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. Journal of Cross-Cultural Psychology. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. 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. Leadership learning the praxis of dilemma management. A challenge to dominant cultures and the evolution of cultures which are seen as fitting will be achieved only by persistent efforts to increase the intercultural fluency of all involved, in part by increasing the evidence base, and in part through detailed translation of such evidence to impact the design and delivery of the development of leaders. (1999). In There are different typologies that can be used to assess. Watch online from home or on the go. 178190). & Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. This paper's focus is school culture as 10. Sarason, S. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. Commission on Educational Issues. Bhindi Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. Prasad & . Cultural diversity and group work effectiveness. Brunner E. V. Velsor, E. V. Panel 4 A Typology of School Cultures. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. N. M. In part this reflects a revolt against the perceived global homogenization of leadership. However, Lumby et al. In parallel, preparation and development sometimes include an element of raising awareness of cultures deemed to be other than that of the majority or the dominant group, what Stier (2003, p. 84) refers to as content-competencies, generally targeted at increasing knowledge of minority groups within the region or nation. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. Journal of School Leadership, Coleman, M. (1999). Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. (Eds. Bottery (1999) has described this as managerial globalization, in which the adoption of western managerialist approaches and business-based forms of accountability underpins educational reform and development. In a strict sense we might argue that the culture of every educational institution is unique, derived from the context in which the school operates and the values of those who have led or been part of the organization over time. (2001). Hanges (2004). , Matching culture to preparation and development engages with what is perceived to be universal, what appears to be distinctive to the region or nation or group of people, and what is unique to the individual. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Two typologies are developed. Preparation and development programs therefore face a twofold challenge: In the next section we shall examine the issues of culture and leadership preparation and development. A key influence on culture within and beyond schools has been globalization. We need to work in organisations, collectively developing an understanding of where they are going and what is important. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: After graduation, 76% of students from this school go on to attend a 4-year college. International Journal for Leadership in Education, 4(4), 321332. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. ), Effective educational leadership (pp. Despite the recognition that culture is an elusive and diverse concept, identifying some of the existing intellectual paradigms of culture is an important starting point. Murphy Corporate rituals: The rites and fituals of corporate life. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. Wong, K. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. A perspective on women principals in Turkey. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. Paper presented to the There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. (2003). (2004) also found evidence of 35 aspects of leadership which are culturally specific, for example, the degree to which compassion, status-consciousness, autonomy and domination are perceived to contribute to effective leadership is culturally contingent. Cultures consequences: management in Saudi Arabia. The purpose of this book is to re-orient the current agenda in education towards learning. (2001). One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. We are using cookies to provide statistics that help us give you the best experience of our site. The dynamic culture of Bjerke, B. 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. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. (1996). & Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: Mills, M. International Journal for Leadership in Education, 7(2),127146. (2003). Stoll and Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change), The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. In , & In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . (Eds. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. P. W. Wallace, M. . Consequently, although there is relatively little empirical data on which to draw, the issue of fit between culture and the conception, development and enactment of leadership has become a key concern. Each of the cultures influences and is influenced by each of the others. Effective. Sparrow, P. Instead there are history, context, process, interactivity, power relations and change. Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. 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). Aitken, R. DiTomaso, N. The Leadership Quarterly, 7(2), 163187. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. Story This paper's . While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. Ribbins , , There exists a considerable literature on culture, which provides a range of conceptualizations. Developing the argument further, Litvins point is that even within an apparently homogeneous group there will be wide variation in culture related to the multiple characteristics, history and context of each individual. Walker, A. & E. Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. Leadership and intercultural dynamics. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Javidan Here we shall consider three of these perspectives which we believe provide diverse insights reflections on the tangible components of culture and a number of models of those components in action; consideration of the organizational scales at which culture is important in educational contexts; and a systems view of culture which enables the areas of potential management influence of culture in schools to be identified. A. (1998). Teacher cultures have received most . 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. Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. In the context of education this is seen through the promotion of policies and practices around the globe that have been initially developed in the west, based often on western approaches to educational management and the key concept of economic rationalism. (2001). Internationalisation, ethnic diversity and the acquisition of intercultural competencies. (1999). 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. 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. London: Paul Chapman. The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. Just as there is an interplay between culture and modes of delivery, assessment may also be rendered more or less effective by the degree of cultural fit. Gronn, P. For example, North American and European development assert a cultural commitment to inclusion and equality for all. C. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement.