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Further education colleges and leadership Checkingthe ethical pulseJournal ItemHow to cite

Dennis Carol Azumah (2016) Further education colleges and leadership Checking the ethical pulse LondonReview of Education 14(1) 116 - 130

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London Review of Education DOI1018546LRE14111Volume14Number1April2016

Further education colleges and leadership Checking the ethical pulse

CarolAzumahDennisUniversity of Hull

InthispaperIchecktheethicalpulseoffurthereducation(FE)atthemomentofitscomingofageUsingaphilosophical lens Iselectandreviewpost-2010literaturetoarguethatFEcollegespersistinadiminishedformwithinalearningeconomyInresponsetothemanagerialonslaughtthesectorhasadoptedanethicsofsurvivalanecessaryresponsetoausterityandderegulationTwenty-one years after incorporation ethical fading has purged ethical desirefromeducationaldiscoursewhiletheendlessbanalityofcollegelifehascorrodedthelanguagewithwhichitmightbepossibletospeakabouteducationalpurposevalueutopiademocracyequityandvision

Keywords furthereducationethicsleadershipFoucaultFurtherandHigherEducationAct1992managerialism

Introduction

InthispaperIexplorethreesubjectsthataretooinfrequentlyconsideredindirectrelationtoeachotherndashfurthereducation(FE)ethicsandleadershipThelineofargumentIpursueisonethatfollowsasomewhatcircularlogicMyanalysischeckstheethicalpulseofthesectoratthemomentofitslsquocomingofagersquoThe1992FurtherandHigherEducationActthatfreedfurthereducationcollegesfromthedemocraticaccountabilityoftheLocalEducationalAuthority(LEA)andinstitutedthemasincorporatedorganizationsisofrelevanceherebutmyanalyticalfocusis FE in the global age of austerity I contend that 21 years after incorporation the ethicaldimensionsofFEhavewitheredThesectoritsdefininginstitutionsandtheprofessionalidentitiesof those whowork within it along with their intrapersonal and interpersonal relationshipsareunrecognizablendasheventothemselves(Ball2015)Themanagerialtriumvirateofefficiencyeffectiveness andeconomyhasaltered theontologyofeducationOrrather the triumvirateacted as if itwere possible bymere fiat of policy pronouncement to alter the ontology ofeducationassumingdominionovereducationitsinstitutionsandthepeoplewhoworkwithinthemPolicylegislatorsactedasifthesectorconsistingofentitieswithoutsubstanceorformwouldsimplybecomesomethingelse

Thus education an inherently ethical undertaking bears the indeliblemarkers of ethicalcorrosionItsethicaldimensionsaretreatedasnegotiablestrategicindulgencesratherthanasbeingintegraltoitsontologyThisistheimpliedbutlargelyunderstatedargumentativethreadthatrunsthroughmuchoftheliteratureonFEItakeupthisargumentativethreadelaborateuponitandplaceitatthecentreofmythesisFromthispremiseImineaselectedbodyofempiricalliteraturesfortheirethicalimportMypurposeisnottoprovideacomprehensivereviewofthekeyliteraturesonleadershipinFEsuchstudiesareavailable(Schofieldet al2009)WhileIdraw

EmailCarolDennishullacuk copyCopyright2016DennisThis isanOpenAccessarticledistributedunderthetermsoftheCreativeCommonsAttributionLicencewhichpermits unrestricteduse distribution and reproduction in anymediumprovidedtheoriginalauthorandsourcearecredited

London Review of Education 117

onseminaltextsthathavehelpedtoshapemycentralrefrainmyintentionalfocusistoofferareviewofaliteralistselectionoffurthereducationleadershipandethicstextspublishedafter2010thesixthstageofincorporationrsquosaftermathcharacterizedbylsquoausterityandderegulationrsquo(Hodgsonet al 2015)Thisphase follows a global crisis in capitalismndash and the socializationofthelossesexperiencedbythebankingindustrywhichintheUKhasbeenfollowedbytheelectionoftwoConservativegovernmentsoneincoalitionwiththeLiberalDemocratsfrom2010followedbyamajoritygovernmentfrom2015ThepopulistsloganeeringofNewLabourhasbeenreplacedbyapledgetocutpublicexpenditureThedepthoffundingreductionshasbeendramaticoncurrentprojectionFEwillexperienceanaccumulatedbudgetlossof43percentby2018(Keep2014)ThisfiguredoesnotadequatelyconveythescaleofstatewithdrawalSomeaspectsofFEhavepriorityndashapprenticesandUniversityTechnicalCollegesndashmeaningvastareasoftheFElandscapewillreceivenugatoryfundingThesectorisindeeptroubleandliabletoremainsoforsometimeSoapocalypticisthefundingcrisisinducedbyConservativefiscalpolicy that theAssociationofCollegeshave suggested that after two termsofConservativegovernment funded adult educationwill not exist (AoC 2015) Inmoremuted termsKeep(2014)suggeststhattheoverallpurposeofFEitsmissiongovernancestructuresandrolesareallcalledintoquestion

Rather thancomingof age collegespersist in afinancially andethicallydiminished formwithin a learning economyThe ethical dimensionof educationhas been subsumed replacedbyanethicsofsurvival(Belgutay2015)ThepreliminaryfindingsofMerceret alrsquos(2015)studyindicate that FEprincipals spendmostof their time trying toensure their collegersquos financialviabilityWithinalearningeconomytheprincipalrsquosroleisrecastaslsquochiefexecutiversquoratherthanlsquoleaderoflearningrsquo

Withpredictablemomentumthismovereduceseducationaspublicwelfaretolearningasaprivateactivitythatexclusivelyservestheneedsofindustryforworkerspre-trainedatpublicexpenseThewithdrawalofpublicfundsfromalearningeconomyisthuslegitimated

ItisatthispointndashthepointatwhichthereisaveryrealpossibilityofthestatersquoswithdrawalfromthefundingoffurtherandadulteducationndashthatthecorrosiveimpactofthemanagerialtriumvirateismostacutelyfeltNotonlydoesitshattertheillusiooffurthereducationalleaders(Colley2012) itdeprivesthemofa languagewithwhichtospeakaboutwhatreallymattersin further education its precise purpose the extent to which a personal educational gaincontributestowardsacollectivesocialdemocraticgoodthelsquooughtrsquoquestionineducationandimportantlythequestionofhopeThesearenotmattersthatIaddressassuchtheyareratherconsiderationsthatIsuggestarewrittenintotheontologyofeducationAprocessthenwhichstartsin1992withthesubluxationofethicsleadstoasituationsometwentyyearslaterthatdemandsanswerstoaseriesofquestionsthatitisonlypossibletoanswerinthelanguageofethicsalanguagethathasallbutdisappeared

Ethics An educational silence

DespiteasubstantialbodyofworksurroundingthephilosophyofeducationethicshasremainedwithinthedisciplinaryprovinceofthephilosopherFurthereducationand leadershiphasnotdevelopedasustainedfieldofethicalenquiryattendedbyasubstantiveandenclosedbodyoftheoreticalreflectionaconnectedscholarlyhistorywithitsowninterpretiveproblemsdistinctconcepts andhotly contested successionof turns andlsquoismsrsquoOngoingconversationbetweentheethicistandtheeducationisthasnotshapedeverydayscholarshipinfurthereducationandleadershipWhen philosophers talk about ethics they too frequently talk among themselves

118 Carol Azumah Dennis

Stumpfet al(2012)emphasizethispointbyadvocatingforethicsasapartofthepreparationprogrammeforcommunitycollegeleaders

