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Dissertation/Thesis Abstract

Leaders' roles in creating and sustaining collective genius
by Jones, Tanya L., M.S., Pepperdine University, 2016, 77; 10142127
Abstract (Summary)

This study examined leaders’ roles in fostering collective genius innovation within one private elementary school, including managing the paradoxes of innovation. Based on content analysis of eleven participants, this study found that teamwork, clear student learning outcomes emphasizing individualized learning, design thinking, and a growth mindset, all impacted willingness to innovate. To develop conditions for collective genius, leaders again focus on teamwork as well as being relational. In terms of their management of the six innovative paradoxes, the school leaders tend to balance their affirmation of the individual and the group, support staff and parents, focus on experimentation and learning, improvisation, patience, and bottom-up initiatives.

Indexing (document details)
Advisor: Chesley, Julie
Commitee: Lacey, Miriam Y.
School: Pepperdine University
Department: Organizational Development
School Location: United States -- California
Source: MAI 55/05M(E), Masters Abstracts International
Subjects: Business administration, Educational leadership, Education
Keywords: Collective creativity, Collective genius, Innovation, Leadership, Organization development, Social impact
Publication Number: 10142127
ISBN: 978-1-339-97441-5
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