Alan Floyd
Datos Biográficos
| ID | 1502110 |
|---|---|
| NOMBRE | Alan Floyd |
| NOMBRES | Alan |
| APELLIDO | Floyd |
| FIRMA | FLOYD A |
| AFILIACIONES | University of Reading |
| ORCID | 0000-0002-2008-7831 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 47 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Strategy as learning in a crisis situation in education
Since the Covid-19 pandemic struck, schools across the world closed, either periodically or over a considerable time. The OECD reports that during this period, globally, over 1.2 billion children were out of the classroom. As a result, schools moved part or all of their curriculum online, teaching remotely via digital platforms. Evidence suggests that for digital learning to be successfully integrated into schools, it requires the support and vis…
Citizens’ polarised discourses on climate change and mobility
The purpose of this paper is to analyse a conflict between a group of Barcelona residents and the then mayor, Ada Colau, concerning the transformation of an area of the city into a green zone, which would involve the loss of public parking spaces. For data-gathering and analysis we have used ethnographic research and Critical Discourse Analysis. Our analysis reveals that the majority of citizens involved, by means of the different resources (onto…
Supports and constraints to middle leadership development in higher education
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
Leading online learning during a pandemic and beyond
Emerging work around the globe has identified the impact of closing schools and moving education online during the COVID-19 pandemic has had, especially on children from disadvantaged backgrounds. Whilst research into this area is growing from both students’ and parents’ perspectives, there remains a need to explore how school leaders strategically dealt with these challenging circumstances and, crucially, what can be learned for the future to en…
The impact of resilience acquisition on students transitioning to university during covid-19
In our previous study (Gomersall & Floyd, in Asia Pacific Education Review 24:447–459, 2022), we reported that a group of Myanmar students, who studied online for their high school qualifications during COVID-19, reported drawing on a range of factors to enable them to overcome the adversity and continue their education. Moreover, they claimed that they had benefited from the online experience and were ready to progress to university. This study …
Resilience
In 2020, COVID-19 forced global education online. Especially in developing countries, this change presented a challenge for those with limited access to devices and reliable electricity and Internet. Whilst some students struggled to adapt, others thrived with eLearning. This paper explores the experiences of one group of students who succeeded in overcoming not only the restrictions of COVID-19, but also significant political instability. The gr…
Women academics experiences of maternity leave in the neoliberal university
Addressing a paucity of large‐scale studies about women academics maternity experiences of leave in academia and under‐theorizing the influence of neoliberalism on this phenomenon, this research provides one of the largest studies of women's experiences of maternity leave in the academic sector. Secondary analysis of a subset of data from a global online mixed method survey with 553 women academics (82% UK, 18% international) was undertaken to ex…
Pandemic, a catalyst for change
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the…
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar
The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, …
Strategic narrative in multi‐academy trusts in England
Multi‐academy trusts ( MAT s) are now a common feature of the English educational landscape. Yet numerous high‐profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT . This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees fro…
Why do UK academics become Associate Deans and what are their future career plans
The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from …
Supporting researching professionals
A Doctorate in Education (EdD) is an established alternative to a Doctorate in Philosophy (PhD). However, frameworks in use to support doctoral study in the UK are focused mainly at PhD students and their associated needs and do not address the specific requirements of students who are often working full time and undertaking research into their professional context. To fill this gap, the purpose of this paper is to report on a Researching Practit…
Focusing the kaleidoscope
In the UK and elsewhere, the idea of ‘distributing leadership’ in universities is becoming more popular. Yet, there is surprisingly little research on this topic. This paper reports on a funded study which explored how one institution had implemented a newly conceived ‘distributed’ leadership model, specifically to investigate the impact of the model on the academics who had taken on the new leadership positions within the university. The study a…
Supporting Academic Middle Managers in Higher Education
Leadership identity in a small island developing state
While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, so…
Jugglers', 'copers' and 'strugglers
This study investigates the experiences of academics who became department heads in a post-1992 UK university and explores the influence that being in the position has on their planned future academic career. Drawing on life history interviews undertaken with 17 male and female heads of department, the paper constitutes an in-depth study of their careers in the same university. The findings suggest that academics who become department heads not o…
Jugglers', 'copers' and 'strugglers
This study investigates the experiences of academics who became department heads in a post-1992 UK university and explores the influence that being in the position has on their planned future academic career. Drawing on life history interviews undertaken with 17 male and female heads of department, the paper constitutes an in-depth study of their careers in the same university. The findings suggest that academics who become department heads not o…
Women academics experiences of maternity leave in the neoliberal university
Addressing a paucity of large‐scale studies about women academics maternity experiences of leave in academia and under‐theorizing the influence of neoliberalism on this phenomenon, this research provides one of the largest studies of women's experiences of maternity leave in the academic sector. Secondary analysis of a subset of data from a global online mixed method survey with 553 women academics (82% UK, 18% international) was undertaken to ex…
Supporting Academic Middle Managers in Higher Education
Strategic narrative in multi‐academy trusts in England