Sociology has likewise offered little scope to enable the ethical exploration of FE andleadership It ispossibleto locatewithinsociologyrsquosarchitecturendash intheworkofDurkheimMarxWeber and Bourdieu ndash what might be curated to form a sociology of moralityThefirsthandbookofthiskindwascuratedasrecentlyas2010byHitlinandVaisey(2010)BothDurkheimandWeberallowethics(quaethos)acentralroleinexplainingsocialandeconomicphenomenabutsubsumemoralphilosophyintoanempiricallygroundedscienceoflsquomoralfactsrsquoormoral actionas indistinguishable fromsocial lifeBoth treated thedistinct studyofethicsasunnecessaryundesirableandinanycaseimpossibleThemoralandthesocialwerealreadythoroughlyentwinedleavingnoconceptualspacetoexploreethics(Laidlaw2002)

Bourdieursquosconceptsoffieldhabitusanddoxahavebeenwidelyusedbyeducationistsndashyetheoffersfewconceptualtoolsthatenableaspecificfocus(ratherthanasidewaysglance)onethicsCriticalsociologistshaveviewedethicsmoralityandvalueswithsuspicionDerivativesofeconomicstructurestheyaretobeunmaskedratherthanprovidedwiththelegitimacyofenquiry(Pellandini-Simaacutenyi2014)Withinthisstrainofthoughtethicsmoralityandvalueshavenoindependentanalyticalvalencendashtheyaremerelymechanismsforachievingandmaintainingascendancywithinahotlycontestedfieldofstruggleforpoweranddomination(Sayer2010)

Whilethestudyofethicshasbeenenclosedbyphilosophyandsubsumedbysociologytherelationshipbetweenfurthereducationleadershipandethicshasbeendominatedbyscholarshipin business studies Indeed according toBell (1991) the conceptoflsquoleadershiprsquo is borrowedfrom the world of business and brought into sharp relief by the 2008 crisis of capitalismwhichexposedwidespreadcorporatemalfeasanceunethicalandinadequatepracticecoupledwith corruptionon abreathtaking scale (Lui 2015)Thediscussion abovepoints to a lacunasurroundingtheconnectionsbetweenethicsleadershipandfurthereducationInthispaperIdrawouthowtheseissuesintersectThatthispreciseethicalframingisnecessaryillustratestheextent towhich these interconnectionshavebeenenclosed subsumedordominatedwithinotherapparentlymorepressingconcerns

An ethical pulse check

InthispaperIexploreethicsandleadershipinFEIselectandreadabodyofpost-2010literatureforethicalimportbringingtheethicaldimensionstotheforeThetextswereselectedusingthreesearchenginesGoogleScholarAcademicSearchPremierandEducationResearchCompleteSearchingfortitlesorkeywordsthatincludedthethreetermslsquofurthereducationrsquolsquoethicsrsquoandlsquoleadershiprsquoyieldednoresponsesOncelsquoethicsrsquowasexcludedfromthetitleorkeywordsandreplacedwithlsquovaluesrsquoagreaternumberoftextswerereturnedTheyear2010wasselectedasasignificantpointofdepartureTheageofausterityandderegulationismydefiningbackdropIntotal13textswereultimatelyselectedforreviewWhatemergeshereisnotanattempttoprovideacomprehensiveoverviewof literaturesonFEethicsandorleadershipMyliteralistframingofthe literatureexcludesseveralcanonicalwriterswhowouldhavebeen included ifbroaderparameterswereusedTakingupCollinsonrsquos(2014)advice Ihaverefusedthebinarybetweenleadershipandmanagementviewingleadershipastoodiffuseandall-inclusive(AlvessonandSpicer2012)tobediscretelyaddressedLeadershipisacceptedasanaspectofmanagement

MyfocusisalmostexclusivelyonFEwiththeprovisothatthedistinctionbetweenfurtherand higher education is tentative FE and its international institutional counterparts do notall work within identical parametersThere is an overlap between FE training and furthereducation(TAFE)inAustraliaandNewZealandbutCommunityCollegesintheUnitedStates


incorporatebothFEandHE IndeedFE intheUKnowincludesuniversitycentresthatofferbothundergraduateandpostgraduatecourses(accreditedbyauniversity)FurthereducationintheUKisavastamorphoussectoritscontextsaremultipleanddiverseitsboundariesporous

AsummaryofthetextsselectedforreviewtheircountriesoforiginthekeyissueswithwhichtheyareconcernedandtheirglobalconnectednessisprovidedinTable1

Table 1Summaryoftextsunderreview

Reference Focus context and scope

AvisJ(2010) GlobaltrendsinformsofgovernanceinFEdrawingontheexperienceofAustraliatheUSAandNewZealand

ElliotG(2015) ExploresbeliefsvaluesandtheoriesthatformthebasisofFEleadershipdecision-makingintheUK

Iszatt-WhiteM(2010) ExploresthenatureandaccomplishmentofstrategicleadershipinUKFEasanongoingprocessualactivity

JamesonJ(2012) ThelowstatusofFEintheUKallowsittobetreatedasasiteofexperimentationfortechniquesassociatedwithperformativityandsurveillance

MulcahyDandPerilloS(2011)

Examinesthesignificanceofsocio-materialityformanagementandleadershipinvocationaleducationinAustralia

PageD(2011) HighlightsresistantbehaviouramongmanagersintheUKastheystruggletomeetthedemandsofcorporationcolleaguesandstudentsResistanceasethical

PinningtonA(2011) FocusesonleadershipdevelopmentbutalsoidentifiespersistenceofethicalcommitmentinpublicsectororganizationsScotlandwithglobalimplications

SimonsMandHarrisR(2014)

Exploresvocationaleducationandtraining(VET)organizationalleadersrsquoperceptionsoftheconflictbetweenprofessionalandmanagerialvaluesinAustralia

SmithR(2014) Providesagenealogicalaccountofapost-incorporationFEcollegearguingthatasocialjusticeethosimpedescorporatevalues

StotenD(2014) ExploreshowFEcollegesrespondtouncertaintywithreferencetoleadershippracticecorevaluesandorganizationalcharacteristics

StumpfADet al(2012) ExplorespreparednessofcommunitycollegeprincipalsintheUSAtomanagetheethicalchallengesthatdefinetheirrole

ThompsonCandWolstencroftP(2013)

ExploresconflictinprofessionalandmanagerialvaluesintheUKandtheirimpactoncareerchoices

WilsonKandCoxE(2012)

DiscourseanalysisofcommunitycollegeleadersintheUSAReframespowerandethicsasconnectedtogenderandthecapacitytocontribute

An ethical reading in the key of critical sociology

Avis(2010)doesnotstrictlyfitthetermsofreferenceadoptedforthisliteraturereview(hedoesnotpresentempiricalresearchontheenactmentofleadership)buthisproblematizationofthelsquogovernanceturnrsquo(Ball2009)insocialpolicyallowsawayintotheissuesIwishtoexploreCoalition policy has emphasized localism networks and democracy coupled with holisticapproaches to learners and theirwellbeing all ofwhich signal awelcome softening ofNewLabourrsquosmanagerialismandtheiroveruseoftargets(HodgsonandSpours2012)Avis(2010)


problematizesthediscursiveshiftawayfromneo-liberalismandperformativityasprefigurativeofademocraticprofessionalismbasedonlocalaccountabilityMyethicalreadingofhispaperisdrivenbyaverydifferentsetofconcerns

Although not the same as leadership governance does suggest a possible form thatleadershipmighttakeThatisgovernancesignalsleadershipinitsleastheroicmostcollectiveformThusAvisrsquos(2010)discussionofgovernanceallowsaparticularquestioningofleadershipWhatandhowisFEleadershipconstitutedInAvisrsquos(2010)paperitiscollectivelyembodiedinter-subjectiveandimbuedwithbothliberatorypotentialandrepressivelimitationThisdialecticformsarefrainthatechoesthroughouttheliteratureexplored

