Bush, T. Sarason, S. Journal of Research in Leader Education, Taras, V. This unique culture will reveal itself through a number of institutional characteristics: While these representations are identifiable and mostly tangible, the illusiveness of the concept of culture lies in the fact that it is an holistic concept which is more than the sum of these component parts. (2005). Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. Organizational change, leadership and learning: culture as cognitive process. Culture and Agency. Celebration and humour"we feel good about ourselves" a holistic concept. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. Duignan, P. Bjerke, B. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. London: Paul Chapman. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. It would appear that teachers have one view, government another, and various segments of the community still another. In recognizing that culture has dimensions at a wide range of scales of analysis, we explicitly acknowledge that it raises challenges for school leaders in relation to each of these scales. Here we shall consider three of these perspectives which we believe provide diverse insights reflections on the tangible components of culture and a number of models of those components in action; consideration of the organizational scales at which culture is important in educational contexts; and a systems view of culture which enables the areas of potential management influence of culture in schools to be identified. Trond For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. Images of Organization, Powell, A. G. Revisiting the Culture of the School and the Problem of Change. , & Journal of Management Development, 15(5), 421. Chan, B. Librarian resources The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. An international perspective on leadership preparation. & & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. Heck, R. Journal of Educational Administration, 34(5), 7497. Panel 3. Journal of Managerial Psychology, 1(2), 95117. & (1997). a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. However, these may be taken-for-granted, and only apparent to those designing and delivering development when a lack of fit is pointed out by specific groups. London: Falmer. Paul, J. , & The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. , Boston: Allyn and Bacon. Hallinger (2001) also points to the ubiquitous use of theories such as Learning Organization and School Based Management, which are firmly embedded in similar cultural norms. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. London: McGraw-Hill. Where there is any element of selectivity of pupils, whether by ability/prior achievement or by geography or by capacity to pay, then the school will be involved in processes of cultural selection. , Their typology distinguishes club, role, task and person cultures in organizations, and enables a simple analysis of the dominant cultural themes within a school or a team. Archer, M. Day The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? Who. However culture is often defined in broad general terms as, for example, the way we do things around here (Deal & Kennedy, 1982), obscuring complex and contested conceptualizations. After graduation, 76% of students from this school go on to attend a 4-year college. . (1998). & Mabey Cohen, D. K. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? Cincinnati: South Western. Iles, P. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. Lumby, J. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Ranade, M. House A major international study, The Global Leadership and Organizational Effectiveness (GLOBE) project, aimed to establish which leadership behavior was universally viewed as contributing to leadership effectiveness (House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, p. 3). Educational Management & Administration, Bush, T. School Culture Edited by: Jon Prosser Publisher: SAGE Publications Ltd Publication year: 1999 Online pub date: June 19, 2012 Discipline: Education Subject: Social/Philosophical Foundations, School Culture & Climate, Sociology of Education (general) DOI: https:// doi. (2004). (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) . Firstly, it examines key theoretical models and perspectives on culture. Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. 2 C. BELLEI ET AL. (forthcoming) point up the greater sensitivity within some cultures where responsibility for success is group owned and/ or where maintaining face is a high priority. What is the significance of time is the organization most oriented towards the past, the present or the future? School values were assessed by aggregating the scores of 862 students, (ages 15-19) in 32 Jewish and Arab Israeli schools (Study 1), and 1,541 students (ages 11-21) from 8 European schools and 163 teachers from 6 of these schools (Study 2), using Schwartz's Portrait Values Questionnaire. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. Hargreaves, D. H. Mills (Hoppe, 2004, p. 333), a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. The typology tool was first developed in 1997 as a hands-on, practical method of defining for discussion purposes a school's stage or type of culture. Leadership learning the praxis of dilemma management. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. Changing our schools : linking school effectiveness and school improvement. Murphy Schein, E. H. & Commentary. Identity based and reputational leadership: an American Indian approach to leadership. Tin, L. Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. Wang, H. