August 2014 saw one of the biggest reforms in recent Danish history with the introduction of a large public school reform. While the run up to the implementation of the reform was characterized by a lot of political turbulence, due to a change in the public teachers working agreement, the reform was successfully adopted. The reform introduced major changes to the Danish public school system and the municipality’s management of local school systems. This study sets out to investigate how the Danish municipality of Aalborg has implemented abovementioned reform. The local government has brought attention to itself throughout the Danish municipal landscape, due to the speed and success of which it has implemented the school reform. In order to handle the massive changes that the reform presented, the local government has made profound changes in the way it manages its school system. Aalborg has furthermore lunched several initiatives in order to secure cooperation and involvement between municipal administration and its public school leaders. The purpose of this study is to shed light upon the underlying functionality of these changes. Through the use of Niklas Luhmann’s (1984) system theory as well as Niels Åkerstrøm Andersen and Justine Grønbæk Pors’ (2015) Public Leadership theory, this study seeks to discover how the municipality of Aalborg has arranged its public school system. Through an analysis of the school system’s organisational balance between management and self-management, as well as balance between unity and differentiation, this study seeks to explain the collaboration between the municipal administration and public school leaders. This is done through document analysis of significant working papers and interviews with a teacher, pedagogue, school leader, consultant and the school director. On the balance between management and self-management the study’s results indicate that the school system’s common objective outline this balance. The common objective defines the direction of the system, but still creates space for school leaders to define local interpretations. The results also indicate that school leaders play an essential role in the implementation of new initiatives. In relation to this the school leaders plays a crucial role in making sure that employees experience ownership to the agenda of the common school system, in order to make self-management work. Furthermore the results show that the school leaders also gets involved in the political administrative management of the school system. Hence the analysis point towards that the school leaders have to prioritize a strategic leadership role in their management of local schools.
|Uddannelser||Forvaltning, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||29 apr. 2016|