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Realizing change in a Manitoba high school: a multi-lens perspective and integrative framework explaining the linkages among contexts, agents, and strategy

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dc.contributor.supervisor John Stapleton (Educational Administration, foundations and Psychology) en_US
dc.contributor.author Dowsett, Eric Samuel
dc.date.accessioned 2012-04-12T14:38:36Z
dc.date.available 2012-04-12T14:38:36Z
dc.date.issued 2012-04-12
dc.identifier.uri http://hdl.handle.net/1993/5301
dc.description.abstract In September 2009, the Seven Oaks School Division (SOSD) in Winnipeg, Manitoba, Canada operating in accordance with an agreement it had signed with Big Picture Learning Inc. of Providence, Rhode Island opened a Met (Metropolitan Regional Career and Technical Center) school and housed it in an existing division high school. The purpose of this thesis is to analyze the factors that supported the development of the design of this Met school. The analysis in this instrumental case study (Stake, 2006) used an adaptation of a multi-lens integrative framework (Rajagopalan & Spreitzer, 1997) to answer the following overarching research question – To what extent are the features of the SOSD Met school explained by factors in the environment of the collective leadership group that was assigned the task of developing the school, by factors in the secondary school where the Met school was hosted, and by the mindsets, interactions and actions of the four members of the collective leadership group? The study utilized elite interviewing methods (Dexter (1970) with nine individuals and an analysis (Neuendorf, 2002) of primary and secondary documents. The theoretical model as developed through the adapted Rajagopalan- Spreitzer Multiple-Lens Integrative Framework proved useful in identifying environmental and organizational factors that shaped cognitions, which lead to the actions of the principal and advisors of the collective leadership group. The study shows that the collective leadership group chose a design for the SOSD Met school that was rational in that it met the goals and constraints of major agents in the group’s environment, and that it reflected the cognitions and actions of the individual members of the group. More generally, the thesis adds to the literature of strategic organizational change. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject change en_US
dc.subject management en_US
dc.subject model en_US
dc.subject organization en_US
dc.subject high school en_US
dc.title Realizing change in a Manitoba high school: a multi-lens perspective and integrative framework explaining the linkages among contexts, agents, and strategy en_US
dc.type info:eu-repo/semantics/doctoralThesis
dc.degree.discipline Education en_US
dc.contributor.examiningcommittee Young, Jon (Educational Administration, foundations and Psychology) Albas, Dan (Sociology) Peters, Frank (University of Alberta) en_US
dc.degree.level Doctor of Philosophy (Ph.D.) en_US
dc.description.note May 2012 en_US


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