Ethical dilemmas in education: a case study of challenges faced by secondary school leaders in Kenya

2019 ◽  
Vol 57 (6) ◽  
pp. 601-614 ◽  
Author(s):  
Truphena Oduol ◽  
Sue Cornforth
Keyword(s):  
Cultural Values ◽  
School Leaders ◽  
Methodological Approach ◽  
Educational Leaders ◽  
Ethical Behaviour ◽  
Structured Interviews ◽  
Content Type ◽  
Western Countries ◽  
Dialogic Approach

Purpose The purpose of this paper is to question the usefulness of Euro-Western concepts of principled ethical behaviour for school leaders in non-Euro-Western countries by examining the dilemmas faced by Kenyan educational leaders. Design/methodology/approach A single, multi-site case study methodological approach was used, and data gathered by means of semi-structured interviews with stakeholders: school principals, boards of governors, heads of department, school bursars and parents. Findings Findings highlighted the importance of contextual variables in influencing leaders’ decisions, indicative of the tension between liberal and communitarian ethical approaches. Although similar dilemmas were encountered to those working in euro-western contexts, Kenyan educational leaders faced the additional challenge of working with cultural values of Ubuntu: care for the whole community, harmonious working relationships, loyalty to one’s kin and respect of seniority. Furthermore, the problems they encountered were often life-threatening resulting from poverty, and HIV/Aids. Originality/value This paper contributes to the literature on ethics in educational leadership by proposing that the adoption of euro-western ethical standards and perspectives in non-Euro-Western countries is problematic, unless mitigated by a dialogic approach.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

“Everybody needs everyone”: a case study of workplace learning after a downsize

2019 ◽  
Vol 44 (2/3) ◽  
pp. 159-170
Author(s):  
Sarah M. Miller ◽  
JungHwan Kim ◽  
Doo Hun Lim
Keyword(s):  
Methodological Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Emotional Factors ◽  
The Social ◽  
Layoff Survivors ◽  
Axial Coding ◽  
The Impact ◽  
Practical Implications

Purpose This study aims to explore how employees’ emotions after downsizing impact their learning that they partook in after the downsizing event. Design/methodology/approach The methodological approach was a qualitative case study. Nine employees, considered layoff survivors in a downsized organization, participated in semi-structured interviews. For data analysis, authors performed an initial, focused and axial coding. Findings The findings highlight three themes: “resilience,” “loyalty” and “moral support.” These themes show the empathy that layoff survivors experienced and the impact the layoff had on their commitment to the organization, as well as the social learning that occurred after downsizing. Practical implications Downsized organizations need to consider the emotions of employees who survive layoffs and how layoffs impact their behavior at work, particularly their learning behavior. Organizations need to understand how to positively impact layoff survivors’ emotions to influence the survivors’ willingness to learn and implement the changes within the organization. Providing outlets for survivors to network within the company, as well as meaningful opportunities, is one of the few ways of addressing employees’ emotions and ensuring they will be encouraged to change with the organization. Originality/value Research that explores how emotions resulting from an organizational downsize impact employees’ learning is minimal. Although much of the downsizing research does explore layoff survivors’ experiences after a downsizing, it does not address the emotional factors or the learning experiences. This study seeks to fill this gap.

scholarly journals Approved to fail: a case study of leadership at three new high schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Melvoin Bridich
Keyword(s):  
Public Schools ◽  
High Schools ◽  
School Leaders ◽  
Case Study Research ◽  
School Design ◽  
New Schools ◽  
Structured Interviews ◽  
Urban District ◽  
Content Type

