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Open Access
Article
Publication date: 11 April 2019

Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen and Tiina Soini

Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this…

4095

Abstract

Purpose

Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders.

Design/methodology/approach

The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development.

Findings

Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts.

Practical implications

The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders.

Originality/value

The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

Details

Journal of Educational Administration, vol. 57 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Book part
Publication date: 20 January 2021

Abstract

Details

Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
Type: Book
ISBN: 978-1-83867-735-0

Content available
Book part
Publication date: 20 January 2021

Abstract

Details

Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
Type: Book
ISBN: 978-1-83867-735-0

Content available
Article
Publication date: 1 February 2011

A. Ross Thomas

538

Abstract

Details

Journal of Educational Administration, vol. 49 no. 1
Type: Research Article
ISSN: 0957-8234

Open Access
Article
Publication date: 8 April 2021

Janne J. Salovaara and Katriina Soini

The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have…

2271

Abstract

Purpose

The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers.

Design/methodology/approach

The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework.

Findings

A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency.

Research limitations/implications

The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education.

Practical implications

The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education.

Originality/value

Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 24 April 2020

Tiina Tuominen, Bo Edvardsson and Javier Reynoso

This study aims to understand and explain how institutional change occurs at the level of value co-creation practices in service ecosystems. Despite the centrality of collective…

2627

Abstract

Purpose

This study aims to understand and explain how institutional change occurs at the level of value co-creation practices in service ecosystems. Despite the centrality of collective practices to the service ecosystems perspective, theoretically grounded explanations of how practices change and become institutionalized remain underdeveloped. Applying the theory of routine dynamics, this paper addresses two questions as follows: what does the institutional change mean at the level of value co-creation practices and what processes underlie these changes?

Design/methodology/approach

The study develops a conceptual framework that characterizes value co-creation practices as routines involving three aspects, namely, ostensive, performative and artifactual. As a key element in institutional change, the interplay between these informs an account of institutional change processes in service ecosystems.

Findings

The proposed conceptual framework specifies the conditions for institutional change in terms of value co-creation routines. First, any such change is seen to be grounded in alignment between changing institutional rules and the ostensive, performative and artifactual aspects of routines. Second, this alignment is seen to emerge through a dialectics of planned and practice-based activities during institutional change. An empirical research agenda is proposed for the analysis of institutional change processes in different service ecosystems.

Originality/value

This conceptual framework extends existing accounts of how service ecosystems change through the contributions of multiple actors at the level of value co-creation practices.

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