PME 812

Group Assignment
Organizational Learning
Winter 2019

By:
Kaitlyn Caird
Mikaila De Sousa
Vivian Cai
Melissa Balson
Talha Asif
Marium Chowdhury
 Table of Contents

Introduction 2

Tyndale University​ - ​Kaitlyn Caird 3

OCAD University​ - ​Kaitlyn Caird 8

Oxford College​ - ​Talha Asif 13

Madinatul Uloom Academy​ -​ Talha Asif 16

Queen’s University​ - ​Melissa Balson 20

St. Lawrence Colleg​e - ​Melissa Balson 26

Asian University for Women​ - ​Marium Chowdhury 32

St. Paul’s School​ - ​Marium Chowdhury 40

Royal Military College of Canada​ - ​Mikaila De Sousa 46

Our Lady Seat of Wisdom​ - ​Mikaila De Sousa 51

West Point Grey Academy​ - ​Vivian Cai 56

Lord Strathcona Elementary School​ - ​Vivian Cai 62

Summary Reflection 68

References 72

1
 Introduction

The value of diverse organizations cannot be understated. Each organization has its own

unique culture which represents the sum of its daily operations. Although the diversity is

overwhelming, it can be tempered through a ​Frame Analysis​. Bolman and Deal (2017), authors

of ​Reframing Organizations ​offer a ​Four Frame Analysis framework that helps us make sense of

the organizational variety. The abovementioned frames include: structural, human resource,

political and symbolic. The structural frame concentrates on strategy and goals, the human

resource frame focuses on employee empowerment, the political frame centers on coalition

building and finally, the symbolic frame addresses meaningful employment. Each of these

frames presents strengths and weaknesses but their respective categorical framework is

invaluable in the reframing process. In the forthcoming analysis, readers will see a collection of

educational organizations undergo a four frame analysis. In doing so, organizational culture,

mission and values will emerge, demonstrating the different yet allied characteristics of

educational systems.

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 Tyndale University

Description

Tyndale University College & Seminary, founded in 1894, is located in Toronto, ON.

Tyndale is an accredited Christian university that offers various undergraduate and graduate

programs in areas of study such as Arts, Religious Education, and Christian Studies. Tyndale is

embedded with a history of preparing individuals to live by their Christian faith while learning

the skills and knowledge necessary to deal with past and future issues. Class sizes are small to

allow students and professors the opportunity to create a strong sense of community. Tyndale

University is known for high quality education that is interwoven with faith. As a result, it is a

community of individuals who “challenge each other to live authentically, follow Christ, and

actively engage [in] their culture.” (Tyndale, n.d). There are roughly 1,300 students who attend

the seminary from 60 ethnic groups and 40 different denominations (Wiki, 2019).

Structural Analysis

During the early 2000s, Tyndale was designated a university as part of their goal to

become a “world-class centre for Christian Higher Education” (Tyndale, n.d). This goal is likely

agreed upon due to the value placed on religion and their desire to allow others to experience

their faith. Creating a world-class centre for Christian Higher Education becomes a means of

accomplishing this strategic goal. These goals are embedded into the structure of the

organization, which can be seen through the inclusion of chapels, specific faculty advisors that

are assigned to every student, and yearly retreats for those who attend classes and work at

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Tyndale (Tyndale,n.d). Organizational structures are intended to ensure that individuals do not

become confused, ineffective, or apathetic (Bolman & Deal, 2017, p. 47). All these processes

and protocols assist with the goal of creating a world-class centre for Christian Higher Education

that is embedded with their faith so individuals do not become confused, ineffective, or apathetic

to the organization’s goals.

Within the organization, responsibility is allocated based on specific roles. There is a

board of advisors, a president, a chancellor, and individual department heads. The organizational

chart at Tyndale University has multiple orientations for the division of labour depending on the

tasks. Some of the same individuals are listed in the “Tyndale University College and Seminary

Organizational Chart” as well as the “Tyndale University College & Seminary – Corporation”.

For example, one person may hold the highest role of authority within the corporation view, but

within the organizational chart they may report to the Board of Directors (Tyndale, n.d). These

divisions of labour help to create specialization as the position prescribes what someone is, or is

not, responsible for within the organization's lateral coordination (Bolman & Deal, 2017, p. 54).

Although there is also likely some horizontal coordination in terms of meetings, Tyndale seems

to rely more heavily on the lateral coordination of responsibilities.

Human Resource Analysis

Tyndale University does not have a Human Resource tab on their website. This may be

due to the organization being fairly small in comparison to the majority of universities. Despite

the lack of a formal Human Resource tab, the website seems to focus on the “development [of

the] whole person” (Tyndale, n.d). This underlying tone suggests the organization focuses on the

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empowerment and development of their students, faculty, and staff. The human resource frame

focuses on people as individuals who have needs. In order to effectively capitalize on the human

resource frame, the focus should be on a long-term commitment to the people within the

organization (Bolman & Deal, 2017, p. 130). This can be seen within the organization’s website,

which offers a variety of benefits such as health care, chapels, family counselling, among others.

These benefits allow the needs of the individual to be the priority.

