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School Expansion among Independent Schools in Hawai‘i: Negotiating and Leading Organizational Change.
|Title:||School Expansion among Independent Schools in Hawai‘i: Negotiating and Leading Organizational Change.|
|Authors:||Asato, Casey M.|
|Contributors:||Professional Ed Practice (department)|
personal theory of action
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Over the past decade, the independent school landscape in the U.S. and Hawaiʻi has|
experienced a dramatic transformation resulting in school closures, consolidations, and attempts
at expansions. Leadership of organizational change, particularly within complex contexts
undergoing highly dynamic and disruptive forces, is long understood as challenging at best and
destructive at worst, where major organizational changes more often fail than succeed.
This qualitative case study explored how independent school leaders in Hawaiʻi
negotiated and led the process of school expansion in order to understand factors and practices
that influence this organizational change. Through a cross-case analysis, this study examined the
intersects of leadership approaches, organizational climate, and the operational environment at
three independent schools in Hawaiʻi to discover rationales for school expansion and effective
leadership practices to facilitate organizational change processes.
The investigation explored the topic through a conceptual framework of organizational
change leadership and an interpretive theoretical perspective framed by a constructivist
epistemology and pragmatism. The significance of the investigation lies in the study’s
uncovering of the mechanisms and theories of change at three schools that deepens and enriches
understanding of key contextual elements, challenges, and opportunities for independent school
heads and governing boards considering school expansion.
Unique circumstances and contexts of independent school expansions reflected systemlevel
changes that were “punctuated” and “continuous” as well as “adaptive” and “emergent” to
adjust to complex and unpredictable environments. The researcher purposefully focuses on
effective practices and principles rather than emphasizing best practices to avoid making context
free assertions and findings.
|Description:||Ed.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ed.D. - Professional Practice|
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