PurposeThis paper explores how leaders of new public high schools – one charter and two innovation schools – navigated the journey from school-in-theory to school-in-practice during the school's first three years. School leaders at charter and innovation schools have increased freedom over curriculum, budget, scheduling and personnel when compared to leaders in traditional public schools.Design/methodology/approachUsing case study research, this qualitative, multisite study of school leaders at three schools in an urban district in Colorado examined the realities leaders experienced during the first three years of their schools. School leaders participated in semi-structured interviews, which were coded and analyzed for data individual to each school and across the three schools. Initial school design plans and district accountability data were also reviewed.FindingsThe study identified two distinct challenges for leaders of these new schools: (1) opening a new school contributes to burnout among school leaders and (2) school leaders face systemic, district-level barriers that impede implementation of a school's founding mission and vision.Research limitations/implicationsA qualitative study of three standalone charter and innovation schools in one urban school district limits generalizability.Originality/valueThe lived experience of school leaders at new, standalone charter and innovation schools is largely neglected in empirical studies. This research illuminates key struggles school leaders experience as they seek to establish new schools with fidelity to district-approved school plans.

scholarly journals We say no to La Monroe closure! local defiance to global restructuring in a transnational company

2018 ◽  
Vol 14 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Holm-Detlev Köhler ◽  
Sergio González Begega
Keyword(s):  
Power Relations ◽  
Methodological Approach ◽  
Comparative Approach ◽  
Structured Interviews ◽  
Northern Spain ◽  
Content Type ◽  
Global Restructuring ◽  
Transnational Company

Purpose This paper aims to examine the reaction of a local workforce to global restructuring in a transnational company (TNC), which entailed the closure of a manufacturing plant (La Monroe) in Northern Spain. The article explores the micro-political nature of the corporate decision to close the plant, the workforce reaction to relocation and the discourse legitimizing global restructuring. It also delves into the contra-hegemonic potential of labour as a main stakeholder in TNCs. Design/methodology/approach The methodological approach is qualitative. The article presents a theoretically informed and analytical case study based on the literature on micro-politics and power relations in TNCs. Fieldwork is based on semi-structured interviews carried out with relevant stakeholders and other external actors to the TNC. Findings The findings substantiate the dynamic role of micro-politics within TNCs. The article presents and discusses evidence of the formation of a broad multi-level political network of resistance to a plant closure plan. Research limitations/implications More case study analysis would further support the findings in the paper and provide for a comparative approach. Originality/value The article substantiates the dynamic role of micro-politics and power relations in the reification of social norms and discourses on production relocation. It offers an empirical appraisal of the micro-political approach to global restructuring in TNCs. The article also puts labour strategies at the forefront of the analysis in corporate relocation.

A thematic analysis of the experience of educational leaders introducing coaching into schools

2018 ◽  
Vol 7 (4) ◽  
pp. 343-356 ◽  
Author(s):  
Dirk Posthumus Anthony ◽  
Christian J. van Nieuwerburgh
Keyword(s):  
Cultural Change ◽  
Thematic Analysis ◽  
Personal Growth ◽  
School Leaders ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Effect Change ◽  
Content Type ◽  
Conflicting Demands

Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on the experiences of school leaders who participated in this study: personal beliefs about coaching are influenced by prior experiences; frustration about the pace of change; pressure of conflicting demands; feelings of isolation; the need for confidence to see the process through; and experiencing personal growth. The findings of this study shed light on the experience that school leaders may face when introducing coaching initiatives. Research limitations/implications These findings are unique to the participants of this study and therefore not representative of a general population of educational leaders. Further research into factors that can influence the successful introduction of coaching initiatives into educational settings is recommended. Practical implications The paper includes implications for school leaders who wish to introduce coaching initiatives into their educational contexts. It is argued, for example, it is helpful for school leaders to reflect on their own beliefs about coaching before initiating cultural change within their schools. Originality/value This paper fulfils an identified need to understand leadership experiences in relation to coaching in schools. This understanding will support policy makers and school leaders interested in embedding coaching cultures within schools.

scholarly journals Exploring producers' motivations and challenges within a farmers' market

