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Influence of Collective Impact on Leaders of STEM Educational Ecosystems.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influence of Collective Impact on Leaders of STEM Educational Ecosystems./
作者:	Lamb, Lisa Nichole.
面頁冊數:	1 online resource (236 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245924click for full text (PQDT)
ISBN:	9798368454849

Influence of Collective Impact on Leaders of STEM Educational Ecosystems.
Lamb, Lisa Nichole.

Influence of Collective Impact on Leaders of STEM Educational Ecosystems. - 1 online resource (236 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2022.

Includes bibliographical references

The purpose of this qualitative, descriptive study was to explore how STEM professionals described the influence of collective impact conditions on their educational ecosystems for high school students in the US. The framework was collective impact as supported by transformational leadership theory. The research was guided by five research questions: How do STEM professionals who lead an educational ecosystems involving high school students describe the influence of (a) a common agenda, (b) shared measurement, (c) mutually reinforcing activities, (d) continuous communication, and (e) backbone support on their initiatives? The sample included 22 US STEM leaders. The adult participants led STEM initiatives with at least three organizations and had worked in a STEM field for at least five years. Fourteen participants took part in interviews and eight participated in two focus groups (i.e., four in each). The data were analyzed using thematic analysis. The results indicated the most established practices were having a common agenda, implementing mutually reinforcing activities, and developing continuous communication. Most participants were seeking guidance to develop shared measurement and secure backbone support. Participants understood the need to collect data to determine their ecosystems' outcomes but struggled to do so. Hiring staff was dependent on the ecosystem's backbone support, and participants were seeking the funding streams and support to grow and sustain their ecosystems. This study added to the academic research on collective impact and demonstrated that such an initiative aligns well with the practices needed to lead a STEM educational ecosystem.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368454849Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Collective impactIndex Terms--Genre/Form:

542853
Electronic books.

Influence of Collective Impact on Leaders of STEM Educational Ecosystems.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative, descriptive study was to explore how STEM professionals described the influence of collective impact conditions on their educational ecosystems for high school students in the US. The framework was collective impact as supported by transformational leadership theory. The research was guided by five research questions: How do STEM professionals who lead an educational ecosystems involving high school students describe the influence of (a) a common agenda, (b) shared measurement, (c) mutually reinforcing activities, (d) continuous communication, and (e) backbone support on their initiatives? The sample included 22 US STEM leaders. The adult participants led STEM initiatives with at least three organizations and had worked in a STEM field for at least five years. Fourteen participants took part in interviews and eight participated in two focus groups (i.e., four in each). The data were analyzed using thematic analysis. The results indicated the most established practices were having a common agenda, implementing mutually reinforcing activities, and developing continuous communication. Most participants were seeking guidance to develop shared measurement and secure backbone support. Participants understood the need to collect data to determine their ecosystems' outcomes but struggled to do so. Hiring staff was dependent on the ecosystem's backbone support, and participants were seeking the funding streams and support to grow and sustain their ecosystems. This study added to the academic research on collective impact and demonstrated that such an initiative aligns well with the practices needed to lead a STEM educational ecosystem.
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