Mal Lee and Roger Broadie
It is time that schooling globally accepts, as an underlying operational premise, that schools are different. With change as the new normal, that difference will become increasingly so.
Let’s cease operating on the largely unquestioned and dated premise that all schools are the same.
Let’s understand by changing that long honoured underlying premise, the shaping mindset, one fundamentally changes all one’s dealings with schools.
That said let’s also recognise that schools, like all other digitally based complex adaptive systems (Dooley, 1997), will evolve over time in a remarkably similar manner while at the same time as being different.
In marked contrast to the traditional paper based organisation that was designed for a world of relative constancy and continuity the digitally based organisation is designed to facilitate rapid on-going change, digital disruption, seeming chaos and accelerating evolution and transformation. Where sameness prevailed in the former, difference will be the norm in the latter.
The most advanced organizations will become champions for change, harnessing the latest developments to grow and improve the business (Accenture, 2016. P8).
One of the realities of the Digital Revolution, and a digital and socially networked society is that every digitally based organisation – be it a business, a public utility, a public service unit or a school – will evolve at its own rate. Very quickly organisations within the one area of endeavour will in their digital evolutionary journey continually transform their nature, culture and ecosystem, and do so at varying rates, with the successful soon becoming very different to their slower moving counterparts.
The rate of the digital evolution will be strongly impacted by the leadership of its chief executive officer and his/her ability to create and grow a digitally based and socially networked ecosystem and culture that will provide the clients/customers the products and services they desire (Westerman, et.al, 2014). The more successful move to the fore, the less successful will trail until such time as they are able to surpass the productivity of the digital masters and those unable to compete cease to be viable.
It is very much Digital Darwinism at play (Lee and Broadie, 2016,2).
Each organisation will be at a different evolutionary stage, with the differences between like organisations on trend to continue growing at pace. Think for example of the differences between the digital technology companies, and the productivity of their ecosystem and corporate culture. While the likes of Apple and Google are evolving at pace, organisations like Microsoft, HP and Acer are daily seeking to transform their operations to better compete, the likes of Nokia, Blackberry and Yahoo – all former digital masters – are slipping out of the play.
Contrary to the belief of some there is little governments can do to curtail Digital Darwinism – even if it was desirable.
The same – unseen to many – is happening with schools worldwide.
Schools have to go digital to remain viable (Lee and Broadie, 2015,5).
As evermore schools move to the digital operational mode the digital masters – the pathfinder schools – will continue to evolve at an accelerating pace, the later adopter schools will seek to follow, while those wedded to the ways of the traditional paper school will move closer to a state of equilibrium and questionable viability.
In the 2016 edition of The Taxonomy of School Evolutionary Stages (Lee and Broadie, 2016, 12) we identified seven key and distinct school evolutionary stages, understanding that every school sat at a point on that evolutionary continuum. Schools operating at the Digital Normalisation evolutionary stage are very different organizations to those at the Early Digital. Indeed in many respects the mode of schooling provided in the former is antithetical to the latter, so great is the difference.
In brief schools are already very different.
It is the new reality – the new norm – that should be borne in mind in every school related operation.
Schools are not and should not be regarded as the same.
Moreover they have not been the same for at least the last decade, since the first of the schools moved to a digital operational mode.
Notwithstanding most educational administrators and governments still work on the premise that schools are not only the same, but will remain so for years to come. Globally one sees authority’s continuing to apply a common standard to all its schools.
Look at the following areas and consider how the extent to which all are premised on the assumption that schools are the same
- National/provincial curriculum
- National/provincial reform programs
- Teaching standards
- Pay scales
- Duty statements
- Staff deployment
- Teacher education
- Student reporting
You’ll have seen how national and regional politicians view all the schools the same when they seek to impose their magic panacea on the schools within their bailiwick.
It is as if sameness is the key to readying the young for a rapidly evolving uncertain future in a digital and socially networked world.
Ironically while sameness continues to be the underlying premise governments globally have in most quarters recognised the importance in a rapidly evolving digital society of self-regulating units and giving each school and its principal/head teacher a large degree of autonomy,
They are actively encouraging the schools to be different.
What impressed in examining the evolution of the pathfinding digital schools was how successful the astute principals were in taking advantage of that autonomy in shaping schools – markedly different, ever evolving schools – that would provide the ideal education.
One is left with the very strong impression that the vast majority of governments and educational administrators – and most assuredly their bureaucrats – are not aware how strongly their operational thinking is shaped by the premise that all schools are – and will – and probably should always be the same.
One can but hope they see the error in their thinking and that in supporting semi autonomous schools go digital they adopt a digital mindset (Bhaduri and Fischer, 2015) where organizational difference is the new norm.
In shaping your school’s digital evolution it is imperative you take charge of your school’s growth (Lee and Broadie, 2016, 4), understand your school is unique and that you will need to adopt a shaping strategy that suits your situation, regardless how different it makes your school to others.
- Accenture (2016) ‘People First: The Primacy of People in a Digital Age’. Accenture Technology Vision 2016. Accenture – https://www.accenture.com/t20160314T114937__w__/us-en/_acnmedia/Accenture/Omobono/TechnologyVision/pdf/Technology-Trends-Technology-Vision-2016.PDF
- Lee, M (2015, 5) ‘Schools Have to Go Digital to Remain Viable’ Educational Technology Solutions August 2015
- Lee, M and Broadie, R (2016, 2) ‘Digital Darwinism and Schooling’ Digital Evolution of Schooling February – http://schoolevolutionarystages.net/?m=201602
- Lee, M and Broadie, R (2016, 4) ‘Take Charge of Your School’s Growth and Evolution’ Digital Evolution of Schooling February – http://schoolevolutionarystages.net/?m=201602
- Lee, M and Broadie, R (2016. 12) A Taxonomy of School Evolutionary Stages. 2nd Edition Armidale Douglas and Brown – http://douglasandbrown.com/publications/
rnessing the latest developments to grow and improve the business.