Freedom is the ontological condition of ethics

FreedomistheontologicalconditionofethicsButethicsistheconsideredformthatfreedomtakes

(Foucault1997xxvii)

This formulationof freedomandethics is thefirstworkingpremiseofFoucaultrsquosattempttountangle therelationsbetweenthesubjectand truthReferencedhere itconnectsFEpolicyandthepracticesassociatedwithcollegeleadershiptotheirethicaldimensionsAsectorthatistightlyconstrainedisasectorthatwouldseemnottohavetheontologicalstartingpointforethicalpracticeapointwhichStumpfet al(2012)alsomakeintheirresearchpaperMoralityexists insofar aswe are able to choose Freedom to choose is its ontological preconditionFoucaultrsquos (1997) fourfold ethics provides a valuable way of analysing how college leadersnavigateaninherentlyethicalundertakingwithinthecontextofapolicyorientationpremisedonamanagerialtriumvirateForthe13researchpapersrevieweditallowsaconsiderationoflsquohowrsquothelsquoethicalsubstancersquooftheleaderisformedTheconstitutionofleadershiporleadershipbehaviourissubjecttocritiqueasarethestandardsorcodesthroughwhichtheirbehaviouris evaluated theirlsquomodeof subjectionrsquo the termsof reference that frame theirlsquoself-formingactivityrsquo ndash enacted mental or physical rituals including the forms of self-discipline used tomaintain therequiredstandardsaremadeexplicitandfinally inFoucaultrsquosethical fourfold itispossibletoconsidertelosthesortofleadershipaspiredtotheultimatepurposeorgoalofleadership(Gillies201329)Theseconsiderationsarenotusedhereascriterialtemplatestostructuremyethicalreadingtheyareratherananalyticalresourcealoosegenerativeadmixtureofinterrogativeprompts

The premise that I work from is one that views ethical considerations as providing animportantpointofcritiqueKantrsquosethicalquestionlsquoWhatoughtItodorsquoishereconnectedtohisutopianquestionlsquoForwhatmightIhopersquo(Biesta2006)Inscribedwithinpolicy(andpolicycritique)isadesiredfutureIncheckingtheethicalpulseIforegroundtheseethicaldimensions

Anethicalcritique iswrit largewithinAvisrsquos(2010)analysisHemapsthecontradictionstensionsanddisturbancesexperiencedbyFEleadersndashechoingarefrainthatrunsthroughoutthe literatureHowdo college leaderslsquolive compliantly in harmonisationrsquo (by accepting theircurrent circumstances)orhowdo theylsquolivehistoricallyrsquo (connect theirpersonal troubles tostructuralinequitiesandworktobringaboutchange)(Seddon2008157)MoreimportantlywhatarethelinesofdisturbancethatenableonemodeofsubjectivationtobecometransformedintotheotherThepapermakesnodirectreferencetothe1992ActofIncorporationThisisnothisconcernHoweverthetensionsheevokesoriginatefromthemomentwheninstitutionsthatwereoncepartof ademocraticallyelectedLEAbecame incorporatedas self-facilitatingbusinessenterprises


1992 A strange silence

Thismomentin1992resonatesthroughouttheliteratureOfthe13researchpapersreviewednineareUK-basedthreeofwhichmakeexplicitreferenceto1992Fourofthe13researchpapersfocusontheroleandidentityofthecollegeprincipalndashasaleaderoflearningorchiefexecutiveResearchundertakeninAustraliaandtheUSAhasnocontextforthismomentyettwoofthefourpapersthatfocusonroleandidentityarefromAustraliasuggestingthatthetensionimpliedbythelsquoleadershipturnrsquoisconnectedtoaglobalneo-liberalprojectwithtranslocalmanifestationsThispaperthereforeiswrittenfromandprivilegesaparticularcontexttheUKwithananalysisthatisarguedtohaveinternationalimplicationsTheethicalspacetheseresearchpapersworkwithinisonepremisedondefiningethicalsubstanceandtelostheidentityandpurposeofcollegeleadershipThisethicalspacehasbeenreferredtoastheTransnationalLeadershipProject(TLP)a conjunction that includes several interdependent strands policy prescriptions best practicetemplatesmeta-analyseseffectivenessstudiesscholarlyoutputfocusingonteachingandlearningas simplistic causal correlations and a cultural professional deficitDespite the independenceof incorporation identifying problems setting the agenda anddeveloping college strategy arelocatedbeyondthescopeofthecollegeleader(Thomsonet al2013xindashxii)

Understanding these moves assumes the resources of the global research imagination(KenwayandFahey2008)animaginationthatemergingfromasituatedcosmopolitanisbothparticularanduniversalanchoredinoneworldwhilefully identifiedwithotherworlds(Ongcited in Kenway and Fahey 2008 35)There are important distinctions in how this tensionsurroundingthecollegeprincipalasaleaderoflearningorchiefexecutiveisplayedoutSimonsandHarris(2014)offeranempiricalexplorationofthepotentialsubsummationofeducationalleadershipwhencontrastedwithbusiness leadershipemphasizingtheextenttowhichleadersare required to negotiate an appropriate balance between the twoThey conclude that thetension between educational and business leadership imperatives areoverstatedThey arguethatitispossibletodevelopanintegratedunderstandingofeducationalleadershipthatextendsbeyonditssoleandexclusiveconcernwiththepedagogicThisreconciliatorystitchingtogetherof incommensurate discourses has been conceptualized in the UK aslsquostrategic compliancersquo(ShainandGleeson2010)Strategiccompliersadheretothedemandsofperformativityinorderto create sufficient institutional space to defend traditional educational valuesThis constantnegotiationensuresbothcomplianceandexhaustionItisnotthestartingpointIwishtoassumeItalsoacknowledgesthetranslocalnatureofmydiscussionWhile1992impactsonlyontheUKthecommensurabilityofeducationalandbusinessimperativeshasatransnationalecho

ItmayseemsurprisingthatanactpassedmorethantwodecadesagostillattractsanalyticalattentionSmithrsquos(2014)paperoffersaclueaboutwhythismightbesoHecontextualizeshisstudyofCoppletonCollege(hisanonymizedresearchsite)withareflexiveaccountofhisownsituatednessSmithworkedatthecollegeduringtheupheavalofthe1990sasa lecturerandunionofficial returning years later as a university teacher educator toobserve his studentsteachThereturnissomethingofamilestoneforSmithasthecultureofthecollegeissoalteredthatthelastremainingunionactivisthasrecentlylefthisemploymentafterdisciplinaryactionWhat at first I have presented as an echo that resoundsmorewidely than onemight haveanticipatedoncloseranalysismightbeviewedasastrangesilenceSmith(2014)explainsthattheassurancesofanonymityofferedtoresearchparticipantswerekeenlyfeltforthisparticularstudyasmanyexistingandformerstaffrecountedtheprevalenceofconfidentialityclausesaspartofseveranceagreementsimposedafterdisciplinaryactionIfCoppletonCollegeistakenasacase-in-pointforthesectoritispossiblethattheremaybemanymorenarrativesyettoemergethatre-storythemomentwhenFEwaslsquoreleasedrsquo fromitsdemocraticaccountabilityUsingBurawoyrsquosextendedcasestudy(1998)Smithoffersagenealogicalenquiryintothefirst


fiveyearsofpost-incorporationHisstudyillustratestheprimarythesisIwishtoelaborateuponinthispapernamelythat1992institutedanapproachtocollegeleadershipthatsubsumespublicservicecommitmentsbeneathabusinessethosThestyleofleadershipitallowedwastask-andtarget-drivenpaying littleregardtorelationalethicsSevenof the11paperscurated for thisreviewrearticulatevariationsonthisthemeItisarefrainthatwhileemergingfromdifferentargumentsdifferentdatasetsindeedfromdifferentTLPcountriesnonethelessleadstoasinglemeetingplaceTheroledispositionandresponsibilityofthecollegeleaderndashinFoucaultrsquostermstheirlsquoethicalsubstancersquondashisredefinedbymanagerialism

