ABSTRACT

In this study, we investigate how the stakeholders of one college of education in a public university integrated a framework of character education into its institutional culture. Building on the notions of sensemaking and sensegiving, we found that the college’s character education initiative followed a five-part sequence of sensemaking and sensegiving phases, incorporating an additional key leadership activity which we differentiate as ‘sensegathering.’ We found that, as the organization regularly developed new iterations of the character education framework, with each iteration, the framework became more deeply rooted in the university’s charter and values.

摘要

在本研究中，我们调查了一所公立大学教育学院的利益相关者如何将品格教育框架整合到其机构文化中。基于意义建构和意义赋予的概念，我们发现该学院的品格教育计划遵循一个由五个部分组成的意义建构和意义赋予阶段的序列，并结合了一项额外的关键领导活动，我们将其区分为“意义收集”。我们发现，随着组织定期开发品格教育框架的新迭代，每次迭代，该框架都会更深入地植根于大学的章程和价值观。