Presentation by Dr. Martha Cleveland-Innes

1. Dr. Martha Cleveland-Innes
Who Needs
Leadership?
Problem solving, change
and education futures
MOOC 2012

2. Why talk about leadership?
a) We are all affected by leadership
b) Many of us will be leaders
c) Any of us can be leaders
What we see and define as valuable http://effective-public-health-leadership.seebyseeing.net/
leadership is perceptually, personally and contextually so
unique it is difficult to find common conceptual ground.
Leadership by current theories is important to consider but
hopelessly inadequate to support leadership action or the
changing context in which it currently occurs.
MOOC 2012

3. How is leadership defined?
Leadership is a set of characteristics and behaviors that together
enable organizations, and the individuals in them, to create optimal
organizational conditions for realizing organizational goals
(Beaudoin, 2007).
Innovative education leadership
characteristics and behaviors
(See Latchem and Hanna, 2001, pp. 236-237)
BUT
http://www.tlcc.biz/transformational_leadership_assessment.htm
Leadership is known to be situational, contextual and
collaborative, not a set of characteristics held uniquely by an
individual. These characteristics, then, may be applied in the
thinking and doing of leadership such that followers engage.
Followers enable and sustain change in organizations. (Adapted
from Cleveland-Innes, 2009)
MOOC 2012

4. How is leadership defined?
Leadership can be “dyadic, shared, relational, strategic, global,
and [operates in] a complex social dynamic.”
“Authentic leadership: a pattern of transparent and
ethical leader behavior that encourages openness in sharing
information needed to make decisions while accepting followers’
inputs”
(Avolio, Walumban & Weber, 2009, p. 423).
Does this mean other theories
represent non-authentic leadership?
MOOC 2012

5. How is leadership defined?
Trait-based leadership Contingency theory and Transactional leadership
leadership
Emergent leadership Complexity leadership Transformational leadership
Distributed leadership Servant leadership Shared leadership
Situational leadership Leader-member exchange E-leadership
theory
MOOC 2012

6. What are the barriers?
“…. difficulties in distinguishing leadership from
management; tensions between leadership,
influence and power; the potential redundancy of
leadership in the face of possible substitute factors;
leader-followership's presumption of a division of
labour; the prevailing myth of exceptionality; and
disciplined subjectivity achieved through emergent
forms of designer leadership. Embedded in each of
these criticisms is the claim that, if leadership is to
retain its conceptual and practical utility, then it has
to be reconstituted in a distributed, as opposed to a
focused, form.”
Gronn, 2003, p. 267
http://www.youtube.com/watch?v=ktWBeqpSb9I
MOOC 2012

7. Are we postindustrial?
…. leadership in the knowledge era must
take new forms to meet the needs of new
economic structures (Child and McGrath
2001; Prewitt 2004). Changes in broader
social and economic trends have not gone
unnoticed by institutions of higher education.
However, as Garrison and Kanuka note,
“higher educational institutions, especially
universities, are notorious resisters to
change” (2004: 102).
MOOC 2012

8. Are we postmodern?
http://www.horsesenseatwork.com/psl/pages/postm
oderndefined.html
Making things happen:
“Leadership that is founded in service to the vision held by other
people in the organization. This is a style of leadership that builds
on humility rather than hubris. It is a style of leadership that fosters
collaboration rather than competition. It is a style of leadership that
builds on a foundation of generativity and generosity rather than
stagnation and resentment.”
THE GREAT CONTEXT [PERSON AND SYSTEM IN
INTERACTION: RIGHT PERSON AT RIGHT TIME IN RIGHT
PLACE
Bergquist, 2010
MOOC 2012

9. Are we postmodern?
“…… there are no more heroes, and the charismatic
leaders who would enslave us in cult plays and self-less
theatrics. There is a loss of self, a headless identity for
both leader and bit player in the postmodern society.
Individuals are subordinated in modern bureaucracy to
the common unity of strong culture and in
postmodernity to the fragmentation of isolated
individuals, brought together on occasions in safely
administered, but temporary designer spectacles”
http://business.nmsu.edu/~dboje/teaching/338/postmodern_leadership_theory.htm
How do we make things happen
in a post-modern education?
http://sivers.org/ff
MOOC 2012

10. Can you teach
postmodern leadership?
….. a social issue is raised, education is
determined to be one remedy, and leadership
ensues to implement the education innovation. In
this case, leadership can be seen as problem-
based, solution-centered, ethical, shared and
distributed, working continuously toward the
greatest good for the greatest number, beyond the
reproduction of the status quo toward increased
equity.
Intro to EDDE 804,
Leadership In Distance Education
Athabasca University
MOOC 2012

11. Norine Wark
EDDE 804
Athabasca University
March 23, 2012

12. Social Problem: A Need for Water
Stewardship
The Global Context
Human water rights and Indigenous Treaty rights
versus government and industry.
• UN Resolution on Human Rights for Water and Sanitation (August,
2011) versus struggles by First World governments to protect private
market industries (Barlow, 2011)
• UN Declaration on the Rights of Indigenous Peoples (2007, September
13)
• American Declaration on the Rights and Duties of Man (1998, June 2)

13. Concerns about fracking.
Water use: collection, use, disposal.
Explosions: earthquakes. Wildlife/endangered
Health risks. species.

