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An exploration of “Schools as Learning Organisations” as a catalyst for school and system change / ZOE ELDER

Swansea University Author: ZOE ELDER

DOI (Published version): 10.23889/SUthesis.61976

Abstract

This research originated from a mixed methods approach to document the experiences, insights, and perceptions of system leaders involved in a national multi-school system-wide professional learning project, entitled, ‘Leading Collaborative Learning’. This research addresses a central research proble...

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Published: Swansea 2022
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Harris, A. ; Jones, M. , Cooze, A.
URI: https://cronfa.swan.ac.uk/Record/cronfa61976
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first_indexed 2022-11-21T14:55:18Z
last_indexed 2023-01-13T19:23:07Z
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spelling 2022-11-21T16:19:46.5498543 v2 61976 2022-11-21 An exploration of “Schools as Learning Organisations” as a catalyst for school and system change 0969dcced115a37d652723db49765b14 ZOE ELDER ZOE ELDER true false 2022-11-21 This research originated from a mixed methods approach to document the experiences, insights, and perceptions of system leaders involved in a national multi-school system-wide professional learning project, entitled, ‘Leading Collaborative Learning’. This research addresses a central research problem identified by exploratory research questions and further refined in response to a review of the related and relevant literatures. In responding to this research problem, this thesis proposes a distinctive implementation model that incorporates its own impact indicators. There are two main summative findings in this research:System conditions: Five distinctive system conditions are identified as being necessary to sustain the momentum and pace of system-wide school improvement efforts, particularly when the system is faced with the unpredictable, turbulent, and unknown events of the modern world. Implementation model: Two distinctive forms of expertise are identified from the data that bridge the implementation ‘gap’ between policy and practice. The implications for these findings are of interest to policy makers, researchers, and practitioners. Suggestions are made as to how these areas should respond to the findings both now and in the future. This thesis argues that for the Welsh SLO model to be a catalyst for school and system change, it needs to be realised at scale. For this to happen, a deliberate and intentional implementation model must be designed, developed, enacted and, importantly, incorporate its own success indicators. This thesis concludes with a proposed implementation model for the Welsh SLO model that emerged from this research. E-Thesis Swansea Schools, school improvement, system leadership, school reform, implementation, policy reform, school reform, organisational change, Schools as Learning Organisations, Learning Organisations 25 10 2022 2022-10-25 10.23889/SUthesis.61976 COLLEGE NANME COLLEGE CODE Swansea University Harris, A. ; Jones, M. , Cooze, A. Doctoral Ph.D 2022-11-21T16:19:46.5498543 2022-11-21T14:50:14.7992531 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies ZOE ELDER 1 61976__25867__14fee1e6c3a24975be6066dbf9c16004.pdf Elder_Zoë_PhD_Thesis_Final_Redacted_Signature.pdf 2022-11-21T15:44:22.9713117 Output 17110291 application/pdf E-Thesis – open access true Copyright: The author, Zoë M. Elder, 2022. true eng
title An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
spellingShingle An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
ZOE ELDER
title_short An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
title_full An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
title_fullStr An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
title_full_unstemmed An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
title_sort An exploration of “Schools as Learning Organisations” as a catalyst for school and system change
author_id_str_mv 0969dcced115a37d652723db49765b14
author_id_fullname_str_mv 0969dcced115a37d652723db49765b14_***_ZOE ELDER
author ZOE ELDER
author2 ZOE ELDER
format E-Thesis
publishDate 2022
institution Swansea University
doi_str_mv 10.23889/SUthesis.61976
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description This research originated from a mixed methods approach to document the experiences, insights, and perceptions of system leaders involved in a national multi-school system-wide professional learning project, entitled, ‘Leading Collaborative Learning’. This research addresses a central research problem identified by exploratory research questions and further refined in response to a review of the related and relevant literatures. In responding to this research problem, this thesis proposes a distinctive implementation model that incorporates its own impact indicators. There are two main summative findings in this research:System conditions: Five distinctive system conditions are identified as being necessary to sustain the momentum and pace of system-wide school improvement efforts, particularly when the system is faced with the unpredictable, turbulent, and unknown events of the modern world. Implementation model: Two distinctive forms of expertise are identified from the data that bridge the implementation ‘gap’ between policy and practice. The implications for these findings are of interest to policy makers, researchers, and practitioners. Suggestions are made as to how these areas should respond to the findings both now and in the future. This thesis argues that for the Welsh SLO model to be a catalyst for school and system change, it needs to be realised at scale. For this to happen, a deliberate and intentional implementation model must be designed, developed, enacted and, importantly, incorporate its own success indicators. This thesis concludes with a proposed implementation model for the Welsh SLO model that emerged from this research.
published_date 2022-10-25T04:16:18Z
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score 10.928034