1. bookVolume 2 (2015): Issue 1 (August 2015)
Journal Details
License
Format
Journal
First Published
29 Sep 2014
Publication timeframe
2 times per year
Languages
English
access type Open Access

Re-thinking professional development and accountability: towards a more educational training practice

Published Online: 29 Aug 2015
Page range: 1 - 10
Received: 11 Feb 2015
Accepted: 20 May 2015
Journal Details
License
Format
Journal
First Published
29 Sep 2014
Publication timeframe
2 times per year
Languages
English

In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership) programme at Dublin City University (DCU) in the period 2008-2012. It is at the intersection of these subject positions, between theory and practice, that professional development was explored through the ‘leadership problem’ of encouraging trainer colleagues to investigate the educational potential of information and communications technologies (ICT) for the development of their practice. Ultimately, this constituted a critical space for sustained dialogue between the self and the social in exploring professional subjectivity. The resources discussed supported the interrogation of social, cultural and historical conditions influencing self-understanding and narrative reasoning (Tamboukou, 2008) and movement from strategic to communicative reasoning (Habermas, 1984). It is claimed that this has significance for the development of a more educational training practice, which expresses a concern for subjectivity and agency in the face of a growing ‘performativity’ in professional life (Ball, 2003).

Keywords

[1] Emmett, Y. (2013). How do I create a living theory of leadership development for e-learning as an explanation of educational influence in improving training practice? (Ed.D. thesis, Dublin City University, Ireland). http://doras.dcu.ie/17723/1/Yvonne_Emmett_Dissertation_11_January_2013.pdf (Accessed 1 January 2014)Search in Google Scholar

[2] Alverez-Antolinez, C., Brennan, D., McKenna, L., Mullen, M., O’Driscoll, A., O’Reilly, P., Rice, N., Sheridan, M., Smyth, G., Smyth, T. & Usher, N. (2007). Leadership, Structures and Accountability in the Public Service: Priorities for the Next Phase of Reform. Dublin, Ireland: Institute of Public AdministrationSearch in Google Scholar

[3] Alvesson, M. & Willmott, H. (2002). Identity Regulation as Organizational Control: Producing the Appropriate Individual. Journal of Management Studies, 39(5), 619-644Search in Google Scholar

[4] Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228Search in Google Scholar

[5] Berger, P.L. & Luckmann, T. (1991). The social construction of reality: a treatise in the sociology of knowledge. Reprint, London, UK: Penguin Books. (Original work published 1966)Search in Google Scholar

[6] Biesta, G. (2003). Learning From Levinas: A Response. Studies in Philosophy and Education, 22, 61-68Search in Google Scholar

[7] Biesta, G.J.J. (2006). Beyond Learning: Democratic Education for a Human Future. Boulder, USA: ParadigmSearch in Google Scholar

[8] Bion, W.R. (1984). Learning From Experience. Reprint, London, UK: Karnac Books. (Original work published 1962)Search in Google Scholar

[9] Boud, D. & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206Search in Google Scholar

[10] Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge, UK: Cambridge University PressSearch in Google Scholar

[11] Bourdieu, P. (1990). The Logic of Practice. Stanford, USA: Stanford University PressSearch in Google Scholar

[12] Boyle, R. & MacCarthaigh, M. (2011). Fit for Purpose? Challenges for Irish Public Administration and Priorities for Public Service Reform. Research Paper 4, State of the Public Services Series. Dublin, Ireland: Institute of Public Administration http://www.ipa.ie/pdf/Fit_For_Purpose_New_Report.pdf (Accessed 22 March 2012)Search in Google Scholar

[13] Britzman, D.P. (1998). Lost Subjects, Contested Objects: Towards a Psychoanalytic Inquiry of Learning. Albany, USA: State University of New YorkSearch in Google Scholar

[14] Britzman, D.P. (2000). If the Story Cannot End: Deferred Action, Ambivalence and Difficult Knowledge. In Simon, R.J., Rosenberg, S., Eppert, C. (Eds.) Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma (pp.27-57). Oxford, UK: Rowman and Littlefield PublishersSearch in Google Scholar

[15] Bruner, J. (1985). Actual minds, possible worlds. Cambridge, USA: Harvard University PressSearch in Google Scholar

[16] Bruner, J. (1991). The Narrative Construction of Reality. Critical Inquiry, 18(1), 1-21Search in Google Scholar

[17] Butler, J. (1997). The Psychic Life of Power: Theories in Subjection. Stanford, USA: Stanford University Press.Search in Google Scholar

