Analysis of leadership dynamics in educational settings during times of external and internal change
Jäppinen, A.-K. (2017). Analysis of leadership dynamics in educational settings during times of external and internal change. Educational Research, 59(4), 460-477. https://doi.org/10.1080/00131881.2017.1376591
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Educational ResearchAuthors
Date
2017Copyright
© 2017 NFER. This is an open access article published by Taylor & Francis.
Background: The article concerns the tensions that can arise
during demanding external, and consequential internal changes
and considers how educational leadership is able to respond to
them. Leadership is here understood as a collaborative endeavour,
producing shared sense-making in situations of tension.
Purpose: The main research question was: what kinds of leadership
dynamics underlie situations of tension brought about by external
and internal change? The sub-question was: what kind of micro-level
sense-making processes, argued to be the true source of change,
assist in revealing these dynamics?
Programme: Educational organisations increasingly face demanding
external changes, such as the two mergers described in this article.
Tensions can easily be brought about during such external changes
and the consequential internal changes, such as two pedagogical
innovation projects in this article.
Sample: The study was conducted with three leadership teams within
two organisations. The first organisation was a vocational education
organisation with around 4000–5000 students and 500 staff members.
The leadership team that was studied was followed for almost two
years. The other organisation was a business school which comprised
of around 7000 students, 150–200 professors and 500 staff members.
There, two leadership teams were investigated and followed for
almost three years.
Design and methods: The data for the sense-making process was
selected by way of qualitative content analysis and an experimented
model called TenKeys®. This data were analysed using a grounded
theory approach to uncover the underlying leadership dynamics.
Results: Ten micro-procedural leadership dynamics were identified.
Actions related to the pedagogical projects were then interpreted by
means of these dynamics.
Conclusions: The findings suggest that understanding underlying
leadership dynamics might help educational organisations respond to
possible tensions brought about by external and internal change and,
consequently, support learners’ learning processes, albeit indirectly.
...
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Routledge, Taylor & Francis GroupISSN Search the Publication Forum
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