Session Information
32 SES 09 A, Organizing in “Circles”: Organizational Learning towards Futures in Organizing and Circular Economies
Symposium
Contribution
This paper reflects on the rationalities lived by in educational policy. Are they already organized in circular ways? What would it mean, if they did? The paper argues, that current political rationales push Austrian universities and schools towards a linear economic, which challenges both institutions. Internationalization and ranking lists are the catch-all phrases for future development, but the field of education still has a national and regional focus with values like professional knowledge and ethical principles. Those values become a liability when it comes to benchmarking. Could a circular economic model reconcile the self-contradictory rationales? We identify two fields of research showing the need for reflection on the prevailing economic approach and sustainability: the current international teacher training students mobility programs and school improvement training for teacher students. Although Teacher training students (TTS) participate in international mobility programs, their mobility experience is followed up with little systematic reflection. Full benefits are not realized, although data is available on the number of TTS participating in international mobility programs. There is limited knowledge on the structure of learning experiences and on the mobility experience contribution to professional development. Mobility effects on TTS’ professional development remains invisible for TT programs. Programs´s improvement aims for professional development of participants, preparation and reflection on professional mobility experiences often stay spontaneous processes at universities. Often, institutional support is limited to administrative aspects of the students´ and academics´ mobility (see Graumann, 2016; Leutwyler 2013). Enhancing critical reflection is an important goal of school effectiveness and school improvement concepts (SE/SI). However, the results of an analysis of educational policy and educational sciences papers over the last 20 years indicate the necessity of redesigning the SE/SI concepts currently trained. Leading concepts of educational policy and educational sciences are highly determined by new public management theories, which does not work well for schools. They are bound to provide education without discrimination and ensure equal opportunities. However, current concepts might emphasize heterogeneity but favor homogeneity. E.g. teachers and teacher students are required to improve selected learning outcomes of their students. As a result schools find themselves in an intense competition with other schools. In order to improve their results schools tend to admit socio-economic privileged students. The short-lived success is ensured and in accordance with a linear economy. However, outcomes are intolerable if we realize that in this model students are left behind.
References
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