An Autoethnographic Account of Various Participants' Insights via Their Involvement in an International School’s Joint Accreditation Process
||17 December 2019
||9:00 AM - 10:30 AM
||Toowoomba - W534, or via Zoom
||For more information, please contact the Graduate Research School.
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In the current literature, there is a lack of research information concerning the impact that the school accreditation process can have, including through the generated insights, and the potentiall transformational journeys, of a diverse group of stakeholders with a shared purpose. My present school (an Indian International School) has opted to strive for a joint accreditation with CIS, NEASC and IB. As the school's Head of Design and Technology, and being a foreigner, I am in a unique position to generate and receive multiple fresh perspectives and insights about the effects and effectiveness of the accreditation process at the school. The Research Questions are: 1.What are the experiences of key stakeholders involved in the NEASC accreditation process? 2. NEASC sets a challenge for schools to adopt 'Future Design Orientated Thinking', suitable for 21st century learners. To what extent are key stakeholders applying this type of thinking? Furthermore, my intention is to remain close to the action of the participants, and to observe via autoethnographic perspectives. I intend to monitor and record different insights via anecdotal notes, photographs and video. The study's analysis will resemble the analogy of a tapestry, with interwoven stories, images and "moments" that with enliven the interested observer. This approach will fresh perspectives, value and insights to the field.