Educational Leadership and Economic Realities

Abstract

This article argues that educational institutions and the world beyond them are increasingly characterized by greater control and, paradoxically, by greater fragmentation. It suggests that such trends are generated by a confluence of forces that may be summarized under four headings, the dominant motif of which is economic. The first is concerned with the globalization of capitalism, state-mediated responses to this phenomenon, and the educational consequences of such responses. The second is concerned with the nature of the emerging dominant form of capitalism, in particular the movement from the accumulation and control of property to the accumulation and control of information and knowledge. The third stems from the cultural consequences of capitalist practices, and in particular the repackaging of cultural and value experiences as items of consumption. The fourth and final change stems from the personal and social consequences of increased job flexibility and from the fragmentation of careers and life projects which result. This paper proposes that those who develop educational policies and who lead educational organizations need to understand and develop responses to these influences and their effects. It is argued that educational leaders need to foster a vision and transform their organizations by focusing on three key qualities. It is also argued that their ability to foster these qualities depends in part on their attitude to their role, and to the kinds of ‘training’ they receive to enhance their proficiency. Against this backdrop, questions are raised about the efficacy of current ‘training’ methods in dealing with these issues.