Implementation of Large-Scale Innovations as the Result of Interpretative Negotiations

• In Event: Implementing and Sustaining Educational Change

Abstract

The implementation of large-scale innovations remains a highly complex process. Starting from an agency-structure perspective, this multiple case study illustrates how large-scale innovations are never simply “executed” and that actual implementation practices in schools are the result of interpretative negotiations. Furthermore, this interpretative negotiation is influenced by and results in (the development of) agendas. Additionally, the impact of the innovation could be described in terms of four categories of changes: (1) heteronomous changes, (2) heightened awareness of the existing beliefs and practices in the school, (3) substantive safeguarding of existing practices, and (4) adjustments to the practices and beliefs. The innovation agendas of the actors involved are an important predicator for these actual implementation practices.

Authors

• Karen Vermeir, University of Leuven

• Geert Kelchtermans, University of Leuven