Amanda L Lizier
Biographic Data
| ID | 5848406 |
|---|---|
| NAME | Amanda L Lizier |
| GIVEN NAMES | Amanda L |
| FAMILY NAME | Lizier |
| SIGNATURE | LIZIER A L |
| AFFILIATIONS | University of Technology Sydney |
| ORCID | 0000-0002-8999-5379 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Importance of clarity, hierarchy, and trust in implementing distributed leadership in higher education
University leaders are increasingly focused on management tasks and metrics, and distributed leadership has been broadly adopted as a way for leaders to navigate corporate management demands while also maintaining the collegial and communitarian character of the academy. This article discusses the findings of an indicative case study within a Faculty of an Australian University exploring the experiences of academic leaders in adopting distributed…
Coming to practice differently in the workplace
The recent pandemic resulted in significant changes in workplaces that saw people come to live and work differently. What was previously experienced and understood to be the ‘workplace’, along with associated work practices, has shifted and the construct of the workplace has become multiple as more people work remotely. We propose that these changes have also shifted practices of working, providing significant insights into how learning may be ha…
Middle leaders in higher education
Middle leadership is an area of increasing interest in higher education with little research to date exploring middle leading from the perspective of function or discipline leadership roles within Departments. This article uses a case study of twelve middle leaders within a university faculty in Australia to examine the broader contexts of middle leading practices. Using the theory of practice architectures as a theoretical tool, the article disc…
Decentring the leader and centring the site in education
De-centring the leader
Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), ha…
Learning through work and structured learning and development systems in complex adaptive organisations
Decades of research on workplace learning has reinforced that professionals learn through work; however, organisational learning practices have often not shifted to recognise or facilitate this learning. This article presents findings from an interview-based study of professionals in Australia that investigated their experiences of work and learning in a variety of complex adaptive organisations. The focus of this article is on a particular aspec…
Middle leaders in higher education
Middle leadership is an area of increasing interest in higher education with little research to date exploring middle leading from the perspective of function or discipline leadership roles within Departments. This article uses a case study of twelve middle leaders within a university faculty in Australia to examine the broader contexts of middle leading practices. Using the theory of practice architectures as a theoretical tool, the article disc…
Decentring the leader and centring the site in education
De-centring the leader
Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), ha…
Learning through work and structured learning and development systems in complex adaptive organisations
Decades of research on workplace learning has reinforced that professionals learn through work; however, organisational learning practices have often not shifted to recognise or facilitate this learning. This article presents findings from an interview-based study of professionals in Australia that investigated their experiences of work and learning in a variety of complex adaptive organisations. The focus of this article is on a particular aspec…
De-centring the leader
Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), ha…
Middle leaders in higher education
Middle leadership is an area of increasing interest in higher education with little research to date exploring middle leading from the perspective of function or discipline leadership roles within Departments. This article uses a case study of twelve middle leaders within a university faculty in Australia to examine the broader contexts of middle leading practices. Using the theory of practice architectures as a theoretical tool, the article disc…
Decentring the leader and centring the site in education
Importance of clarity, hierarchy, and trust in implementing distributed leadership in higher education
University leaders are increasingly focused on management tasks and metrics, and distributed leadership has been broadly adopted as a way for leaders to navigate corporate management demands while also maintaining the collegial and communitarian character of the academy. This article discusses the findings of an indicative case study within a Faculty of an Australian University exploring the experiences of academic leaders in adopting distributed…
Coming to practice differently in the workplace
The recent pandemic resulted in significant changes in workplaces that saw people come to live and work differently. What was previously experienced and understood to be the ‘workplace’, along with associated work practices, has shifted and the construct of the workplace has become multiple as more people work remotely. We propose that these changes have also shifted practices of working, providing significant insights into how learning may be ha…
Sociology (6 works) · Engineering (5 works) · Political science (5 works) · Management and Organizational Studies (4 works) · Organizational Learning and Leadership (4 works) · Pedagogy (4 works) · Psychology (4 works) · Public relations (4 works) · Innovative Education and Learning Practices (3 works) · Centring (2 works)