Dealing with the unexpected : organizational sensemaking within the scope of collaborative leadership

Finland is now witnessing a nationwide curriculum reform, which highly demands the understanding towards organizational sensemaking in such dynamic context. This study aims at guiding the group members to better interpret the ongoing process of organizational sensemaking in an educational change climate. Web-based survey was designed to investigate how subjects process the new information, interact with one another and share the common understanding in the curriculum change process. 12 participants were invited to present their comments towards the work done by the leading group so far. Collaborative leadership in this case study does positively support the flow of organizational sensemaking in educational change process. Teacher-subjects are more willing to accept the new information if they received enough support from the leaders, they also prefer to have casual and cosy interaction with one another. Moreover, teachers are likely to have diverse approaches on sharing their ideas with others. Leader-subjects support the teachers by increasing the readiness of articulation, as well as frequently organizing discussion and sharing. The results of the qualitative research reveal that collaborative leadership significantly supports the development of sound organizational sensemaking during an educational change, such as the curriculum reform