School leadership in data use practices: collegial and consensus-oriented

Mausethagen, Sølvi; Prøitz, Tine Sophie; Skedsmo, Guri

doi:10.1080/00131881.2018.1561201

Cited by 14 publications

(13 citation statements)

References 31 publications

(43 reference statements)

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“…When team members are able to share their perspectives and reach an agreement on a course of action, they are more likely to be committed to implementing that plan and achieving the desired results. Additionally, collegial leadership theory suggests that conflict should be managed in a way that leads to consensus rather than confrontation (Mausethagen, Prøitz & Skedsmo 2019). By encouraging team members to discuss their differences and reach an agreement, collegial leaders can help minimise conflict and promote cooperation.…”

Section: Consensus Buildingmentioning

confidence: 99%

Addressing the underside of student unrest in South African universities using collegial leadership as approach

Omodan

2023

Transformation in Higher Education

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Universities in South Africa are confronted with student unrest, which has hindered the effective university education process. They have faced various shortages of academic activities and teaching and learning because of protests and subsequent management responses that culminated in the closures of universities at most times. Student unrest has made it difficult to actualise the set predetermined goals and objectives of the university. These challenges have severally been linked to problems with tuition fees, financial support for students, adequate and conducive hostel accommodation, student socio-economic background and university management styles. Among the management styles, according to the literature and observation, is the decision-making process where the issues concerning students are decided upon. This study explores the potential of the collegial leadership approach to enhance the university decision-making process towards alleviating student unrest in universities. This study is located within a transformative paradigm to transform social unrest in the university system. Conceptual analysis was employed to make sense of the adopted approach as a veritable tool for managing the power differential between the students and the university management. The study found that collaboration and teamwork, consensus building and organisational relationships are the dimensions of managing student unrest in universities. The recommendation is that collaborative management style, teamwork, consensus building and organisational relationships are encouraged in the university management process.Contribution: This article seeks to contribute to the higher education management system by providing a collegial leadership model. As an integral part of the university system, this model addresses student unrest and improves transformative prospects for the institution. By exploring new ways of managing internal conflict resolution, change is fostered, and improved conditions are cultivated. In this way, it directly responds to the journal’s focus on the transformation of higher education, making it an essential read for scholars and practitioners specialising in this field.

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Section: Consensus Buildingmentioning

confidence: 99%

Addressing the underside of student unrest in South African universities using collegial leadership as approach

Omodan

2023

Transformation in Higher Education

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“…Over the past decade, the education research field has increasingly expanded in the area of data use practices within schools and school districts, particularly in Anglo-Saxon research (e.g. Coburn & Turner, 2011;Fenwick & Edwards, 2016;Huber & Skedsmo, 2016;Jennings, 2012;Kelly and Downey, 2012;Little, 2012;Racherbäumer et al, 2013;Schildkamp et al, 2014;Spillane, 2012;Sun et al, 2016;Mausethagen et al, 2018Mausethagen et al, , 2019. A general finding is that data use depends on the factors related to organisational routines, such as access to data, time, financial resources, leadership and the norms of interaction (Farrell & Coburn, 2017;Selwyn, 2016).…”

Section: Previous Research On Data Use and Representations Of Perform...mentioning

confidence: 99%

Representations of student performance data in local education policy

2022

Self Cite

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The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across administrative levels and improve educational quality. This places the mid-central authority—in many countries the municipal level—in the midst of modern education governing. This article reports a case study analysis of the particular uses of performance data and numbers by mid-central municipal authorities in the daily work of governing schools in Norway. The three empirical case studies combine an analysis of policy document and fieldwork interviews with municipal administrators. The article contributes important insights into the role of municipal administrators as interpreters of policy goals at a crucial yet understudied level of the education system. In contrast to the dominant perspective in the data use literature, which often addresses implementation and the effectiveness of how numbers and data can be ideally designed and used, the results provide grounds for a more nuanced understanding of the institutional processes related to setting performance goals.

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“…However, research shows that this is the exception rather than the rule, resulting in superficial short-term solutions and quick fixes (Mausethagen et al, 2019).…”

Section: Problem Statementmentioning

confidence: 99%

Sensemaking unraveled: how teachers process school performance feedback data

Gutwirth¹,

Goffin²,

Vanhoof³

2022

Studia paedagogica

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The present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these sensemaking processes and consider the impact of influencing factors. Our findings demonstrate that the mere availability of school performance feedback data does not spontaneously spark sensemaking, nor does it necessarily lead to improvements in instructionalpractice. Teachers' sensemaking of schoolperformancefeedback data appears to be a largely intuitive process, grounded in external attributions and absent of triangulation. Challenges regarding expertise and lack of inquiry-based attitude and commitment result in superficial and often incorrect interpretations of the data that tend to remain uncorrected as teachers barely engage in collaborative professional dialogue about the data.

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School leadership in data use practices: collegial and consensus-oriented

Cited by 14 publications

References 31 publications

Addressing the underside of student unrest in South African universities using collegial leadership as approach

Addressing the underside of student unrest in South African universities using collegial leadership as approach

Representations of student performance data in local education policy

Sensemaking unraveled: how teachers process school performance feedback data

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