GOAL DISSENSUS AND EDUCATIONAL CHANGE

Abstract

Most theories and strategies of educational change are based on organizational models which assume a high level of goal consensus among organizational members. Current developments in organizational theory suggest that the degree of goal consensus within many organizations may be problematic. This study explores the implications of goal dissensus for the process of educational innovation. An intensive case study was made of the introduction of a four day teaching week into a Western Canadian high school. Particular attention was paid to the perceptions held by school staff concerning the objectives of the innovation; the patterns of communication, involvement and social relationships among the staff; and the interrelationship between the two classes of phenomena. In conclusion, the study questions the universal appropriateness of innovation strategies based on a rational problem‐solving theory of change, and suggests some implications of goal dissensus for administrators attempting to introduce change.

Citation

PREBBLE, T.K. (1978), "GOAL DISSENSUS AND EDUCATIONAL CHANGE", Journal of Educational Administration, Vol. 16 No. 1, pp. 7-18. https://doi.org/10.1108/eb009782