The practical (rather than ethical) consequences of incorporation

IncorporationchangedtheethicalsubstanceofcollegeleadersovernightintobusinessmanagersIszatt-Whitersquos (2010) paper acknowledged this shift but remained resolutely silent about itsethicaldimensionsThispaperoutlinedpreciselywhatbeingabusinessratherthananeducationalmanager meant ndash finance strategy personnel marketing ndash lsquothe practical consequences ofincorporationrsquo(Iszatt-White2010414)ThesignificanceofthischangeintheethicalsubstanceofcollegeleadersndashthechangeinwhattheyarerequiredtodowhattheyneedtothinkaboutandthuswhotheyarendashdoesnotfallwithinthepaperrsquosremitHoweverothershaveexploredpreciselythisnexus(Lumby2001)Iszatt-Whitersquos(2010)paperoffersanethnomethodologicallyinformedethnographyof college leadership speaking to scholarswhoexplore leadership butwhoarenotdirectlyinterestedineducationalleadershipThepaperfocusesontheday-to-dayprocessofdevelopingandimplementingstrategyyetnothingbetraysaninterestinorawarenessoftelostheendstowhichstrategyisintendedortheethicsvaluesorpolicythatdrivethatstrategyEducationalethicsisrelegatedtolsquocontextrsquo

WhilemypurposehasbeentoexploreempiricalresearchbasedonFEleadershiptoidentifythe changingways inwhich ethics is implicated even if not acknowledged this paper offersa slightchange indirectionSituatingheranalysis in thepractice-turn in social theory Iszatt-WhitersquosprimaryconcernisthemundaneactivitiesofeverydayleadershippracticeAssuchshenoticescollegeleadersstrategizingasinvolvingclarificationrehearsalupholdingadaptingandelaboratingItisatthispointthatcontradictorypointsofanalysisappearpossible

With little freedom there is little ethical scope

TheethicalsubstanceofthecollegeleaderisthinlytexturedinthisstudyThisissurprisinggiventhe apparent focuson the veryhuman activities throughwhich leadershipwork is routinelyaccomplished It is as if the leader is conceptualized as an embodied function or series ofprocessesTheleaderappearsasoneelementinanextendedchainofeventsndashlsquopraxispracticepractitionerrsquo (Iszatt-White2010412)Considering thenotionof freedomas theontologicalconditionofethics(Foucault1997)thepaperseemstopointinimportantbutcontradictorydirectionsOntheonehandcollegeleadershaveaminimalroleindeterminingcollegestrategyLeadership strategy is anongoing seriesof events in aprocessual socialorder aperpetuallyunfinished project requiring engagementwith policies and proceduresoriginating elsewhereThesestrategiespassthroughthecontextofthecollegeasanobligatorypassagepoint(Callon1986) Emergent accountabilities ndash commercial and educational the inspection regime thecultureoftargetsndashallsuggestthatthefreedomthatincorporatedcollegeswereofferedwasinfactlittlemorethanthefreedomtobedirectedfromadistancethroughaseriesofcomplexleversandmediationsndashfundingtargetsinspectionpolicy


OntheotherhandIszatt-Whitersquos(2010)focusonstrategymightinviteaninterestintelosndashopeningthepossibilityofapurpose-orientedethicalauditButthispossibilitydoesnotemergebecauseIszatt-Whitersquos(2010)focusisstrategicpracticenotstrategicpurposeItwouldseemthereforetoevidencethatcollegeleadersworkwithinatightlyboundethicalspaceNoneoftheiractivitytakesplaceinanatmospherewheretheethicalspacerequiredtomakechoicesappearstoopenupTheirtelosndashthatistheiroverallpurposendashispredefinedcollegeleaderstracethestepsrequiredtoreachalreadydefinedpolicyends

Yetthiscanalsoturnagain inaslightlydifferentdirectionandIszatt-White(2010)doesunexpectedlyopenupspaceforethicalactionintherestrictiveprocessratherthanthepurpose-drivenstrategizingsheidentifiesclarifyingrehearsingupholdingadaptingandelaboratingHerethecollegeleaderrsquosvalues(whichmightincludetheoverallstrategicpurposesdefinedelsewhere)areheldasresourcesthatmayredefineplanswhenconfrontinganunanticipatedchainofeventsStrategyasprocesshaspotentialtoleadormisleadinseveralunintentionalandunanticipateddirectionsThustheethicalspaceisunexpectedlyreopenedThecollegeleaderwhoemergesthroughIszatt-Whitersquos(2010)paperhaslittleexistencebeyondthatofamechanismanembodiedinstitutionalprocessinaneffectiveandefficientchainofeventsThisfocusnegatesthecollegeleaderasthebearerofvaluesReturningtomycentralrefrainndashcollegeleadersasleadersoflearningorbusinessleadersndashIszatt-Whitersquos(2010)paperoffersanethicalsilence

MulcahyandPerillorsquos(2011)socio-materialanalysisofvocationaleducationinstitutionsinAustraliahasmuchincommonwithIszatt-White(2010)BothpapersresistaviewofthecollegeleaderasheroarejectionthatisalsosharedbyWilsonandCox(2012)andPinnington(2011)Pinnington(2011)studiedthefiveclassicalleadershipapproaches(charismatictransformationalauthenticservantandspiritual)andtheirfitwithprivateandpublicsectororganizationsThefourpaperstogetherallowthesuggestionthatwhenleadersineducationalorganizationsconductthemselvesasiftheywereleadersofacorporateenterpriseratherthanleadersoflearningthecommodificationof learning is furtherentrenchedenablingaprocessofethical fadingtosetinIszatt-White(2010)considerstheleaderrsquosroleintermsofherstrategicfunctionasanodewithinanextendedsocialprocessndashpraxispracticepractitionerndashthusnarrowingtheethicalspaceMulcahyandPerillo(2011)situatetheiranalysiswithinasimilarnetworkofeventsbuttheirflatontologyanddistributedagencymanagestobroadentheethicalspaceAdoptingtheactorndashnetworktheoristrsquos(ANT)signatureontologyoftreatingagencyasdistributedbetweenhumanandnon-humanactantstheirconcerniswithleadershipasmundaneprocessndashtheday-to-dayhowratherthanthewhatorthewhyoreventhewhoofcollegeleadership

Tracing various management narratives they ground leadership in connections that arecontingentemergentandrelationalTheagencyofthingsdoesnotincludeethicalagencywhichremainsexclusivelyhumanHoweversocio-materialnetworkspresumablymediatetheethicalagencyofcollegeleadersThusthecollegeleadersrsquoethicalspaceisextendedandthelinesofdisturbancethatenabletheshiftfromlivinginharmonizationtolivinghistoricallyarepotentiallyatleastexposedButthisisawilfulreadingMulcahyandPerillo(2011)insistentlyfocusontheperformativity of practices objects and discourses declaring this to be an effective strategyforunsettlingobduratecertaintiesTheyspeakdirectlytomycentralrefrainbyexplicatingthepervasivelogicsofmarketandeconomismthathavecometodefinecontemporaryeducationTheethicalsubstanceof thecollege leader is indeedthoughtdifferently insteadof individualattributes shebecomesacontingentenactmentMulcahyandPerillorsquos (2011)ethical interestis in exploring these enactments the networked events throughwhich college leadership isconstitutedandthusthefaultlinesandfissuresthatenableitsdisruption


