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Book Chapter: Nature of leadership discretions and sustainability of educational innovations: critical connections

TitleNature of leadership discretions and sustainability of educational innovations: critical connections
Authors
Issue Date2012
PublisherElsevier JAI
Citation
Nature of leadership discretions and sustainability of educational innovations: critical connections. In Duyar, I and Normore, AH (Eds.), Discretionary behavior and performance in educational organizations: the missing link in educational leadership and management, p. 141-168. Amsterdam: Elsevier JAI, 2012 How to Cite?
AbstractThe inherit complexity of an educational system further complicates the challenge of introducing technology-based educational initiatives into a school environment. Once introduced, the initiative has the potential to become self-sustaining or to cease once the term is over. Such uncertainty makes the use of expensive information technology (IT) in schools “risky business,” which requires school leaders go above and beyond their current routine to extend the system's capacity to sustain the innovation. A discretionary behavior of school leaders and teachers is one of key factors that contribute to or prevent the sustainability of an innovation. A lack of understanding of what encourages an individual's discretionary behavior and how discretion is fostered in school practices contribute to the challenge of innovation's sustainability. If the individuals’ discretion is required to sustain a technology-based educational program within a school, do their actions dwell outside or inside of the school environment? More importantly, how does a discretionary chain of command operate and can it be aligned? In this chapter we use an “ecological model” approach to describe the influential factors, which affect project's sustainability by transforming effective discretionary approaches of school leaders and teachers from policy to practice. We draw our description of the model on the results of the empirical study of Hong Kong schools involved in the design and strategic IT implementation of the e-Leadership Enhancement Project (eLEP).
Persistent Identifierhttp://hdl.handle.net/10722/138081
ISBN
ISSN
2015 SCImago Journal Rankings: 0.110

 

DC FieldValueLanguage
dc.contributor.authorSavelyeva, Ten_US
dc.contributor.authorLee, Yen_US
dc.date.accessioned2011-08-26T14:39:53Z-
dc.date.available2011-08-26T14:39:53Z-
dc.date.issued2012en_US
dc.identifier.citationNature of leadership discretions and sustainability of educational innovations: critical connections. In Duyar, I and Normore, AH (Eds.), Discretionary behavior and performance in educational organizations: the missing link in educational leadership and management, p. 141-168. Amsterdam: Elsevier JAI, 2012en_US
dc.identifier.isbn978-1-78052-642-3-
dc.identifier.issn1479-3660-
dc.identifier.urihttp://hdl.handle.net/10722/138081-
dc.description.abstractThe inherit complexity of an educational system further complicates the challenge of introducing technology-based educational initiatives into a school environment. Once introduced, the initiative has the potential to become self-sustaining or to cease once the term is over. Such uncertainty makes the use of expensive information technology (IT) in schools “risky business,” which requires school leaders go above and beyond their current routine to extend the system's capacity to sustain the innovation. A discretionary behavior of school leaders and teachers is one of key factors that contribute to or prevent the sustainability of an innovation. A lack of understanding of what encourages an individual's discretionary behavior and how discretion is fostered in school practices contribute to the challenge of innovation's sustainability. If the individuals’ discretion is required to sustain a technology-based educational program within a school, do their actions dwell outside or inside of the school environment? More importantly, how does a discretionary chain of command operate and can it be aligned? In this chapter we use an “ecological model” approach to describe the influential factors, which affect project's sustainability by transforming effective discretionary approaches of school leaders and teachers from policy to practice. We draw our description of the model on the results of the empirical study of Hong Kong schools involved in the design and strategic IT implementation of the e-Leadership Enhancement Project (eLEP).-
dc.languageengen_US
dc.publisherElsevier JAIen_US
dc.relation.ispartofDiscretionary behavior and performance in educational organizations: the missing link in educational leadership and managementen_US
dc.titleNature of leadership discretions and sustainability of educational innovations: critical connectionsen_US
dc.typeBook_Chapteren_US
dc.identifier.emailSavelyeva, T: tsavelye@hku.hken_US
dc.identifier.emailLee, Y: yeunglee@hkucc.hku.hken_US
dc.identifier.emailLaw, NWY: nlaw@hku.hken_US
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1108/S1479-3660(2012)0000013011-
dc.identifier.hkuros189165en_US
dc.identifier.spage141-
dc.identifier.epage168-
dc.publisher.placeAmsterdam-
dc.customcontrol.immutableyiu 130430-

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