Building Collaborative Capacity: A Case Study
| atmire.migration.oldid | 4002 | |
| dc.contributor.advisor | Burwell, Catherine | |
| dc.contributor.author | Mulholland, Barbara Jean | |
| dc.contributor.committeemember | Brandon, Jim | |
| dc.contributor.committeemember | Spencer, Brenda | |
| dc.date.accessioned | 2016-01-08T16:28:51Z | |
| dc.date.available | 2016-01-08T16:28:51Z | |
| dc.date.issued | 2016-01-08 | |
| dc.date.submitted | 2016 | en |
| dc.description.abstract | The purpose of this descriptive, single case study was to examine the collaborative processes used in one Alberta school jurisdiction’s C2 committee, a provincially mandated committee tasked with finding ways to reduce teacher workload. A critical literature review examined several key areas, including collaborative processes in organizations, school districts and educational change, and teacher workload and teacher efficacy. Data collection included semi-structured participant interviews, document analysis, and field observation. This data, along with the literature, was used to answer the primary research question: “How might the collaborative processes used in a C2 committee be a prototype for the building of system capacity leading to systemic change?” The data were analyzed iteratively in relation to the conceptual framework, and resulted in five main findings. The findings of the study highlight the importance of the local nature of the process, the impact of leadership, the impact of culture, an enhanced understanding of teacher workload and teacher efficacy, and the connection between the collaborative process and organizational learning. These findings were analyzed and interpreted with the literature, resulting in a conceptualization of the collaborative process as integral to the development of social capital in a complex, networked system. Collaborative processes characterized by trust, communication, relationships, and influenced by leadership strengthen the network structure of the school district and build social capital for individuals and for the system. The knowledge gained from this study will help inform the processes and the leadership capacity required as school jurisdictions are expected to conduct their work in increasingly collaborative contexts. | en_US |
| dc.identifier.citation | Mulholland, B. J. (2016). Building Collaborative Capacity: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25181 | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/25181 | |
| dc.identifier.uri | http://hdl.handle.net/11023/2732 | |
| dc.language.iso | eng | |
| dc.publisher.faculty | Graduate Studies | |
| dc.publisher.institution | University of Calgary | en |
| dc.publisher.place | Calgary | en |
| dc.rights | University 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.subject | Education--Administration | |
| dc.subject.classification | collaborative process | en_US |
| dc.subject.classification | school district leadership | en_US |
| dc.subject.classification | complexity theory | en_US |
| dc.subject.classification | social capital | en_US |
| dc.title | Building Collaborative Capacity: A Case Study | |
| dc.type | doctoral thesis | |
| thesis.degree.discipline | Educational Research | |
| thesis.degree.grantor | University of Calgary | |
| thesis.degree.name | Doctor of Education (EdD) | |
| ucalgary.item.requestcopy | true |