Managersrsquo perceptions of their role

WithThompsonandWolstencroft(2013)thereisawelcomereturntotheprimacyofthesocialUnderstanding the banalmundane processes throughwhich leadership is enacted does notoffersatisfyinginsightintotheperceptionsthatdistinguishthelogicsofmarketandtheontologyofeducationThompsonandWolstencroft (2013)reviewmanagersrsquoperceptionsof their rolethrough the lensof aprofessionalndashmanagerial paradigmExploring variousmanager identitiesandpositionstheyconstructatypology(oneofseveralsuchtypologies)ofthecollegeleadersrsquoethicalsubstancereluctantconformerslonewarriorscareernavigatorsandquixoticjugglersThis typology indicates theexhaustingdepthofactivity implied innegotiating thesetensionsColley(2012)citesdeeplytroublingexperiencesofthepsychicpainthatthisstitchingtogetherofcontradictorydiscoursescausesagrimreminderoftheemotionaltollthatlivingwithinthemanagerialtriumviratecausespublicprofessionalsBourdieursquosconceptofillusio(BourdieuandWacquant1992)isusefulinunderstandingthisdynamicRarelydiscussedbeyondhisownworkillusiodenotesbeingcaughtupinthegamethestrategiesusedtoinfluenceshapeandpursueintereststowhichplayersarecommitted(BourdieuandWacquant1992)Theillusioofcollegeleaders invokestheirbelief in theworthwhilenessofwhat theyaredoing theircommitmentto it and their willingness to invest time and energy in achieving their desired professionaloutcomesevenifthisistotheirpersonaldetriment(JamesonandHillier2008)TheconceptofillusioiscloselyconnectedtoideasaboutidentityandbelongingTheprofessionalndashmanagerialparadigmrequirescollegeleaderstoliveaprofessionallifendashalifepremisedonethicaldesirebutoffersminimalethicalspacefortheexpressionofthisdesireThisshatteringofillusioleadstothemalaiseof inauthenticityandmistrustacorrosive impactpickedupbyThompsonandWolstencroft(2013)andJameson(2010)

With little freedom there is little trust

Thompson andWolstencroft (2013) focus on trust ndash an inter-subjective ethic written intothegrammarofourrelationshipsTocorroderelationaltrustineducationisfundamentallytoalteritsontologyItbecomessomethingelseschoolingtrainingtheaestheticizationofcollegelife (a process throughwhich harsh indigestible truths aremade palatablewithout changingtheirsubstance)(Aguiar2011)orlearningThepersonhoodoftheFEleaderisnowsotightlyconstrainedthattheyhavelittlechoicebuttobetopretendtobeortonegotiatetheirbeing(theirethicalsubstancetheirsenseofprofessionalself)againsttheoverwhelmingdesiretobeotherwiseThisdiscussionofrelationalethicsisatimelyreminderthatorganizationsaresocialsystemsleadersandmanagersandtheirinterpersonalrelationshipsaremorethanmechanisticdevices Employeesrsquo perceptions have impactson loyalty commitment andeffortTheethicalpulsecheckIputforwardatthispointisonethatleadstotheargumentthatifthemanagerialcontextofFEprovidestoolittlespacefortheemergenceofcollegeleadersascriticalethicalbeingsthishasdamagingeffectsonallaspectsofcollegelifeIndeedsorestrictedistheethicalspace within which college leaders operate that the institutions they lead far from beingeducationalestablishmentsbecometarget-hittingenterprises(Dennis2012)studentsbecomefundingunitsandtheroleofthecollegeleaderbecomesoneofnegotiatingthenextwaveofcentralgovernmentpolicyfundingcutsandpilotinginstitutionalchange

TheethicaldesiretobecomeandtobealeaderoflearningismisplacedThemanagerialcollegeleaderisonewhoisexhaustedbythedeliveryofparochialinstitutionalinterestsratherthanthebearerofethicalvaluesIftherolehasanyethicaldimensionitisanethicsofsurvivalThislsquoethicsofsurvivalrsquomayimplypassivecompliancebutlikesilenceanethicsofsurvivalcanalsobedefiantItisunlikeresiliencendashwhichsuggestshardyaestheticizingenduranceJakobson


(1960) and Ephratt (2008) refer to anlsquoeloquent silencersquo a form of resistance that Jameson(2010)identifiesasafeatureoflow-trustorganizationsaredolentsilencesignifyingmorethanabsenceofspeechorthepresenceofexclusionandshameItispossiblethatthissilencewillbeafeatureofthelsquodiscoursesofdenialrsquothatCollinson(2014)presentsasakeyresearchthemeinleadershipstudiesFramedinthiswayethicalsilenceisevidenceofanattempttodenythepowereffectsdilemmasandtensionsincollegelifeadenialthatbecomesmorepressingforthepost-incorporationcollegeworkingthroughsubstantivechangesinitsbeing

Thisethicalsilencendashmulti-dimensionalandambiguousndashseguesintoauthenticleadershipndash lsquovalues-based leadership based on personal integrityrsquo (Stoten 2014 514) Exploring theethical substance of the college leader through the somewhat abstract ideal-type constructofauthentic leadershipStoten(2014)empiricallyassessestheextenttowhichthisconstructtranslatesintoactualpracticeconcludingthatwhilethesectorwouldbenefitenormouslyfromauthenticleadershiptransactionalleadershipwasfarmoreprevalentHeattributestheabsenceofauthenticitytothepressureplacedoncollegeleaderstoactwithinanincreasinglycompetitiveanduneveneducationalmarketTheyoperate inanenvironmentthatoffersvery littleethicalspaceandarereducedtoanethicsofsurvivalorminimallytotheaestheticizationofinstitutionallife acting strategically to accomplish short-term goalsThus the managerial triumvirate ofefficiencyeffectivenessandeconomymythologizesitsownnecessity

Stotenrsquos (2014) paper would seem to support the thesis that this ethical pulse checkhasexploredtheabsenceof freedomamountstotheabsenceofethics thedisplacementofits ontological conditionYet as Pinningtonrsquos (2011) study in Scotland suggests a full ethicalevacuationhasbeenunsuccessfulasleadersremainattentivetotheirethicalsubstance

This is adesolatepost-apocalypticeducational landscapepeopledbyeducatorsbesetbyanlsquoemotionalityofdespairrsquo (Allen2014)The landscapeofhopendashhope for the impossibilityofemancipationhope in the likelihoodof fulfilling theethicaldesire forequity social justiceanddemocracyndashisnowlacedwithrepressioncommodificationauditandmanagerialismThedirectionmyargumenttakeshereisprovocativeandunsettlinganlsquoindigestiblemealrsquoofferedtoeducatorswhoarethecomplicitobjectofitscritique(Allen2015)ThecorrosionofillusioistheantithesisofauthenticitytheaestheticizingnarcoticofinstitutionalbusynessdoesnothingtoalleviatethislossSpeakingtothebleaknessofthissituationAllen(2015)advocatesanlsquoextremeformofnihilismrsquoFromthispositiontheeducatorisabletoembracethecrisisofvaluetoseekoutandfullyexperiencetheunbearablerealityofthatlossOncethestrongeducationalcynic(rather than theweek educational cynic theonewho through gritted teeth forces a smile)boldlyadmitsthateducationisfatallyundermined(thatitisnolongereducationbutsomethingfundamentallydifferentrequiringrescueandreconstitution)itbecomespossibletoreconsiderandreassertanethicalcommitmentandmakeadecisiontocontinuewithanewagenda

