Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

Profiles eight Wallace-supported approaches to preparing future principals to succeed in improving troubled city schools, including establishing clear expectations so that university preparation programs can craft training accordingly

Measuring Learning, Not Time: Competency-Based Education and Visions of a More Efficient Credentialing Model

Competency-based education is intended to benefit working non-traditional students who have knowledge and skills from prior work experiences, but it also enables self-motivated students to accelerate their time to degree, thereby increasing affordability and efficiency. Competency-based education clarifies what a credentialed student will be able to do and makes assessment more transparent and relevant to those outside of higher education. Competency-based education has arisen in response to the problem defined by the national reform discourses of accountability and affordability. In the first manuscript, History & Objections Repeated: Re-Innovating Competency-Based Education, I review the history of social efficiency reform efforts in American education in order to re-contextualize the “innovation” of competency-based education as a repackage of older ideas to fit the public’s current view of what needs to be fixed in higher education. I discuss the concept of “efficiency” and how it has been interpreted in the past and today with regard to competency-based education and its rejection of an earlier attempt at increasing efficiency in education: the Carnegie credit hour. For the second manuscript, Framing Competency-Based Education in the Discourse of Reform, I analyzed four years of news articles and white papers on competency-based education to reveal the national discourses around competency-based education. I used thematic discourse analysis to identify diagnostic and prognostic narrative frames (Snow & Benford, 1988) that argue for and against competency-based education. These frames were put in the context of the politicized conversation around the current main issues in higher education: access, attainment, accountability, and affordability. Each of these issues provided a foundation of coding the discourse which was then shaped by the context of competency-based education, particularly its positioning as a solution to the Iron Triangle dilemma of decreasing cost while increasing access and quality. The third manuscript, Idea and Implementation: A Case Study of KCTCS’s CBE Learn on Demand, involves an institutional case study of a competency-based education program, Learn on Demand (LOD), within the Kentucky Community and Technical College System (KCTCS). Eleven semi-structured interviews were conducted with student success coaches, faculty, and staff who are directly involved with the program across seven different colleges, and documents such as marketing materials, presentations, and administrator-written articles were also analyzed as a representation of the official discourse of the program. As institutions start to explore and develop competency-based education programs, the faculty and administrators at those institutions are likely influenced by the intersection of pre-existing organizational and subgroup culture, societal beliefs about the definition and purpose of education, and how innovations may shape the experiences of individuals. Through interviewing individuals, I was able to parse out the impacts of both institutional politics and innovation-related concerns on the success of implementation

On the institutional work of widening participation practice

This study is motivated by the following question: when practitioners engage in the project of ‘widening participation’ (WP), what are they hoping to do? Due to both its grounding in neoliberal logics and its aspirations for social justice, the very idea of WP is contested and subject to contradiction. WP, therefore, can mean substantially different things to different people, particularly to practitioners. While practitioner perspectives are chronically understudied in WP research, a nascent body of work on WP practitioners demonstrates that practitioner perspectives are crucial to understanding how policies are translated into material realities on the ground. Contributing to this work, I explore the ways in which WP practitioners understand and assess the institutional change work they are tasked to perform. To do so, I conducted a qualitative case study of the diverse community of WP practitioners who work on the UNIQ residential outreach programme at the University of Oxford, which comprises career WP workers and two previously unexplored subpopulations of practitioners: student interns, and in-house evaluators. Through a conceptual review of WP literature, I show that dominant conceptual models in what I call ‘critical WP research’ are insufficient for capturing how actors agentically navigate change-work in institutional and organisational contexts. This thesis’ primary theoretical contribution is its proposal that the neoinstitutional sociology of institutions and organisations—often referred to as ‘organisational institutionalism’ (OI)—lends us powerful tools for understanding how actors actively intervene within and/or against institutions as they work toward making higher education institutions (HEIs) more accessible and inclusive. Namely, the growing institutional work perspective (IWP) offers a cogent model for examining how organisational actors engage in purposive action in service of creating, maintaining and/or disrupting institutions. In the WP context, I argue that WP represents a recognisable ‘organisational field’ in UK social life, and thus operates via a unique set of institutional logics, and that higher educational institutions are better understood as organisations that are governed by wider institutional forces. WP practice, I contend, amounts to a form of institutional work, which is enacted in/on HEIs. To explore the empirical realities of institutional work in the WP context, I selected Oxford WP as my object of inquiry because Oxford represents an exceptional case of how the institutional forces buttressing WP—massification, neoliberalism, an increasing societal priority on inclusivity and social mobility—clash with the formerly hegemonic elite paradigm of education that Oxbridge embodies. Palpable contradictions find their way in every aspect of an Oxford WP practitioner's work: from selecting and targeting students, to determining which ‘myths’ about Oxford to debunk, to evaluating the ‘success’ of their interventions. Practitioners draw on an array of strategies of institutional work, like identity work and category work, to navigate these contradictions. I found that any attempt to make sense of the contradictions inherent to WP practice at Oxford amounts to acts of (de)legitimising Oxford WP. Depending on how they ‘come up against’ (Ahmed 2012:26) these contradictions through practice, WP practitioners either reify the institutional order, or gain access to transformative knowledge that inspires them to push against it

Understanding and Responding to Destructive Leadership in School-Related Contexts: An Autopoietic Perspective

Leadership is integral to the health and wellbeing of individuals and organisations. Relevant literature typically assumes a conception of leadership as ethical influence for good purpose, yet it is not always so. When exercised destructively, leadership has the potential to cause personal distress, group dysfunction and cultural fracture. Although some theoretical literature discusses such leadership, there are few empirical studies. This study applies autopoietic theory to explore the existence and impact of destructive leadership in school-related contexts and suggest possible prevention and intervention strategies. The research methodology used is phenomenography, which seeks to understand a phenomenon by defining variation in collective experience. Fifteen interviews were undertaken with leaders in school-related settings who identified with having past experience of leadership practices they defined as destructive. The purposive sample population was cross-sectoral and cross–school phase. The study is framed by three research questions which aim to identify the qualitatively different ways by which the phenomenon can be understood. The findings suggest that destructive leadership causes significant, lasting and pervasive harm to individuals and organisations; that it is exercised as power and control without adequate checks and balances; derives from personality dispositions, professional inadequacy or aberrant values; and impacts in personal, interpersonal or intrapersonal cycles, mediated or mitigated through individual or social conditions. Five contributions emerge: a phenomenographically-derived framework to analyse a dysfunctional social system; an autopoietically-derived interpretation of individual, organisation and ethical impact; reinforcing vicious and virtuous circles of control and trust; a theory of ‘dysergy’, whereby the sum of the parts of a dysfunctional system constitute a diminished whole; and a whole system approach to intervention. The theoretical implication of the study is of the potential for personal and organisational learning, while the practical implication is for the application of a whole system model of leadership

The Administration of Community College Blogs: Considering Control and Adaptability in Loosely Coupled Systems

The purpose of this study using a multiple case study method is (1) to further the understanding of how community college administrators and blog authors strike a balance between organizational control and adaptability when implementing and using blog technologies and (2) to create a model that will help administrators better strike this balance within a loosely coupled system of college units and individuals. The rise of Web 2.0 technologies, which allows for direct publication to the Internet, presents two conundrums for community colleges: the conundrum of control and the conundrum of adaptability. As the oldest implementation of Web 2.0 technologies, blogs present an opportunity to understand how community college administrators are addressing these conundrums and how they may move their organizations toward the use of other Web 2.0 tools such as Facebook and Twitter

Agriculture, Rural Development and Potential for a ‘Middle Agriculture’ in Ireland

Working PaperThis paper gives a brief overview of current farm viability in Ireland and summarises some of the main ‘barriers’ to farm families’ engagement in contemporary rural development programmes. Against this backdrop, the paper discusses the potential of a middle agriculture model for rural development. The capacity of such a model to address some of the economic, social and cultural predicaments of Irish family farms is outlined. The potential of the model is also discussed in terms of how it may respond to contemporary EC rural development policy priority objectives

Teacher Education Futures: Developing learning and teaching in ITE across the UK

A selection of papers from the Teacher Education Futures conference 2006

Lessons On Servingness From Mentoring Program Leaders At A Hispanic Serving Institution