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. Stier, J. . In , P. The chapter aims to avoid becoming ensnared in the complexity of culture by confining its discussion to a sample of illustrative examples of both simple and complex conceptualizations. International Journal for Leadership in Education, 7(2),127146. Educational Leadership: Ambiguity, Professionals and Managerialism. (2005). | Privacy policy , Leading educational change in East Asian schools. The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. As we shall demonstrate later in the chapter, it is getting to understand these values and beliefs that is a critical first step for educational leaders in developing the skills to manage, develop and evolve culture in their school. House Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). London: Sage. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. Hoppe, M. H. 143158). Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. However, over a decade ago, Heck (1996) suggested that advances in statistical methods held some hope of achieving conceptual and metric equivalence in investigating theoretical models across nations and within organizations. , & The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Young Despite the widespread acknowledgement that culture varies considerably and that leadership preparation and development could be adjusted in relation to the culturally embedded ontological, epistemological and axiological differences between cultures, the content, method of delivery and assessment of preparation and development shows relatively little variation throughout the world (Bush & Jackson, 2002). Those attempting to loosen the bonds of dominant cultures implicit in preparation and development programs research and write within the very dominant orientations they are trying to question (Gronn, 2001). | Promotions The model identifies seven dimensions of organizational context that shape resultant culture, based on a series of key questions: These questions provide a helpful analytical framework, which can be applied in most educational contexts, and which seeks to identify the underlying values and beliefs within a school. See all results for "" Log In La Habra High School . However, Lumby et al. ), Effective educational leadership (pp. It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. (2001). International Studies in Educational Administration. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. She challenges whether any classification of humans is tenable in the light of increasing certainty deriving from advances in natural science that whatever taxonomy is adopted, the complexity of human beings, biologically, linguistically and culturally, cannot be placed into easily described categories: M. & Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. Gender and race in leadership preparation: a constrained discourse. As a second exemplar, in China the millennia long influence of Confucianism has led to a compliance culture, the impact of this cultural norm being a tendency to see change as an event rather than a process (Hallinger, 2001, p. 67). In the context of education this is seen through the promotion of policies and practices around the globe that have been initially developed in the west, based often on western approaches to educational management and the key concept of economic rationalism. Internationally leader preparation and development tends to focus on the principal. International Studies in Educational Administration. For the purposes of this chapter, these two snapshots highlight issues that result from consideration of culture, such as who are the primary leaders and how might the leadership theory used in their development be shaped in response to differing ontological, epistemological and axiological assumptions? | Free trial , The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. (1996). & Asia Pacific Journal of Education, Cardno, C. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. Hallinger, P. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. (Forthcoming). Handy, C. (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). Much leadership theory reflects Anglophone and particularly US culture which Hoppe (2004, p. 335) suggests is consistently described as being individualistic, egalitarian, performance derived, comfortable with change, and action-and-data-oriented. (1998). , & School culture . , Gupta (1991). Bjork, L. Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. A similar situation is the case in Norway and in Japan (Moller, 2000). Moller, J. (2007). Despite the recognition that culture is an elusive and diverse concept, identifying some of the existing intellectual paradigms of culture is an important starting point. , This may be interpreted in several ways ranging from the operational to the political. C. D. eBook ISBN: 9780203872239 Adobe The adoption of similar sets of competences, for example, reflects to some degree airbrushing out the influence of local culture (Davis, 2001; Macpherson, Kachelhoffer & El Nemr, 2007). If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. A welfarist culture, alternatively, emphasizes the individual needs of pupils. P. J. K. & In Not only may there be particular cultural assumptions about the relationship between staff and principal, the principal and regional/national authorities, but underpinning ontological assumptions may be distinctive. London: Paul Chapman. | Contact us | Help & FAQs Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. Cultural differences can be observed at a range of organizational scales.
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