Recruiting strategies and succession planning: challenges at international school settings
5000 words Assignment
Structure (University Guidelines)
The assignment should include:
– Review of relevant literature
– Methodology (This should set out your design and data collection methods and
attendant strengths and weaknesses. You should also reflect on issues relating
to how your empirical findings/professional reflections will be substantiated and in
particular explore issues relating to bias. Ethical issues must also be considered.)
Internationals school are constructed to replicate international and western curriculums in various part of the world. These educational establishments have changed from merely educating children of expatriates to recognised entities who provide a different type of education that appeals to the wealthiest population in any given country. In Asia, for example, the international school system is booming and, for example, in country like China, is a fact that 95% of students’ population is from the home country.
As stated earlier, international schools run international western curriculums therefore require the expertise and knowledge of teachers who could teach such curriculums. Obviously, an expatriate workforce is highly desirable.
One of the biggest problems in international education, for sustaining growth and consistency in students’ learning progression is the retention of staff. Contracts are generally offered on a 2-year basis and according to where the geo-political location of an international school, it can attract a major or minor number of candidates altogether. These 2 factors contribute to the uncertainties of establishing any sort of succession plan.
The issue of international schools is that they tend not to tap of the vast local human resources at hand. Also, local staff suffer little or no mobility at all.
This research aims to investigate how international school challenge the recruitment and succession plans and whether a strategic approach to recruitment and training of local staff could benefit students’ learning by minimising turnover of staff and guaranteeing a more stable and coherent progression through the years.
A literature review on the research question will highlight in more detail areas of research.
Once established, data will be collected with a mixed approach methodology.
Quantitative data will be used to provide hard facts and it will be gathered by preparing questionnaire to be distributed to senior and middle leadership teams of a small sample of international schools from Holland, Burkina-Faso, Nepal and Armenia. Theses schools have been chosen to provide contrast in regards of socio-economical and geopolitical factors that influence recruiting at international school level.
This is a breakdown:
The British School in the Netherlands: Attractive destination – High Status
UWC Dilijan, Armenia: Less attractive destination – High Status
The British School Kathmandu, Nepal: Less attractive destination – Raising status (recently awarded best British International School 2017)
The International School Ouagadougou, Burkina-Faso: Less attractive destination – low status.
Questionnaire was distributed via Google Forms. Results were exported in Excel 2016 and analysed for research purposes. The elucidation must contain graphs.
Excel file attached
Qualitative data will be used to understand more in detail the findings. An interview guide will provide the topic for a semi-structured interview with a sample from senior leaders from Armenia, Burkina-Faso and Nepal.
3 interviews were carried out.
Respondent 1; Respondent 2; Respondent 3 attached
The literature review and the mixed methodology findings will be used for discussion and relevant scenarios will be proposed as to offer possible answers to the challenges of recruitment and succession planning in international school environments.
Key Reading (University Guidelines) – must include some references
CIPD (2016) A head for hiring: The behavioural science of recruitment and selection, Research report, London: CIPD
Kilibarda, P and Fonda, N (1997) Random selection, People Management, December, pp36-39.
Earley, P (2017) Conceptions of leadership and leading the learning, Chapter 9 in: Earley, P and Greany, T (eds) School Leadership and Education System Reform, London: Bloomsbury.
Wurtzel, J and Curtis, R (2008) Human capital framework for education: organising for success, The Aspen Institute. Download fromwww.aspeninstitute.com
Carnell, E. and C. Lodge (2005) Leading for effective learning, Chapter 12 in Coleman, M and Earley, P (eds) Leadership and Management in Education: Cultures, change and context, Oxford: OUP.
Earley, P (2013) How school leaders work to improve teaching and learning, Chpt 7 in Exploring the School Leadership Landscape:Changing demands, changing realities, London: Bloomsbury.
Earley, P (2005) Continuing professional development: The learning community, Chpt 12 in Coleman, M and Earley, P (eds) Leadership and Management in Education: Cultures, change and context, Oxford: OUP.
Earley, P, Nelson, R, Higham, R, Bubb, S, Porritt, V and Coates, M (2011) Experiences of New Headteachers in Cities, Nottingham: NCSL.
Earley, P and Jones, J (2010) Accelerated Leadership Development, London: Institute of Education.
Earley, P and Jones, J (2009) Leadership development in schools, in: Davies, B (ed) The Essentials of School Leadership (2nd edition), London; Sage.
Harris, A and Jones, M (2010) Professional learning communities and system improvement, Improving Schools, Volume 13 Number 2
Stoll, L, Harris, A and Handscomb, G (2012) Great professional development which leads to great pedagogy: nine claims from research, Nottingham: NCSL
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