01 SES 01 B, Organisational and School Learning
Parallel Paper Session
This paper is a progress report of an ongoing action enquiry, as part of my Masters programme of study. The aim is to offer explanations for how and why I am hoping to contribute to and support the work of practitioners in education and health care by helping them share and improve their practice-based skills and knowledge through networking; and to link diverse communities of practice for mutual support in managing processes of organisational improvement. The research therefore operates at two levels: (1) supporting practitioners in managing their own processes of change while (2) learning myself how to manage processes of managing change in collaboration with the people I am supporting.
The research questions are, ‘How can I help practitioners appreciate that they can and should contribute to organisational and professional development? How can I help them link with one another to share stories of good practice and re-legitimise their professional status?’
My context is that I work in a small international educational consultancy and publishing business. My background is in healthcare management, and my interest is in supporting healthcare and education practitioners to learn from one another in order to benefit their own work.
Many of the professionals I work with are experiencing unprecedented, often externally imposed change, exacerbated by the effects of the international economic downturn. Because strong links frequently exist between political policy and the education and health sectors (Ball 2007; Pollock 2005), governments often seize opportunities for savings within the sectors through promoting potentially divisive discourses and practices. These currently include:
· international market-driven policies that orient education and health care towards privatisation and managerialist practices (Ball 2007; Player and Leys 2011) and often position providers and clients as separate entities;
· theorising management practices as hierarchical and top down (Storey et al 2010), contrary to calls for greater practitioner involvement in organisational change (Nonaka and Takeuchi 1995; Senge 1990);
· theory and practice are maintained as separate fields of discourse, contrary to a view that they should be complementary aspects of the same practice (Allmark, 1995).
My research focuses on how I can encourage practitioners to critically interrogate these discourses and practices and develop new ones, through linking practitioners in different professions to share and adapt others’ ideas to their own circumstances. I encourage the development of communities of practice (Wenger 1999) and the linking of diverse communities of practice. This may encourage practitioners to appreciate how they can play an activist role in the way their professions operate.
Allmark, P. (1995) A classical view of the theory-practice gap in nursing, in Journal of Advanced Nursing, 22(1): 18–23. Ball, S. (2007) Education Plc: Understanding Private Sector Participation in Public Sector Education (2nd edition). Abingdon, Routledge. McNiff, J. (2010) Action Research for Professional Development. Poole, September Books. Nonaka, I. and Takeuchi, H. (1995) The Knowledge-Creating Company. Oxford, Oxford University Press. Player, S. and Leys, C. (2011) The Plot against the NHS. London, The Merlin Press. Pollock, A. (2005) NHS Plc: The Privatization of our Health Care. London, Verso. Schön, D. (1983) The Reflective Practitioner. New York, Basic Books. Senge, P. (1990) The Fifth Discipline. New York, Doubleday. Storey, J., Bulivant, J. and Corbett-Nolan, A. (2010) Governing the New NHS: Issues and Tensions in Health Service Management. Abingdon, Routledge. Tempest, M. (2006) The Future of the NHS. St Albans, XPL Publishing. Wenger, E. (1999) Communities of Practice. Cambridge, Cambridge University Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
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Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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