Abstract
The primary aim of this paper is to narrow down the description of how school leaders interpret the assign-ment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to techno-cratic homogenization—that is, law texts, steering documents, documentation, standardized methods, plan-ning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.
Highlights
The primary aim of this paper is to narrow down the description of how school leaders interpret the assignment and identify the markers for how they look upon the
The second empirical material includes four focus group (n=21), one- to two-hour interviews with school leaders containing the same issues as the questionnaire but involving broader and deeper talks between the respondents
We saw that what obstructs and what promotes the condition for doing a good job appeared even more complex in the focus groups, where more shades and communicative diversity emerged
Summary
150 Making Sense of Assignment: On the Complexity of Being a School Leader conditions of doing a good job in the context of practice-based (Nicolini, 2013) and process-oriented research (Garud, Simpson, Langley, & Tsoukas, 2016). Mats Alvesson, a management researcher, in many books and articles, says that the dominant view of leadership and organizations has focused on belief in leadership models, control and predictability, or what we call technocratic homogenization, instead of what managers really do and think (Alvesson & Sandberg, 2013). We use later in the text more quotes from the focus groups that reflect the complexity in the answers
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Nordic Journal of Comparative and International Education (NJCIE)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