Servingness is a multidimensional framework detailing how Hispanic Serving Institutions (HSIs) – which enroll at least 25% Latinx students – can shift from merely enrolling to meaningfully serving students holistically. Critically examining how institutional structures facilitate or inhibit servingness is essential for improving institutional efforts focused on student success. Adding to a dearth of literature linking servingness and mentoring, we investigated mentoring program leaders’ visions for servingness, along with the strengths and challenges they experience towards serving and mentoring minoritized students. Secondary analysis of interviews with 11 leaders demonstrated that visions of servingness were rooted in promoting student-centered and equity-forward policies. Strengths included building belonging for minoritized students and implementing high-impact mentoring practices. Importantly, six structural challenges to servingness were identified, such as precarious or limited funding. These often unexplored viewpoints – from leaders on-the-ground – provide vital perspectives and actionable lessons to shift institutional structures in ways that better fulfill a public mission of servingness

Education Reform at the "Edge of Chaos": Constructing ETCH (An Education Theory Complexity Hybrid) for an Optimal Learning Education Environment

EDUCATION REFORM AT THE "EDGE OF CHAOS":CONSTRUCTING ETCH (AN EDUCATION THEORY COMPLEXITY HYBRID) FOR AN OPTIMAL LEARNING EDUCATION ENVIRONMENT AbstractCurrently, the theoretical foundation that inspires educational theory, which in turn shapes the systemic structure of institutions of learning, is based on three key interconnected, interacting underpinnings -mechanism, reductionism, and linearity. My dissertation explores this current theoretical underpinning including its fallacies and inconsistencies, and then frames an alternative educational theoretical base - a hybrid complex adaptive systems theory model for education - that more effectively meets the demands to prepare students for the 21st century. My Education Theory Complexity Hybrid (ETCH) differs by focusing on the systemic, autopoietic nature of schools, the open, fluid processes of school systems as a dissipative structure, and nonlinearity or impossibility of completely predicting the results of any specific intervention within a school system.. In addition, I show how ETCH principles, when applied by educational system leaders, permit them to facilitate an optimal learning environment for a student-centered complex adaptive system.ETCH is derived from Complexity Theory and is a coherent, valid, and verifiable systems' framework that accurately aligns the education system with its goal as a student-centered complex adaptive system. In contrast to most dissertations in the School Leadership Program, which are empirical studies, mine explores this new theoretical orientation and illustrates the power of that orientation through a series of examples taken from my experiences in founding and operating the Lancaster Institute for Learning, a private state-licensed alternative high school in eastern Pennsylvania

Home Sweet Home? The multiple logics of homeownership and the politics of conflict in a hybrid organization

This dissertation explains the existence, sources, and variability of intra-organizational conflict in a hybrid organization. It assesses the usefulness of "structural" and "cultural" explanations of conflict and ultimately advances an alternative explanation for the presence of and variability in conflict in a hybrid organization. Homeowners' associations are used as a case for understanding the development of multiple institutional logics and the relationship between institutional pluralism and complexity and the presence of and variability in conflict in a hybrid organization. Drawing from quantitative and qualitative research conducted on homeowners' associations in the Greater-Boston area, including 250 surveys and 56 in-depth interviews with board members of homeowners' associations, I show how the American history and ideology of homeownership has generated two multiple, permanent, and functionally contradictory institutional logics--one based on the market and the other based on the community--in homeowners' associations. Using institutional theory and the concepts of institutional work and ambidexterity, I argue that organizational actor's responses to the presence of institutional pluralism and complexity, as evidenced in their perceptions and practices, determine whether a hybrid organization is subject to more or less conflict. My findings lead to three general conclusions. First, many homeowners' associations experience significant conflict. Second, structural and cultural explanations of conflict only partially explain the presence of conflict in homeowners' associations. They do not explain the variability of conflict in homeowners' associations. Third, and most significantly, the micro-actions of organizational actors matter in situations of institutional pluralism and complexity. I propose that organizational actors' responses to institutional pluralism and complexity explain variability in conflict; organizational actors either "don't do" or "do" logics. Organizational actors who "don't do" logics respond to institutional pluralism and complexity by eliminating and compartmentalizing logics. They perceive multiplicity as novel and problematic and enact disruptive practices to contest and separate logics. This results in more conflict. Organizational actors who "do" logics respond to institutional pluralism and complexity ambidextrously. They perceive multiplicity as routine, and even beneficial, and enact practices to maintain multiple institutional logics via context-specific and purposeful practices including adjustment, improvisation, and switching. This results in less conflict