Visionary planning and the Eagle Ford Shale Play: a cross-case study of rural school superintendents as sense-makers

Abstract

The decision-making processes used by superintendents in times of economic crises are well documented. Little is known about how they respond/plan in times of economic gains. The purpose of this study is to explore how superintendents respond and plan for the future amidst the changes brought about by oil and gas development of the Eagle Ford Shale (EFS) in South Central Texas. Two research questions guided this qualitative study: in what ways are rural school district superintendents sensemakers and how do they respond to the presence of the EFS Play? Three superintendent’s narratives were represented against a backdrop of structural functionalism and a model of sensemaking. Sensemaking is how the superintendents in our study explained what is going on within their school districts. Despite increased reserves and affluence two issues took precedence: school facilities/physical plants deterioration and declining academic achievement. Each superintendent leveraged the situation as a process to maximise economic benefits to school improvement. The EFS play was viewed as a strategic opportunity to pass/administer school bond elections; to a lesser degree academic improvement. Implications: Rapidly changing economics requires new and increased knowledge of superintendents. Balanced sensemaking will help superintendents with visions of sustained development and improved opportunities.