Organizational learning is the core concept of organizational educational research. If organizations are understood from an organizational pedagogical perspective as "human social structures" (Göhlich 2014) by people for people, organizational learning can be defined as a process of practices, in which organizations engage in further developing their content, structures, and cultures. They do so immanently as well as in contrast to their surroundings (Göhlich et al. 2016, p. 310).
Taken this understanding of organizational learning as a starting point, the research project presented in this paper seeks to analyze and conceptualize school development as a process of organizational learning. From an organizational educational perspective, the focus of school-based organizational learning must lie on organizational practices rather than concentrating on organizational structures (e.g. Dalin & Rolff 1990, Rolff 2016). This project thereby contributes to existing literature by pursuing an organizational educational perspective on school development that has so far not been addressed in depth (an exception is Göhlich 2008).
Analyzing organizational learning processes, organizational education focuses on the meso level of organizations (Göhlich et al. 2016). Meanwhile, it understands the meso-level as being embedded in a multi-level setting. Consequently, the meso level of organizational learning cannot be understood without a) individual (learning) processes and interactions of the micro level and b) societal and institutional setting on the macro level. As such, both micro and macro level, individuals and society, must be explored theoretically and empirically in order to consistently approach the subject of interest (Göhlich et al. 2016, p. 311).
While there exist contributions regarding the micro-level of school development (e.g. research on the leadership actions of school administrators and head teachers, Amtmann & de Fontana 2020), the influence of the macro-level on the organizational learning of schools, in particular, has so far been paid little attention in (organizational-educational) school development research.
This project therefore proposes a social-theoretical analysis of school-organizational learning processes, arguing that the dynamics and complex structure of interdependent conditions at the school's micro, meso and macro level, can only be conceptualized comprehensively if taking into consideration broader societal trends, expectations and prescriptions.
Recent studies (including Müller & Fahrenwald 2020; Ammann 2020; Kanape & Kemethofer 2017) indicate potential contradictions and conflictual relationships between a) external expectations and specifications (of the school administration, stakeholders etc.) and b) orientations and daily practices perceived as relevant within schools themselves. Social, political and economic demands constitute the reality within which school development takes place, however they seem to be in stark contrast to the actors’ ambitions to implement progressive learning communities.
In this regard societal demands, as well as the general political objectives of the current school development discourse and its legitimation processes need to be analyzed as significant factors for school development processes.
In summary, the aim of the presented paper is to complement the organizational educational analysis of school development processes with a social-theoretical foundation that allows a better understanding of the suggested tensions that school development experiences in regard to its actors’ and stakeholders’ interests on both institutional and school level.