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    Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership.

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    Authors
    Poultney, Val cc
    Fordham, Jon
    Affiliation
    Univeristy of Derby
    Allenton Community Primary School
    Issue Date
    2018-01-17
    
    Metadata
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    Abstract
    This article looks at the potential of using an online self-completing inventory that measures leadership consciousness awareness. The Consciousness Quotient inventory (CQ-i) has been developed to encourage leaders to be more conscious of their ability to be accountable and responsible for their leadership practice. The CQ-i as a method for researching leadership is piloted here between a university academic and a primary headteacher in the context of a school–university partnership. Pilot outcomes reveal that the inventory can be used as an evaluation of partnership work and ways of thinking about leadership on two levels: the personal and the partnership. The method is somewhat limited by a lack of distinctive criteria for personal domain statements and the absence of an overall profile outcome for the CQ score. Its strength lies in the way the outcomes of the inventory can be used as a starting point for personal reflection on leadership and as a vehicle for discussing a range of different ways of leadership working within different settings, such as school and university contexts.
    Citation
    Poultney, V. and Fordham, J. (2018) 'Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership', Management in Education, DOI: 10.1177/0892020617748151
    Publisher
    Sage
    Journal
    Management in Education
    URI
    http://hdl.handle.net/10545/622090
    DOI
    10.1177/0892020617748151
    Additional Links
    http://journals.sagepub.com/doi/10.1177/0892020617748151
    Type
    Article
    Language
    en
    ISSN
    08920206
    EISSN
    17419883
    ae974a485f413a2113503eed53cd6c53
    10.1177/0892020617748151
    Scopus Count
    Collections
    Institute of Education Research Collection

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