Multi‐academy trusts ( MAT s) are now a common feature of the English educational landscape. Yet numerous high‐profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT . This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees fro…
Why do UK academics become Associate Deans and what are their future career plans
The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from …
Pandemic, a catalyst for change
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the…
Focusing the kaleidoscope
In the UK and elsewhere, the idea of ‘distributing leadership’ in universities is becoming more popular. Yet, there is surprisingly little research on this topic. This paper reports on a funded study which explored how one institution had implemented a newly conceived ‘distributed’ leadership model, specifically to investigate the impact of the model on the academics who had taken on the new leadership positions within the university. The study a…
Supports and constraints to middle leadership development in higher education
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
Leadership identity in a small island developing state
While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, so…
Jugglers', 'copers' and 'strugglers
This study investigates the experiences of academics who became department heads in a post-1992 UK university and explores the influence that being in the position has on their planned future academic career. Drawing on life history interviews undertaken with 17 male and female heads of department, the paper constitutes an in-depth study of their careers in the same university. The findings suggest that academics who become department heads not o…
Leadership identity in a small island developing state
While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, so…
Supporting Academic Middle Managers in Higher Education
Focusing the kaleidoscope
In the UK and elsewhere, the idea of ‘distributing leadership’ in universities is becoming more popular. Yet, there is surprisingly little research on this topic. This paper reports on a funded study which explored how one institution had implemented a newly conceived ‘distributed’ leadership model, specifically to investigate the impact of the model on the academics who had taken on the new leadership positions within the university. The study a…
Supporting researching professionals
A Doctorate in Education (EdD) is an established alternative to a Doctorate in Philosophy (PhD). However, frameworks in use to support doctoral study in the UK are focused mainly at PhD students and their associated needs and do not address the specific requirements of students who are often working full time and undertaking research into their professional context. To fill this gap, the purpose of this paper is to report on a Researching Practit…
Strategic narrative in multi‐academy trusts in England
Multi‐academy trusts ( MAT s) are now a common feature of the English educational landscape. Yet numerous high‐profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT . This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees fro…
Why do UK academics become Associate Deans and what are their future career plans
The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from …
Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar
The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, …
Resilience
In 2020, COVID-19 forced global education online. Especially in developing countries, this change presented a challenge for those with limited access to devices and reliable electricity and Internet. Whilst some students struggled to adapt, others thrived with eLearning. This paper explores the experiences of one group of students who succeeded in overcoming not only the restrictions of COVID-19, but also significant political instability. The gr…
Women academics experiences of maternity leave in the neoliberal university
Addressing a paucity of large‐scale studies about women academics maternity experiences of leave in academia and under‐theorizing the influence of neoliberalism on this phenomenon, this research provides one of the largest studies of women's experiences of maternity leave in the academic sector. Secondary analysis of a subset of data from a global online mixed method survey with 553 women academics (82% UK, 18% international) was undertaken to ex…
Pandemic, a catalyst for change
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the…
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
The impact of resilience acquisition on students transitioning to university during covid-19
In our previous study (Gomersall & Floyd, in Asia Pacific Education Review 24:447–459, 2022), we reported that a group of Myanmar students, who studied online for their high school qualifications during COVID-19, reported drawing on a range of factors to enable them to overcome the adversity and continue their education. Moreover, they claimed that they had benefited from the online experience and were ready to progress to university. This study …
Strategy as learning in a crisis situation in education
Since the Covid-19 pandemic struck, schools across the world closed, either periodically or over a considerable time. The OECD reports that during this period, globally, over 1.2 billion children were out of the classroom. As a result, schools moved part or all of their curriculum online, teaching remotely via digital platforms. Evidence suggests that for digital learning to be successfully integrated into schools, it requires the support and vis…
Citizens’ polarised discourses on climate change and mobility
The purpose of this paper is to analyse a conflict between a group of Barcelona residents and the then mayor, Ada Colau, concerning the transformation of an area of the city into a green zone, which would involve the loss of public parking spaces. For data-gathering and analysis we have used ethnographic research and Critical Discourse Analysis. Our analysis reveals that the majority of citizens involved, by means of the different resources (onto…
Supports and constraints to middle leadership development in higher education
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
Leading online learning during a pandemic and beyond
Emerging work around the globe has identified the impact of closing schools and moving education online during the COVID-19 pandemic has had, especially on children from disadvantaged backgrounds. Whilst research into this area is growing from both students’ and parents’ perspectives, there remains a need to explore how school leaders strategically dealt with these challenging circumstances and, crucially, what can be learned for the future to en…
Political science (15 obras) · Psychology (13 obras) · Public relations (13 obras) · Sociology (13 obras) · Pedagogy (12 obras) · Higher education (5 obras) · Higher Education Governance and Development (5 obras) · Medicine (5 obras) · Educational leadership (4 obras) · Leadership style (4 obras)