Smart Collaborative Ecosystem: Leading Complex School Systems

Autor/inn/en	Benoliel, Pascale; Schechter, Chen
Titel	Smart Collaborative Ecosystem: Leading Complex School Systems
Quelle	In: Journal of Educational Administration, 61 (2023) 3, S.239-255 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benoliel, Pascale)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2022-0146
Schlagwörter	School Organization; Technology Uses in Education; Educational Change; Cooperation; Social Capital; Cultural Capital; Economic Factors; Educational Improvement; Capacity Building; Resilience (Psychology) + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform; Co-operation; Kooperation; Sozialkapital; Ökonomischer Faktor; Teaching improvement; Unterrichtsentwicklung
Abstract	Purpose: The need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals. Design/methodology/approach: Drawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields. Findings: Achieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems. Originality/value: By integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01