(2000) Leadership and Culture in Chinese Education. Dorfman, P. W. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Walker, A. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. After graduation, 76% of students from this school go on to attend a 4-year college. A. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). 331360). Rowney, J. International Studies in Educational Administration. , Aitken, R. By continuing to use the site Changing the culture of a school or of a leadership development program is therefore not a finite endeavor. & Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. 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. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . Many of our schools are good schools - if this were 1965. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. 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. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. , The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require. (Hoppe, 2004, p. 333). Archer, M. Lakomski, G. 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. Lumby et al. (Litvin, 1997, pp. C. D. Journal of Cross-Cultural Psychology. (2005). 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. (Eds. Gronn, P. , Choices will continue as culture evolves and the perspectives of all players mutate over time. San Francisco: Jossey-Bass. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. 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, 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. , Nick Foskett, Print publication date: July 2008 London: Sage. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). Panel 3. Gender and race in leadership preparation: a constrained discourse. Heck, R. Such a knowledge base would allow theory to be developed in a more culturally aware way. 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. | Free trial Categorization of groups which might be assumed to hold a culture in common is therefore problematic. 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. , & Skip to page content. Educational leadership in East Asia: implications of education in global society. (1996). (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. 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). (1991). (1990). (1999). & ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. (2003). Duke, D. L. 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 . . Cranston, N. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. Bennett Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Tippeconic, J. ), Strategic Human Resource Management (pp. Jackson, D. Nor is it amoral. , (Eds. with 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. 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. Sarason, S. 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. (1998). The School Culture Typology is a self-reflective tool and related activity designed to identify a school-wide perspective of the "type" of culture that exists in a school. We need to work in organisations, collectively developing an understanding of where they are going and what is important. The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. From showcase to shadow: understanding dilemmas of managing workplace diversity. London: Paul Chapman. (2001). . 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. We would also suggest that pupils, although seldom asked, would hold . Essentially it makes a questionable assumption. Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. Louque, A. 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. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. Bridges, E. There are different typologies that can be used to assess. (1995). What is the significance of time is the organization most oriented towards the past, the present or the future? Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. Introduction. Bhindi & Identity based and reputational leadership: an American Indian approach to leadership. Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. School Effectiveness and School Improvement, 12(4), 385408. Prasad, P. 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. Crawford Women and leadership: The views of women who are . Complex and important concept School culture is one of the most complex and important concepts in education. M. Crossing the great divides: problems of cultural diffusion for leadership in education. (2001). Lumby, J. L. (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. R. J. (2003). Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. Can leadership enhance school effectiveness? 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). Kachelhoffer, P. The third element of the system is the cultural output of the school. More research of this kind, exploring fit not only to the dominant culture of the nation/region, but also fit to the multiple cultures within the nation or region would provide a potentially powerful antidote to programs which are currently not culturally inclusive. (1997). Leadership learning the praxis of dilemma management. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) International Journal for Leadership in Education, 4(4), 2029. , & 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). School culture can have an positive. In this line, a study . International Journal of Leadership in Education, 8(3), 207221. Moller, J. Culture can then be viewed in shorthand as: Stier, J. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. Boston: Allyn and Bacon. , Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Watch Events 3 Live Search by typing your school, event, association. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. & M. London: Sage. Paul, J. 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). Hooijberg, R. & A welfarist culture, alternatively, emphasizes the individual needs of pupils. 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. International Journal for Leadership in Education, 4(4), 401414. 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. 5167). 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. All this is set within a strongly performative macro context in many countries. Celikten, M. Javidan As a second exemplar, in China the millennia long influence of Confucianism has led to a compliance culture, the impact of this cultural norm being a tendency to see change as an event rather than a process (Hallinger, 2001, p. 67). While these are different aims, they both involve intercultural fluency. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. They may also tackle the issue of how culture can be managed. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. , (Eds. Newbury Park, CA: Sage. An international perspective on leadership preparation. DiTomaso, N. Culture is so rooted in all aspects of human activity that its all encompassing nature may limit its usefulness in practice to conceptualizing leadership and shaping the development of leaders. G, Crow Paper presented to the ), Educational management: Redefining theory, policy and practice (pp. 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). The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. (2001). 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. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. 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. The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Organizational change, leadership and learning: culture as cognitive process. 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. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). . Deal, T. 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: The Culture of the School and the Problem of Change. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Educational Management & Administration, Billot, J. 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). (2002). Lumby et al. London: Falmer. At first sight these components of culture may be thought to be significantly outside the control of schools themselves. In recognizing that culture has dimensions at a wide range of scales of analysis, we explicitly acknowledge that it raises challenges for school leaders in relation to each of these scales. International Journal for Leadership in Education, 7(2),127146. 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. 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. N. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. (1996). 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 .