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Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District

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Title: Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District
Language: English
Authors: Malin, Joel R. (ORCID 0000-0001-6642-3434), Hackmann, Donald G.
Source: Educational Administration Quarterly. Apr 2019 55(2):189-224.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 36
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: High Schools, Career Academies, Urban Schools, School Districts, Career Readiness, College Readiness, Program Implementation, Educational Change, Leadership, Outcomes of Education, Accountability
DOI: 10.1177/0013161X18785870
ISSN: 0013-161X
Abstract: Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district's career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson's integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform's initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.
Abstractor: As Provided
Number of References: 41
Entry Date: 2019
Accession Number: EJ1207331
Database: ERIC
FullText Text:
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  Data: Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District
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  Data: <searchLink fieldCode="AR" term="%22Malin%2C+Joel+R%2E%22">Malin, Joel R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6642-3434">0000-0001-6642-3434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Apr 2019 55(2):189-224.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Academies%22">Career Academies</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink>
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  Data: 10.1177/0013161X18785870
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  Data: 0013-161X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district's career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson's integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform's initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.
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      – SubjectFull: Career Academies
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      – SubjectFull: Urban Schools
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      – SubjectFull: School Districts
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      – SubjectFull: Career Readiness
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