[18] Butler, J. (2005). Giving an Account of Oneself. New York, USA: Fordham University Press.Search in Google Scholar

[19] Carroll, B., Levy, L. & Richmond, D. (2008). Leadership as Practice: Challenging the Competency Paradigm. Leadership, 4(4), 363-379.Search in Google Scholar

[20] Caruth, C. (1996). Unclaimed Experience: Trauma, Narrative and History. Baltimore, USA: Johns Hopkins University Press.Search in Google Scholar

[21] Cawley, B. & McNamara, T. (2008). Leadership in the Public Service. Administration, 56(3), 1-10.Search in Google Scholar

[22] Centre for Management and Organisation Development. (2002). A Guide to Competency Development in the Civil Service. Dublin: Department of Finance. http://www.finance.gov.ie/documents/smi/cmod_report.pdf (Accessed 22 March 2012).Search in Google Scholar

[23] Charlton, B.G. (2002). Audit, Accountability, Quality and All That: The Growth of Managerial Technologies in UK Universities. In S. Prickett & P. Erskine-Hill (Eds.), Education! Education! Education! Managerial Ethics and the Law of Unintended Consequences (pp.13-28). Exeter, UK: Imprint Academic.Search in Google Scholar

[24] Civil Service Training and Development Centre. (2011). Learning and Development Framework for the Civil Service 2011-2014. http://hr.per.gov.ie/files/2011/04/Learning-and-Development-Framework.pdf (Accessed 22 March 2012)Search in Google Scholar

[25] Comptroller and Auditor General. (2000). VFM Report 38: Training and Development in the Civil Service. http://www.audgen.gov.ie/documents/vfmreports/TrainDev.pdf (Accessed 22 March 2012)Search in Google Scholar

[26] Connelly, F.M. & Clandinin, D.J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14.Search in Google Scholar

[27] Department of An Taoiseach. (1996). Delivering Better Government: Second Report to Government of the Co-ordinating Group of Secretaries - A Programme of Change for the Irish Civil Service. http://per.gov.ie/wp-content/uploads/Delivering_Better_Government.pdf (Accessed 22 March 2012)Search in Google Scholar

[28] Department of Public Expenditure and Reform. (2011a). Performance Management and Development System 2012: Guidelines for the Completion of the New PMDS Form. http://per.gov.ie/wpcontent/uploads/Guidelines-25.11.11.pdf (Accessed 22 March 2012)Search in Google Scholar

[29] Department of Public Expenditure and Reform. (2011b). Guidelines for Managing Underperformance in the Civil Service. http://hr.per.gov.ie/files/2011/04/Guidelines-Managing-Underperformance-in-Civil-Service1.pdf (Accessed 29 June 2012)Search in Google Scholar

[30] Department of Public Expenditure and Reform. (2011c). Public Service Reform Plan. http://per.gov.ie/wp-content/uploads/Public-Service-Reform-181120112.pdf (Accessed 22 March 2012)Search in Google Scholar

[31] Embleton E. (1997). Issues and Perspectives on Performance- Based Accountability in the Irish Public Service. Paris, France: OECD, Public Management Service.Search in Google Scholar

[32] Emirbayer, M. (1997). Manifesto for a Relational Sociology. The American Journal of Sociology, 103(2), 281-317.Search in Google Scholar

[33] Farren, M. (2005). How can I create a pedagogy of the unique through a web of betweeness? (Ph.D. thesis, University of Bath, UK). http://www.actionresearch.net/farren.shtml. (Accessed 1 January 2014)Search in Google Scholar

[34] Farren, M. (2009). Co-creating an educational space. Educational Journal of Living Theories, 1(1), 50-68. http:// www.ejolts.net/files/Farren1%281%29.pdf (Accessed 1 January 2014).Search in Google Scholar

[35] Finch-Lees, T., Mabey, C. & Liefooghe, A. (2005). ‘In the name of capability’: a critical discursive evaluation of competencybased management development. Human Relations, 58(9), 1185-1222.Search in Google Scholar

[36] Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings 1972-1977, edited by Colin Gordon. London, UK: Harvester.Search in Google Scholar

[37] Foucault, M. (1984). What is Enlightenment? In P. Rabinow (Ed.), The Foucault Reader (pp. 32-50). New York, USA: Pantheon Books.Search in Google Scholar

[38] Foucault, M. (1988). The History of Sexuality, Vol. 2: The Use of Pleasure. London, UK: Penguin.Search in Google Scholar

[39] Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Oxford, UK: Rowman & Littlefield Publishers.Search in Google Scholar