2020 ◽  
Vol 122 (7) ◽  
pp. 2089-2103
Author(s):  
Rosario Michel-Villarreal ◽  
Eliseo Luis Vilalta-Perdomo ◽  
Martin Hingley
Keyword(s):  
Design Methodology ◽  
Farmers Markets ◽  
Full Time ◽  
Structured Interviews ◽  
Farmers Market ◽  
Content Type ◽  
Food Supply Chains ◽  
Part Time ◽  
Short Food Supply Chains

PurposeThe purpose of this study is to explore food producers' motivations and challenges whilst participating in short food supply chains (SFSCs). This paper compares findings with previous literature and investigates the topic in the context of producers' motivations.Design/methodology/approachThe paper includes a literature review concerning producers' motivations to engage in SFSCs. A case study was designed to investigate motivations underlying producers' engagement in SFSCs, as well as the challenges that they face. Semi-structured interviews were conducted in a farmers' market located in Mexico. Thematic analysis is used to identify the principal issues for producers'. Propositions based on findings are presented.FindingsFindings suggest that small, large, part-time and full-time producers are willing to engage with farmers' markets for diverse primary economic and non-economic motivations. Individual and collective challenges were also identified.Originality/valueThis research helps to explain producers' motivations and challenges within SFSCs in an under-researched context, namely a focus on producers' and in the Global South.

scholarly journals Sinabung volcano: how culture shapes community resilience

2019 ◽  
Vol 28 (3) ◽  
pp. 290-303
Author(s):  
Marta Mori ◽  
Ronan McDermott ◽  
Saut Sagala ◽  
Yasmina Wulandari
Keyword(s):  
Structured Interviews ◽  
Content Type ◽  
Aid Dependency ◽  
Relief Operations ◽  
Long Term Impact ◽  
Cultural Experts ◽  
Practical Implications

Purpose The purpose of this paper is to explore how culture, including traditions and social structures, can influence resilience and how culturally sensitive relief operations can put affected people and their context at the core of any interventions. Design/methodology/approach A case study of the Mt Sinabung volcano area in Indonesia was undertaken. As part of the case study, an analysis of interventions was conducted, which was complemented by semi-structured interviews with Karo cultural experts and humanitarian organisations. Findings Culture influences the manner in which the Karo people react to volcano eruptions with varying implications for recovery. In addition, relief organisations which understand people’s actions through a cultural lens have better managed to tailor programs with long-term impact, thereby avoiding aid dependency. Practical implications Practical examples of disaster management activities that adequately account for the beneficiaries’ way of living prior to the eruptions are provided. Aid actors are provided with guidance concerning how to better tailor their activities in line with a cultural lens. Originality/value The study provides empirical grounding for claims concerning the role of culture in planning interventions in Indonesia and other similar contexts.

Social urbanism: public policy and place brand

2019 ◽  
Vol 12 (3) ◽  
pp. 326-337 ◽  
Author(s):  
Caroline Doyle
Keyword(s):  
Public Policy ◽  
Social Problem ◽  
Local Governments ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
Local Stakeholders ◽  
Place Brand ◽  
The City

PurposeThis paper aims to focus on how a public policy designed to address a social problem ultimately became the place brand.Design/methodology/approachThis paper uses a qualitative case study approach focusing on the city of Medellín, Colombia. It draws from fieldwork conducted in Medellín over 2014 and 2015, including semi-structured interviews with an array of local stakeholders.FindingsThe paper concludes that local governments should be aware that the policymaking process can become part of their branding. It also shows the importance of the continual involvement of stakeholders in the place brand process to ensure it is a sustainable brand.Originality/valueThere are limited studies which focus on how a public policy designed to address a social problem ultimately becomes the place brand. This paper shows how a public policy, social urbanism, became the branding of Medellín.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

Emotion display and suppression among Arab and Jewish assistant principals in Israel

2018 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Khalid Arar ◽  
Izhar Oplatka
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Assistant Principals ◽  
Design Methodology ◽  
Practical Knowledge ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Personal Needs ◽  
Teachers And Parents

Purpose It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work. Design/methodology/approach Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society. Findings Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward. Originality/value The paper is original and contributes to the theoretical and practical knowledge.

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