1. Promoting Inclusive (and Dialogic) Leadership in Higher Education Institutions The 30 th Annual EAIR Forum Copenhagen, Denmark August 24-27, 2008 ____________________________________________ Jacqueline B. Temple & Jari Ylitalo Portland State University-Graduate School of Education Helsinki University of Technology-Department of Industrial Engineering and Management

2. Promoting Inclusive (and Dialogic) Leadership in Higher Education Institutions “A society which makes provision for participation in its good of all members on equal terms and which secure flexible readjustments of its institutions through interaction of the different forms of associated life is insofar democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social change.” John Dewey

3. Questions that guided this inquiry: What are the meanings of inclusion for university administrators? What evidence links these meanings to their governance policies and practices? What factors support/or impede implementation of these meanings into their governance practices and policies?

4. Our Lens: Critical Theory/Inquiry  The unmasking of beliefs and practices that limit human freedom, justice, and democracy.  Dialogue, praxis (actions), and critical consciousness (Shor 1987) through social change.

5. The participants Five (5) higher education Finnish administrators (one female & four males) University of Jyväskylä – Antti is a professor and the director of the Educational Leadership Program – Pekka is a professor and immediate past chair of the Teacher Education Department – Teuvo is the acting professor and chair in the Special Education Department Helsinki University of Technology – Maarit is the acting professor and co-ordinator of the joint Masters Program between two departments – Jussi is a professor of Machine Design in the Department of Mechanical Engineering.

6. Meanings… Collaboration Pedagogical Transformations & Multicultural Education Coach & Mentor INCLUSION

7. The factors that supported inclusive practices committees with representatives from different stakeholder groups developing cross-cultural collaborative partnerships stressing cultures and values in leadership behaviours their personal and professional experiences with diverse groups

8. The barriers that impeded inclusive practices conservative people, city, and culture resistance and fear of change 24 hour help desk requirements, there must be reciprocity in behaviours collaboration can not be a mandate lack of a common language, closed attitudes small numbers of international students on campus lack of time, human, and financial resources

9. Reflection “Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and brings about conformity to it, or it becomes the practice of freedom by which men and women deal critically and creatively with reality and discover how to participate in the transformation of the world.” Paulo Freire

10. Next stages… Further inquiry at Portland State University with International Educators Action research on leadership development at the Aalto University, Finland Elaborating the concept of inclusive academic leadership further

11. Presenters’ contact Jacqueline B. Temple Portland State University Graduate School of Education Curriculum & Instruction Dept. PO Box 751 Portland, Oregon 97201 USA +1 503 725-5858 +1 503 725-8475 templej@pdx.edu Jari Ylitalo Helsinki University of Technology Department of Industrial Engineering and Management PO Box 5500 FI 02015 TKK Finland +358 50 3016841 jari.ylitalo@hut.fi