Jacky Lumby Murphy Mills Cultural Influences on Leadership and Organizations: Project Globe. Lumby et al. Cartwright, M. Cultural differences can be observed at a range of organizational scales. We have looked at three theoretical aspects of culture here. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. Goddard, T. Throughout the world a great deal of effort and money has been expended in the name of educational change. The government of Thailand sought to introduce the western concept of school-based management, but found this problematic in the context of an existing societal culture, typical amongst the staff of Thai schools, in which deference to senior management and leadership made the introduction of collaborative and distributed approaches to leadership very difficult. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. (2003). International Journal of Leadership in Education, 4(4), 293296. Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? & Coleman, C. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. & 420421). Similarly, the selection of teaching staff provides at least an implicit and possibly an explicit mechanism of shaping a key cultural input into the school. Hofstede, G. (2001). Hwang, K. K. House, R. J. M. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. Bryant, M. Journal of School Leadership, Coleman, M. Journal of School Leadership, 12(2), 693720. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. 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. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. Wang, H. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. Diversity and the demands of leadership. you are agreeing to our use of cookies. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. 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). Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. 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. Journal of Educational Administration, 34(5), 7497. V. 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. Gupta Stier insists that the latter cannot be achieved by content competencies alone. Javidan (Ed.). Prasad Global forces, national mediations and the management of educational institutions. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). , We present here a small number of examples in order to illustrate a range of typologies. Watch online from home or on the go. Educational leadership: an Islamic perspective. Prasad, P. Walker, A. 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. (Litvin, 1997, pp. , Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. Stoll (2000) gave a general definition on the foundations of school's cultures. 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. Hooijberg, R. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. , In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. , Leadership and Organization Development Journal, 14(1), 3035. Ali, A. Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . 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. At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. & G, Crow School Effectiveness and School Improvement, 12(4), 385408. His ideas were widely influential. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). (2004). , , R. J. E. C. D. Day Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. It is probably for this reason that . Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. (2001). London: Paul Chapman. In Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. Boston: Allyn and Bacon. Journal of Managerial Psychology, 1(2), 95117. The processes of cultural change in schools have been considered extensively in the literature (e.g. (Eds. 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). International Journal for Leadership in Education, 4(4), 401414. It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. (2006). The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. 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 . 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. (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. & A. At the operational scale, the leader may focus on the culture within the institution in order to facilitate the achievement of institutional improvement, with culture conceptualized as an agent of change. 143158). (2001). The culture of a school is one of its critical organizational characteristics. Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). Intercultural Education. , Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. As Foskett and Lumby (2003, p. 8) indicate: Corporate rituals: The rites and fituals of corporate life. As within continents or regions, within each nation, a common culture cannot be assumed, the differences between the culture of Native Americans, Hispanic and African American women and that of white males within the United States being an example given above. (2002). Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. Much of it has been misdirected and some of it wasteful. (2004). 5167). , Leader development across cultures. (2004). & Newbury Park, CA: Sage. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. & We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: Fink, D. Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. International Journal for Leadership in Education, 4(4), 321332. In Multiple perspectives on values and ethical leadership. The third element of the system is the cultural output of the school. 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. Gupta Mabey E. V. Velsor, E. V. See all results for "" Log In La Habra High School . Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. ), Strategic Human Resource Management (pp. If culture embeds, among other things, power relations, then the issue of programs matching or challenging dominant cultures becomes a matter of negotiating competing notions of appropriate power relations, political and social structures. Two typologies are developed. Tippeconic, J. Tin, L. Such a knowledge base would allow theory to be developed in a more culturally aware way. Deal, T. 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. Kaur Hayers, P. By continuing to use the site A perspective on women principals in Turkey. From showcase to shadow: understanding dilemmas of managing workplace diversity. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. International Studies in Educational Administration, 29(2) 3037. 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. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? (1997). For the purposes of this chapter, these two snapshots highlight issues that result from consideration of culture, such as who are the primary leaders and how might the leadership theory used in their development be shaped in response to differing ontological, epistemological and axiological assumptions? Daily challenges for school leaders.I In Mills, M. C. G. Women and leadership: The views of women who are . Introduction. School culture and culture in general are often labeled as self-evident. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. 