title: A Burkean inquiry into leader-follower identification motives

authors: Sinha, Paresha N.

subjects: Charismatic leadership

abstract: The primary goal of this paper is to develop a rhetorically based understanding of the dynamics of the identification process between transformational or charismatic leaders and their followers. We bring to bear Burke's theory of identification in an effort to provide a finely nuanced and deeply rooted conceptualization of follower identification that we perceive to be a weakness of the transformational/charismatic leadership discourse. A secondary goal is to evaluate leader-follower identification motives to reveal the potential for 'questionable' motives on the part of both leaders and followers. A dramaturgical model is utilized to reveal the dramatic struggle that underlies the leader-follower identification process. We suggest that Goffman's views on morality and manipulation can provide a useful supplement to Burke's theory of identification as it highlights the performative aspects of transformational and charismatic leadership.

text: A Burkean inquiry into leader-follower identification motives The primary goal of this paper is to develop a rhetorically based understanding of the dynamics of the identification process between transformational or charismatic leaders and their followers. We bring to bear Burke's theory of identification in an effort to provide a finely nuanced and deeply rooted conceptualization of follower identification that we perceive to be a weakness of the transformational/charismatic leadership discourse. A secondary goal is to evaluate leader-follower identification motives to reveal the potential for 'questionable' motives on the part of both leaders and followers. A dramaturgical model is utilized to reveal the dramatic struggle that underlies the leader-follower identification process. We suggest that Goffman's views on morality and manipulation can provide a useful supplement to Burke's theory of identification as it highlights the performative aspects of transformational and charismatic leadership.

year: 2006

title: “We’re trying to heal, you know?” A mixed methods analysis of the spatial equity of General Practitioner services in the Waikato District Health Board region

authors: Whitehead, Jesse

subjects: spatial equity

abstract: Inequitable access to health services can cause and exacerbate inequities in health outcomes and should therefore be monitored regularly to ensure that service distributions match population needs. Health service accessibility includes several factors and can be monitored using both quantitative and qualitative methods. We present an exploratory analysis of the spatial equity of general practice services in the Waikato District Health Board region using a mixed methods approach. Geographic Information Systems are used to assess the spatial accessibility of GP services, and in-depth qualitative interviews provide a better understanding of not only where inequities exist, but why they occur.

text: “We’re trying to heal, you know?” A mixed methods analysis of the spatial equity of General Practitioner services in the Waikato District Health Board region Inequitable access to health services can cause and exacerbate inequities in health outcomes and should therefore be monitored regularly to ensure that service distributions match population needs. Health service accessibility includes several factors and can be monitored using both quantitative and qualitative methods. We present an exploratory analysis of the spatial equity of general practice services in the Waikato District Health Board region using a mixed methods approach. Geographic Information Systems are used to assess the spatial accessibility of GP services, and in-depth qualitative interviews provide a better understanding of not only where inequities exist, but why they occur.

year: 2020

title: Putting the draft learning progression framework - Maori in the New Zealand Curriculum - to work: An Illustration

authors: Johnson, Diane

subjects: Māori language education

abstract: How language curricula are implemented in the classroom is of critical importance. Here, we take one achievement objective from the draft Learning Progression Framework for Māori in mainstream classes and demonstrate one way in which it can be realised as a core integrated skills lesson, that is, as a lesson that introduces new language (core lesson) through all four skills - reading, writing, listening and speaking (an integrated skills lesson). The lesson is preceded by a discussion of the type of planning that accompanies the implementation of language curricula.

text: Putting the draft learning progression framework - Maori in the New Zealand Curriculum - to work: An Illustration How language curricula are implemented in the classroom is of critical importance. Here, we take one achievement objective from the draft Learning Progression Framework for Māori in mainstream classes and demonstrate one way in which it can be realised as a core integrated skills lesson, that is, as a lesson that introduces new language (core lesson) through all four skills - reading, writing, listening and speaking (an integrated skills lesson). The lesson is preceded by a discussion of the type of planning that accompanies the implementation of language curricula.

year: 2003-09