Frances K. Kochan

Creating a collaborative leadership network: an organic view of change

This study investigated the value of the West Alabama Learning Coalition, a multiinstitutional organization in rural Alabama, as perceived by its members, a diverse group of professionals in schools, universities, community colleges, businesses, and social service agencies. Documents, observations, and interviews were the data collection tools in this qualitative research study. Factors that motivated members to join and remain involved in the network are reported. The analysis resulted in a view of the coalition as a dynamic and organic creative entity that fosters synergy, empowered and shared leadership, and personal and organizational transformation.

Analyzing the Relationships Between Culture and Mentoring

The purpose of this manuscript is to present a theoretical model of culture from which a conceptual framework has been built that can be used to conduct a cultural analysis. The paper presents definitions and components of culture and its role in our expanding global society. It then relates these to research findings related to the relationship between mentoring and culture. This information is used to create a cultural framework of mentoring which can be used to conduct a cultural analysis of the context in which a mentoring program exists in order to take actions that will aid in fostering its success. A model for using the framework in practice is presented.

Cultural influences on mentoring programs and relationships: a critical review of research

Purpose – The purpose of this paper is to identify and summarize the primary themes and issues examined in relevant international research dealing with the relationship between culture and mentoring. The focus is on formal mentoring programs for educators in primary and secondary schools and higher education settings. Design/methodology/approach – The literature surveyed covered the direct and indirect impacts of culture on mentoring in primary, secondary and higher education settings. Manuscripts were organized around the topics of teacher education, teacher and leader development, and higher education. A thematic synthesis approach was used to summarize the findings. Findings – Findings indicated that research on cultural aspects of mentoring in education has focused on three primary themes: cultural aspects of the mentoring relationship; the impact of organizational structures on mentoring programs and relationships; and the manner in which ethnicity and societal beliefs relate to the purposes and stru...

An Exploratory Study of Collaboration in Higher Education From Women's Perspectives

This descriptive, exploratory study investigated collaboration in higher edu cation as perceived by a select group of prolific female academics, known for their collaborative work. The results indicate that these women were influenced to work in partnership in varied ways through which they each developed an ethic of collaboration. The experience of collaboration with school and university practitioners brought many benefits to these scholars, but not without sacrifice and hardship. The authors recommend that if colleges of education are serious about promoting collaborative work, these institu tions must become more attuned to the difficulties involved. In addition, colleges should consider providing support mechanisms for those academics seeking to engage in joint academic ventures within their institutions and with their colleagues in the field.

Educational Leadership Redesign in Alabama: Deans' Perspectives on Organizational Change.

Principal preparation programs in colleges throughout the country are being initiated and redesigned using diverse models and approaches. Creating change in any organization requires the involvement and support of supervisory personnel in leadership positions (Lincoln, 1989; Welch & Welch, 2007). Thus, although supervisory roles in colleges and universities tend to be less direct than those in K–12 and private enterprise (Gornitzka, 1999), the college deans have a strategic role in program redesign within their colleges (Wolverton & Gmelch, 2002). Kolodny (1998) suggests that the deanship is “the critical administrative point at which meaningful change might be effected” (p. 8). Although this statement may appear to be logically true, there is scant research on the role of the dean in fostering organizational change (Martin, Samels, et al., 1997; Wolverton, Gmelch, Montez, & Nies, 2001). I am a dean in a college in Alabama that has recently completed an educational leadership redesign process. This manuscript describes research I conducted to examine the process as perceived by the deans involved. It begins with an overview of the redesign process nationally, followed by a description of the Alabama initiative. The next section presents my perceptions of this effort at my institution. This is followed by a description of the research questions, the data collection and analysis process, and the findings. The manuscript concludes with a discussion of the findings and implications for the future.

Cultural influences in mentoring endeavors: applying the Cultural Framework Analysis Process

Purpose – The purpose of this paper is to examine the usability of the Cultural Framework Analysis Process, a strategy designed to examine cultural factors in mentoring endeavors and to identify whether there are patterns of cultural elements that served to hinder or facilitate mentoring programs across a variety of organizations and contexts. The process also involves identifying methods for overcoming the barriers and enhancing the facilitating factors. Design/methodology/approach – Graduate students in a class on mentoring were given an assignment to analyze a mentoring program using the Cultural Framework Analysis Process. They were also asked to share their most significant learning outcomes. Data were gathered by two student groups over a two-year period. Researchers determined the usability of the analysis process by evaluating the quality of the student submissions. They aggregated the data and conducted a content analysis on the facilitating and hindering factors to determine commonalities and th...

Experiencing Educational Leadership Preparation Program Redesign in Alabama One University’s Perspective

Calls for changing educational leadership preparation have led many state policy makers to initiate program redesign efforts; the governor of Alabama constituted a working group to examine the situation and develop recommendations. This article details the school leadership preparation program redesign process in Alabama from the perspective of faculty at one university. The article presents an overview of the design process, basic program tenets, and manner in which one set of university faculty engaged in this endeavor. It also presents facilitating and hindering factors, compares redesigned program with previous program, and aligns the redesigned program with best practices.

Factors influencing principals’ retirement decisions a southern US perspective

This study, conducted in one state in the United States, replicated similar research from over a decade ago to compare principal demographics and reasons for remaining or leaving the profession. Demographics have trended with the nation. Principals are older, more diverse and are largely eligible for retirement within the next five years. Similar demographics are noted in Australia, New Zealand and the United Kingdom. The reasons for retiring have changed dramatically since the first survey. External mandates were the number one reason for retirement. Another reason included spending more time with their family. Around the globe, other countries are considering national initiatives, such as accountability and high-stakes testing or national curriculum standards. This study may provide a cautionary note regarding the impact on principal role and retention. Thus, while the study occurred in the United States, the policies that influenced principals’ reasons for choosing to retire or stay in the profession appear to have global implications.

Hope and Possibility: Advancing an Argument for a Habermasian Perspective in Educational Administration.

The emergence of postmodernism has stimulateddiscourse on the potential for using reason tocreate a just society. The discourse hascaused confusion and dissension in the field ofeducational administration as scholars seek tofind a means to blend concepts inherent in themodern and postmodern. The works of JürgenHabermas provide a means of dealing with thisdilemma and have some specific applications tothe practice of educational administration.