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Contrasting perspectives on organizational culture change in schools


Reference:

Connolly, M., James, C. and Beales, B., 2011. Contrasting perspectives on organizational culture change in schools. Journal of Educational Change, 12 (4), pp. 421-439.

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    Official URL:

    http://dx.doi.org/10.1007/s10833-011-9166-x

    Abstract

    The concept of organizational culture continues to be widely used for descriptive and explanatory purposes in academic, policy, and managerial debates in education and other contexts. The range of perspectives on its meaning, which are readily apparent in both educational and non-educational literature, is directly relevant to the analysis of organizational culture change. This article contributes to organizational culture change theory in education by conceptualizing different perspectives on organizational culture—external reality, interpretation, organization, competing subcultures, and process. It then analyzes aspects of an 8-year culture change process in a school staff group using the different perspectives to illustrate their utility. In the paper, we describe the methodology, outline the case study, explain each perspective, and explore the culture change process from that perspective. The paper concludes with a discussion of the usefulness of the analysis for understanding and organizing culture change in educational settings.

    Details

    Item Type Articles
    CreatorsConnolly, M., James, C. and Beales, B.
    DOI10.1007/s10833-011-9166-x
    DepartmentsFaculty of Humanities & Social Sciences > Education
    Publisher StatementConnolly_James_and_Beales_2011_published_version.pdf: Connolly, M., James, C. and Beales, B., 2011. Contrasting perspectives on organizational culture change in schools. Journal of Educational Change, 12 (4), pp. 421-439. The final publication is available at www.springerlink.com
    RefereedYes
    StatusPublished
    ID Code26677

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