Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? (2006). Dorfman Salaman G, Crow & The Shopping Mall High School: Winners and Losers in the Educational Marketplace; National Association of Secondary School Principals (U.S.); National Association of Independent Schools. K. If culture embeds, among other things, power relations, then the issue of programs matching or challenging dominant cultures becomes a matter of negotiating competing notions of appropriate power relations, political and social structures. , & M. D. Accessed online 16.2.07. A tentative model and case study. 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). An international perspective on leadership preparation. The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Davis DiTomaso, N. (2001). P. Their description of each provides significant detail of the culture of the type. R. J. International Journal of Leadership In Education, 4(4),297307. Hanges, S. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Finally, we identify key issues and areas for future research. At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. The discourse of diversity: from biology to management. & Macro Relations: Culture and Globalization, Culture and Leadership Global Perspectives, Preparing Leadership for Cultural Fluency, Culture and Leadership Issues and Future Research, International Handbook on the Preparation and Development of School Leaders, Lumby, Walker, Bryant, Bush & Bjork, forthcoming, House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, http://www.thunderbird.edu/wwwfiles/ms/globe/Links/process.pdf, http://www.ucea.org/JRLE/pdf/vol1/issue1/Tippeconic.pdf, http://www.ucea.org/JRLE/pdf/vol1/issue1/Walker.pdf, conceptually, through the ideas that are valued and promoted, verbally, through the language, terminology and discourses in use, behaviorally, through the activities, social interactions and rituals that occur, visually, through the designs and styles adopted by the organization in its physical and material components. Archer, M. (2001). 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. There is also a preference to face facts whether positive or negative. Cultural influences on organizational leadership. org/10.4135/9781446219362 Keywords: Abstract. P., Glatter Ranade, M. & Heck, R. Bell Bush The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. 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. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. C. D. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. A perspective on women principals in Turkey. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. Ribbins 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. His ideas were widely influential. , Deal, T. Changing the culture of a school or of a leadership development program is therefore not a finite endeavor. , & 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? 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. 143158). 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. Lumby, J. Cincinnati: South Western. 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. A. Bush, T. M. (Hoppe, 2004, p. 333). Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). , Instead there are history, context, process, interactivity, power relations and change. (1991). Paul, J. Intercultural Education. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Boston: Allyn and Bacon. By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). | Free trial (1997).Organizational behaviour (3rd ed.). Lumby et al. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. (2005). By continuing to use the site 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. Walker, A. (1993). (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. However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. Organisational Culture and Leadership. Trond 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. (2004). (2004) also found evidence of 35 aspects of leadership which are culturally specific, for example, the degree to which compassion, status-consciousness, autonomy and domination are perceived to contribute to effective leadership is culturally contingent. Nick Foskett, Print publication date: July 2008 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. Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. The organization's relationship to its environment. Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. They begin by discussing the historical, social and organizational forces that create continuity in education; which . Two distinctive views of this connection can be identified (Collard, 2006). Cohen, D. K. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. (2001). Leaders navigate cultural choices which are always constrained. Exploring the cultural context of school improvement in Thailand. (1986). See all results for "" Log In La Habra High School . Watch online from home or on the go. , (2001). (1997). Good schools of this were 1965 the context of change a story of change - the Halton effective school project school effectiveness can inform school improvement the possibilities and challenges of school improvement school . Crawford Panel 4 A Typology of School Cultures. Begley, P. 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). ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. , Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: In the absence of a similarly complex or authoritative study of the cultural factors in educational leadership, the design of much preparation and development seems to adhere to an assumed commonality and to avoid detailed engagement with the culturally contingent (Lumby et al., forthcoming), resulting in an international curriculum for school leadership preparation (Bush & Jackson, 2002, pp. Two other approaches might be more desirable ethically and politically. Educational Management & Administration, 26(1), 720. Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. Schein, E. H. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). & Cultural differences can be observed at a range of organizational scales. (2001). Managing diversity in transnational project teams. In terms of cultural outputs school leaders need to understand both what the external societies expect from the school and what they wish to achieve themselves this will require an integration of their personal and professional values, their vision of the purpose of schooling, and the visions and values of the key external stakeholders. & Preparation of aspiring principals in Singapore: a partnership model. (Hargreaves 1995; Maslowski 2001, pp. , , & C. & London: Sage. From showcase to shadow: understanding dilemmas of managing workplace diversity. At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). 