Context, Interview and Data Review Questions

The contents of the interview questions and the data review composite questions, flow from the research aim and questions (Section 1.5) which are grounded in the initial study (Sections 1.2; 1.3) and the conceptual framework provided by the literature review (Sections 1.4; 2.11). The interview questions and the composite data review questions have worked as a tool for making connections between different elements of information - collecting, selecting

and analysing data, aiding its interpretation and presentation in terms of the findings. Gunaratnam (2003) has argued in favour of this methodology as the process of this study is about making connections methodically between the lived experiences of the respondents - not only to understand and enhance the data, but also to ensure its accuracy and reliability. Having finalised the ten thematic interview questions, I wrote to all known thirty seven ABME principals and aspiring principals requesting a one hour interview across England in twenty FE colleges. The contextual information and the contacting facility available through the Network of Black Professionals’ national meetings and annual conference listings proved helpful in locating the target group (AoC, 2000). Twenty two FE college ABME principals and aspiring principals responded and agreed for an interview. The rest of them had either moved from their known FE college locations, left the sector or may have chosen not to respond. The interviews were arranged by phone and confirmed in writing together with the purpose and aim of the research. I visited sixteen FE colleges in ten towns and cities during 2001 and three interviews were held at agreed other venues (Appendices: 7.2.1; 7.2.2).

Each interview commenced with a briefing on the research, its scope, aim and focus (Sections 1.4; 1.5). In all cases respondents agreed to my using a mini tape recorder and to taking some notes. I confirmed to the respondents that all data and information would be anonymised. Having completed the field interviews during 2001 with the principals and aspiring principals, the recordings were transcribed with the assistance of one of my former secretaries, who possessed appropriate occupational experience, skills and

qualifications in producing transcriptions of the audio-recorded materials. The transcriptions were then reviewed and analysed in terms of the composite review questions. The focus of the data review was on indentifying, extracting and interpreting the factors which play a significant role in attracting, motivating and sustaining ABME principals in leadership roles in FE colleges. The aim of the data analysis and interpretation is to develop knowledge and understanding of the dynamics of their leadership energising, enabling and empowering them to pursue and transfer their values of social justice into the FE college organisation and leadership practices. The objective also was to capture and analyse from the accounts of ABME principals experiences, activities and approaches, whether their leadership has managed to achieve any institutional transformation that they aspired to achieve in view of many impediments impacting on their leadership. This strategy has enabled the findings to be analysed and interpreted meaningfully within the scope of the conceptual framework (Sections 2.11).

The following Sections of this Chapter and introductions to Chapters 4, 5 and 6, also include some further detail about the process applied in data gathering, analysing and interpreting to refine findings and draw conclusions. I commenced this study as a longstanding educationalist and FE college leadership practitioner (Sections 1.2; 1.3) at a time, when the sector’s environment (Section 2.2), college organisation (Section 2.5) and cultural context (Sections 2.6; 2.7; 2.8) were rapidly changing. The literature review in Chapter 2 has analysed the changing national policy, funding, strategic priorities and planning mechanisms, and how they have been impacting

continuously on the dynamics of FE college leadership (Sections 2.4; 2.8). The regulatory bureaucracy was expanding and becoming interventionist to an overwhelming extent, the concerns for the core purpose of Further Education were growing and FE college leadership was also coming under scrutiny (Chapter 2, Section 2.4; Foster, 2005). This context has continued to influence the analytical and conceptual framework, showing that FE colleges are changing and dynamic organisations, and so is their leadership (Sections 2.2; .2.8).

Moreover, in addition to these general considerations there is the inextricable dimension of race and ethnicity, which has impacted on the dynamics of leadership of ABME principals (Section 2.9) influencing this investigation, its aim and research questions (Section 1.5). This dimension was initially explored in Sangha (2001; Appendices 7.2.3; 7.2.4) informing a variation from many of the conventional drivers of leadership identified by Collins (2008) and by the initial EdD study, that leadership is about having a vision, being strategic to achieve its purpose and objectives and being effective in devising, developing and delivering corporate goals for Further Education provision through good management and staff teams across the organisation within the resources available. The Further Education funding agencies’ publications have also focused on FE college leadership in recent years that it is about inspiring, empowering and enabling the college organisation to design, develop and deliver values driven quality teaching and learning, meeting or exceeding the national standards and benchmarks (LSC, 2007a; 20007b; Section 2.2; 2.6). For an FE college leadership to be effective, it is imperative

that it continuously raises the bar of learners’ aspirations and teachers’ expectations of them and that it is able to maximise impact on the progress, improvement and performance of the college (Ofsted, 2006; Section 2.2). The dynamic context of FE colleges influenced the analytical framework for the research design and strategy for this investigation. The literature review in Chapter 2 has also identified, located and placed the leadership of ABME principals in the history of race, ethnicity and education (Sections 2.3; 2.8; 2.9) showing the differential effects of this dimension. The target group of ABME principals for this research was a small one, though socially it is distinctive in terms of participants’ identities, experiences and approach due to race discrimination, disparities and disadvantages. This was one of the key variations reflected by the literature review (Section 2.3; 2.8; 2.9) to be further investigated, initially Landman (2002) and the Commission for Black Staff in Further Education Report (2003) had indicated that only around 6% of FE college staff and 1% of principals were ABME. In the circumstances, it made good sense to take all aspiring ABME principals who happened to be in a leadership role at the time in FE colleges such as deputy, vice, associate and assistant principals, faculty directors and departmental heads, as principal research respondents. There was little specific tried and tested research literature available for methodological guidance, however, the Commission for Black Staff Report (2003), CEL (2005 ab) and Mackay and Etienne (2006) research methodologies had also used the interviews as one of the main methods, to collect data for reviewing and interpreting to develop findings and draw conclusions.

The Centre for Excellence in Leadership covering the area of leadership development in the field of FE colleges had also commenced its activities and publications (CEL, 2005a; 2005b). One of its earlier projects involved interviewing 50 FE college principals forming 12% of the target population which was entitled ‘Career Paths, Hints and Tips’: how individuals make it to the top? (TES, 2005). It was based on a snapshot survey of views acquired through telephone conversations, using half a dozen questions. As compared with the CEL methodology, the overall design and strategy for this research has been comprehensive, contextual and longitudinal - building on the initial study and the continuing literature review for developing the research aim and questions ( Sections 1.4; 1.5; Appendix 7.2.3a-h), determining the directions for the empirical work. This process contributed to the development of 10 interview and 3 data review composite questions (Sections 3.8; 3.9) for face to face interviews and the subsequent analysis (Chapter 4; Appendices 7.2.1; 7.2.2). Statistically, I interviewed around 60% of the possible target group in 2001, though comparatively from a much smaller number of the 37 ABME principals and aspiring principals in the field.