Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/1018
Title: Multiplier effects of the structural and cultural dynamics of a multi-campus college on the learning community in which it is established: From theoretical perspectives to empirical evidence
Contributor(s): Kivunja, C (author)
Publication Date: 2006
Handle Link: https://hdl.handle.net/1959.11/1018
Abstract: New South Wales DET and Ministerial literature suggests that the reframing of several years 7 - 12 comprehensive high schools and integrating them into a multi-campus college, comprising years 7 – 9/10 middle schools and a senior campus with years 10/11 – 12 cohorts, creates increased opportunities for students to improve their academic outcomes. To date, research literature on this debate is not readily available. Highlighting the application of a Dynamics Paradigm to enhance an understanding of educational change, this paper reports the results of a four years' study which provides empirical evidence of the impact of the establishment of a multi-campus college on students, teachers, principals and parents in the relevant community.Using the Dynamics Paradigm as a cognitive lens, quantitative and qualitative data from four case studies was analysed with the assistance of the Likert-Scale analytical tool and QSRNVivo software respectively. The analysis revealed that given contextual contingencies, the structural-cultural dynamics consequent upon the establishment of a multi-campus college are associated with a synergesis of positive multiplier effects which offer students greater opportunity for improved outcomes than the orthodox comprehensive high school.The paper concludes that the Dynamics Paradigm offers a theoretical framework for extending an understanding of change in an educational setting and that the structural-cultural dynamics of a multi-campus college represent a new way of delivering secondary education in New South Wales DET schools and deserve much more consideration from the DET, greater focus from educational researchers and renewed public debate.
Publication Type: Conference Publication
Conference Name: CAESS (College of Arts, Education and Social Sciences) Conference: Scholarship and Community 2005, University of Western Sydney, 7-9 October, 2005
Conference Details: CAESS (College of Arts, Education and Social Sciences) Conference: Scholarship and Community 2005, University of Western Sydney, 7-9 October, 2005
Source of Publication: Proceedings of the CAESS (College of Arts, Education and Social Sciences) Conference: Scholarship and Community 2005, p. 1-13
Publisher: University of Western Sydney
Place of Publication: Bankstown, NSW
Field of Research (FOR): 130312 Special Education and Disability
130199 Education systems not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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Appears in Collections:Conference Publication
School of Education

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