Date of Submission

7-28-2022

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

collaboration, social constructivism, organizational culture, early childhood studies, reflective group practice, CoPs

Abstract

Collaboration among professionals is promoted in various disciplines. This Organizational Improvement Plan addresses a Problem of Practice (PoP) in a Canadian higher education institution. The PoP is the absence of a culture of collaboration among faculty of an Early Childhood Studies program. In the context of this plan, collaboration is defined as a multidimensional, ongoing process that includes interaction, time commitment, the exchange of expertise, and the maintenance of a professional working relationship with stakeholders in order to promote best outcomes. Failure to address this PoP is a disservice to children and their families. Leadership and faculty of the Early Childhood Studies program have an ethical obligation to engage in a culture of collaboration to promote skills, knowledge, and pedagogical practices that will produce graduates of the highest quality. A ripple effect of this change is that graduates will be better prepared to make the greatest possible difference by supporting children and their families to achieve equal outcomes and well-being. Central to this plan are three leadership approaches: transformational, participative, and mindful leadership. Social constructivism is the overarching theory framing this plan and is supported with organizational culture theory. A solution is identified, a union of reflective group practice and communities of practice, and a change path model is used to facilitate the change, with a focus on addressing resistance, communication, knowledge mobilization, and reflection. In addition, a participatory orientation to evaluation and the Plan, Do, Study, Act model are used to frame the monitoring and evaluation of the change.

Keywords: collaboration, social constructivism, organizational culture, early childhood studies, reflective group practice, CoPs

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