Distinguishing aspects of sustainability

Abstract

Many innovations that are implemented in schools are initially successful, but fail to become part of the schools’ habits and routines. Relatively little research has followed innovations in schools for a long(er) time. In addition, few reforms last long enough to be studied longitudinally. In this exploratory study, the authors aim to find a way to quantitatively measure the degree of sustainability of a data use intervention three to eight years after its initial implementation. Sustainability in this study was defined as ‘…the process of integrating and scaling the innovation’s core aspects in organizational routines that are adaptive to ongoing work, with continuing improvement of results’. A distinction was made between sustainability of the method and sustainability of the underlying goal of the data use intervention. A cluster analysis showed that schools can be categorized into four degrees of sustainability. A general view of the data indicated that the core components were present to varying degrees. Radar charts have been made and provided more insight. The process from organizational routines, and transfer of the intervention from the individual to the institutional level realizing organizational routines differs from school to school. The answer to the question as to whether an intervention has been sustained is not a simple yes or no. Sustainability is nuanced and can come in different forms. Measuring sustainability in a quantitative way contributes new perspectives and insights. With those insights further research can be done.

Promoting sustainable educational innovation using the Sustainability Meter

“…Involved leadership is key in implementing and sustaining educational innovation (Krijgsman et al. , 2022; van den Boom-Muilenburg, 2021; Tappel et al. , 2022; Prenger et al.…”

“…However, various factors also influence this sustainability after implementation has been planned (Prenger et al. , 2022; Tappel et al. , 2022; Wolthuis et al.…”

“…School organizational characteristics relate to how an innovation is carried out within the school. This also includes factors such as the degree of knowledge sharing within the school and the degree of collaboration between teachers (Tappel et al. , 2022).…”

“…Depending on the stage of school development (Vanhoof and van Petegem, 2022), participants focus on one pillar or a selection of pillars. Each pillar contains indicators and associated scales used and validated in previous studies on that specific group of influential factors (Tappel et al. , in progress).…”

“…Sustainability of an innovation is ideally considered before its implementation (Fagen and Flay, 2009;Adams and Jean-Marie, 2011). However, various factors also influence this sustainability after implementation has been planned (Prenger et al, 2022;Tappel et al, 2022;Wolthuis et al, 2021;Gaikhorst et al, 2017;Tappel, 2020). See Figure 1.…”