[40] Garavan, T.N., Hogan, C. & Cahir-O’Donnell, A. (2009). Developing Managers and Leaders: Perspectives, Debates and Practices in Ireland. Dublin, Ireland: Gill & Macmillan.Search in Google Scholar

[41] Gronn, P. (2009). ‘Hybrid Leader ship’. In Leithwood, K., Mascall, B. and Strauss, T. (eds.) Distributed Leadership According to the Evidence (pp.17-40). NewYork, USA: Routledge.Search in Google Scholar

[42] Gronn, P. (2010). Leadership: its genealogy, configuration and trajectory. Journal of Educational Administration and History, 42(4), 405-435Search in Google Scholar

[43] Gunter, H.M. (2001). Leaders and Leadership in Education. London, UK: SageSearch in Google Scholar

[44] Habermas, J. (1984). The Theory of Communicative Action. Vol. 1: Reason and the Rationalization of Society, trans. T. McCarthy. Boston, USA: Beacon PressSearch in Google Scholar

[45] Harvey, D. (2005). A Brief History of Neoliberalism. Oxford, UK: Oxford University Press Search in Google Scholar

[46] Hodkinson, P., Biesta, G. & James, D. (2008). Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning. Vocations and Learning, 1(1), 27-47Search in Google Scholar

[47] Hollway, W. & Jefferson, T. (2000). Doing Qualitative Research Differently: Free Association Narrative and the Interview Method. London, UK: SageSearch in Google Scholar

[48] Hollway, W. (2011). Through discursive psychology to a psychosocial Approach. In Bozatis, N. and Dragonas, T. (eds.) Social psychology: the turn to Discourse (pp.209-240). Athens, Greece: MetaixmioSearch in Google Scholar

[49] Hood, C. (1995). The ‘New Public Management’ in the 1980s: Variations on a Theme. Accounting, Organizations and Society, 20(2/3), 93-109Search in Google Scholar

[50] Kemmis, S. (2010). What is Professional Practice? Recognising and Respecting Diversity in Understandings of Practice. In C. Kanes (Ed.), Elaborating Professionalism: Studies in Practice and Theory (pp.139-166). London, UK: SpringerSearch in Google Scholar

[51] Klein, M. (1930). The Importance of Symbol Formation in the Development of the Ego. The International Journal of Psychoanalysis, 11, 24-39Search in Google Scholar

[52] Kristeva, J. (1989). Black Sun: Depression and Melancholia. New York, USA: Columbia University PressSearch in Google Scholar

[53] Kristeva, J. (2002). Intimate Revolt. The Power and Limits of Psychoanalysis Vol. II., Trans. Jeanine Herman. New York, USA: Columbia University PressSearch in Google Scholar

[54] Laclau, E. & Mouffe, C. (2001). Hegemony and Socialist Strategy: Towards a Radical Democratic Politics. Reprint, London, UK: Verso. (Original work published 1985)Search in Google Scholar

[55] Lapping, C. (2011). Psychoanalysis in Social Research: Shifting theories and reframing concepts. London, UK: RoutledgeSearch in Google Scholar

[56] McCarthy, A., Grady, G. & Dooley, G. (2011). Leadership in the Irish Civil Service: A 360° Review of Senior Management Capability. Galway, Ireland: Centre for Innovation and Structural Change (CISC), National University of Ireland Galway. http:// www.nuigalway.ie/cisc/documents/leadership_in_the_irish_civil_service.pdf (Accessed 21 February 2012)Search in Google Scholar

[57] McNiff, J. & Whitehead, J. (2009). Doing and Writing Action Research. London, UK: SageSearch in Google Scholar

[58] Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, USA: Jossey-BassSearch in Google Scholar

[59] OECD. (2008). Ireland: Towards an Integrated Public Service. Paris, France: OECD. http://per.gov.ie/wp-content/uploads/Ireland_-_Towards_an_Integrated_Public_Service.pdf (Accessed 22 March 2010)Search in Google Scholar

[60] Oliver, K. (2001). Witnessing: Beyond Recognition. Minneapolis, USA: University of Minnesota PressSearch in Google Scholar

[61] Oliver, K. (2002). Psychic Space and Social Melancholy. In K. Oliver and S. Edwin (Eds.), Between the Psyche and the Social: Psychoanalytic Social Theory (pp.49-65). Oxford, UK: Rowman and LittlefieldSearch in Google Scholar

[62] Oliver, K. (2004). The Colonization of Psychic Space: A Psychoanalytic Theory of Social Oppression. Minneapolis, USA: University of Minnesota PressSearch in Google Scholar

