Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership.

Journal article


Poultney, Val and Fordham, Jon 2018. Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership. Management in Education. https://doi.org/10.1177/0892020617748151
AuthorsPoultney, Val and Fordham, Jon
Abstract

This article looks at the potential of using an online self-completing inventory that measures leadership consciousness awareness. The Consciousness Quotient inventory (CQ-i) has been developed to encourage leaders to be more conscious of their ability to be accountable and responsible for their leadership practice. The CQ-i as a method for researching leadership is piloted here between a university academic and a primary headteacher in the context of a school–university partnership. Pilot outcomes reveal that the inventory can be used as an evaluation of partnership work and ways of thinking about leadership on two levels: the personal and the partnership. The method is somewhat limited by a lack of distinctive criteria for personal domain statements and the absence of an overall profile outcome for the CQ score. Its strength lies in the way the outcomes of the inventory can be used as a starting point for personal reflection on leadership and as a vehicle for discussing a range of different ways of leadership working within different settings, such as school and university contexts.

This article looks at the potential of using an online self-completing inventory that measures leadership consciousness
awareness. The Consciousness Quotient inventory (CQ-i) has been developed to encourage leaders to be more conscious
of their ability to be accountable and responsible for their leadership practice. The CQ-i as a method for researching
leadership is piloted here between a university academic and a primary headteacher in the context of a school–university
partnership. Pilot outcomes reveal that the inventory can be used as an evaluation of partnership work and ways of thinking
about leadership on two levels: the personal and the partnership. The method is somewhat limited by a lack of distinctive
criteria for personal domain statements and the absence of an overall profile outcome for the CQ score. Its strength lies in
the way the outcomes of the inventory can be used as a starting point for personal reflection on leadership and as a vehicle
for discussing a range of different ways of leadership working within different settings, such as school and university contexts.

KeywordsConscious quotient inventory (CQ-i),; Knowledge exchange; Conscious leadership; Collaboration; Primary education; School leadership
Year2018
JournalManagement in Education
PublisherSage
ISSN08920206
17419883
Digital Object Identifier (DOI)https://doi.org/10.1177/0892020617748151
Web address (URL)http://hdl.handle.net/10545/622090
hdl:10545/622090
Publication dates17 Jan 2018
Publication process dates
Deposited29 Jan 2018, 14:42
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ContributorsUniveristy of Derby, Allenton Community Primary School, Institute of Education, University of Derby, UK and Headteacher, UK
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