scholarly journals Towards a Context-Specific School Leadership Competence Framework: a Case Study of Latvia

2019 ◽  
Author(s):  
Ilze Saleniece ◽  
◽  
Dace Namsone ◽  
Līga Čakāne ◽  
Anete Butkēviča ◽  
...  
Keyword(s):  
School Leadership ◽  
Leadership Competence ◽  
Competence Framework ◽  
Context Specific

Implementation of Competence Framework to Evaluate Middle Managers: DOJI Gemstone Jewelry Group Case Study

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Do Vu Phuong Anh
Keyword(s):  
Time Management ◽  
Personal Development ◽  
Professional Competence ◽  
Middle Management ◽  
Management Training ◽  
Executive Management ◽  
Management Level ◽  
Leadership Competence ◽  
Competence Framework

This research presents the results of applying the theory of competence framework to evaluate the current competence of middle management in enterprises, in the case study of DOJI Gemstone Jewelry Group (DOJI Group). By using in-depth interviews and survey through questionnaires, the research results show that the middle management level at DOJI Group has satisfied relatively well the most competencies of the professional competence group, executive management competence as well as personal development competence. However, some of the competencies that need to be further improved include time management, training and leadership competence, innovation and learning competence. The solutions given are for reference by DOJI Group and other private enterprises in Vietnam in the assessment and development of middle management level.

Performing and challenging gendered walls in leadership spaces in single sex schools: Lessons from a male-led girls’ basic school in Ghana

2021 ◽  
pp. 174114322199869
Author(s):  
Raymond Chegedua Tangonyire
Keyword(s):  
School Leadership ◽  
Leadership Preparation ◽  
Leadership Roles ◽  
Structured Interviews ◽  
Leadership Practice ◽  
Gender Inequity ◽  
Single Sex ◽  
Leadership Competence ◽  
Girls School

Women and men are capable of effectively discharging school leadership roles. However, in Ghana, people are socialised to expect females to lead girls’ schools and vice versa. Appointing a female or male to lead a single sex school that is opposite to their gender elicits gender stereotyping, protests and exclusion. While researchers have explored these dynamics in co-educational basic schools, they have not extended them to single sex schools. This case study investigated how the leadership practice of a male-led girls’ school in the Central Region of Ghana has challenged gendered walls. The study engaged 23 multiple stakeholders and gathered data through semi-structured interviews, observations and document analysis. Intra- and cross-case analyses of data revealed that loyalty to gender walls in single sex schools reflects the desire to respect and maintain the tradition of female headteachers in girls’ schools and male headteachers in boys’ schools. Overall, Ghana is still a traditional and patriarchal society that is characterised by gender inequity in leadership spaces. However, men and women who exhibit professional integrity and leadership competence could convert critics to supporters in a range of school settings. The Ghana Education Service should provide leadership preparation for practitioners to improve their leadership competence.

scholarly journals Baltic Social Justice School Leaders

2021 ◽  
Author(s):  
Jenny S. Tripses ◽  
◽  
Ilze Ivanova ◽  
Jūratė Valuckienė ◽  
Milda Damkuvienė ◽  
...  
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
School Leaders ◽  
School Setting ◽  
Well Being ◽  
The United States ◽  
Solution Processes ◽  
Context Specific ◽  
Development Network

Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.

The Value of Assurance on Voluntary Nonfinancial Disclosure: An Experimental Evaluation

2009 ◽  
Vol 28 (1) ◽  
pp. 137-151 ◽  
Author(s):  
Paul J. Coram ◽  
Gary S. Monroe ◽  
David R. Woodliff
Keyword(s):  
Attribution Theory ◽  
Performance Indicators ◽  
Stock Price ◽  
Annual Report ◽  
Corporate Disclosure ◽  
Financial Report ◽  
Nonfinancial Performance ◽  
Assurance Services ◽  
Context Specific

SUMMARY: This study examines whether assurance on the voluntary provision of nonfinancial performance indicators affects the stock price estimates of a group of sophisticated financial report users. We conducted an experiment where participants were provided with a case study containing excerpts from a hypothetical company's annual report. Nonfinancial performance and assurance were manipulated in a 2 (positive and negative nonfinancial performance indicators) ×2 (assurance and no assurance) +1 (control condition) between-subjects design. After reading the case materials, the participants indicated whether they believed the company's stock price would increase or decrease based on the information provided. As expected, we found that the nonfinancial performance indicators had a significant effect on stock price estimates. In addition, consistent with attribution theory, an assurance report on the voluntarily disclosed nonfinancial performance indicators only had a significant effect on stock price estimates when the nonfinancial performance indicators were positive, suggesting that the value of assurance is context-specific. Our research contributes to the discussion on the value of expanded assurance services and also on the value of enhanced corporate disclosure.

Organizational change for sustainability education: a case study of one university’s efforts to create and implement institution-wide sustainability competencies

2021 ◽  
Vol 22 (3) ◽  
pp. 497-515
Author(s):  
Vanessa R. Levesque ◽  
Cameron P. Wake
Keyword(s):  
Organizational Change ◽  
Sustainability Education ◽  
Similar Process ◽  
Future Research ◽  
Content Type ◽  
Institutional Level ◽  
Institutional Sustainability ◽  
Context Specific ◽  
The University

Purpose The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

Platform as a Strategy

2018 ◽  
pp. 160-180
Author(s):  
Junying Zhong ◽  
Marko Nieminen
Keyword(s):  
Innovation Strategy ◽  
Mobile Payment ◽  
Competition And Cooperation ◽  
Mobile Payments ◽  
Model Dynamics ◽  
Loss Leader ◽  
Platform Ecosystems ◽  
Collective Innovation ◽  
Context Specific

Mobile payments are a new way to pay in the digital age. The emerging mobile payments enable viable businesses through real-time and context-specific transactions between consumers and collaborating actors. Mobile payment services realize in a multi-actor digital chain. Business interactions between actors take place in a coopetitive way: simultaneous competition and collaboration. However, little knowledge exists about mobile payment innovation strategy in coopetitive markets. This paper introduces the DISCO model (dynamics of innovation strategy in a coopetitive environment). It contributes to the exploration of strategic moves by mobile payment innovators through platform ecosystems. Our results from a case study indicate that firms have the potential to be successful through collective innovation in a coopetitive environment along with the movement of their superior competencies. Moreover, the firms should pursue ways in managing the paradoxical relationships between competition and cooperation, resource allocation and combination, as well as leadership and loss-leader strategy.

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