The Effectiveness of Large Scale Transformational Change Across a School District

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atmire.migration.oldid3505
dc.contributor.advisorGereluk, Dianne
dc.contributor.authorBass, Gregory
dc.date.accessioned2015-09-08T16:11:56Z
dc.date.available2015-11-20T08:00:37Z
dc.date.issued2015-09-08
dc.date.submitted2015en
dc.description.abstractThis research describes characteristics of large-scale organizational change in one mid-sized school district in Alberta, Canada. The period of the case study was from 2007–2011 within a district that was showing signs of significant change in operations. A review of two public large sets of data, coupled with external interest in the work of the district, confirmed that change was occurring of some type and to some degree. An outside researcher conducted interviews with school-based and district leaders to identify what characteristics and actions had been put in place and to describe if they were successful. Research participants identified four characteristics of large-scale change that were impactful: a collaboratively built and universally administered strategic plan, a focus on building individual capacity through a professional learning model, the establishment of collaborative structures to co-create the future, and the fostering of high organizational trust. Participants also identified accountability and communication structures as important. Regardless of whether readers are convinced that the district fundamentally changed its practice, described as second-order change, the characteristics identified by the leaders as impactful for the attempted change are important. At a time when there is growing consensus to modernize antiquated paradigms of public education delivery and structure, these findings can provide a structure of what to do and what to avoid when embarking upon this type of change. Change of this magnitude is not for the faint of heart, especially given that all change characteristics are interdependent and must be initiated at the same time, which is vastly different from 20th century incremental change in education.en_US
dc.identifier.citationBass, G. (2015). The Effectiveness of Large Scale Transformational Change Across a School District (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28074en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28074
dc.identifier.urihttp://hdl.handle.net/11023/2437
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Curriculum and Instruction
dc.subject.classificationEducationen_US
dc.subject.classificationLeadershipen_US
dc.subject.classificationChangeen_US
dc.titleThe Effectiveness of Large Scale Transformational Change Across a School District
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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