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 mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. (Eds. In fact, Hofstedes work shows very great variation within regions. 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. Cincinnati: South Western. The adoption of similar sets of competences, for example, reflects to some degree airbrushing out the influence of local culture (Davis, 2001; Macpherson, Kachelhoffer & El Nemr, 2007). For example, the balance of time given to study of the legislation relevant to schooling or to the implications of a particular faith, whether Islam, Christianity, or any other, will embed values within the curriculum through the choice of priority reflected in the time allocated. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. In C+. (1998). Exploring the cultural context of school improvement in Thailand. Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. 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), Hofstede, G. 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. Beyond the school, though, lies a range of contextual cultures extending from the community within which the school lies to regional, national and international cultural contexts. 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. Published 1996. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. International Journal for Leadership in Education, 7(2),127146. While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. . Hoppe, M. H. 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. 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. Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). Despite the widespread acknowledgement that culture varies considerably and that leadership preparation and development could be adjusted in relation to the culturally embedded ontological, epistemological and axiological differences between cultures, the content, method of delivery and assessment of preparation and development shows relatively little variation throughout the world (Bush & Jackson, 2002). (Eds. At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). , Stoll, & Mackay, 2014). In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Qiang, H. DiTomaso, N. Asia Pacific Journal of Education, Cardno, C. Dorfman, P. W. In this line, a study . The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? 6886). (2003). El Nemr, M. Changing Our Schools: Linking School Effectiveness and School Improvement. Washington, K. (1998). 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. This book assists people inside and outside schools to . London: Falmer. Culture can take different forms. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. (2002). After graduation, 76% of students from this school go on to attend a 4-year college. We are using cookies to provide statistics that help us give you the best experience of our site. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Trond | Free trial Changing our schools : linking school effectiveness and school improvement. & & (2001). Bjork, L. London: Sage. It would appear that teachers have one view, government another, and various segments of the community still another. Gronn, P. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. 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. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. The dynamic culture of M. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. Cultural globalization is the international transfer of values and beliefs, and while strictly it is multi-directional it is typically perceived as dominated by the spread of western, particularly American, values and symbols across the globe. Handy, C. Collard, J. Organizational change, leadership and learning: culture as cognitive process. Fullan (2001) has suggested that recognizing the need for, and understanding the processes involved in, cultural change are essential tools of leadership development, for it is in establishing a culture of change in school that successful school development can occur. Everyone expects superiors to enjoy privileges, and status symbols are very important. & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. (1999). Professing educational leadership: conceptions of power. Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. & Accessed online 16.2.07. ), Effective educational leadership (pp. Subordinates expect superiors to act autocratically. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. 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. I refer students to this publication for new research articles or for my work, Acquisition of this publication will benefit department, faculty and student needs, I am a member of the publication's editorial board and strongly support the publication. & You can find out more in our Privacy Policy. The chapter considers five main themes. C. Everyone expects superiors to enjoy privileges, and status symbols are very important. Improving. Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. (1997). & Education Leadership Review, 3(2), 2831. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. Walker, A. Salaman Hallinger For example, North American and European development assert a cultural commitment to inclusion and equality for all. Cultures consequences: management in Saudi Arabia. In Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. Farrar, E. , Walker, A. These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. Two distinctive views of this connection can be identified (Collard, 2006). However, Lumby et al. (2007). Rusch, E. (forthcoming) point up the greater sensitivity within some cultures where responsibility for success is group owned and/ or where maintaining face is a high priority. Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. The dynamic culture of Dalin's(1995) typology of schools. We need to work in organisations, collectively developing an understanding of where they are going and what is important. Leading educational change in East Asian schools. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. (2007). Reading, MA: Addison Wesley. Journal of Educational Administration, 334(5), 1231. School Culture Edited by: Jon Prosser Publisher: SAGE Publications Ltd Publication year: 1999 Online pub date: June 19, 2012 Discipline: Education Subject: Social/Philosophical Foundations, School Culture & Climate, Sociology of Education (general) DOI: https:// doi. Duignan, P. London: McGraw-Hill. (1998). The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. T. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). 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. A more flexible and subtle shaping will be needed. ISBN: 9781135277017. Begley, P. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. Begley, P. Two typologies are developed. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). (1996). (2001, October). Bryant, M. A. (Hoppe, 2004, p. 333). Understanding Schools as Organisations J. Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. London: Sage. 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. The GLOBE project was undertaken in a business context. These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks.

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