Theweakcynicisonewhosilencinghisorhergriefcarriesonreluctantly(GleesonandKnights2008) attemptscognitiveescape (Page2011)orfindsalternative spaces fordissent(Dennis2015)Itimpliesthathoweverwellintentionedhoweverskillfultheirnegotiationsandhowever exhausted college leaders become in their reconciliatory suturingof contradictorydiscoursestheethicalspacewithinwhichtheyoperate isno longeraneducativeone Inthedesolatepost-apocalypticeducationallandscapeonlyanethicalsilenceremains

The value of strong cynicism

TosurvivethisdesultorylandscaperequireswhattheRomanticpoetKeats(2005)referstoaslsquonegativecapabilityrsquothecapacitytomanagelsquouncertaintiesmysteriesdoubtswithoutanirritablereaching after fact and reasonrsquo (French 2001 481)But the troublewithnegative capability isthat it impliesethical compromiseormoreaccuratelylsquoethical fadingrsquoTenbrunsel andMessick


(2004)explainhowitisthatleaderssystematicallyexhibitaglaringlackofethicalawarenessTheyattribute thiscapacity to self-deception the selfdeceiving itselfThis is arguablywhathappenswhenendsassumeaninherentvalueandlsquohowrsquoisjustaquestionofdecidingthemostefficientandeffectivemeanstoanendTheethicalcoloursofadecisionfadeintobleachedhuesvoidofmoral implicationsThisstanceemergesthroughcompromiseatrade-offbetweenself-interest(an ethic of survival) and ethical desire I do not attempt a simplisticmapping of their ideasfrombusinessndash thecorporatecorruptionofEnronWorldComandAdelphiandash toeducationMysuggestionisthatthenowdominantcultureofeducationndashmanagerialismndashimpliesethicalcorrosionSymptomaticofthisisthelackofrelationaltrustsurroundingcollegeleaders(Jameson2010)ormorepervasivelyassuggestedbyAllen(2015)alossoffaithintheethicaldesirethatdefinesfurthereducationndashhoweverilldefinednaiveimpossibleandcontradictoryTheethicalcorrosiongoesdeeperandismorefundamentalleadingtoethicalsilencetheideaoflsquoethicsrsquoitselfasaresource foreducators indefiningwhotheyare theirmotivationsand itspurposesThesectornolongerhasthevocabularythatenablesittothinkandtalkaboutitselfintermsofthisethicaldesireInsteadthesediscussionshavebeenreplacedwiththeritualizedpoliticsofcriticalreflectionndashnomorethanavariouslyaccentedperpetualquestioningoflsquoHowcanIdobetterrsquoThisquestionaffordsnospacetoaskwhatmattersorwhydoesitmatterForcollegeleaderswhatmatters isbeingoutstanding the futureviabilityof thecollegedependson itAndbeingoutstandingmeanscomplyingwiththedetailedspecificationbestowedbytheOfficeforStandardsinEducation(Ofsted)accordingtocriteriathatchangeonatriennialbasis(Dennis2012)

AtthispointIdrawmyanalysistowardsitsfinalturnbyreferencetoElliott(2015)whoreasserts the ethical dimension of college leadershipWith an interest in both HE and FEElliottarguesthatthesectorneedslsquoanepistemologyforlivingamiduncertaintyrsquo(Elliott2015409)whichrequiresanethicalturnGroundinghiscallinanearliermomentinthehistoryofeducationhecitesBantockrsquos(1965)callforleadershipthatislsquoreflectiveandrestrainedrsquowhenfacedwiththefactofchangeSpeakingfromaspaceandaplacethatisalmostunrecognizabletothecontemporaryeducationalscholarheadvisesthatcollegeleadersarenotlsquoethicallyobligedrsquoto followchangesbywhich they arenotpersuaded For thecontemporary scholar the ideathatcollegeleaderscanexpecttobepersuadedbythechangesthattheyimplementmakesthestatementstrangeandunfamiliar

The incommensurability of college leadership and ethical self

ThereisnofreedominthecontemporaryFEcollegebeyondatightlyscriptedoperationalizationwithin themundaneAssuchconsiderationof theirethical substance theprocesses throughwhichtheybecomeasubjectthepurposesacollegeleaderisatlibertytopursueselfandaprofessionallifeareallsubsumedbeneathanethicsofsurvivalEducationisreducedtoasetofmarket-basedrelationshipsndashtransmogrifiedintowhatBiesta(2009)referstoaslsquolearnificationrsquoAndyetafixedconclusionremainselusiveandopenTheapparentfailuretowhichthisspeaksisreminiscentofthedilemmaassociatedwiththeleaderas(liberating)heromotif(WilsonandCox2012)wewantboth tohaveand tobeaheroPowerandautonomyarenot inherentdefinitions of leadershipGilliganrsquos (1982) conception of leadership based on care-giving andinterdependence (rather than conquering)might workwell in this hostile ethical climate IfleadershipisunderstoodasamultidimensionalrelationalconstructanethicalFEleadermightwellbeonewho isable tosurviveor inmoresharplyvocalized termslsquofit inwithwhateverdiscourseisessentialtoactionandhavetheirpartmatterrsquo(WilsonandCox2012280)

ThismightwellmeanfittinginwithaneducationthathasbeenreducedtothevagariesofthemarketandmarketrelationshipsAndyet instrongcynicalterms it isquite legitimatetosayndashasthecurrentConservativeGovernmentpoliciesofausteritysuggestndashthatifeducation


beyondcompulsoryschoolingservesnoparticularneedbeyondtheprivatizedlearningneedsoftheindividualsorthecorporationstatewithdrawalfromthisprovisionisentirelyjustified

While talk of crisis is often evidenceofmoral panic the currentwaveof austerity andtheimpactthishashadoncollegeprovisiondoesseemtosuggestthatFEisindeedinastateofcrisisTheConservativeGovernmentelectedin2015ndashinaperfectlyformedcasestudyofKleinrsquoslsquoshockdoctrinersquo(Klein2007)ndashhascutFEbeyondrecognitionIconcludebysuggestingthatthisreviewleadstoaseriesofquestionsWhatpreciselyisthepointoffurthereducation ShallwecontinueAndifsoaccordingtowhoseagenda(Allen2015)Orperhapswithgreaterauthenticityandethicalself-awarenessalongwhatlinesofdisturbanceisitpossibletochangelivinginharmonizationwiththepresentintolivinghistorically

TheseareunsettlingquestionsGiventheethicalexcavationofthesectoranevenmoreunsettling consideration is withwhat language shall we answer these questions PhilosophyandsociologyhavenotprovidedthevocabularyrequiredforsuchadiscussionandsuccessivewavesofeducationalpolicyhavepurgedethicaldesirefromeducationaldiscourseProfessionalcritiquehasbecomeaestheticizedbycriticalreflectionplacedattheendoftheagendandashaftertheanalysisofcollegeperformancedataaftertheannualself-evaluationafterthenextOfstedinspectionaftertheendlessbanalityofcollegelifendashaftereverythingelseiscompleteexceptcorrosionandfadingThehopelessnaivetyofethicaldesirendashpurposevalueutopiademocracyequityemancipationandvisionndashbecomesalanguagethatisallbutforgotten

Notes on the contributor

CarolAzumahDennis isPrincipalInvestigatorfortheLeadershipandEthicsinFEResearchProjectfundedbytheFurtherEducationTrustforLeadershipfromMarch2015toJuly2016(ablogabouttheprojectislocatedat httpsethicalleadershipinfewordpresscom)SheisProgrammeDirectorfortheUniversityofHullPost-16PGCEpartnershipShelecturersontheUniversityofHullEdDprogrammeandsupervisesanumberofPhDstudents

References

Aguiar JOV (2011)lsquoThe aestheticization of everyday life and the de-classicization ofWestern working-classesrsquoThe Sociological Review59(3)616ndash32

