Planlægning som styrker skoleudvikling på erhvervsuddannelser

Udvikling af skolelederes planlægningskompetencer

Forfattere

DOI:

https://doi.org/10.7577/sjvd.5998

Emneord (Nøkkelord):

School Improvement, School Leaders, Planning Practices, School-University Partnerships

Sammendrag

I artiklen beskriver vi virkningen af eksternt initierede interventioner på skoleudvikling inden for erhvervsuddannelsesområdet (VET). Vi beskriver interventionernes virkning på skoleledernes planlægningspraksis. Baseret på empirisk materiale fra et longitudinelt forsknings- og udviklingsprojekt, der involverer syv partnerskaber mellem skoler og universiteter, argumenterer vi for, at interventioner, hvor forskere og skoleledelsesteams samarbejder under planlægningsprocessen, kan kvalificere skoleudviklingsprojekter. Artiklen bygger på et litteraturstudie, der undersøger de faktorer, som har betydning for skoleudvikling inden for VET. Litteraturstudiet viser at planlægning er en central opgave for skoleledere i forbindelse med skoleudviklingsinitiativer. Artiklen beskriver indholdet, formen og resultaterne af interventionerne og argumenterer for, at sådanne interventioner kan forbedre kvaliteten af skoleudviklingen. Interventionerne som undersøges i artiklen, er udviklet på baggrund af en forståelse af planlægning som en kontinuerlig opgave når skoleledere varetager skoleudvikling. Gennem interventionerne udvikles lederes planlægningskompetencer. Vi beskriver, hvordan interventionerne styrker den formative evaluering på skolerne og hvordan de støtter lærernes involvering i skoleudviklingen. Vi beskriver faktorer, der kan hæmme succesfulde planlægningsinterventioner. Vi finder at manglende tillid mellem forskere og skoleledere og skolelederes fastholdelse af egne udviklingsmodeller, vanskeliggør kompetenceudviklingen. Studiet bidrager med ny viden om, hvordan skoleledere kan kompetenceudvikles med henblik på at kvalificere skoleudvikling inden for VET.

Nedlastinger

Nedlastingsdata er ikke tilgjengelig enda.

Referanser

References

Alkin, M. C. (2013). Evaluation roots: a wider perspective of theorists' views and influences (2. ed.). SAGE Publications.

Alvesson, M. (2015). Organisationskultur och ledning. Liber.

Barnett, M., Anderson, J., Houle, M., Higginbotham, T., & Gatling, A. (2010). The Process of Trust Building Between University Researchers and Urban School Personnel. Urban education (Beverly Hills, Calif.), 45(5), 630-660. https://doi.org/10.1177/0042085910377297

Bell, D. (2008). Organisational planning and performance integration in a TAFE context. https://ncver.edu.au/__data/assets/file/0023/6359/nd07150_3.pdf

Bouwmans, M., Runhaar, P., Wesselink, R., & Mulder, M. (2019). Towards Distributed Leadership in Vocational Education and Training Schools: The Interplay between Formal Leaders and Team Members. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 47(4), 555-571. https://doi.org/https://doi.org/10.1177/1741143217745877

Bowen, G. L., Rose, R. A., & Ware, W. B. (2006). The Reliability and Validity of the School Success Profile Learning Organization Measure. Evaluation and program planning, 29(1), 97-104. https://doi.org/10.1016/j.evalprogplan.2005.08.005 (Evaluation and Program Planning)

Callan, V., Mitchell, J., Clayton, B., & Smith, L. (2007). Approaches for Sustaining and Building Management and Leadership Capability in VET Providers (192117045X).

Carney, J., Chu, M., Green, J., Nutting, W., Donnelly, S., Clancy, A., Buly, M. R., & Carroll, D. (2019). Creating Synergies for Change. Teachers College Record, 121(12), 1-52. https://doi.org/10.1177/016146811912101204

Clayton, B., Fisher, T., Harris, R., Bateman, A., & Brown, M. (2008). A Study in Difference: Structures and Cultures in Australian Registered Training Organisations. Full Report.

