School leader trust and collective teacher innovativeness: on individual and organisational ambidexterity’s mediating role

Dedering, Kathrin; Pietsch, Marcus

doi:10.1080/00131911.2023.2195593

Cited by 8 publications

(11 citation statements)

References 126 publications

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“…In this study, a random sample of school leaders, which is representative of Germany, is regularly surveyed in each wave about their work and other topics (Pietsch et al, 2022). In the third wave, the focus was on the topic of innovation in schools (Dedering and Pietsch, 2023). The data for our study were collected by the forsa Institute for Social Research and Statistical Analysis in the context of their omnibus and omninet panels.…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…, 2022). In the third wave, the focus was on the topic of innovation in schools (Dedering and Pietsch, 2023). The data for our study were collected by the forsa Institute for Social Research and Statistical Analysis in the context of their omnibus and omninet panels.…”

Section: Methodsmentioning

confidence: 99%

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Open innovation networks: a driver for knowledge mobilisation in schools?

Pietsch

Brown

Aydın

et al. 2023

JPCC

Self Cite

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PurposeIn organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation.Design/methodology/approachThe study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes.FindingsThe study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future.Originality/valueAlthough there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Open innovation networks: a driver for knowledge mobilisation in schools?

Pietsch

Brown

Aydın

et al. 2023

JPCC

Self Cite

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“…Although there has been much research conducted, such as research by Karakose et al (2022), Dedering andPietsch (2023), andNawab andNoor (2023) on the role of school leadership in improving teacher and staff performance, there is a significant gap in the academic literature related to strategic decision approaching in the context of empowering school leadership. The results of this gap analysis highlight the need for more in-depth research to explore how strategic decisionmaking can effectively improve the performance of teachers and staff in junior high schools.…”

Section: Introductionmentioning

confidence: 99%

“…The role of school leadership has been recognized as a key element in improving teacher and staff performance and achieving quality learning goals (Rozi et al, 2022;Bush, 2022;Karakose et al, 2022;Dedering & Pietsch, 2023). However, the current literature still lacks depth in analyzing how strategic decision-making can effectively deal with the complexity of challenges junior high schools face.…”

Section: Introductionmentioning

confidence: 99%

School Leadership Transformation: Improving Teacher Performance through Strategic Decision-Making

Nisaul Fadhilah,

Muhammad Wildan Shohib,

Margatama

et al. 2024

TJKMP

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This study explores the principal's decision-making practices at SMP Muhammadiyah 5 Kandangan, focusing on the stages of identification, development and decision selection. The findings show that through a structured process involving the participation of all relevant parties, school principals can make adaptive and responsive decisions to environmental changes. Theoretical implications highlight the importance of integrating school leadership theory with effective decision-making practices. This study offers valuable guidance for educational practitioners in developing results-oriented leadership strategies. As a result, this research shows the need for further research in developing new models for more effective principal decision-making and an emphasis on ethical aspects in decision-making. Thus, improving school principals' decision-making practices is expected to impact educational progress in junior high schools positively.

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Open Innovation in Schools: A New Imperative for Organising Innovation in Education?

Pietsch,

Cramer,

Brown

et al. 2023

Tech Know Learn

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Schools are considered knowledge-creating organisations that find it difficult to develop and implement innovations on their own. Knowledge mobilisation is seen as the key to overcoming this problem. In particular, the use of external sources of knowledge is regarded as an important lever for change. However, there is a lack of concepts and empirical studies in educational research on the extent to which external knowledge is used for innovation in schools. Based on a sample of N = 411 schools, this article explores whether the concept of open innovation can be used in the context of education. Originating from the field of innovation research, open innovation regimes are seen as imperative if organisations are to create and benefit from technology. Multinomial logistic regression analyses show that mobilising external knowledge significantly increases the likelihood of implementing innovations in schools. A machine-learning approach reveals that it is necessary to tailor open innovation regimes to the specific conditions of any given school. In particular, with regard to the use of new technologies and innovations in the field of digitalisation, open innovation can be a lever for change.

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School leader trust and collective teacher innovativeness: on individual and organisational ambidexterity’s mediating role

Cited by 8 publications

References 126 publications

Open innovation networks: a driver for knowledge mobilisation in schools?

Open innovation networks: a driver for knowledge mobilisation in schools?

School Leadership Transformation: Improving Teacher Performance through Strategic Decision-Making

Open Innovation in Schools: A New Imperative for Organising Innovation in Education?

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