Organizational Theory Applied to School Reform

Bonner, Mike; Koch, Tom; Langmeyer, Daniel

doi:10.1177/0143034304048779

Cited by 16 publications

(12 citation statements)

References 8 publications

(10 reference statements)

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“…With roots in management and sociology [ 16 ], organizational theories have been used to explain phenomena in the fields of education, human services, public management, and health services research [ 17 – 20 ]. Organizational sociologists have called for the use of organizational theory in research on healthcare organizations [ 21 ] and for a greater focus on organizations in implementation science [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

Organizational theory for dissemination and implementation research

et al. 2017

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BackgroundEven under optimal internal organizational conditions, implementation can be undermined by changes in organizations’ external environments, such as fluctuations in funding, adjustments in contracting practices, new technology, new legislation, changes in clinical practice guidelines and recommendations, or other environmental shifts. Internal organizational conditions are increasingly reflected in implementation frameworks, but nuanced explanations of how organizations’ external environments influence implementation success are lacking in implementation research. Organizational theories offer implementation researchers a host of existing, highly relevant, and heretofore largely untapped explanations of the complex interaction between organizations and their environment. In this paper, we demonstrate the utility of organizational theories for implementation research.DiscussionWe applied four well-known organizational theories (institutional theory, transaction cost economics, contingency theories, and resource dependency theory) to published descriptions of efforts to implement SafeCare, an evidence-based practice for preventing child abuse and neglect. Transaction cost economics theory explained how frequent, uncertain processes for contracting for SafeCare may have generated inefficiencies and thus compromised implementation among private child welfare organizations. Institutional theory explained how child welfare systems may have been motivated to implement SafeCare because doing so aligned with expectations of key stakeholders within child welfare systems’ professional communities. Contingency theories explained how efforts such as interagency collaborative teams promoted SafeCare implementation by facilitating adaptation to child welfare agencies’ internal and external contexts. Resource dependency theory (RDT) explained how interagency relationships, supported by contracts, memoranda of understanding, and negotiations, facilitated SafeCare implementation by balancing autonomy and dependence on funding agencies and SafeCare developers.SummaryIn addition to the retrospective application of organizational theories demonstrated above, we advocate for the proactive use of organizational theories to design implementation research. For example, implementation strategies should be selected to minimize transaction costs, promote and maintain congruence between organizations’ dynamic internal and external contexts over time, and simultaneously attend to organizations’ financial needs while preserving their autonomy. We describe implications of applying organizational theory in implementation research for implementation strategies, the evaluation of implementation efforts, measurement, research design, theory, and practice. We also offer guidance to implementation researchers for applying organizational theory.

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Section: Introductionmentioning

confidence: 99%

Organizational theory for dissemination and implementation research

et al. 2017

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“…One of the most complex settings for organizational change is the school (Bonner et al 2004). Innovation through creativity is an important factor for the success and competitive advantage of organizations (Woodman et al 1993).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator

Hsiao

Chang

Chen

2013

Asia-Pacific Edu Res

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The purpose of this study was to examine the role of organizational learning as a mediator variable between support for innovation and organizational innovation. Samples for this study were randomly selected from 22 technological colleges in Taiwan. The final sample included 322 participants in the full sample which accounted for 58.42 % of the sample. A structural equation modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. The study concluded that organizational learning was an important determinant of organizational innovation in technological colleges. Support for innovation had a positive relationship on organizational learning and organizational innovation.

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“…Organizational innovation is one of the most increasingly interesting areas of workforce education. One of the most complex settings for organizational change is the school (Bonner et al, 2004;Newmann and Wehlage, 1996). Sustaining reform over a period long enough to have substantial and systematic impact is one of the greatest challenges in the US education field (Taylor, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The American education system has a similar structure to general organizations in terms of complex structure, dynamic work process and systematic connections with both internal and external organizations (Bonner et al, 2004). According to , educational reform initiatives to improve schools and schooling have too little and too slow of an influence on practice.…”

Section: Introductionmentioning

confidence: 99%

School Innovation

McCharen¹,

Song²,

Martens³

2011

Educational Management Administration & Leadership

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The primary aim of this research is to identify cultural determinants of organizational learning and knowledge creation practices, which could be the driving factors for the innovation process in school settings ( Mulford, 1998 ; Silins et al., 2002 ). A conceptual process model for school innovation was developed. In contrast to previous approaches, this research primarily focused on environmental factors and practical processes rather than on individual and policy-related components. The major factors and processes included a supportive learning culture, school autonomy of teachers and departmental collaboration in the school setting. Furthermore, as an endogenous variable of this research, a practical organizational knowledge creation process among teachers and administrators was measured. Organizational knowledge creation is the critical component for school reform and innovation. A Structural Equation Modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. Results suggest that a supportive organizational learning culture positively and significantly impacts all three constructs, but that school job autonomy does not have a statistically significant direct impact on departmental creativity and knowledge creation practices in school systems. Conclusions, limitations and recommendations for further research are discussed.

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Organizational Theory Applied to School Reform

Cited by 16 publications

References 8 publications

Organizational theory for dissemination and implementation research

Organizational theory for dissemination and implementation research

The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator

School Innovation

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