877
Views
24
CrossRef citations to date
0
Altmetric
Research

Agency-centred coupling—a better way to manage an educational organization?

References

  • Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13, 209–223.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults, 39, 132–149.
  • Billett, S. (2001). Learning throughout working life: Activities and interdependencies. Studies in Continuing Education, 23, 19–35.
  • Billett, S. (2006). Work, change and workers. Dordrecht: Springer.
  • Billett, S. (2007). Exercising self through working life: Learning, work and identity. In A. Brown, S. Kirpal, & F. Reuner (Eds.), Identities at work (pp. 183–210). Dordrecht: Springer.
  • Billett, S. (2008). Learning through work: Exploring instances of relational interdependencies. International Journal of Educational Research, 47, 32–47.
  • Billett, S., & Somerville, M. (2004). Transformations at work: Identity and learning. Studies in Continuing Education, 26, 309–326.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Brennan, J., & Mac Ruairc, G. (2011). Taking it personally: Examining patterns of emotional practice in leading primary schools in the Republic of Ireland. International Journal of Leadership in Education, 14, 129–150.
  • Burke, W. W. (2011). A perspective on the field of organization development and change: The Zeigarnik effect. Journal of Applied Behaviour Sciences, 47, 143–167.
  • Cribb, A., & Gewirtz, S. (2007). Unpacking autonomy and control in education: Some conceptual and normative groundwork for a comparative analysis. European Educational Research Journal, 6, 203–213.
  • Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37, 677–692.
  • Edley, N. (2001). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse as data. A guide for analysis (pp. 189–228). Milton Keynes: Open University.
  • Eteläpelto, A., Heiskanen, T., & Collin, K. (2011). Vallan ja toimijuuden monisäikeisyys [Complicated relations of power and agency]. In A. Eteläpelto, T. Heiskanen, & K. Collin (Eds.), Valta ja toimijuus aikuiskasvatuksessa [Agency and power in adult education] (pp. 11–32). Helsinki: Kansanvalistusseura.
  • Eteläpelto, A., & Saarinen, J. (2006). Developing subjective identities through collective participation. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 157–177). Dordrecht: Springer.
  • Fenwick, T., & Somerville, M. (2006). Work, subjectivity and learning: Prospects and issues. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 247–265). Dordrecht: Springer.
  • Fuller, A., & Unwin, L. (2004). Expansive learning environments: Integrating organizational and personal development. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 126–144). London: Routledge.
  • Goldspink, C. (2007). Rethinking educational reform: A loosely coupled and complex systems perspective. Educational Management, Administration & Leadership, 35, 27–50.
  • Goodson, I., & Lindblad, S. (Eds.). (2010). Professional knowledge and educational restructuring in Europe. Rotterdam: Sense.
  • Gordon, T. (2005). Toimijuuden käsitteen dilemmoja [Dilemmas of the concept of agency]. In A. Neurman-Salin, & I. Pyysalo (Eds.), Ihmistieteet tänään [Human sciences today] (pp. 114–130). Helsinki: Gaudeamus.
  • Hager, P. (2004). The conceptualization and measurement of learning at work. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 242–258). London: Routledge.
  • Hänninen, S., & Eteläpelto, A. (2008). Promoting professional subjectivities and personal agency at work. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 97–112). Rotterdam: Sense.
  • Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6, 151–182.
  • Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin.
  • Helgøy, I., Homme, A., & Gewirtz, S. (2007). Local autonomy or state control? Exploring the effects of new forms of regulation in education. European Educational Research Journal, 6, 198–202.
  • Helleve, I. (2010). Theoretical foundations of teachers’ professional development. In J. O. Lindberg, & A. D. Olfsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 1–19). Hershey, NE: IGI Global.
  • Hitlin, S., & Elder, G. H. (2007). Time, self and the curiously abstract concept of agency. Sociological Theory, 25, 170–191.
  • Hodkinson, P., Hodkinson, H., Hawthorn, R., & Ford, G. (2008) Learning through Life. Learning lives summative working paper no. 1.
  • Hökkä, P. (2012). Teacher educators amid conflicting demands: Tensions between individual and organizational development. Jyväskylä: Jyväskylä studies in education, psychology and social research 433; Jyväskylä University Printing House.
  • Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2010). Recent tensions and challenges in teacher education as manifested in curriculum discourse. Teaching and Teacher Education, 26, 845–853.
  • Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2012). The professional agency of teacher educators amid academic discourses. Journal of Education for Teaching, 38, 82–103.
  • Hökkä, P., Rasku-Puttonen, H., & Eteläpelto, A. (2008). Teacher educators’ workplace learning. The interdependency between individual agency and social context. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 51–65). Rotterdam: Sense.
  • Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288.
  • Hudson, C. (2007). Governing the governance of education: The state strikes back? European Educational Research Journal, 6, 266–282.
  • Hulpia, H., Devos, G., & van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47, 728–771.
  • Isopahkala-Bouret, U. (2010). Vocational teachers between educational institutions and workplaces. European Educational Research Journal, 9, 220–231.
  • Jakku-Sihvonen, R., & Niemi, H. (2006). The Bologna process and its implementation in teacher education. In R. Jakku-Sihvonen, & H. Niemi (Eds.), Research-based teacher education in Finland: Reflections by Finnish teacher educators (pp. 17–29). Turku: Painosalama.
  • Kalliola, S., & Nakari, R. (2007). Renewing occupational cultures: Bridging boundaries in learning spaces. International Journal of Educational Research, 46, 190–203.
  • Kelchtermans, G. (2009). Career stories as a gateway to understanding teacher development. In S. Rolls, H. Plauborg, M. Bayer, & U. Brinkkjaer (Eds.), Teachers’ career trajectories and work live (pp. 29–47). Dordrecht: Springer.
  • Kivirauma J. Jauhiainen A. Seppänen P. & Kaunisto T. (Eds.). (2012). Koulutuksen yhteiskunnallinen ymmärrys [Social perspectives on education]. Jyväskylä: Suomen kasvatustieteellinen seura.
  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916.
  • Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation. London: Sage.
  • Lindblad, S., & Goodson, I. (2010). Researching the teaching profession under restructuring. In I. Goodson, & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (pp. 1–10). Rotterdam: Sense.
  • Lipponen, K., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27, 812–819.
  • Little, J. W., & Bartlett, L. (2002). Career and commitment in the context of comprehensive school reform. Teachers and Teaching: Theory and Practice, 8, 345–354.
  • Mahlakaarto, S. (2010). Subjektiksi työssä—identiteettiä rakentamassa voimaantumisen kehitysohjelmassa. [Becoming a subject at work: Constructing identity within a program of empowerment]. Jyväskylä studies in education, psychology and, social research, no. 394; Jyväskylä, University of Jyväskylä.
  • Margolin, I. (2007). Creating a collaborative school-based teacher education program. In M. Zellermayer, & E. Munthe (Eds.), Teachers learning in communities: International perspectives (pp. 133–125). Rotterdam: Sense.
  • Meyer, H.-D. (2002). From ‘loose coupling’ to ‘tight management’? Making sense of the changing landscape in management and organization theory. Journal of Educational Administration, 40, 515–520.
  • Meyer, H.-D., & Rowan, B. (2006). Institutional analysis and the study of education. In H.-D. Meyer, & B. Rowan (Eds.), The new institutionalism in education (pp. 1–13). New York: State University of New York Press.
  • Millward, P., & Timperley, H. (2010). Organizational learning facilitated by instructional leadership, tight copling and boundary spanning practices. Journal of Educational Change, 11, 139–155.
  • Moos, L. (2005). How do schools bridge the gap between external demands for accountability and the need for internal trust? Journal of Educational Change, 6, 307–328.
  • Moos, L. (2009). Hard and soft governance: The journey from transnational agencies to school leadership. European Educational Research Journal, 8, 397–406.
  • Moos, L., Krejsler, J., & Kofod, K. K. (2008). Successful principals: Telling or selling? On the importance of context for school leadership. International Journal of Leadership in Education, 11, 341–352.
  • Niemi, H., & Jakku-Sihvonen, H. (2006). Research-based teacher education. In R. Jakku-Sihvonen, & H. Niemi (Eds.), Research-based teacher education in Finland. Reflections by Finnish teacher education (pp. 31–50). Turku: Finnish Educational Research Association.
