Examining the Leadership Role of the Dean of Business in Ontario Colleges:Using Narrative Inquiry to Reflect Leadership Identity Journeys of Selected Deans in this Role
Bibliographic record
Abstract
My research study leadership journeys of selected incumbents in the role of dean of business in the Ontario College System. Using the methodology of narrative inquiry, I wanted to understand how their journeys led them to the role of dean, how they experienced the role, their perceptions of their own leader self-identity, how they approached their learning and growth while in the role, and to what extent they engaged in reflective practice. Participants engaged in two interview sessions with me, responding through dialogue to a guiding set of interview questions. A significant feature of the experience of business deans is that many of them had well-established career roles in business settings and joined the Ontario College System mid-career, most often directly assuming the role of dean. One of the contributions that I am seeking to make through my work is to integrate the stories of their personal career journeys with their leadership identity development and to understand how the Leadership Capability Framework for the Ontario College System captures or misses the requirements for the role of dean of business. Several common themes emerged: (a) they found the program development aspects of their role challenging as they tried to learn the college context that seemed at times esoteric, (b) they perceived their roles and contributions as impactful on their own institutions, (c) they expressed interest in career advancement roles in system but were unsuccessful in securing them, (d) the Leadership Capability Framework was viewed as describing generic not contextual leadership requirements, and (e) their reflective practice was very informal. These findings present implications for the Ontario College System as it seeks to attract, retain, and develop leaders in this role, and for the leadership learning that is required to support leadership development and growth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.020 | 0.013 |
| Scholarly communication | 0.008 | 0.005 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".