Chapter 22: Navigating Academic Leadership in Japan by Jo Mynard
Abstract
Jo Mynard offers a reflective account of some themes and tools that have been instrumental in understanding herself and others better as she navigated the challenges of academic leadership. The author draws upon the literature in leadership and psychology and presents some tools that leaders in academia could use to create their own tools and stories. She shares her reflective narrative as an analytic autoethnography (Anderson, 2006) describing how particular tools had impact on her beliefs about herself as a leader and her identity as a foreign academic in Japan.
About the Contributor
Jo Mynard (EdD) is a Professor, Director of the Self Access Learning Center (SALC), and Director of the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies. She has an MPhil in Applied Linguistics from Trinity College, University of Dublin, Ireland and an EdD in TEFL from the University of Exeter, UK. She has co-edited and co-authored several books on learner autonomy and advising and is one of the founding editors of Studies in Self-Access Learning Journal and the Journal for the Psychology of Language Learning. She is particularly interested in research related to advising, self-directed language learning, language learning beyond the classroom / self-access language learning, and the social and affective dimensions of language learning.
Citation
Mynard, J. (2020). Navigating academic leadership in Japan. In D. H. Nagatomo, K. A. Brown, & M. L. Cook (Eds.), Foreign female English teachers in Japanese higher education: Narratives from our quarter (pp. 297-311). Candlin & Mynard. https://doi.org/10.47908/11/22
Jo Mynard offers a reflective account of some themes and tools that have been instrumental in understanding herself and others better as she navigated the challenges of academic leadership. The author draws upon the literature in leadership and psychology and presents some tools that leaders in academia could use to create their own tools and stories. She shares her reflective narrative as an analytic autoethnography (Anderson, 2006) describing how particular tools had impact on her beliefs about herself as a leader and her identity as a foreign academic in Japan.
About the Contributor
Jo Mynard (EdD) is a Professor, Director of the Self Access Learning Center (SALC), and Director of the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies. She has an MPhil in Applied Linguistics from Trinity College, University of Dublin, Ireland and an EdD in TEFL from the University of Exeter, UK. She has co-edited and co-authored several books on learner autonomy and advising and is one of the founding editors of Studies in Self-Access Learning Journal and the Journal for the Psychology of Language Learning. She is particularly interested in research related to advising, self-directed language learning, language learning beyond the classroom / self-access language learning, and the social and affective dimensions of language learning.
Citation
Mynard, J. (2020). Navigating academic leadership in Japan. In D. H. Nagatomo, K. A. Brown, & M. L. Cook (Eds.), Foreign female English teachers in Japanese higher education: Narratives from our quarter (pp. 297-311). Candlin & Mynard. https://doi.org/10.47908/11/22
Information About the Book
Title: Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter
Editors: Diane Hawley Nagatomo, Kathleen A. Brown, and Melodie Lorie Cook
Publication date: August 2020
Read more...
Title: Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter
Editors: Diane Hawley Nagatomo, Kathleen A. Brown, and Melodie Lorie Cook
Publication date: August 2020
Read more...