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Making sense of assignment: on the complexity of being a school leader
Högskolan Kristianstad, Fakulteten för ekonomi, Forskningsmiljön Governance, Regulation, Internationalization and Performance (GRIP). Högskolan Kristianstad, Fakulteten för ekonomi, Avdelningen för arbetsliv.ORCID-id: 0000-0002-0156-388X
Högskolan Kristianstad, Fakulteten för ekonomi, Forskningsmiljön Governance, Regulation, Internationalization and Performance (GRIP). Högskolan Kristianstad, Forskningsplattformen för Hälsa i samverkan. Högskolan Kristianstad, Fakulteten för ekonomi, Avdelningen för arbetsliv.
Linnaeus University.
2018 (engelsk)Inngår i: NJCIE, Vol. 2, nr 2-3, s. 149-164Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

he primary aim of this paper is to narrow down the description of how school leaders interpret the assignment (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 technocratic homogenization—that is, law texts, steering documents, documentation, standardized methods, planning, 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.

sted, utgiver, år, opplag, sider
2018. Vol. 2, nr 2-3, s. 149-164
Emneord [en]
Assignment; complexity theory; practice-based and process research; technocratic homogenization Introduction
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-18851DOI: 10.7577/njcie.2770OAI: oai:DiVA.org:hkr-18851DiVA, id: diva2:1266506
Tilgjengelig fra: 2018-11-28 Laget: 2018-11-28 Sist oppdatert: 2018-11-28bibliografisk kontrollert

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