Bryant (1998) suggests that as a consequence school leadership as conceived in the US is unlikely to be appropriate to Native American educational leaders whose culture and consequent conception of leadership is very different. Dorfman (2001, October). Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). , 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. V. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. London: Penguin. Watch Events 3 Live Search by typing your school, event, association. Research concerning leadership in multinational corporations defines three components of cultural fluency, cognitive complexity, emotional energy and psychological maturity (Iles & Kaur Hayers, 1997, p. 105). as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. Gupta Begley, P. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. (2005). You can find out more in our Privacy Policy. (2006). Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. P. W. International Journal for Leadership in Education, 7(2),127146. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. 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. 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. A tentative model and case study. A second early example from the US of a description of a cultural type was the shopping mall school. Internationally leader preparation and development tends to focus on the principal. . We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: K. Two distinctive views of this connection can be identified (Collard, 2006). Another output lies in the cultural characteristics and values of the young people who are the product of the school once they have completed their time there. Accessed online 16.2.07. A perspective on women principals in Turkey. Teacher cultures have received most . Wong, K. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. Walker, A. Bush, T. Stoll & Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change . (2001). Changing Our Schools: Linking School Effectiveness and School Improvement. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. Educational Management & Administration, Bush, T. R. J. , As Foskett and Lumby (2003, p. 8) indicate: Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. Instead there are history, context, process, interactivity, power relations and change. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks. , The New Meaning of Educational Change (3rd ed.). , & , 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). , Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. & Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. (2000) Leadership and Culture in Chinese Education. (1982). 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. Cultural diversity and group work effectiveness. Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. , (2003). , (2003). , Kachelhoffer, P. The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. Culture is the set of beliefs, values and behaviors, both explicit and implicit, which underpin an organization and provide the basis of action and decision making, and is neatly summarized as the way we do things around here. For example, North American and European development assert a cultural commitment to inclusion and equality for all. 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. 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. Any research which attempts to map such differences in concept and practice will face severe methodological challenges. These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics. In. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). International Studies in Educational Administration. (2007). Nevertheless, school leadership that supports, stimulates, and facilitates teacher learning, has been found to be a key condition for collaborative teacher learning (Stoll & Kools, 2017). L. Stoll, D. Fink. , org/10.4135/9781446219362 Keywords: Bryant, M. Celebration and humour"we feel good about ourselves" a holistic concept. A. Brunner (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. Journal of Educational Administration, 36(1), 828. The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. Organisational Culture and Leadership. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. London: Paul Chapman. From the approach adopted for teaching and learning, to the cultural values espoused in the pastoral and ethical functions of the school, to the relative value ascribed to possible destinations for pupils beyond school, the fabric of school life will be imbued by these cultural processes. Celikten, M. Sapre, P. There exists a considerable literature on culture, which provides a range of conceptualizations. After graduation, 76% of students from this school go on to attend a 4-year college. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. A. (2007). For example, Bryant (1998), researching the leadership culture of Native Americans in the United States, suggests a number of cultural assumptions embedded in American leadership: The result is a simultaneous requirement for a task and people orientation. 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. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . . 17). We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. See all results for "" Log In La Habra High School . (2007). These elements are but the tangible appearance of the underpinning set of values and beliefs, which shape the intended outcomes of the educational enterprise within a school. School culture, therefore, is most clearly "seen" in the ways people relate to and work together; the management of the school's structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus. In It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . Hoppe (2004) suggests that experiential learning proves enjoyable and effective for US leaders while French and German leaders often view this approach as time-wasting childs play (p. 353). Prasad Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? , Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. A key influence on culture within and beyond schools has been globalization. Professing educational leadership: conceptions of power. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. International Journal for Leadership in Education, 4(4), 2029. Organizational change, leadership and learning: culture as cognitive process. & 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. 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. In previous papers we have described the evolution of this project in detail (Stoll and Fink, 1988, 1989a, 1989b, Fink and Stoll, 1992). Lumby et al. Much of it has been misdirected and some of it wasteful. The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. The organization's relationship to its environment. 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. (2002). 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. & 330). Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. However, Cardno (2007) argues that the dilemma created by the need to give negative feedback and to save face, for example in appraisal, often emphasized as a cultural context in Chinese societies, is in fact universal. Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. Prasad, P. An international perspective on leadership preparation. Leader development across cultures. P.J. 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. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? 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. Leading educational change in East Asian schools. Culture and Agency. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. Each of these contexts has a culture that expresses itself conceptually, verbally, behaviorally and visually, and which is a product of the complex interaction of communities, socio-economic contexts and contrasts, ethnic and faith-based values and beliefs, and the history of that community as a whole and of the individuals within it. , & (forthcoming). (Eds. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. Ranade, M. V. Ribbins Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. The interrelationship of culture with leadership and its development is the focus of this chapter. In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. Journal of Managerial Psychology, 1(2), 95117. (1998). Tuition is $13,400 for the highest grade offered. Two examples will suffice to illustrate this, though. School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school's structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of . The concept of culture has appeared frequently in analyses of both. Foskett, N. This book assists people inside and outside schools to . (1998). Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. The chapter considers five main themes. 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. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. In The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. While these are different aims, they both involve intercultural fluency. (1996). We need to work in organisations, collectively developing an understanding of where they are going and what is important. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. Stier, J. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. R. J. A. Cultural inputs have many facets these will include the external cultural context (society, community and economy at local, regional and national scales), and the cultures brought to the school by all those engaging with it (teachers, parents, pupils, for example). Deciding which cultural assumptions to attempt to embed in the design and delivery of development, including the degree to which they will replicate or challenge dominant cultures; Deciding how best to equip leaders with intercultural competence, so that they in their turn can decide which cultural assumptions to attempt to embed in their school leadership, including the degree to which they will replicate or challenge dominant cultures. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. (Eds. 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). Iles, P. A number of research areas seem indicated as urgently required. Online publication date: May 2009, Print ISBN: 9780415988476 (1999). Dorfman, P. W. All this is set within a strongly performative macro context in many countries. , International Journal for Leadership in Education, 4(4), 401414. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . It will therefore involve engagement with the moral choices which lie at the heart of leadership. R. Two typologies are developed. Bridges, E. Crossing the great divides: problems of cultural diffusion for leadership in education. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. 5167). Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. Kantamara, P. Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. Archer (1996, p. 1) contends that the notion of culture remains inordinately vague to the extent that poverty of conceptualization leads to culture being grasped rather than analysed. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). Cross-cultural issues in development of leaders. (2001). (2005). However, the findings which result from research in one location may lead to indiscriminate transfer of assumptions, such as the primary location of leadership in the principal. (2003). The Leadership Quarterly, 7(2), 163187. Education Leadership Review, 3(2), 2831. Moral leadership in education: an Indian perspective. Bennett His ideas were widely influential. 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. Crawford International Journal for Leadership in Education, 4(4), 367381. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. 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. Cultural globalization is the international transfer of values and beliefs, and while strictly it is multi-directional it is typically perceived as dominated by the spread of western, particularly American, values and symbols across the globe. The processes of cultural change in schools have been considered extensively in the literature (e.g.