Day, C., & Leithwood, K. (2007). Successful Principal Leadership in Times of Change An International Perspective (1st 2007 ed.). Springer Netherlands. https://doi.org/10.1007/1-4020-5516-1

de Jonge, W. A., Lockhorst, D., de Kleijn, R. A. M., Noordegraaf, M., & van Tartwijk, J. W. F. (2020). Leadership practices in collaborative innovation: A study among Dutch school principals. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. https://doi.org/10.1177/1741143220962098

Durur, M. O. (2007). Transformative organisational change : a case study of restructuring attempts in the Technical and Further Education (TAFE) sector of New South Wales https://rune.une.edu.au/server/api/core/bitstreams/6c57c27c-ccd7-4ae0-ac60-c10abf0b0236/content

Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative inquiry, 12(2), 219-245. https://doi.org/10.1177/1077800405284363

Frerichs, L., Kim, M., Dave, G., Cheney, A., Hassmiller Lich, K., Jones, J., Young, T. L., Cene, C. W., Varma, D. S., Schaal, J., Black, A., Striley, C. W., Vassar, S., Sullivan, G., Cottler, L. B., Brown, A., Burke, J. G., & Corbie-Smith, G. (2017). Stakeholder Perspectives on Creating and Maintaining Trust in Community–Academic Research Partnerships. Health Education & Behavior, 44(1), 182-191. https://doi.org/10.1177/1090198116648291

Fullan, M. (2016). The NEW meaning of educational change (Fifth edition. ed.). Teachers College Press.

Fullan, M. (2020). Leading in a Culture of Change (2 ed.). John Wiley & Sons, Incorporated.

Gillon, A. C. (2018). The Nature of Contemporary Organization Development. Taylor and Francis. https://doi.org/10.4324/9781351106818

Goh, S. C., Cousins, J. B., & Elliott, C. (2006). Organizational learning capacity, evaluative inquiry and readiness for change in schools: Views and perceptions of educators. Journal of Educational Change, 7(4), 289-318. https://doi.org/10.1007/s10833-005-5033-y

Hargreaves, A., & Fink, D. (2006). Sustainable leadership. Jossey-Bass.

Hill, R. (2009). Learning about Learning: Action Learning in Times of Organisational Change. Action Learning: Research and Practice, 6(3), 329-334. https://doi.org/https://doi.org/10.1080/14767330903301831

Hitt, D. H., & Meyers, C. V. (2018). Beyond turnaround: a synthesis of relevant frameworks for leaders of sustained improvement in previously low-performing schools. School Leadership & Management, 38(1), 4-31. https://doi.org/10.1080/13632434.2017.1374943

Kalkan, Ü., Altinay Aksal, F., Altinay Gazi, Z., Atasoy, R., & Dagli, G. (2020). The Relationship between School Administrators' Leadership Styles, School Culture, and Organizational Image. SAGE Open, 10(1). https://doi.org/https://doi.org/10.1177/2158244020902081

Kenney, M., Jordan, K., & Curnow, M. (2019). Five steps to achieve sustainable culture and behaviour change. Peopletoo. https://peopletoo.co.uk/five-steps-to-achieve-true-culture-change-and-behaviour-change/

Koh, G. A., & Askell‐Williams, H. (2021). Sustainable school‐improvement in complex adaptive systems: A scoping review. Review of education (Oxford), 9(1), 281-314. https://doi.org/10.1002/rev3.3246

Kools, M., & Stoll, L. (2016). What Makes a School a Learning Organisation? OECD Publishing.

Kuriloff, P. J., Andrus, S. H., & Ravitch, S. M. (2011). Messy Ethics: Conducting Moral Participatory Action Research in the Crucible of University-School Relations. Mind, brain and education, 5(2), 49-62. https://doi.org/10.1111/j.1751-228X.2011.01110.x

Longmuir, F. (2019). Resistant leadership: countering dominant paradigms in school improvement. Journal of Educational Administration and History, 51(3), 256-272. https://doi.org/10.1080/00220620.2019.1583172

Mitchell, J. (2002). The never-ending quest : effective strategy-making and change management for high-performing VET organisations ; findings from an evaluation of pilot projects from the Reframing the Future sub-program on Strategic Management and Change Management, 2001-20. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=3e6d830bd28369d575867afdd4c01af46d7952f8

Mitchell, J. (2004). The skilling of VET change agents : findings from an evaluation of 11 change agents who were supported by Reframing the Future and funded through the Australian National Training Authority in 2003. https://www.voced.edu.au/content/ngv%3A34799

Mulcahy, D. (2003). Leadership and management in vocational education and training : staying focussed on strategy. https://ncver.edu.au/__data/assets/file/0021/5565/nr0004_1.pdf

Palmer, I., Dunford, R., & Buchanan, D. A. (2017). Managing organizational change : a multiple perspectives approach (3. edition. ed.). McGraw-Hill Education.

