Organizational Routines and Theorizing in Large-Scale School Improvement—Exploring a Swedish Design.
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| Title: | Organizational Routines and Theorizing in Large-Scale School Improvement—Exploring a Swedish Design. |
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| Authors: | Adolfsson, Carl-Henrik1 (AUTHOR) carl-henrik.adolfsson@lnu.se, Nordholm, Daniel2 (AUTHOR) |
| Source: | Leadership & Policy in Schools. Apr-Jun2026, Vol. 25 Issue 2, p373-390. 18p. |
| Subject Terms: | *School improvement programs, *Educational change, *Organizational learning, *Educators, Theorists, Standard operating procedure, Policy analysis, Reforms |
| Abstract: | In many countries, we can see a movement to more large-scale and system-wide approaches to school improvement. The aim of this article is to study and theorize on conditions for school actors' knowledge building within such large-scale school improvement reforms. Using a Swedish large-scale school improvement program, "Collaboration for the Best School Possible" (CBSP), as a case and the concepts of organizational routines and theorizing as theoretical lenses, we explore questions linked to school improvement design and conditions for school actors' knowledge building. Internal policy documents from the Swedish National Agency of Education and interviews with responsible officials constitute the empirical material for the study. The results point to a great variation concerning the degree of standardization and formalization of the CBSP design. This implies that some parts of the CBSP process are to a large degree conditional on individuals' competences, experiences, and attitudes. An important conclusion from the study is that an efficient large-scale school improvement design should contain organizational routines that can reinforce the interplay between the different levels of the school systems, but also create conditions for integrating research to nurture different types of theorizing. Such design will generate conditions for professional knowledge building and educational change. [ABSTRACT FROM AUTHOR] |
| Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193318505 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Organizational Routines and Theorizing in Large-Scale School Improvement—Exploring a Swedish Design. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Adolfsson%2C+Carl-Henrik%22">Adolfsson, Carl-Henrik</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> carl-henrik.adolfsson@lnu.se</i><br /><searchLink fieldCode="AR" term="%22Nordholm%2C+Daniel%22">Nordholm, Daniel</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Apr-Jun2026, Vol. 25 Issue 2, p373-390. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+improvement+programs%22">School improvement programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+learning%22">Organizational learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Theorists%22">Theorists</searchLink><br /><searchLink fieldCode="DE" term="%22Standard+operating+procedure%22">Standard operating procedure</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+analysis%22">Policy analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reforms%22">Reforms</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In many countries, we can see a movement to more large-scale and system-wide approaches to school improvement. The aim of this article is to study and theorize on conditions for school actors' knowledge building within such large-scale school improvement reforms. Using a Swedish large-scale school improvement program, "Collaboration for the Best School Possible" (CBSP), as a case and the concepts of organizational routines and theorizing as theoretical lenses, we explore questions linked to school improvement design and conditions for school actors' knowledge building. Internal policy documents from the Swedish National Agency of Education and interviews with responsible officials constitute the empirical material for the study. The results point to a great variation concerning the degree of standardization and formalization of the CBSP design. This implies that some parts of the CBSP process are to a large degree conditional on individuals' competences, experiences, and attitudes. An important conclusion from the study is that an efficient large-scale school improvement design should contain organizational routines that can reinforce the interplay between the different levels of the school systems, but also create conditions for integrating research to nurture different types of theorizing. Such design will generate conditions for professional knowledge building and educational change. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15700763.2024.2344090 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 373 Subjects: – SubjectFull: School improvement programs Type: general – SubjectFull: Educational change Type: general – SubjectFull: Organizational learning Type: general – SubjectFull: Educators Type: general – SubjectFull: Theorists Type: general – SubjectFull: Standard operating procedure Type: general – SubjectFull: Policy analysis Type: general – SubjectFull: Reforms Type: general Titles: – TitleFull: Organizational Routines and Theorizing in Large-Scale School Improvement—Exploring a Swedish Design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adolfsson, Carl-Henrik – PersonEntity: Name: NameFull: Nordholm, Daniel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15700763 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Leadership & Policy in Schools Type: main |
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