[63] Oliver, K. (2005). Social Melancholy, Shame and Sublimation. In S.M. Meagher & P. DiQuinzo (Eds.), Women and Children First: Feminism, Rhetoric and Public Policy (pp.99118). Albany, USA: State University of New YorkSearch in Google Scholar

[64] Oliver, K. (2008). Response to Reviews of the Colonization of Psychic Space: Towards a Psychoanalytic Social Theory. Symposia on Gender, Race and Philosophy, 4 (1). http://web.mit.edu/sgrp/2008/no1/Oliver0108.pdf (Accessed 22 March 2014)Search in Google Scholar

[65] Pitt, A. & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research, International Journal of Qualitative Studies in Education, 16(6), 755-776Search in Google Scholar

[66] Polanyi, M. (1974). Personal Knowledge. Reprint, Chicago, USA: University of Chicago Press. (Original work published 1958)Search in Google Scholar

[67] Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. In J.A. Hatch & R. Wisniewski (Eds.) Life History and Narrative (pp.5-24). London, UK: FalmerSearch in Google Scholar

[68] Power, M. (1997). The Audit Society: rituals of verification. Oxford: Oxford University PressSearch in Google Scholar

[69] Roberts, J. (2005). The Power of the ‘Imaginary in Disciplinary Processes. Organization, 12(5), 619-642Search in Google Scholar

[70] Rose, N. & Miller, P. (1992). Political Power Beyond the State: Problematics of Government. The British Journal of Sociology, 43(2), 173-205Search in Google Scholar

[71] Safán-Gerard, D. (February 2002). On Not Knowing: Discerning the Mental and Emotional Requirements of Creative Work. Paper presented at a special group of the Bion 2002 Conference Los Angeles, CA. http://www.desy.com/writingsPDFs/on_not_knowing.pdf (Accessed 22 March 2014)Search in Google Scholar

[72] Smith, M. K. (1996, 2000) ‘Curriculum theory and practice.’ The Encyclopaedia of Informal Education. http://www.infed.org/biblio/b-curric.htm (Accessed 3 September 2012)Search in Google Scholar

[73] Steffy, B.D. & Grimes, A.J. (1992). Personnel/Organizational Psychology: A Critique of the Discipline. In M. Alvesson and H. Willmott (Eds.), Critical Management Studies (pp.181-201). London, UK: SageSearch in Google Scholar

[74] Stewart, J. & Zediker, K. (2000). Dialogue as tensional, ethical practice. Southern Communication Journal, 65(2-3), 224-242Search in Google Scholar

[75] Tamboukou, M. (2008). A Foucauldian Approach to Narratives. In Andrews M., Squire, C. and Tamboukou, M. (Eds.) Doing Narrative Research (pp.102-120). London, UK: SageSearch in Google Scholar

[76] Townley, B. (1994). Reframing Human Resource Management: Power, Ethics and the Subject at Work. London, UK: Sage PublicationsSearch in Google Scholar

[77] Townley, B. (1996). Accounting in Detail: Accounting for Individual Performance. Critical Perspectives on Accounting, 7, 565-584Search in Google Scholar

[78] Townley, B. (2001). The Cult of Modernity. Financial Accountability and Management, 17(4), 303-310Search in Google Scholar

[79] Townley, B. (2002a). The Role of Competing Rationalities in Institutional Change. The Academy of Management Journal, 45(1), 163-179Search in Google Scholar

[80] Townley, B. (2002b). Managing With Modernity. Organization, 9(4), 549-573Search in Google Scholar

[81] Townley, B., Cooper, D.J. & Oakes, L. (2003). Performance Measures and the Rationalization of Organizations. Organization Studies, 24(7), 1045-1071Search in Google Scholar

[82] Usher, R. (1993). Experiential learning or learning from experience: does it make a difference? In Boud, D., Cohen, R., & Walker, D. (eds.) Using Experience for Learning (pp.169-180). Buckingham, UK: Open University PressSearch in Google Scholar

[83] Vanderstraeten, R. & Biesta, G. (2006). How is Education Possible? Pragmatism, Communication and the Social Organisation of Education. British Journal of Education Studies, 54(2), 160-174 Search in Google Scholar

[84] Vince, R. (2001). Power and emotion in organizational learning. Human Relations, 54(10), 1325-1351Search in Google Scholar

[85] Wallis, J. & McLoughlin, L. (2007). A diagnosis of leadership effectiveness in the Irish Public Sector. Public Management Review, 9(3), 327-351 Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo