ABSTRACT
The institution can make statements of visions and values and institute manuals of policies and procedures, but unless deans and heads of departments support these, they will have limited impact (Candy, 1996). From questionnaires and semi-structured interviews with heads of academic departments, Martin et al (1997), were able to describe six categories of conceptions of leadership. The most inspired leadership to further progressive teaching in the widest educational context was described as having an emphasis on students’ experience and initiating discussion with teachers and students on how to enable further improvement of this experience: a continuous curriculum change model.
