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Module 4 - Management

Students Learning Path

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Chapter 11. GOVERNANCE
If management develops the capabilities to realize its goals through the processes of organization and control, a governance system based on leadership promotes a vision through motivating and inspiring people, causing them to go in the direction deemed most right and functionally appropriate with respect to a shared cultural vision. Some classification systems (K. Leithwood, D. Jantzi, R. Steinbach, Changing Leadership for Changing Times, Open University Press, Buckingham, 1999) come to define eight types of leadership:

  • managerial, aimed at the effective completion of ordinary activities through a rational organization in which formal relationships prevail and in which great importance is given to compliance with assigned tasks and the achievement of objectives for each role established in the school;

  • transformational, in this type of leadership the vision that will function as the rudder for all the activities that will see the involvement of all the individual actors in the educational context plays a fundamental role, in which the leadership plays a functional role in maintaining high levels of school autonomy;

  • participatory, in which case the leader also shares with all subjects the construction, development and definition of the same vision;

  • transactional, based on the concept of transaction in which performance corresponds to some form of reward that maintains a relational level at very superficial levels;

  • post-modern, in which attention is paid to each individual vision of the so-called stakeholders that makes the organization devoid of hierarchical roles;

  • moral, in which leadership is based on upholding the principles and values of the organization to the point of achieving ethical values;

  • didactic, focused on teaching-learning processes in which the strategic priority is the professional growth of teachers and the achievement of goals for students;
    contingent, for which there are no universal leadership styles since each context is different and the leadership style must fit the context.

It is, however, with the concept of emergent participatory, transformational and collaborative leadership that, through innovation, leads the educational community both to the achievement of the institutional project's own goals and to the change and improvement of the organization itself in relation to the shared vision, in this case inclusion (Salom, 2015).
In this perspective, the commitment of the leadership of academic authorities, based on active and participatory policies, encourages an open attitude to new experiences and challenges that make the university community accept, engage and work for full inclusion through:

  • the creation of spaces for the active participation of university students;

  • The creation of spaces for student representation in governing bodies;

  • the creation of environments and processes of participation specifically for students with disabilities

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