scholarly journals Capitalising on professional capital in Lebanese schools post-pandemic

2022 ◽  
Vol 3 ◽  
pp. 100125
Author(s):  
Maria Yamak ◽  
Youmen Chaaban
Keyword(s):  
Professional Capital

scholarly journals Organisational and professional challenges amid the evolution of sustainability reporting: a theoretical framework and an agenda for future research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alessandro Lai ◽  
Riccardo Stacchezzini
Keyword(s):  
Design Methodology ◽  
Sustainability Reporting ◽  
Future Research ◽  
Special Issue ◽  
Content Type ◽  
Professional Capital ◽  
Research And Practice ◽  
Corporate Reporting ◽  
Professional Challenges ◽  
Reporting Practice

Purpose This paper aims to trace subsequent steps of the sustainability reporting evolution in terms of changes in the organisation fields and professional jurisdictions involved. As such, it highlights the (interrelated) organisational and professional challenges associated with the progressive incorporation of “sustainability” within corporate reporting. Design/methodology/approach The paper draws on Suddaby and Viale’s (2011) theorisation of how professionals reshape organisational fields to highlight how organisational spaces, actors, rules and professional capital evolve alongside the incorporation of sustainability within corporate reporting. Findings The paper shows organisational spaces, actors, rules and professional capital mobilised during the recent evolution of sustainability reporting, starting from a period in which there was no space for sustainability, to more recent periods in which sustainability gained increasing momentum beyond initial niches, and culminating in more integrated forms of sustainability reporting. Research limitations/implications Although the analysis is limited to empirical evidence collected by prior research and practice on sustainability reporting, the paper offers a view to imagine how the incorporation of sustainability within corporate reporting relies on and affects organisational fields and professional jurisdictions. Originality/value The paper offers a lens to interpret corporate and professional challenges associated with the more recent evolutions of sustainability reporting practice and standard setting. It also allows framing the papers accepted in the special issue on “new challenges in sustainability reporting” and concludes by suggesting an agenda for future research.

Building a developmental culture of feedback

2018 ◽  
Vol 3 (2) ◽  
pp. 62-78
Author(s):  
Ellie Drago-Severson ◽  
Jessica Blum-DeStefano
Keyword(s):  
Educational Leadership ◽  
Professional Learning ◽  
Developmental Psychology ◽  
Longitudinal Research ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Developmental Theory ◽  
Developmental Approach ◽  
Content Type ◽  
Professional Capital

Purpose This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues. Design/methodology/approach Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders. Findings The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration. Practical implications This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building. Originality/value Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

Professional Learning Communities: A Strategy for School and System Improvement?

2017 ◽  
Vol 19 (1) ◽  
pp. 16-38 ◽  
Author(s):  
Alma Harris ◽  
Michelle Suzette Jones
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
International Research ◽  
Large Scale ◽  
Research Evidence ◽  
Professional Capital ◽  
System Improvement ◽  
The Right

The purpose of this article is to reflect upon a large-scale investment in professional learning communities, as a strategy for school and system improvement, in Wales. The article draws upon the international research evidence about professional learning communities and considers issues of definition and impact. It also charts and reflects upon the progress of a system-wide approach to developing professional learning communities at scale. The article highlights that first, under the right conditions, professional learning communities have the potential to build professional capital. Secondly, it reinforces the need for rigorous and sustained implementation if a lasting impact is to be achieved. The article offers insights and reflections upon a significant investment in professional learning communities, in Wales, as a strategy for school and system improvement.

scholarly journals Professional capital and collaborative inquiry networks for educational equity and improvement?

2016 ◽  
Vol 1 (3) ◽  
pp. 178-197 ◽  
Author(s):  
Christopher Chapman ◽  
Hannah Chestnutt ◽  
Niamh Friel ◽  
Stuart Hall ◽  
Kevin Lowden
Keyword(s):  
School Districts ◽  
School Improvement ◽  
Collaborative Inquiry ◽  
Professional Relationships ◽  
School Partnerships ◽  
Content Type ◽  
Equity In Education ◽  
Professional Capital ◽  
Critical Friends ◽  
Evidence Of Impact

Purpose – The purpose of this paper is twofold, first, it is to reflect on the development of professional capital in a three-year collaborative school improvement initiative that used collaborative inquiry within, between and beyond schools in an attempt to close the gap in outcomes for students from less well-off backgrounds and their wealthier counter parts. Second, this paper will reflect more broadly on the initiative as a whole. Design/methodology/approach – This research and development initiative involved the research team working in a nested setting as second-order action researchers, consultants and critical friends with a range of actors across the system. The findings are based on mixed methods data collected from eight case study school partnerships. The partnerships involved over 50 schools across 14 school districts in Scotland. Social network analysis was also used in one of the school districts to map and quantify professional relationships across schools. Findings – Over time, relationships within the partnerships developed and deepened. This occurred within individual schools, across schools within the partnerships and beyond the school partnerships. At the same time as these networks expanded, participants reported increases in human, social and decisional capital, not only among teachers, but also among other stakeholders. In addition, through their collaborative inquiries schools reported increased evidence of impact on positive outcomes for disadvantaged students. Originality/value – The professional capital of individuals and organisations across and beyond schools is demonstrated as an important consideration in the pursuit of both quality and equity in education.

The impact of teacher entrepreneurial behaviour: a timely investigation of an emerging phenomenon

2020 ◽  
Vol 58 (6) ◽  
pp. 697-712
Author(s):  
Chun Sing Maxwell Ho ◽  
Jiafang Lu ◽  
Darren A. Bryant
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Context ◽  
Structured Interviews ◽  
Content Type ◽  
Professional Capital ◽  
Supplementary School ◽  
Entrepreneurial Behaviour ◽  
Instructional Roles ◽  
The Impact

PurposeThis study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.Design/methodology/approachBased on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records.FindingsThis study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages.Originality/valueThis analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community.

The Financial Rewards of Elite Status in the Legal Profession

2011 ◽  
Vol 36 (04) ◽  
pp. 971-998 ◽  
Author(s):  
Ronit Dinovitzer
Keyword(s):  
Cultural Capital ◽  
Legal Profession ◽  
Status Attainment ◽  
Professional Capital ◽  
Complex Process ◽  
Earnings Gap ◽  
Elite Status ◽  
Over Time

This article focuses on the role of intergenerational status attainment for legal careers. By decomposing the earnings gap between elite and nonelite lawyers at two points in their careers, we find that inherited cultural capital produces an earnings advantage as soon as lawyers begin their careers and that this gap persists over time. We further find that the processes underlying this gap change as lawyers make their way through the profession. While in early careers, the elite advantage is due to stronger starting endowments, the advantage for junior lawyers results from a more complex process, which combines starting endowments, professional capital gained during the first years of practice, and the rate at which endowments are differentially rewarded in the profession. Elaborating on work that identifies the importance of maintaining and concentrating diverse forms of capital in the legal profession, we explain the process through which elite lawyers gain and retain their advantage over time.

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