AllenA(2014)Benign Violence Education in and beyond the age of reasonBasingstokePalgraveMacmillanmdash(2015)lsquoThecynicaleducatorrsquoOther Education The Journal of Educational Alternatives4(1)4ndash15AlvessonMandSpicerA(2012)lsquoCriticalleadershipstudiesThecaseforcriticalperformativityrsquoHuman

Relations65(3)367ndash90AoC(AssociationofColleges) (2015)lsquoAoCwarnsoftheendofadulteducationandtrainingprovision

by 2020rsquo 25 March Online wwwaoccouknewsaoc-warns-the-end-adult-education-and-training-provision-2020(accessed10January2016)

Avis J (2010) lsquoEducation governance and the ldquonewrdquo professionalism Radical possibilitiesrsquo Power and Education2(2)197ndash208

BallSJ(2009)lsquoThegovernanceturnrsquoJournal of Education Policy24(5)537ndash8mdash(2015)lsquoSubjectivityasasiteofstruggleRefusingneoliberalismrsquoBritish Journal of Sociology of Education

1ndash18Onlinewwwtandfonlinecomdoifull1010800142569220151044072(accessed14February2016requiressubscription)

BantockGH(1965)Education and Values Essays in the theory of educationLondonFaberandFaberBelgutayJ(2015)lsquoEnsuringfinancialviabilityofcollegesisprincipalsrsquotoppriorityrsquoTES7JulyOnlinewww

tescomnewsfurther-educationbreaking-newsensuring-financial-viability-colleges-principals-top-priority(accessed14February2016)

BellL(1991)lsquoEducationalmanagementAnagendaforthe1990srsquoEducational Management Administration and Leadership19(3)136ndash40

BiestaG(2006)lsquoResponseInterruptinghopersquoPhilosophy of Education Archive280ndash2


mdash(2009)lsquoGoodeducation inanageofmeasurementOntheneedtoreconnectwiththequestionofpurposeineducationrsquoEducational Assessment Evaluation and Accountability21(1)33ndash46

BurawoyM(1998)lsquoTheextendedcasemethodrsquoSociological theory16(1)4ndash33BourdieuPandWacquantL(1992)An Invitation to Reflexive SociologyCambridgePolityPressCallonM (1986)lsquoSome elements of a sociology of translationDomestication of the scallops and the

fishermenofStBrieucBayrsquoInLawJ(ed)Power Action and Belief A new sociology of knowledgeLondonRoutledgeandKeganPaul196ndash223

ColleyH(2012)lsquoNot learning intheworkplaceAusterityandtheshatteringof illusio inpublicserviceworkrsquo Journal of Workplace Learning24(5)317ndash37

CollinsonD(2014)lsquoDichotomiesdialecticsanddilemmasNewdirectionsforcriticalleadershipstudiesrsquo Leadership10(1)36ndash55

DennisCA(2012)lsquoQualityAnongoingconversationovertimersquoJournal of Vocational Education amp Training64(4)511ndash27

mdash(2015)lsquoLocatingpost-16professionalismPublicspacesasdissentingspacesrsquoResearch in Post-Compulsory Education20(1)64ndash77

Elliott G (2015) lsquoCritical practice leadership in post-compulsory educationrsquo Educational Management Administration amp Leadership43(2)308ndash22

EphrattM(2008)lsquoThefunctionsofsilencersquoJournal of Pragmatics40(11)1909ndash38FoucaultM (1997)The Essential Works of Michel Foucault 1954ndash1984 Vol 1 Ethics Subjectivity and truth

RabinowR(ed)HurleyR(trans)NewYorkTheNewPressFrench R (2001) lsquoldquoNegative capabilityrdquo Managing the confusing uncertainties of changersquo Journal of

Organizational Change Management14(5)480ndash92GilliesD(2013)Educational Leadership and Michel FoucaultLondonandNewYorkRoutledgeGilliganC(1982)In a Different Voice Psychological theory and womenrsquos developmentCambridgeMAHarvard

UniversityPressGleeson D and Knights D (2008)lsquoReluctant leadersAn analysis of middlemanagersrsquo perceptions of

leadershipinfurthereducationinEnglandrsquoLeadership4(1)49ndash72HitlinSandVaiseyS(2010)Handbook of the Sociology of MoralityLondonSpringerHodgsonABaileyBandLucasN (2015)lsquoWhat isFErsquo InHodgsonA (ed)The Coming of Age for FE

Reflections on the past and future role of further education colleges in England London Institute ofEducationPress1ndash23

Hodgson A and Spours K (2012) lsquoThree versions of ldquolocalismrdquo Implications for upper secondaryeducationandlifelonglearningintheUKrsquoJournal of Education Policy27(2)193ndash210

Iszatt-WhiteM(2010)lsquoStrategicleadershipTheaccomplishmentofstrategyasaldquoperenniallyunfinishedprojectrdquorsquoLeadership6(4)409ndash24

JakobsonR(1960)lsquoClosingstatementLinguisticsandpoeticsrsquoInSebeokTA(ed)Style in LanguageNewYorkWiley350ndash77

JamesonJ(2010)lsquoTrustandleadershipinpost-compulsoryeducationSomesnapshotsofdisplaceddissentrsquoPower and Education2(1)48ndash62

mdash (2012)lsquoLeadership values trust and negative capabilityManaging the uncertainties of future EnglishhighereducationrsquoHigher Education Quarterly66(4)391ndash414

mdashandHillierY(2008)lsquoldquoNothingwillpreventmefromdoingagoodjobrdquoTheprofessionalisationofpart-timeteachingstaffinfurtherandadulteducationrsquoResearch In Post-Compulsory Education13(1)39ndash53

Keats J (2005)Selected Letters of John Keats Based on the texts of Hyder Edward RollinsBostonHarvardUniversityPress

Keep E (2014)What Does Skills Policy Look Like Now The Money Has Run Out University of OxfordAssociationofColleges

KenwayJandFaheyJ(eds)(2008)Globalizing the Research ImaginationLondonRoutledgeKleinN(2007)The Shock Doctrine The rise of disaster capitalismLondonPenguinLaidlawJ(2002)lsquoForananthropologyofethicsandfreedomrsquoThe Journal of the Royal Anthropological Institute

8(2)311ndash32LuiH(2015)lsquoReimaginingethicalleadershipasarelationalcontextualandpoliticalpracticersquoLeadership1

-24Onlinehttpleasagepubcomcontentearly201507011742715015593414abstract(accessed14February2016requiressubscription)


LumbyJ(2001)Managing Further Education Learning enterpriseLondonSageMercerJWhiteheadPandKaparouM(2015)lsquoThemakingofCinderellarsquosdressHowfurthereducation

collegeprincipalsdevelopasleadersrsquoPaperpresentedatEuropeanEducationalResearchAssociationConference11September

Mulcahy D and Perillo S (2011) lsquoThinking management and leadership within colleges and schoolssomewhatdifferentlyApractice-basedactorndashnetworktheoryperspectiversquoEducational Management Administration amp Leadership39(1)122ndash45

PageD(2011)lsquoFromprincipleddissenttocognitiveescapeManagerialresistanceintheEnglishfurthereducationsectorrsquoJournal of Vocational Education amp Training63(1)1ndash13

Pellandini-SimaacutenyiL(2014)lsquoBourdieuethicsandsymbolicpowerrsquoThe Sociological Review62(4)651ndash74PinningtonAH(2011)lsquoLeadershipdevelopmentApplyingthesameleadershiptheoriesanddevelopment

practicestodifferentcontextsrsquoLeadership7(3)335ndash65SayerA(2010)lsquoBourdieuethicsandpracticersquoInSilvaEandWardeA(eds)Cultural Analysis and Bourdieursquos

