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ERIC Number: EJ1092739
Record Type: Journal
Publication Date: 2016-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1741-1432
Educational Leaders' Doctoral Research That Informed Strategies to Steer Their Organizations towards Cultural Alignment
Taysum, Alison
Educational Management Administration & Leadership, v44 n2 p281-300 Mar 2016
This research generates new knowledge about how 24 educational leaders in the USA and England used their doctoral research to build narrative capital to inform strategies to steer their organizations towards cultural alignment. Cultural alignment prevents forms of segregation rooted in nation-states' wider historiography of education segregation based on low income and/or racial, cultural and linguistic diversity, and those recognized as having special educational needs. The evidence reveals doctoral study enabled the leaders to focus on the inner life and the emotional relational dimension of their narratives, and their alignment with the narrative of the members of their organizations through building networks of organizational participation in processes and practices. The networks enabled values to be shared such as trust, respect, agreeing to disagree and celebrating diversity. Thus doctoral research enabled the leaders to provide chances for members of the organization to evaluate their personal and professional narratives with each other and build narrative capital. Narrative capital is essential to underpin the construction of new life narratives that move beyond old descriptive scripts to scripts that turn dreams into objective realities, social mobility and civic engagement. Further research is recommended to explore how networks of participation in organizational processes and practices for cultural alignment are described and understood by leaders, educational professionals and students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United States
Grant or Contract Numbers: N/A