooling which has well served the age of modernity since the last century. The changes afoot are of great moment and are not just expressions of some end‐of‐millennium angst. The failure to recognise the importance of these shifts will lead to quick‐fix solutions which may exacerbate the very problems which they purport to solve. The new managerialism in education is such a solution. The argument here locates the new managerialism intellectually, culturally and in relation to post‐Fordist work processes. In sum, I argue that the new managerialism is a mission statement, an act of faith, which freeze‐frames culture and education in its own dated bureaucratic image.
48 citations
TL;DR: There is a resurgence of matters emotional in education as mentioned in this paper and the effective school seems set to become the affective school, alongside the discourse of instrumental rationality which is associated with the effective schools movement, is emerging one which speaks of the emotions and creativity.
Abstract: There is a resurgence of matters emotional in education. The concept of ‘emotional intelligence’ is an example. The effective school seems set to become the affective school. Alongside the discourse of instrumental rationality, which is associated with the effective schools movement, is emerging one which speaks of the emotions and creativity. Some possible explanations of this emerging affective tendency are considered. The argument is that a greater emphasis on both the emotions and on creativity can be regarded as functional for the economy. That is, it facilitates production, in both the high–tech and in the high–touch modes of economic activity. And it ‘produces’ consumers (in that pupils are would–be consumers) who are emotionally aware and creative in their quests to construct an identity. In sum, the expressive seems set to be managed for instrumental purposes.
46 citations
TL;DR: In this paper, the Global Influences on Teacher Education in Scotland are discussed. But the authors focus on teacher education in the UK, and do not consider the role of teachers themselves.
Abstract: (2002). Global Influences on Teacher Education in Scotland. Journal of Education for Teaching: Vol. 28, No. 3, pp. 251-255.
25 citations
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01 Jan 2008
TL;DR: In this article, the authors argue that rational actors make their organizations increasingly similar as they try to change them, and describe three isomorphic processes-coercive, mimetic, and normative.
Abstract: What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.
2,134 citations
TL;DR: The field of collective action has been studied extensively in the last few decades as discussed by the authors, with a focus on the construction of collective actions and the process of collective identity, as well as their meaning and meaning.
Abstract: Introduction Part I. Theory of Collective Action: 1. The construction of collective action 2. Conflict and change 3. Action and meaning 4. The process of collective identity Part II. Contemporary Collective Action: 5. conflicts of culture 6. Invention of the present 7. The time of difference 8. Roots for today and for tomorrow 9. A search for ethics 10. Information, power, domination Part III. The Field of Collective Action: 11. A society without a centre 12. The political system 13. The state and the distribution of social resources 14. Modernization, crisis, and conflict: the case of Italy Part IV. Acting Collectively: 15. Mobilization and political participation 16. The organization of movements 17. Leadership in social movements 18. Collective action and discourse 19. Forms of action 20. Research on collective action.
1,731 citations
TL;DR: This paper described the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change and introduced the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies.
1,173 citations
532 citations
500 citations