Organizational development of schools
The design of inclusive schools requires a focus on holistic school development processes, taking into account all stakeholders involved - school management, teachers, pupils, parents and school authorities. The research project "Organizational development of inclusive schools" is affiliated with the Fraunhofer Center for International Management and Knowledge Economy IMW in Leipzig as a sub-project of the joint project "Designing inclusive schools (SING) - Development of didactic concepts and organizational structures of an inclusive school". Based on the hypothesis that schools that open up to inclusion face the enormous challenge of successful change processes, the project members of the "Qualification and Competence Management" group, led by Ms. Anzhela Preissler, have set themselves the task of supporting the pilot schools participating in the project on this very path.
The aim of the sub-project is to describe the resulting requirements for competence and results-oriented process management for the organization of inclusive schools on the basis of extensive qualitative and quantitative research and to develop a pilot organizational model "Inclusive School". The basis for this is the Balanced Scorecard - a key performance indicator and control system that originates from corporate management and is adapted for inclusive school development processes.
Due to the different starting situations, needs and resources of the schools, existing structures and processes are individually adapted and new school (form)-specific solutions and instruments in process management are identified. In the course of implementing new or changed structures for inclusive teaching, staff and school (culture) development as permanently as possible, the guiding premise is not to lose sight of the "school" organization in its own logic. The scientific monitoring and ongoing evaluation of process management by the Fraunhofer IMW as well as conceptualized guidelines as an orientation aid and design recommendation ensure the necessary external support in the course of implementation.
From a research-related perspective, the sub-project provides case studies on existing resources and needs as well as the results-oriented, formal control elements and mechanisms of different types of schools in Saxony. In addition, the theoretically sound considerations on the organizational model for the management of inclusive schools will enable it to be applied to all interested educational institutions in the future.
Further information can be found here: