To succeed by repeatedly failing: A case from Danish educational policy

Rasmus Bergmann; Mie Plotnikof

To succeed by repeatedly failing: A case from Danish educational policy

Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review

Abstract

In 2014, the latest reform of the Danish public school system challenged the boundaries of public elementary schools in several ways. Not only did the reform challenge schools’ organizational boundaries by obliging them to open themselves toward their surrounding community. In its attempt to improve the academic level of the Danish public elementary school, the reform also challenged schools’ temporal and professional boundaries.

Originalsprog	Engelsk
Publikationsdato	8 aug. 2018
Status	Udgivet - 8 aug. 2018
Begivenhed	36th Standing Conference on Organizational Symbolism: Wabi-sabi (侘寂): Imperfection, incompleteness and impermanence in Organisational Life - Meiji University, Tokyo, Japan Varighed: 17 aug. 2018 → 20 aug. 2019 Konferencens nummer: 36 http://scos2018.org/

Konference

Konference	36th Standing Conference on Organizational Symbolism
Nummer	36
Lokation	Meiji University
Land/Område	Japan
By	Tokyo
Periode	17/08/18 → 20/08/19
Internetadresse	http://scos2018.org/

1 Igangværende

Samskabelse af velfærd - Ledelse på tværs af faglige og sektorielle grænser
Bergmann, R. & de Kruiff, M. W. B.
01/01/18 → 31/12/21
Projekter: Projekt › Forskning

Fil

Citationsformater

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TY - ABST

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AU - Plotnikof, Mie

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N2 - In 2014, the latest reform of the Danish public school system challenged the boundaries of public elementary schools in several ways. Not only did the reform challenge schools’ organizational boundaries by obliging them to open themselves toward their surrounding community. In its attempt to improve the academic level of the Danish public elementary school, the reform also challenged schools’ temporal and professional boundaries.

AB - In 2014, the latest reform of the Danish public school system challenged the boundaries of public elementary schools in several ways. Not only did the reform challenge schools’ organizational boundaries by obliging them to open themselves toward their surrounding community. In its attempt to improve the academic level of the Danish public elementary school, the reform also challenged schools’ temporal and professional boundaries.

M3 - Abstract

Y2 - 17 August 2018 through 20 August 2019

ER -

To succeed by repeatedly failing: A case from Danish educational policy

Abstract

Konference

Projekter

Samskabelse af velfærd - Ledelse på tværs af faglige og sektorielle grænser

Citationsformater