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Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

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The total toxic institution : when organisations fail psychologically, socially and morally

Samier, Eugenie A. (2018) The total toxic institution : when organisations fail psychologically, socially and morally. In: International Perspectives on Maladministration in Education. Routledge, [S.I.]. ISBN 9781138556638

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Toxic leadership and toxic organisations appear to be common now, especially in the US where many of the statistics are available. Williams (2017 ) cites a number of studies and surveys that show a 50 per cent estimate in leaders and managers in the US who are ineffective, incompetent, or toxic, with increasing turnover and failure rates in chief executive officers as high as 75 per cent and up to 40 per cent of Fortune 500 executives engaging in misconduct. But the problem is also found in other countries— Veld sm a n’s (2012 ) research has found a 30 per cent toxic leadership rate internationally in a survey of the literature showing that the most common causes are hubris, ego, and a lack of emotional intelligence. A number of authors have identified the ways in which organisations are toxic and the role of leadership in producing toxicity: the use of punitive and bullying management practices, lack of compassion and empathy, ‘creeping’ bureaucracy, overemphasis on the ‘bottom line’, performance assessment oriented towards individual rather than team performance, and little evidence of concern for and contributions to the community (e.g. Lipman-Blumen 2005; Padilla, Hogan and Kaiser 2007 ).