Visionary planning and the Eagle Ford Shale Play: a cross-case study of rural school superintendents as sense-makers

Abstract

The decision-making processes used by superintendents in times of economic crises are well documented. Little is known about how they respond/plan in times of economic gains. The purpose of this study is to explore how superintendents respond and plan for the future amidst the changes brought about by oil and gas development of the Eagle Ford Shale (EFS) in South Central Texas. Two research questions guided this qualitative study: in what ways are rural school district superintendents sensemakers and how do they respond to the presence of the EFS Play? Three superintendent’s narratives were represented against a backdrop of structural functionalism and a model of sensemaking. Sensemaking is how the superintendents in our study explained what is going on within their school districts. Despite increased reserves and affluence two issues took precedence: school facilities/physical plants deterioration and declining academic achievement. Each superintendent leveraged the situation as a process to maximise economic benefits to school improvement. The EFS play was viewed as a strategic opportunity to pass/administer school bond elections; to a lesser degree academic improvement. Implications: Rapidly changing economics requires new and increased knowledge of superintendents. Balanced sensemaking will help superintendents with visions of sustained development and improved opportunities.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Lynn Hemmer , PhD, is an associate professor and coordinator of the Texas A&M University-Corpus Christi educational administration program in Corpus Christi, Texas, USA. Her areas of specialization are in policy implementation, educational equity for special populations and the administration of programs for students at risk of school failure. She can be reached at [email protected].

Israel Aguilar , PhD, is an assistant professor of educational administration at Texas A&M University-Corpus Christi where he teaches about principal leadership for social justice. He has served in the capacity of administrator and teacher in large urban districts across Texas. He can be reached at [email protected].

Kathleen Fleming , PhD, is a clinical assistant professor in the Department of Educational Leadership, Curriculum and Instruction at Texas A & M University-Corpus Christi. Prior to her position at the University, she completed 35 years in public education, serving as an elementary teacher, campus administrator, curriculum supervisor and as a literacy consultant for multiple South Texas school districts. She can be reached at [email protected].