Managing innovation in teacher education institutes
This thesis reports on organizational innovations which have been implemented in eleven teacher education institutions in the North West of England. Its purpose is to present a study of the character and relationship between the innovation phenomenon and environmental influences. Particular referenc...
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University of Manchester
1990
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577515 |
| Summary: | This thesis reports on organizational innovations which have been implemented in eleven teacher education institutions in the North West of England. Its purpose is to present a study of the character and relationship between the innovation phenomenon and environmental influences. Particular reference is made of the administrative structure in context. It was hypothesized that 1. organizational innovation will be extensively controlled if originally from outside the teacher education institution. If such innovation originates from within the institution it will be intensively controlled. 2. Organizational innovation will impact more intensively when under influence from outside the teacher education institution than if subjected to internal influence. 3. Organizational innovation will reveal intensive influence on the administrative structure if the climate within the teacher education institution is decisive. PROCEDURES An Innovation Evaluation Questionnaire (IEQ) developed by the researcher was used in conjunction with an Innovation Nature Measurement Instrument (INMI) to measure the data. The Staff Questionnaire and Interview Schedule were designed to collaborate the information with the Environmental Influence Measurement Instrument (EIMI). These instruments were used at various stages of a three-phased methodological configuration. A total of 71 administrative and managerial staff comprised the research sample in this study. Findings: The study revealed 1. a clear link between the innovation phenomenon and climatic conditions which existed within the administrative structure of teacher education. 2. The institutions have tended to be dominated by the external policies of change agents. In this connection the authority power of the DES appear to have been used to engender efficacy. 3. The study revealed a general trend to see organizational innovations as difficult to manage in the light of extensiv~ external control over them by change agents. CONCLUSIONS It was generally concluded that the character of organizational innovations is related to the level of administrative control ,subject to external dominance power and local managerial quality. |
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