Managing mandated educational change

Clement, Jennifer

doi:10.1080/13632434.2013.813460

Cited by 31 publications

(15 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Whilst the example shares some similarities with instances whereby professional resistance emerges from change fatigue (e.g. Greasley et al 2009;Clement 2014) this was not the major driver of the 1/n response. As a form of organisation-based resistance 1/n illustrates a clash between new systems of P4P and existing organisational structures and cultures.…”

Section: Organisational Culture and Reactions To P4pmentioning

confidence: 96%

Productive Resistance within the Korean Public Sector: Exploring Organisational Culture

Park

Lunt

2017

Public Organiz Rev

View full text Add to dashboard Cite

The article examines how South Korean civil servants responded to the introduction of pay for performance. Drawing upon 31 in-depth interviews with career civil servants, it identifies what became known as 1/n, a form of 'discreet resistance' that emerged and evolved. The analytical framework allows productive resistance to be seen as ebbing and flowing during organisational change that sees institutionalisation, deinstitutionalisation and re-institutionalisation. In understanding the cultural context of organisational resistance the contribution is three-fold. First, a nuanced definition and understanding of productive resistance. Second, it argues that productive resistance must be seen as part of a process that does not simply reflect 'offer and counter-offer' within the change management process. Thirdly, it identifies differences within groups and sub-cultures concerning commitment towards resistance and how these fissures contribute towards change as new interpretive schemes and justifications are presented in light of policy reformulations.

show abstract

Section: Organisational Culture and Reactions To P4pmentioning

confidence: 96%

Productive Resistance within the Korean Public Sector: Exploring Organisational Culture

Park

Lunt

2017

Public Organiz Rev

View full text Add to dashboard Cite

show abstract

“…In Bezug auf die Implementierungspraxis sind die vorliegenden Befunde Signal dafür, dass insbesondere den innerorganisationalen Interaktionsprozessen entsprechend Rechnung getragen werden sollte. Im Beispiel der Schulleitungspersonen bei der Lehrplaneinführung impliziert dies etwa die Verfügbarkeit entsprechender Ressourcen für die Umsetzung des Lehrplans in unterrichtliche Praxis, wofür insbesondere der interkollegiale Austausch und Kooperation -in entsprechend verfügbaren Zeitgefässen -notwendig ist (Clement, 2014;Ramberg, 2014).…”

Section: Diskussion Und Ausblickunclassified

Die Governance der Lehrplaneinführung – Prädiktoren der Innovationsakzeptanz von Schulleiterinnen und Schulleitern

Ittner¹,

Hascher²,

Hagenauer³

2019

SJER

View full text Add to dashboard Cite

Schulleiterinnen und Schulleiter sind wichtige «change agents» bei der Einführung eines neuen Lehrplans (Lehrplan 21) in der Deutschschweiz. Aus interdisziplinärer Perspektive, welche governancetheoretische mit organisationspsychologischen Konzepten verknüpft, untersucht die vorliegende Studie, inwiefern ausser- und innerorganisationale Governancemerkmale der Lehrplaneinführung, sowie das individuelle Merkmal der emotionalen Gestimmtheit in Bezug auf die Lehrplaneinführung mit der Akzeptanz des Lehrplans 21 als Innovation zusammenhängen. Befragt wurden 359 Schulleiter/innen im Kanton Bern. Die Ergebnisse zeigen, dass das Erleben positiver Emotionen im Zusammenhang mit der Governance der Lehrplaneinführung hohe Erklärungskraft in Bezug auf die Akzeptanz der Innovation besitzt. Ausserdem weisen die Befunde darauf hin, dass ausserorganisationale Governancefaktoren für die Innovationsakzeptanz weniger bedeutsam sind als innerorganisationale Aspekte.

show abstract

“…Successful school change on a widespread basis continues to be infuriatingly elusive" (p. 282). This impression of school principals' incapacity to successfully lead educational change is further supported by Clement (2014) who writes that "despite decades of educational reform, the way teachers teach and students learn has changed little and…government policy mandates have minimal impact on teaching in classrooms" (p. 39). Arguably many school principals are yet to learn how to successfully lead educational change.…”

Section: Leadership Of Changementioning

confidence: 99%

Educational change

Carlyon¹,

Branson²

2018

teacherswork

View full text Add to dashboard Cite

Despite the availability of an abundant amount of guiding literature, only about 30% of planned educational changes are successful. Clearly there is something essential missing from our understanding of how to successfully lead educational change. A review of the literature provides an awareness that success is far more likely if the leader pays as much attention to the needs of those who are bringing about the change as they do to the elements of the planned change strategy. Arguably, however, this still maintains a top-down perspective of the change process. Hence the departure point of this article is its presentation of a change process from the perspective of those explicitly affected—that is, a view from the ‘bottom up’. Specifically, this article presents and discusses both quantitative and qualitative data from research conducted in Aotearoa New Zealand involving primary school teachers who changed the class levels in which they taught. It seeks to provide a unique contribution to the development of successful educational change strategies by presenting the teachers’ views about the most effective leadership practices during times of change.

show abstract

Managing mandated educational change

Cited by 31 publications

References 26 publications

Productive Resistance within the Korean Public Sector: Exploring Organisational Culture

Productive Resistance within the Korean Public Sector: Exploring Organisational Culture

Die Governance der Lehrplaneinführung – Prädiktoren der Innovationsakzeptanz von Schulleiterinnen und Schulleitern

Educational change

Contact Info

Product

Resources

About