Toward a new conceptualization of vision in the work of educational leaders

Cases of the visionary archetype

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Purpose: Across mainstream educational leadership literature, the term vision has had two primary definitions: (a) a leader's image of the future and (b) change goals. Translating vision into practice has become increasingly difficult, however, as educators have been bombarded with conflicting images and goals for schools. This article is conceptual in nature, using the findings from a previous empirical study of collaboration and instructional leadership to propose a new way of thinking about vision in terms of the work of educational leaders. Proposed Conceptual Argument: The leaders' notions of vision suggest principles of the visionary archetype that have not been considered in the extant literature, including four ways of seeing (intuition, perception, insight, and holistic seeing). Thus, literature on the visionary archetype is used as a lens to conceptualize these leaders' notions of vision. Metaphors are used to present three cases of the visionary archetype and change contexts in which the visionary appears to exist. A discrepant case metaphor is also presented in which a curriculum director defined and used vision more traditionally. Based on these understandings, the author suggests a new conceptualization of vision - namely, that vision is a dynamic interaction among inner human resources (e.g., insight, intuition, and perception), an outward perspective (on larger educational ideals, research, and policies), and the context of a particular visioning situation. Implications: The article concludes with implications for future research on the role of vision in other educator roles and settings as well as recommendations for vision makers of all kinds.

Original languageEnglish (US)
Pages (from-to)620-651
Number of pages32
JournalEducational Administration Quarterly
Volume42
Issue number4
DOIs
StatePublished - Oct 2006
Externally publishedYes

Fingerprint

leader
intuition
metaphor
educational ideal
educator
leadership
human resources
director
curriculum
interaction
school
literature

Keywords

  • Accountability
  • Change
  • Educational leadership
  • Vision
  • Visionary archetype

ASJC Scopus subject areas

  • Education

Cite this

@article{166423e22541431ca5a47bcd30e4c39b,
title = "Toward a new conceptualization of vision in the work of educational leaders: Cases of the visionary archetype",
abstract = "Purpose: Across mainstream educational leadership literature, the term vision has had two primary definitions: (a) a leader's image of the future and (b) change goals. Translating vision into practice has become increasingly difficult, however, as educators have been bombarded with conflicting images and goals for schools. This article is conceptual in nature, using the findings from a previous empirical study of collaboration and instructional leadership to propose a new way of thinking about vision in terms of the work of educational leaders. Proposed Conceptual Argument: The leaders' notions of vision suggest principles of the visionary archetype that have not been considered in the extant literature, including four ways of seeing (intuition, perception, insight, and holistic seeing). Thus, literature on the visionary archetype is used as a lens to conceptualize these leaders' notions of vision. Metaphors are used to present three cases of the visionary archetype and change contexts in which the visionary appears to exist. A discrepant case metaphor is also presented in which a curriculum director defined and used vision more traditionally. Based on these understandings, the author suggests a new conceptualization of vision - namely, that vision is a dynamic interaction among inner human resources (e.g., insight, intuition, and perception), an outward perspective (on larger educational ideals, research, and policies), and the context of a particular visioning situation. Implications: The article concludes with implications for future research on the role of vision in other educator roles and settings as well as recommendations for vision makers of all kinds.",
keywords = "Accountability, Change, Educational leadership, Vision, Visionary archetype",
author = "Ylimaki, {Rose M}",
year = "2006",
month = "10",
doi = "10.1177/0013161X06290642",
language = "English (US)",
volume = "42",
pages = "620--651",
journal = "Educational Administration Quarterly",
issn = "0013-161X",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Toward a new conceptualization of vision in the work of educational leaders

T2 - Cases of the visionary archetype

AU - Ylimaki, Rose M

PY - 2006/10

Y1 - 2006/10

N2 - Purpose: Across mainstream educational leadership literature, the term vision has had two primary definitions: (a) a leader's image of the future and (b) change goals. Translating vision into practice has become increasingly difficult, however, as educators have been bombarded with conflicting images and goals for schools. This article is conceptual in nature, using the findings from a previous empirical study of collaboration and instructional leadership to propose a new way of thinking about vision in terms of the work of educational leaders. Proposed Conceptual Argument: The leaders' notions of vision suggest principles of the visionary archetype that have not been considered in the extant literature, including four ways of seeing (intuition, perception, insight, and holistic seeing). Thus, literature on the visionary archetype is used as a lens to conceptualize these leaders' notions of vision. Metaphors are used to present three cases of the visionary archetype and change contexts in which the visionary appears to exist. A discrepant case metaphor is also presented in which a curriculum director defined and used vision more traditionally. Based on these understandings, the author suggests a new conceptualization of vision - namely, that vision is a dynamic interaction among inner human resources (e.g., insight, intuition, and perception), an outward perspective (on larger educational ideals, research, and policies), and the context of a particular visioning situation. Implications: The article concludes with implications for future research on the role of vision in other educator roles and settings as well as recommendations for vision makers of all kinds.

AB - Purpose: Across mainstream educational leadership literature, the term vision has had two primary definitions: (a) a leader's image of the future and (b) change goals. Translating vision into practice has become increasingly difficult, however, as educators have been bombarded with conflicting images and goals for schools. This article is conceptual in nature, using the findings from a previous empirical study of collaboration and instructional leadership to propose a new way of thinking about vision in terms of the work of educational leaders. Proposed Conceptual Argument: The leaders' notions of vision suggest principles of the visionary archetype that have not been considered in the extant literature, including four ways of seeing (intuition, perception, insight, and holistic seeing). Thus, literature on the visionary archetype is used as a lens to conceptualize these leaders' notions of vision. Metaphors are used to present three cases of the visionary archetype and change contexts in which the visionary appears to exist. A discrepant case metaphor is also presented in which a curriculum director defined and used vision more traditionally. Based on these understandings, the author suggests a new conceptualization of vision - namely, that vision is a dynamic interaction among inner human resources (e.g., insight, intuition, and perception), an outward perspective (on larger educational ideals, research, and policies), and the context of a particular visioning situation. Implications: The article concludes with implications for future research on the role of vision in other educator roles and settings as well as recommendations for vision makers of all kinds.

KW - Accountability

KW - Change

KW - Educational leadership

KW - Vision

KW - Visionary archetype

UR - http://www.scopus.com/inward/record.url?scp=33748253042&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33748253042&partnerID=8YFLogxK

U2 - 10.1177/0013161X06290642

DO - 10.1177/0013161X06290642

M3 - Article

VL - 42

SP - 620

EP - 651

JO - Educational Administration Quarterly

JF - Educational Administration Quarterly

SN - 0013-161X

IS - 4

ER -