External change agents in developed and developing countries

Tajik, Mir Afzal

doi:10.1177/1365480208098390

Cited by 19 publications

(3 citation statements)

References 32 publications

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“…Instead, they emphasized their role as coaches, who would moderate and structure existing processes through systemic feedback (Dedering et al, 2013, pp. 28-33;Tajik, 2008). Second, our findings demonstrated that the external consultants faced considerable resistance when entering the specific school contexts, in most of which, school improvement processes were already underway.…”

Section: Discussionmentioning

confidence: 75%

Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

Dean

Beckmann

Racherbäumer

et al. 2021

IJMCE

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PurposeIn the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks and working methods as external consultants at the beginning of the project.Design/methodology/approachOur analyses are based on a mixed-methods approach, involving a standardized online survey of school leaders and 18 guideline-based interviews with school improvement consultants, which were conducted at the beginning of the model project. The interviews were analyzed using qualitative content analysis and typifying structuring of the interview material.FindingsOur results based on the quantitative survey data showed that the school administrators generally rated the collaboration with the external consultants as not very positive. Furthermore, our qualitative findings showed that the school improvement consultants in the model project faced resistance to their coaching efforts, which may be attributed to the obligatory nature of their work on the project. In general, the consulting process appeared to be little differentiated according to the school principals' perceptions of the school needs, with the consultants mainly proceeding as they also do in other coaching processes.Originality/valueThis study contributes to our understanding of coaching in improvement activities among schools serving disadvantaged communities by offering insights into the role(s) and working methods of external school improvement consultants.

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Section: Discussionmentioning

confidence: 75%

Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

Dean

Beckmann

Racherbäumer

et al. 2021

IJMCE

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“…Higher education institutions have a particularly intriguing potential for facilitating societal responses to the multiplicity of sustainability concerns that communities worldwide are confronting. Tajik (2008)…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the curriculum of the Honors Living-Learning Community at Rutgers university in Newark, New Jersey, and the perceived experiences of students as change agents

2023

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Higher education institutions are positioned to meet the rising need for students to become positive change agents. Change agents does not only benefit an individual but his/her community at large. The quality of a curriculum and it’s delivery to build and nurture skills are critical drivers of becoming a positive change agent. The 2016 and 2017 Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), in Newark, New Jersey, was the population for this study. This is the first comprehensive study aimed to obtain the perceived experience of graduates since the origin of the program in 2015. A survey was conducted to evaluate the extent the curriculum contributes to skill enhancement to become change agents, and provide recommendations for the HLLC curriculum enhancement to prepare students to become change agents. A 5-point Likert scale ranking from not at all important to extremely important was included to determine the importance of the skills needed to be a change agent. The Cronbach alph of the survey was .87, revealing an excellent level of internal consistency among indicators of change agents outcome. The study findings revealed that the HLLC curriculum and resources prepared its students to become positive change agents. Students provided recommendations to enhance the HLLC curriculum. Other higher learning institutions may consider either creating or adopting similar curriculum structures and provide resources to equip students with the necessary skills or competencies to promote students’ perceptions to become change agents.

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“…Berater*innen handeln aus verschiedenen Rollenverständnissen, z.B. als Moderator*in, kritische*r Freund*in oder als Fachkraft mit spezieller Expertise (Tajik, 2008).…”

Section: Welche Anlässe Bzw Auslöser Für Schulentwicklungsberatung Gi...unclassified

Schulführung & Schulentwicklungsberatung

Dienbauer,

Schwarz

2023

#schuleverantworten

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In Zeiten zunehmenden Entwicklungsdrucks an Schulen wird von Schulleitungen häufig Unterstützung durch Schulentwicklungsberatung (SEB) gesucht. Schulentwicklungsberater*innen der Pädagogischen Hochschulen begleiten Schulleitungen und Lehrpersonen in einer systemisch geprägten Arbeitsweise darin, Entscheidungs- und Entwicklungsprozesse zu gestalten und deren Handlungsoptionen zu erwietern. Sie unterstützen Schulen beim Finden und Ausprobieren neuer Wege und helfen dabei, das Bewusstsein für Veränderungsprozesse zu schärfen. Vertrauensvolles Führen im Beratungssystem kann dazu beitragen, dass schulische Führungskräfte Entlastung im Prozessmanagement erfahren, auf geschaffene Strukturen bzw. festgelegte Maßnahmen in nachhaltiger Form aufbauen oder auch Stärkung und Orientierung in ihrem Führungshandeln gewinnen. Es gibt aus der Forschung bereits Trends, die auf das förderliche vertrauensvolle Zusammenwirken von Schulführung und Prozessführung durch Schulentwicklungsberatung schließen lassen.

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External change agents in developed and developing countries

Cited by 19 publications

References 32 publications

Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

Exploring the curriculum of the Honors Living-Learning Community at Rutgers university in Newark, New Jersey, and the perceived experiences of students as change agents

Schulführung & Schulentwicklungsberatung

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