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. A new typology of school-level values is reported in three cultural contexts. The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). (Eds. Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. The dynamic culture of Dalin's(1995) typology of schools. Commentary. 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. Ali, A. 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. (2003). ), Handbook of Leadership Development (pp. Leadership and Organization Development Journal, 14(1), 3035. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. & (1996). A key influence on culture within and beyond schools has been globalization. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. Cartwright, M. , Towards a framework of investigating leadership praxis in intercultural. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Schein (1985, p.6) considers the basic essence of an organisation's culture to be: 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). The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. (2006). (2005). Chan, B. Systems theory enables us to conceptualize every school and educational organization as being characterized 1) by a range of inputs, 2) by the processes in operation within the school, and 3) by a set of outputs and in each of these three elements of the system we can identify culture as a key component. Dorfman, P. W. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . 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. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. | Contact us | Help & FAQs London: Paul Chapman. Hwang, K. K. 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. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. Journal of School Leadership, Coleman, M. Stoll and 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), struggling (ineffective but trying to address issues), and finally sinking (ineffective and not improving). 420421). 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. In part this reflects a revolt against the perceived global homogenization of leadership. Al-Meer, A. Journal of School Leadership, 12(2), 693720. However House et al. E. This paper's . The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. Murphy (1997). Culture also impacts on delivery. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. 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). Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). It enriches the theory related to school culture and the research findings that have been identified in the Western settings. Celikten, M. & ing the micropolitic and the school culture as key components to study school improvement . V. School culture can have an positive. Firstly, it examines key theoretical models and perspectives on culture. Education. (1996). 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. Organizational development in the Arab world. Culture and Agency. Moller, J. (1999). & M. In Leadership and intercultural dynamics. Educational Leadership: Ambiguity, Professionals and Managerialism. Bolam Zhang, J. H. International Journal of Leadership in Education, 4(4), 293296. 5167). Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. Can leadership enhance school effectiveness? School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. The (racially neutral) politics of education: a critical race Theory perspective. typology of Rosenholtz (1989) differentiates static and dynamic school culture. Mansour, J. M. 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. Gronn, P. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. (1986). It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. As in the GLOBE project, subgroups within nations might be also identified for inclusion. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Subordinates expect superiors to act autocratically. 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. Buckingham: Open University Press. , International Studies in Educational Administration, 32(2), 417. (1996). & . Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. (2002). School Effectiveness and School Improvement, 12(4), 385408. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. (2004). R. Prasad, P. (Eds. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. Stoll (2000) gave a general definition on the foundations of school's cultures. (1997). 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. 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: 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. London: Sage. We present here a small number of examples in order to illustrate a range of typologies. 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. Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. In the opening chapter to this section of the Handbook, Fink and Stoll review the contemporary field of educational change and ask why educational change is so difficult to understand and achieve in present times. Hofstede, G. (2004). Walker, A. Ribbins, P. Young (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. While these are different aims, they both involve intercultural fluency. School principals in transition. ), The Life and Work of Teachers (pp. Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. , International Journal for Leadership in Education, 4(4), 401414. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. Images of Organization, Powell, A. G. . School culture . In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . & (2004). 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. (Eds. G. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. (2006). Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation Stoll, L. The attempt to mould culture in any direction involves alignment with some and challenge to others. The notions of cultural diffusion and cultural fit assume that programs designed to take account of the cultural expectations and preferences of participants are more likely to lead to effective learning and resulting practice. Wong, K. Chinese culture and leadership. The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. , Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. (Forthcoming). 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. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. (1998). Crossing the great divides: problems of cultural diffusion for leadership in education. , & School administration in China: a look at the principals role. Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. , Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school .