Mediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Project

Abstract

This paper analyses productive patterns through which school superintendents and subordinated principals collaborate at the local levels of implementation in the Nordic countries. The underlying theoretical premise is that the school governance systems in the Nordic countries, as a function of strengthened state steering and a variety of local political conditions, entail a series of loose couplings-described by the broken chain metaphor. The analysis is based on a review of findings from a comparative Nordic research project. The review reveals that school superintendents and principals to a large extent activate professional learning forums as integration mechanism-to make collective sense of ambiguous national reforms. Important learning conditions that emerge from the country reports, on which the reviewed research is based, seem to cluster and cohere around learning climate, interpersonal trust, leadership support and a shared knowledge base between the school leaders and the municipal apparatus. Implications for research and practice are discussed.

Making sense across levels in local school governance

“…In the last reflective conversation, the advisor reinforced this view, stating, "The dialogue meeting in itself has helped create closer cooperation, a more unified understanding between the municipality administration and the schools" (conv 4). It seems like sensemaking as an ongoing process in the dialogue meetings is central in bridging the gap between the municipality and the schools, suggesting a collaborative climate between superintendents and their school leaders in line with prior research (Paulsen & Henriksen, 2017).…”

Second career teachers’ work socialization process in TVET: A mixed-method social network perspective

“…Because these schools combine academic courses and technical and vocational courses, their departments can be very distinct (Hodkinson & Hodkinson, 2010;Stevens, 2007). These schools present "the image of internal fragmentation" (Paulsen, 2008, p. 208), which refers to a lack of interaction between the different school departments that can result in a loosely coupled organizational system (Lee et al, 1991;Paulsen, 2008;Weick, 1976). Paulsen (2008) described the logic of TVET schools as a web of loose couplings.…”

“…These schools present "the image of internal fragmentation" (Paulsen, 2008, p. 208), which refers to a lack of interaction between the different school departments that can result in a loosely coupled organizational system (Lee et al, 1991;Paulsen, 2008;Weick, 1976). Paulsen (2008) described the logic of TVET schools as a web of loose couplings. In his doctoral dissertation, he concluded that "Within the vocational training part of the system, the distributed curriculum represents in itself a close to an extreme case of loose couplings" (Paulsen, 2008, p. 256).…”

Local education authority’s quality management within a coupled school system: Strategies, actions, and tensions

“…Research linked to a Nordic context shows that superintendents are regarded as important players in the municipalities' quality systems and that supportive forms of leadership by superintendents can contribute to school leaders' ability to handle conflicting demands and expectations. Yet there is also a need to know more about the learning environments where the LEA and principals interact (Moos et al 2016a, b;Paulsen and Henriksen 2017). Prøitz, Mausethagen, and Skedsmo (2019), for example, identify different characteristics in LEA administrators' manners of controlling data use in Norwegian schools-one controlling and one developing.…”