Peel, K. L. (2020). A Beginner's Guide to Applied Educational Research Using Thematic Analysis. Practical assessment, research & evaluation, 25.

Petridou, E., & Chatzipanagiotou, P. (2004). The Planning Process in Managing Organisations of Continuing Education: The Case of Greek Vocational Training Institutions. International Journal of Educational Management, 18(4), 215-223. https://doi.org/https://doi.org/10.1108/09513540410538804

Poole, M. S., Van de Ven, A. H., & Holmes, M. E. (2004). Theories of Organizational Change and Innovation Processes. In. Oxford University Press, Incorporated. https://doi.org/https://doi.org/10.1093/oso/9780195135008.003.0013

Saunders, R. (2014). Effectiveness of research-based teacher professional development : a mixed method study of a four-year systemic change initiative. Australian Journal of Teacher Education, 39(4), 166-184. https://doi.org/https://doi.org/10.14221/ajte.2014v39n4.10

SCFC. (2023). Sustainable Culture for Change AU. https://projects.au.dk/sustainable-culture-for-change/

Schein, E. H. (2010). Organizational Culture and Leadership (4. Aufl. ed., Vol. 2). Jossey-Bass.

Seashore Louis, K., & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School effectiveness and school improvement, 27(4), 534-556. https://doi.org/10.1080/09243453.2016.1189437

Solvason, C., Cliffe, J., & Snowden, M. (2018). Researching in school - creating a meaningful school/university alliance: a reflection. Educational Action Research, 26(4), 589-602. https://doi.org/10.1080/09650792.2017.1388828

Stufflebeam, D. L., & Coryn, C. L. S. (2014). Evaluation theory, models, and applications (2nd ed., Vol. 50). Wiley.

Velux. (2018). INTRODUCTION TO THE VELUX FOUNDATIONS’ EUROPEAN VET DEVELOPMENT INITIATIVE 2018-28 https://veluxfoundations.dk/sites/default/files/introduction_to_the_velux_foundations_european_vet_development_initiative_2018-2028.pdf

Wahlgren, B., & Aarkrog, V. (2019). Developing a culture for change in VET. In (Vol. II, pp. 438-444). Trends in Vocational Education and Training Research: Proceedings of the European Conference on Educational Research (ECER): Vocational Education and Training Network (VETNET).

Wereszczak, R. (2006). A change management model for improving the introduction and delivery of training packages : a pilot study in a Transport Training Centre. The Flinders University of South Australia.

Widmann, A., Mulder, R. H., & Konig, C. (2019). Team learning behaviours as predictors of innovative work behaviour - a longitudinal study. INNOVATION-ORGANIZATION & MANAGEMENT, 21(2), 298-316. https://doi.org/10.1080/14479338.2018.1530567

Wierenga, S., Kamsteeg, F., Simons, P., & Veenswijk, M. (2015). Teachers making sense of result-oriented teams: A cognitive anthropological approach to educational change. Journal of Educational Change, 16(1), 53-78. https://doi.org/10.1007/s10833-014-9240-2

Zala-Mezö, E., Bormann, I., Strauss, N.-C., & Müller-Kuhn, D. (2020). Distributed Leadership Practice in Swiss "Eco-Schools" and Its Influence on School Improvement. Leadership and Policy in Schools, 19(4), 673-695. https://doi.org/https://doi.org/10.1080/15700763.2019.1631855

Nedlastinger

Publisert

2025-08-18

Hvordan referere

Puge, K., Lindhardt, L., & Wahlgren, B. (2025). Planlægning som styrker skoleudvikling på erhvervsuddannelser: Udvikling af skolelederes planlægningskompetencer . Skandinavisk tidsskrift for yrker og profesjoner i utvikling, 10(2), 1–19. https://doi.org/10.7577/sjvd.5998

Utgave

Seksjon

Vitenskapelige artikler