Innovation: A disposition, not a destination

• In Event: Change: Individual and leadership responses

Proposal

In an ever-changing society, the ability to identify and adapt to these changes requires innovative practices. This is particularly true for independent schools because, as schools of choice, they must differentiate themselves from other institutions in order to ensure their survival. Innovation thus plays a critical role in independent schools. This study seeks to learn what kind of culture is needed in an independent school to make new ideas thrive. For our purposes, innovation is a school’s ability to accurately identify a problem and ideate relevant solutions that include the investment of multiple stakeholders to ensure long-lasting success (Rogers, 2003; Chen, 2010; Genlott et. al 2018). Using this definition, this project seeks to understand the following questions:

-In schools with more innovative practices, what mindsets and skills are present in the culture?
-What is the makeup of a team that makes innovation happen?
-Who drives innovation?

Theoretical Framework

In considering the dispositions of leaders and schools that foster innovative practices, we draw upon Rogers’s theory of the diffusion of innovation (2003). According to Rogers, an innovation is an idea, practice or object that is perceived as new by an individual or other unit of adoption; his framework identifies a number of organizational characteristics linked to increased levels of innovation. These characteristics are centrality, complexity, formailization, interconnectedness, system openness, organizational slack, and size. We examine these organizational characteristics alongside school culture dispositions in order to determine how they align and how they relate to schools’ innovative practices.
As Maslowski states, school culture is “the system of basic assumptions, norms and values, as well as the cultural artifacts, which are shared by school members and influence their functioning at school” (2006, p.9). Using this approach, school culture by definition includes sharing amongst members of the school; collegiality and collaboration are embedded within a healthy school culture. Sharing and collegiality lead to continuous improvement and meaningful participation (Simpson, 1990), better communication and problem solving, and a shared understanding of roles, norms, expectations (Jerald, 2006). Through our research, we examine the prevalence of these aspects of school culture in a sample of independent schools and determine how they relate to schools’ commitment to innovation.

Research Design

This descriptive study utilizes a three phase mixed methods approach to survey the landscape of innovation in independent schools. In Phase I, we gather qualitative data from a purposive sample of independent school leaders in order to inform key areas of inquiry for subsequent phases. In Phase II, we gather quantitative data to provide a macro view of innovation in independent schools, using a survey of school leaders and faculty. The experimental group includes schools that have demonstrated a commitment to innovation through participation in the National Association of Independent Schools’ Strategy Lab, a workshop focused on problem-solving through innovation. The control group is a matched sample, with schools selected for similarity to those in the experimental group with respect to size, geographic location, and school structure. Finally, in Phase III, we take a micro view of select schools that stand out for their innovative practices. Through qualitative interviews with teachers and school leaders, we gain a deeper understanding of the team dynamics that promote innovation.

Practical Significance and Utility

We aim to share with independent schools the practices and mindsets that contribute to innovation, accompanied by in-depth examples that illuminate how these practices work in successful schools. The future of independent schools is unclear given the current pandemic, expected economic troubles, and possible loss of interest in exclusionary schooling. However, by sharing mindsets, tools, and practices that have enabled schools to remain flexible and meet demands of their families, we hope to equip independent schools to adapt to the current educational climate.
At the present moment, schools around the world are re-examining practices and evaluating changes. Sharing research related to educational innovation including cultural precursors, organizational structure, and school commitment benefit institutions around the world as they contemplate changes in a post-pandemic environment.

Author

• Caroline Carlin, Vanderbilt University