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Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol

In 2019, program leaders and professors in the university’s educational leadership program noticed a significant decline in enrollment, and state leadership test scores for the program were below the state average. Using the Five Whys protocol and five stages of the design thinking process as identi...

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Autores principales: Ungarean, Maureen, Bixler, Krista, Desmore, Keiana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10166041/
https://www.ncbi.nlm.nih.gov/pubmed/37360550
http://dx.doi.org/10.1007/s41686-023-00076-6
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author Ungarean, Maureen
Bixler, Krista
Desmore, Keiana
author_facet Ungarean, Maureen
Bixler, Krista
Desmore, Keiana
author_sort Ungarean, Maureen
collection PubMed
description In 2019, program leaders and professors in the university’s educational leadership program noticed a significant decline in enrollment, and state leadership test scores for the program were below the state average. Using the Five Whys protocol and five stages of the design thinking process as identified by IDEO (Brown & Katz, 2019), they set to resolve the issues. The Five Whys protocol is an iterative and formative interrogative technique used to explore cause-and-effect relationships. As noted by Serrat (2017), the primary goal of the technique is to determine the root cause of a problem by repeating the question up to five times. Each response informed the foundation for the next iteration and allowed the group to settle on the root cause of the problem. Then, design thinking was used to provide a solution-based approach to resolving the problems noted. Program leaders began by forming a stakeholder workgroup that included school district leadership development professionals from each of the university’s surrounding districts. Program leaders used district leader input to understand what skills school districts needed in graduates of the university program and considered possible program changes to address the problems noted. The result of the year-long process was a program transformation, with increased enrollment and improved state assessment scores, to a widely accepted and successful master’s degree program that is supported by all districts served by the university.
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spelling pubmed-101660412023-05-09 Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol Ungarean, Maureen Bixler, Krista Desmore, Keiana J Form Des Learn Article In 2019, program leaders and professors in the university’s educational leadership program noticed a significant decline in enrollment, and state leadership test scores for the program were below the state average. Using the Five Whys protocol and five stages of the design thinking process as identified by IDEO (Brown & Katz, 2019), they set to resolve the issues. The Five Whys protocol is an iterative and formative interrogative technique used to explore cause-and-effect relationships. As noted by Serrat (2017), the primary goal of the technique is to determine the root cause of a problem by repeating the question up to five times. Each response informed the foundation for the next iteration and allowed the group to settle on the root cause of the problem. Then, design thinking was used to provide a solution-based approach to resolving the problems noted. Program leaders began by forming a stakeholder workgroup that included school district leadership development professionals from each of the university’s surrounding districts. Program leaders used district leader input to understand what skills school districts needed in graduates of the university program and considered possible program changes to address the problems noted. The result of the year-long process was a program transformation, with increased enrollment and improved state assessment scores, to a widely accepted and successful master’s degree program that is supported by all districts served by the university. Springer International Publishing 2023-05-08 /pmc/articles/PMC10166041/ /pubmed/37360550 http://dx.doi.org/10.1007/s41686-023-00076-6 Text en © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Ungarean, Maureen
Bixler, Krista
Desmore, Keiana
Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol
title Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol
title_full Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol
title_fullStr Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol
title_full_unstemmed Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol
title_short Forming a Unique Partnership Between a University’s Educational Leadership Master’s Degree Program and Its Surrounding School Districts Using the Five Whys Protocol
title_sort forming a unique partnership between a university’s educational leadership master’s degree program and its surrounding school districts using the five whys protocol
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10166041/
https://www.ncbi.nlm.nih.gov/pubmed/37360550
http://dx.doi.org/10.1007/s41686-023-00076-6
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