14. The FNFN Dilemma
Historical conflict: industrial use of Liard
waters.
Current conflict: large-scale fracking in FNFN
territory.
Exacerbated by the
role of federal and
provincial
governments.

15. Project Design.
Vision.
– FNFN people have knowledge, understanding
and responsible stewardship of Liard
watershed
Mission.
– Develop an educational plan that enables
FNFN people to remain in their communities,
while learning how to improve local
environmental conditions in partnership with
recognized academic water institutions

16. The role of distance education (DE).
Why DE?
– Remote FNFN location – DE reduces time, space
barriers
– Technological infrastructure exists
– FNFN people used to online communication, and learn
new online technologies quickly – visual and kinesthetic
– Youth (initial targeted learning audience) conversant
with mobile technology; will teach Elders
– DE learning networks structured similarly to existing
cultural and environmental networks; sense of
familiarity
– FN people are highly mobile (BC Stats 2006, Census 2001)
– Access to qualified DE educators/media developers

17. Determining a DE paradigm.
- constructivism, eco-constructivism or
connectivism (web of life)
- Need to blend Traditional Ecological
Knowledge (TEK) with Western science and
academia

18. Leadership Theories and Strategies
Shortcomings of Traditional Leadership
Theories and Strategies.
• Western hierarchal leadership structures
incompatible with FN cultures
• Geographic isolation = “us and them” mentality
• A single leader, leadership theory or leadership
strategy will not work with this diverse,
geographically and socio-culturally dispersed
population
• Leadership must be fluid, complex and adaptive

19. Core (hub) – the design team. (Micro level)
– Wilton + Wark – transformational, servant and e-
leadership
– FNFN – Lana Lowe, Lands Director - transformational
leadership
– Dr. Gilles Wendling, key academic institute stakeholders
– transformational and transactional leadership
Connected to distributed network. (Meso/macro
level)
– Keepers of the Water - transformational, distributed and
transactional leadership; Elders as sages
– Academic scientists and institutes – transformational,
distributed and transactional

20. Challenges in Leadership
Leadership processes.
– Determining what form of leadership is needed
when, and who should lead
Solution – Situational leadership, or “leadership by
design” – a bio-cluster network
– Bio-cluster network definition - a local, or
regional network, which “is part of the larger,
global community, forming a mutually-
beneficial, symbiotic relationship.” (Technology
Management, 2009.)

21. Leadership processes.
Distributed Leadership
Bio-cluster Network
Model
Need: Collaboration/
networking
Effect: Equality/
Synergy
Figure 13. Distributed leadership bio-cluster network model. Adapted from “Bio-cluster networks.” Copyright 2009
by Technology Management, and Leadership: Current theories, research and future directions” by B. Avoilo, F.
Walumbwa and T. Weber, 2009. Copyright 2009 by University of Nebraska – Lincoln.

22. Leadership in Mobile Learning:
Connecting the Disconnected in
Nepal
By
Susan Bainbridge
Yeung Sze-Kiu
Tony Tin
EDDE 804 Class Project

23. Our Project Goals
M-learning can be used to:
– promote literacy and achieve universal
education
– bridge the learning divide
– improve access to learning resources
– promote Global Awareness and
Understanding
– empower learner

24. Leadership in Mobile Learning:
Connecting the disconnected in Nepal
Emergent Leadership
Consistent with Misolek and Heckman’s (2005)
definition:
“Through the interactions of the group that one or
more individuals emerge to perform the
leadership behaviours that the group requires.”
(p.3).
More than anything, we have accommodated
each other’s strengths and weaknesses.

25. To realize our education futures?
See the phenomenon we used to call leadership
as
“a dynamic interactive process among individuals in
groups for which the objective is to lead one another
to the achievement of group, or organizational goals,
or both.”
Bligh et al., 2006
In a context which is
•a network of interacting individuals and partnerships
•flexibility, boundary openness
•dispersed complexity, variability
•concerted, collaborative action through relationships
•central support
MOOC 2012 Adapted from Bennett, 2002

26. To realize our education futures?
…… design to serve the greater good. It is not
possible to provide effective leadership without an
understanding of the purpose of education, and its role
in society. Education is fundamentally characterized
by a quest for improving the human condition. It is to
overcome social and economic challenges, resolve
inequities, promote societal power and prowess and
allow for individual development.
Schofield, 1999
….. the newly emerging society requires an education
system that takes advantage of the democratization
and contestation of knowledge and promotes
technological and cross-cultural citizenship.
Bloland, 2006
MOOC 2012

27. What leadership navigation for
education?
The higher education leader All those involved in
education of the 21st century will exhibit strong
character, well-developed personal skills and the
ability to create and communicate vision (Garrison
& Vaughan 2008). In addition to these personal
traits, this new leader these people will be willing
and able to 1. manage change and innovation 2.
listen to and assist stakeholders, maintaining and
enhancing relationships between the institution and
relevant partners, 3. embrace the realities of
network environments and 4. ensure transformation
to a new model of teaching and learning.
(Cleveland-Innes & Sangra, 2011).
MOOC 2012