The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education

Abstract

AbstractIn this chapter, we explore a whole-school alignment model (WSAM) as a tool for facilitating a team of teachers in developing their sustainable entrepreneurship programme at a vocational upper secondary school in Norway. Its aim was to attune key actors (teacher team, students and leadership) and align key operational processes (yearly lesson plans, aims and assessment goals). The WSAM facilitation processes enabled the teacher team to coherently align their own innovation process within the whole-school context. A collaborative culture of inquiry was built, taking ownership of their own process and recreating their school’s identity. The central role of liminal spaces in sustainable entrepreneurship education was revealed, also clear limits of the linear, instrumental approaches to institutional coherence on sustainability. Consequently, a redesigned WSAM is proposed, where the liminal space of collaborative inquiry processes forms a navigation centre, attuning tensions and aligning the structures, programme designs, spaces and pedagogies, cultivating transformative coherency.