Legacy Settling accounts and developing alternativesLondonRoutledge87ndash101SchofieldAMatthews J and Shaw S (2009)A Review of Governance and Strategic Leadership in English

Further Education The future challenges facing governance and strategic leadership in FEOnlinehttpwebarchivenationalarchivesgovuk20130802100617httplsisorgukLibrariesGovernanceLSIS202ReviewOfGovernancesflb(accessed14February2016)

SeddonT(2008)lsquoRemakingcivicformationTransformingpoliticsandthecosmopolitanschoolrsquoInLingardBNixon J andRanson S (eds)Transforming Learning in Schools and Communities The remaking of education for a cosmopolitan societyLondonContinuum152ndash69

ShainFandGleesonD(2010)lsquoUndernewmanagementChangingconceptionsofteacherprofessionalismandpolicyinthefurthereducationsectorrsquoJournal of Education Policy14(4)445ndash62

SimonsMandHarrisR(2014)lsquoEducationalleadershipinAustralianprivateVETorganisationsHowisitunderstoodandenactedrsquoResearch in Post-Compulsory Education19(3)245ndash60

SmithR(2014)lsquoCollegere-culturingmarketisationandknowledgeThemeaningofincorporationrsquoJournal of Educational Administration and History47(1)18ndash39

StotenDW(2014)lsquoAuthenticleadershipinEnglisheducationWhatdocollegeteacherstellusrsquo International Journal of Educational Management28(5)510ndash22

StumpfADHolt LCrittenden L andDavis JE (2012)lsquoTheorderof things Ethical foundations forcommunitycollegeleadersrsquoCommunity College Journal of Research and Practice36(1)28ndash39

TenbrunselAEandMessickDM(2004)lsquoEthicalfadingTheroleofself-deceptioninunethicalbehaviorrsquoSocial Justice Research17(2)223ndash36

Thompson C andWolstencroft P (2013)lsquoPromises and liesAn exploration of curriculummanagersrsquoexperiencesinFErsquoJournal of Further and Higher Education39(3)399ndash416

Thomson P Gunter H and Blackmore J (2013)lsquoSeries forewordrsquo In Niesche R (ed)Deconstructing Educational Leadership Derrida and LyotardLondonRoutledgeviiindashxiv

WilsonKBandCoxE(2012)lsquoAdiscourseanalysisofportrayalsofcommunitycollegeleadershipintheChroniclersquoCommunity College Journal of Research and Practice36(4)279ndash90

Related articles in London Review of Education

ThispaperwaspublishedinaspecialissueentitledlsquoHighereducationpolicy-makinginaneraofincreasingmarketizationrsquoeditedbyOuraniaFilippakouTheotherarticles inthat issueareasfollows(linksunavailableattimeofpublication)


AinleyP(2016)lsquoTheBusinessStudiesUniversityTurninghighereducationintofurthereducationrsquoLondon Review of Education14(1)

CaruanaV (2016)lsquoResearching the transnational higher education policy landscape Exploring networkpoweranddissensusinaglobalizingsystemrsquo London Review of Education14(1)

FilippakouOandTapperT(2016)lsquoPolicy-makingandthepoliticsofchangeinhighereducationThenew1960suniversitiesintheUKthenandnowrsquoLondon Review of Education14(1)

Marginson S (2016)lsquoForewordThepartial shift frompublic toprivate goods inUKhigher educationrsquoLondon Review of Education14(1)

Montgomery C (2016) lsquoTransnational partnerships in higher education in China The diversity andcomplexityofelitestrategicalliancesrsquo London Review of Education14(1)

PalfreymanDandTapperT (2016)lsquoThemarketizationofEnglishhighereducationandthefinancingoftuitionfeesrsquoLondon Review of Education14(1)

ParryG(2016)lsquoCollegehighereducationinEngland1944ndash1966and1997ndash2010rsquoLondon Review of Education14(1)

Salter B Filippakou O andTapperT (2016) lsquoExpanding the English medical schoolsThe politics ofknowledgecontrolrsquoLondon Review of Education14(1)

TemplePCallenderCGroveLandKershN(2016)lsquoManagingthestudentexperienceinEnglishhighereducationDifferingresponsestomarketpressuresrsquoLondon Review of Education14(1)

TemplePandcolleagues(2016)lsquoDavidWatson1949ndash2015Alifeinhighereducationrsquo London Review of Education14(1)

WilliamsG(2016)lsquoHighereducationPublicgoodorprivatecommodityrsquoLondon Review of Education14(1)

London Review of Education DOI1018546LRE14111Volume14Number1April2016

Further education colleges and leadership Checking the ethical pulse

CarolAzumahDennisUniversity of Hull

InthispaperIchecktheethicalpulseoffurthereducation(FE)atthemomentofitscomingofageUsingaphilosophical lens Iselectandreviewpost-2010literaturetoarguethatFEcollegespersistinadiminishedformwithinalearningeconomyInresponsetothemanagerialonslaughtthesectorhasadoptedanethicsofsurvivalanecessaryresponsetoausterityandderegulationTwenty-one years after incorporation ethical fading has purged ethical desirefromeducationaldiscoursewhiletheendlessbanalityofcollegelifehascorrodedthelanguagewithwhichitmightbepossibletospeakabouteducationalpurposevalueutopiademocracyequityandvision

Keywords furthereducationethicsleadershipFoucaultFurtherandHigherEducationAct1992managerialism

Introduction

InthispaperIexplorethreesubjectsthataretooinfrequentlyconsideredindirectrelationtoeachotherndashfurthereducation(FE)ethicsandleadershipThelineofargumentIpursueisonethatfollowsasomewhatcircularlogicMyanalysischeckstheethicalpulseofthesectoratthemomentofitslsquocomingofagersquoThe1992FurtherandHigherEducationActthatfreedfurthereducationcollegesfromthedemocraticaccountabilityoftheLocalEducationalAuthority(LEA)andinstitutedthemasincorporatedorganizationsisofrelevanceherebutmyanalyticalfocusis FE in the global age of austerity I contend that 21 years after incorporation the ethicaldimensionsofFEhavewitheredThesectoritsdefininginstitutionsandtheprofessionalidentitiesof those whowork within it along with their intrapersonal and interpersonal relationshipsareunrecognizablendasheventothemselves(Ball2015)Themanagerialtriumvirateofefficiencyeffectiveness andeconomyhasaltered theontologyofeducationOrrather the triumvirateacted as if itwere possible bymere fiat of policy pronouncement to alter the ontology ofeducationassumingdominionovereducationitsinstitutionsandthepeoplewhoworkwithinthemPolicylegislatorsactedasifthesectorconsistingofentitieswithoutsubstanceorformwouldsimplybecomesomethingelse

Thus education an inherently ethical undertaking bears the indeliblemarkers of ethicalcorrosionItsethicaldimensionsaretreatedasnegotiablestrategicindulgencesratherthanasbeingintegraltoitsontologyThisistheimpliedbutlargelyunderstatedargumentativethreadthatrunsthroughmuchoftheliteratureonFEItakeupthisargumentativethreadelaborateuponitandplaceitatthecentreofmythesisFromthispremiseImineaselectedbodyofempiricalliteraturesfortheirethicalimportMypurposeisnottoprovideacomprehensivereviewofthekeyliteraturesonleadershipinFEsuchstudiesareavailable(Schofieldet al2009)WhileIdraw

EmailCarolDennishullacuk copyCopyright2016DennisThis isanOpenAccessarticledistributedunderthetermsoftheCreativeCommonsAttributionLicencewhichpermits unrestricteduse distribution and reproduction in anymediumprovidedtheoriginalauthorandsourcearecredited













































(Foucault1997xxvii)















































References



















































































































(Foucault1997xxvii)















































References


















































































































References







































































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