  • Orton, J. D., & Weick, K. E. (1990). Loosely coupled systems: A reconceptualization. Academy of management Review, 15, 203–223.
  • Patton, M. Q. (2002). Quality research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Peck, C., Gallucci, C., Sloan, T., & Lippincott, A. (2009). Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change. Educational Research Review, 4, 16–25.
  • Potter, J., & Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. London: Sage.
  • Priestley, M. (2011). Schools, teachers and curriculum change: A balancing act? Journal of Educational Change, 12(1), 1–23.
  • Pyhältö, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13, 95–116.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.
  • Rowan, B. (2002). Rationality and reality in organizational management. Using the coupling metaphor to understand educational (and other) organizations: A concluding comment. Journal of Educational Administration, 40, 604–611.
  • Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11, 45–61.
  • Sahlberg, P. (2011). The fourth way of Finland. Journal of Educational Change, 12, 173–185.
  • Savin-Baden, M., & Major, C. H. (2007). Using interpretative meta-ethnography to explore the relationship between innovative approaches to learning and their influence on faculty understanding of teaching. Higher Education, 54, 833–852.
  • Silverman, D. (2005). Doing qualitative research. London: Sage.
  • Smith, K. (2003). So, what about the professional development of teacher educators? European Journal of Teacher Education, 26, 201–215.
  • Sohlberg, P., Czaplicka, M., & Lindblad, S. (2010). Teacher’s working life under restructuring. In I. Goodson, & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (pp. 41–63). Rotterdam: Sense.
  • Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms: Policy, school administration, and the technical core. American Educational Research Journal, 48, 586–619.
  • Swanson, C. B., & Steveson, D. L. (2002). Standard-based reform in practice: Evidence on state policy and classroom instruction from the NAEP State assessments. Educational Evaluation and Policy Analysis, 24(1), 1–27.
  • Vähäsantanen, K. (2013). Vocational teachers’ professional agency in the stream of change. Jyväskylä: Jyväskylä studies in education, psychology and social research 460; Jyväskylä University Printing House.
  • Vähäsantanen, K., & Billett, S. (2008). Negotiating professional identity: Vocational teachers’ personal strategies in a reform context. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 35–49). Rotterdam: Sense.
  • Vähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22, 15–33.
  • Vähäsantanen, K., & Eteläpelto, A. (2010, August 25–27). Negotiations of career trajectories within transitional situations. Paper presented at the ECER2010 Conference, Helsinki, Finland.
  • Vähäsantanen, K., & Eteläpelto, A. (2011). Vocational teachers’ pathways in the course of a curriculum reform. Journal of Curriculum Studies, 43, 291–312.
  • Vähäsantanen, K., Hökkä, P., Eteläpelto, A., Rasku-Puttonen, H., & Littleton, K. (2008). Teachers’ professional identity negotiations in two different work organisations. Vocations and Learning, 1, 131–148.
  • Vähäsantanen, K., Saarinen, J., & Eteläpelto, A. (2009). Between school and working life: Vocational teachers’ agency in boundary-crossing settings. International Journal of Educational Research, 48, 395–404.
  • van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38, 85–111.
  • van Veen, K., & Sleegers, P. (2009). Teachers’ emotions in a context of reforms: To a deeper understanding of teachers and reform. In P. Schutz, & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 233–252). New York, NY: Springer.
  • van Veen, K., Sleegers, P., Bergen, T., & Klaassen, C. (2001). Professional orientations of secondary school teachers towards their work. Teaching and Teacher Education, 17, 175–194.
  • Virtanen, A., Tynjälä, P., & Stenström, M.-L. (2008). Field-specific educational practices as a source for students’ vocational identity formation. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 19–34). Rotterdam: Sense.
  • Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19.
  • Weick, K. E. (1982). Management of organizational change among loosely coupled elements. In P. S. Goodman & Associates (Eds.), Change in organizations (pp. 375–408). San Francisco, NC: Jossey-Bass.
  • Weick, K. E. (2001). Making sense of the organization. Malden, MA: Blackwell.
  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.