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|\n| Winter 12-31-2024\u003Cbr>The Emergence of Formalized Educational Leadership in Higher Education\u003Cbr>Diane Symbaluk\u003Cbr>MacEwan University, [symbalukd@macewan.ca](symbalukd@macewan.ca)[ ](symbalukd@macewan.ca)Tiffany Potter\u003Cbr>University of British Columbia, [Tiffany.Potter@ubc.ca](Tiffany.Potter@ubc.ca)[ ](Tiffany.Potter@ubc.ca)Brad Jackson\u003Cbr>University of British Columbia, [bradjack@student.ubc.ca](bradjack@student.ubc.ca)[ ](bradjack@student.ubc.ca)[David M. Andrews](David M. Andrews)\u003Cbr>University of Windsor, [dandrews@uwindsor.ca](dandrews@uwindsor.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.17715](https://doi.org/10.5206/cjsotlrcacea.2024.3.17715) |  |\n\nRecommended Citation  \nSymbaluk, D., Potter, T., Jackson, B., & Andrews, D. M. (2024) . The emergence of formalized educational leadership in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3) .  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.17715](https://doi.org/10.5206/cjsotlrcacea.2024.3.17715)  \nThe Emergence of Formalized Educational Leadership in Higher Education  \nAbstract  \nIn Canada, educational leadership is a term often used to describe specific types of academic and scholarly work in universities, colleges, CEGEPs, other post-secondary institutions (and in K-12 contexts, where the term’s usage is entirely distinct) . Our interest is in how educational leadership is framed in the specific context of Canadian universities. While most universities recognize exemplary teachers through promotional criteria and often through awards, the academic literature provides little guidance on what exactly constitutes educational leadership in university settings. To trace the emergence of educational leadership as a formalized construct, we gathered data from Collective Agreements and other public-facing resources such as awards criteria from 48 Canadian universities to examine ways in which educational leadership was defined and/or enacted. Our national review identified several categories of activities commonly cited as examples of educational leadership, including significant forms of curricular development, formal leadership initiatives, the dissemination of public forms of teaching-related research or teaching-based resources, engagement in the scholarship of teaching and learning, and the carrying out of various forms of mentorship. Our review also found that educational leadership is constituted not only by these types of activities, but also by the capacity to demonstrate impact of these activities beyond the classroom. In addition to examples of ways to illustrate impact, we offer a working definition of educational leadership that reflects how it is emerging within the specific context of contemporary Canadian universities.  \nAu Canada, le leadership pédagogique est un terme souvent utilisé pour décrire des types spécifiques de travaux universitaires et de recherche dans les universités, les collèges, les cégeps et d’autres établissements postsecondaires (et dans les contextes primaires et secondaires, où l’utilisation du terme est entièrement différente). Nous nous intéressons à la manière dont le leadership pédagogique est défini dans le contexte spécifique des universités canadiennes. Alors que la plupart des universités reconnaissent les enseignants exemplaires par le biais de critères de promotion et souvent par des prix, la littérature universitaire fournit peu d’indications sur ce qui constitue exactement le leadership pédagogique dans les milieux universitaires. Pour retracer l’émergence du leadership pédagogique entant que construction formalisée, nous avons recueilli des données provenant de conventions collectives et d’autres ressources accessibles au public, comme les critères d’attribution d","cbCaipey6ZJZHml3","https://ap.wps.com/l/cbCaipey6ZJZHml3","pdf",390347,24,"English","# Abstract\n## Framing educational leadership in Canada\n## Data sources and method\n## Categories of activities\n## Impact beyond the classroom\n## Working definition","[{\"question\":\"How does the paper investigate the emergence of formalized educational leadership?\",\"answer\":\"It gathers data from collective agreements and other public-facing resources, including awards criteria from 48 Canadian universities, to see how educational leadership is defined and/or enacted.\"},{\"question\":\"What categories of activities are commonly cited as educational leadership?\",\"answer\":\"The review highlights significant curricular development, formal leadership initiatives, dissemination of teaching-related research or resources, engagement in the scholarship of teaching and learning, and mentorship.\"},{\"question\":\"Why is impact beyond the classroom important in the proposed understanding of educational leadership?\",\"answer\":\"The paper finds that educational leadership is not only constituted by these activities, but also by the capacity to demonstrate their impact beyond the classroom.\"}]","The Emergence of Formalized Educational Leadership in Higher Education - Winter Issue 3 | PDF",1792083022]