Hoyle and Wallace illustrate with penetrating insight the perverse
outcome of tightening management and leadership so much that it
leads to three different forms, each with the same five
characteristics, of what they call "managerialism": excessive
micromanagement of schools in a sometimes futile and self-defeating
quest for success' - Tim Brighouse, Times Educational Supplement
`This book is an excellent read about management and leadership in
schools. Overall, I felt that this book makes a positive
contribution to the debate about the impact of managerialism within
public services. I liked the elements that made up the ironic
orientation (scepticism, pragmatism and contingency), recognising
them in my own experiences in Higher Education, and I liked the way
in which the concept of irony was linked to some key concerns as
well as positive practices. This is a book that I would thoroughly
recommend to anyone interested in leadership and management in
schools, but given its broader application, I would also recommend
the book to anyone interested in leadership and management in the
public sector' - ESCalate Read the full review as posted on the
ESCalate website, the Education Subject Centre for the Higher
Education Academy 'Eric Hoyle and Mike Wallace are two of the best
known writers on educational leadership and management. They have
made very significant contributions to organisational theory and
its application to education for four decades. This book's focus on
ambiguity and irony provides a welcome and timely contrast to the
rational assumptions and managerialism which underpin government
policy and much academic writing in this field' - Professor Tony
Bush, International Educational Leadership Centre, University of
Lincoln 'They have brought to centre-stage ideas and concepts which
have largely been peripheral in the field, and in doing so have
made us look with new lenses at what we need to say about
professional work and identity. It has therefore performed a
valuable and much needed service, and will provide a major
reference point in debates about the future of the education
profession' - Mike Bottery, Educational Management, Administration
& Leadership 'This in an important book. I wish I had written
it, indeed I wish I had the skill, the knowledge and the wit to
write it' - Mark Brundrett, Educational Management, Administration
& Leadership Why do efforts to improve the quality of education
via organizational leadership and management make matters worse in
some respects as well as better? In what ways are education
professionals responding to such efforts? The authors of this
highly original book develop an ironic perspective for analysing
the ambiguities and unintended consequences of well-intentioned
actions in organizational life, and how these are exacerbated by
change. Focusing on school leadership and management, Hoyle and
Wallace suggest that major reforms have had limited success because
the changes introduced have diverted school staff from their core
task of promoting student learning, resulting in dissatisfaction,
frustration and stress. They argue that a more temperate approach
to leadership and management supported by wise policy-making can
create structures that take the strain and reduce stress, encourage
autonomy while accepting associated risks, and sponsor moderate
experimentation and innovation emerging from communities of
professional practice. Educational Leadership and Organizational
Irony is essential reading for all concerned with improving
education: advanced course students, leaders and managers,
trainers, administrators, policy-makers and academics. It also
offers insights for the study of public service and business
organizations.
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