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dc.contributor.authorForfang, Hilde
dc.contributor.authorPaulsen, Jan Merok
dc.date.accessioned2020-03-30T10:26:12Z
dc.date.accessioned2020-04-01T21:41:38Z
dc.date.available2020-03-30T10:26:12Z
dc.date.available2020-04-01T21:41:38Z
dc.date.issued2019-12-11
dc.identifier.citationForfang H, Paulsen JMP. Under What Conditions Do Rural Schools Learn From their Partners? Exploring the Dynamics of Educational Infrastructure and Absorptive Capacity in Inter-Organisational Learning Leadership. Nordic Journal of Comparative and International Education (NJCIE). 2019;3(4):65-81en
dc.identifier.issn2535-4051
dc.identifier.issn2535-4051
dc.identifier.urihttps://hdl.handle.net/10642/8369
dc.description.abstractThis case study was designed to explore the strategies and actions that high performing schools with sus-tainable results employ at the district level in arural part of Norway. The district subjected to the study is characterisedby small municipalities and a scattered population, with a few small school administrative units, which might be a challenging context for sustainability and improvement. In response, the districts developed collaborative structures to increase collective learning capacity. The research design involved a collective case study, and it draws on data from interviews with school leaders at the municipal level and local school policy documents. The findings suggest that Norwegian school district actorscan facilitate school improvement by shaping collaborating cultures, inter-organisationallearning processes and educa-tional infrastructures. Furthermore, the findings highlight the schools’ ability to recogniseand value new knowledge from external sources, such as academic institutions and partner schools, assimilate novelties across boundaries and,eventually,utilise thesefor strategic or operational endstoenhance an organisation’s absorptive capacity. Finally, the findings indicate that superintendents can play important roles through boundary-spanning and gatekeeping activities.en
dc.language.isoenen
dc.publisherOsloMet University Libraryen
dc.relation.ispartofseriesNordic Journal of Comparative and International Education;Vol 3 No 4 (2019): General issue: Nordic Comparative and International Education Moving Forward
dc.rightsThis work is licensed under a Creative Commons Attribution 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectDistrict leadershipsen
dc.subjectSchool leadershipsen
dc.subjectInterorganisational learningen
dc.subjectCapacity buildingen
dc.subjectEducational infrastructureen
dc.titleUnder What Conditions Do Rural Schools Learn From their Partners? Exploring the Dynamics of Educational Infrastructure and Absorptive Capacity in Inter-Organisational Learning Leadershipen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2020-03-30T10:26:12Z
dc.description.versionpublishedVersionen
dc.identifier.doihttps://dx.doi.org/10.7577/njcie.3368
dc.identifier.cristin1763877
dc.source.journalNordic Journal of Comparative and International Education (NJCIE)


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This work is licensed under a Creative Commons Attribution 4.0 International License.
Med mindre annet er angitt, så er denne innførselen lisensiert som This work is licensed under a Creative Commons Attribution 4.0 International License.