Aitken, R. Consequently, although there is relatively little empirical data on which to draw, the issue of fit between culture and the conception, development and enactment of leadership has become a key concern. (2003). Published 1996. , (2001). Corporate rituals: The rites and fituals of corporate life. Lumby, J. 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. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. (2004). Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. House, R. J. 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. & The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). (1999). (2000). ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. Such simple categorizations provide briefly interesting analytical tools to assist school leaders in gaining an initial understanding of their school culture, but are of limited wider utility. (Ed.). Heck, R. Journal of Cross-Cultural Psychology. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. Two distinctive views of this connection can be identified (Collard, 2006). A. The dynamic culture of Dalin's(1995) typology of schools. & & C (1971). Cincinnati: South Western. K. P. The first relates to the ways the day-to-day operations of the school interact with the outside world. 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. Bottery, M. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. C. M. | Privacy policy Javidan Two examples will suffice to illustrate this, though. Celikten, M. We would also suggest that pupils, although seldom asked, would hold . Preparation and development programs therefore face a twofold challenge: In the next section we shall examine the issues of culture and leadership preparation and development. Bell Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. Bush, T. Stier insists that the latter cannot be achieved by content competencies alone. (Eds. International Journal for Leadership in Education, 4(4), 321332. A more flexible and subtle shaping will be needed. Kantamara, P. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. The challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). org/10.4135/9781446219362 Keywords: 143158). Leading and Managing Education: International Dimensions. While awareness of and reflection on hegemonic theory may be of use, its global dominance in preparation and development seems inappropriate on a number of grounds. In Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). Cultural Influences on Leadership and Organizations: Project Globe. (1986). In a strict sense we might argue that the culture of every educational institution is unique, derived from the context in which the school operates and the values of those who have led or been part of the organization over time. Begley, P. R. J. & London: Sage. 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. Hwang, K. K. Wallace, M. International Journal of Leadership in Education, 8(3), 207221. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. ), Educational management: Redefining theory, policy and practice (pp. 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. ), The Life and Work of Teachers (pp. As Foskett and Lumby (2003, p. 8) indicate: J. Stoll, & Mackay, 2014). Discourse and Organization. Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. Kaur Hayers, P. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. Such a knowledge base would allow theory to be developed in a more culturally aware way. P. , For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. 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. (1998). , & Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? (1995). The processes of cultural change in schools have been considered extensively in the literature (e.g. Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. Panel 4 A Typology of School Cultures. International Studies in Educational Administration, Thomas, D. C. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. After graduation, 76% of students from this school go on to attend a 4-year college. Cohen, D. K. Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). as cited in Stoll, Fink & Earl, 2003, p. 132). & & Mills (1991). & Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? Tin, L. V. In the education sector, the PLC provides a pathway to a learning organisation: one which comprises 'a group of people who take an active, re ective, collaborative, Leaders navigate cultural choices which are always constrained. Cultures and Organisations: Software of the Mind. (Eds. Dorfman, P. W. Bjork, L. (1996). , There exists a considerable literature on culture, which provides a range of conceptualizations. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. ), Strategic Human Resource Management (pp. The purpose of this book is to re-orient the current agenda in education towards learning. Bolam And, of course, the selection of principals by governors, education boards or regional/national education authorities is a key mechanism through which the cultural inputs to a school will be strongly controlled. Begley, P. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. They suggest the spiritual values embedded in the teaching of Vivekananda, Tagore and Ghandi would provide a more culturally appropriate basis for the leadership of education than the currently Western values which relate in part to the colonial history of the nation. , & & London: Sage. Head teachers in rural China: aspects of ambition. I refer students to this publication for new research articles or for my work, Acquisition of this publication will benefit department, faculty and student needs, I am a member of the publication's editorial board and strongly support the publication. From showcase to shadow: understanding dilemmas of managing workplace diversity. Just as there is an interplay between culture and modes of delivery, assessment may also be rendered more or less effective by the degree of cultural fit. Farrar, E. 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. Culture and Agency. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. Categorization of groups which might be assumed to hold a culture in common is therefore problematic. International Studies in Educational Administration. Trond The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017).