Their website also states being “dedicated to the pursuit of truth, excellence in teaching,

learning and research, for the enrich[ment] of mind, heart and character, to serve the church and

the world for the glory of god” (Tyndale, n.d). Religion is about empowerment, which often

centers around treating others how you would want to be treated. This further suggests that their

faith likely influences their treatment of people through the human resource frame.

Along with this, there has been an increase in enrolment, further suggesting a positive

Human Resource focus as the majority of seminaries are experiencing a decrease in enrollment

(Tyndale, n.d). These observations are further supported by employee reviews, these reviews

discuss how helpful and caring both the human resource department and management team are

(Tyndale Reviews, n.d). The trend shown in employee reviews suggests that Tyndale puts a

priority on the needs and empowerment of those who work and study at Tyndale.

Political Analysis

While Tyndale’s religious values seem to benefit the Human Resource frame, these

values seem to breed power struggles within the Political Frame. Issues that create these power

struggles seem to predominately arise when religious or symbolic virtues are threatened. George

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Bush was scheduled to present a speech in 2011, this caused controversy as many believed this

violated the religious values of Tyndale University College & Seminary. As a result, these

individuals mobilized their collective power through public outlets such as newsletters, among

other tactics, to eventually have the event cancelled (Bush Speech Abruptly Cancelled, 2011). In

a statement, the Principal said it was unfortunate that diverse thought could not be expressed at

Tyndale. He stated it was a shame that Tyndale did not have a framework in place for this type of

diversity (Tyndale, n.d). While the lack of procedures and policies within the structural frame

likely results in this lack of diversity, the political arena seems to be where the lack of diversity

manifests. How individuals show power and create coalitions can be interpreted based on the

cancelled speech.

Coalitions form based on values, beliefs, information, interests and perceptions of reality

held by coalition members (Bolman & Deal, 2017, p.184). In this case, those opposed to the

speech exerted their collective power to have the structural “authority” revoke their previous

approval of the speech. This political demonstration of power represents the idea that control can

also come from the bottom, which runs counter to notions of control from the top. This further

represents how the political frame can impact the structural frame. Based on these observations,

Tyndale is likely an underbounded organization whereby power is diffused, and structure is

loosely controlled (Bolman & Deal, 2017, p.195). This type of system typically leads to power

games and conflict as can be seen through the cancelation of George Bush’s speech in 2011.

Symbolic Analysis

Tyndale University is heavily influenced by the Symbolic Frame. The university’s

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mission and faith are stated as being about “proclaim[ing] the message of a personal faith in the

crucified Christ and a transformed life through the Spirit” (Tyndale, n.d). Tyndale University

“embrac[es] the biblical call to seek justice and peace and to serve the poor, the vulnerable, and

the oppressed” (Tyndale, n.d). This value system is deeply embedded in the culture as students

predominantly enrol at the university due to their faith. The university becomes a symbol that

embodies their faith. Various rituals and ceremonies are a part of Tyndale’s symbolic frame.

These include religious rituals such as attending weekly chapel and worship ceremonies

(Tyndale, n.d). These likely help students, faculty, and administrators find meaning and purpose

within their work at Tyndale University. The organization has a strong religious history

beginning with its original resurrection in 1894. The organization has changed names and

locations several times over the last one hundred years. However, this strong symbolic religious

commitment remains an integral part of their identity.

The organization was named after William Tyndale who was a leading figure in the

Protestant Reformation. He has strong religious beliefs, leading him to write “The Practyse of

Prelates, opposing Henry VIII’s annulment of his marriage to Catherine of Aragon in order to

marry Anne Boleyn. In the end, Tyndale was condemned to be “strangled to death while tied at

the stake and then his dead body was to be burned”. Therefore, Tyndale University created a

strong symbol of religious devotion through the choice of their namesake. This translates into the

predominant symbolic frame within the four frame analysis.

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 OCAD University

Description

OCAD University is an arts focused university, founded in 1876, that is located in

Toronto, Ontario. OCAD University offers various undergraduate and graduate programs that are

predominately arts related. This makes OCAD University the largest and most comprehensive

art, design, and media university in Canada. The University does offer courses in the liberal arts,

social sciences, and sciences. However, the focus is on Fine Arts and Graphic Design. OCAD

University is an influential artistic hub within Toronto and has produced various prominent

artists. The organization builds on its traditional, studio-based strengths while seeking new

approaches to assist in creating a cross-disciplinary practice of art that works in partnership with

fields such as medicine and science.

Structural Analysis

The goal of the OCAD University is to pursue the questions of our time through the

powerful interplay of art, design, social sciences, humanities, and the sciences (​Paikin, T. A.,

2010). ​These goals have the potential to be controversial as artists may not want their field of

expertise to be integrated with other fields. This being said, this type of goal likely makes OCAD

University less of a stagnant bureaucracy where thinking is too rigid to detect the need for

change (Bolman & Deal, 2017, p.87). Art is a field that is seen by some as potentially obsolete.

By incorporating art into other fields, OCAD U ensures the organization is still considered

relevant. This incorporation of other disciplines also allows individuals to learn to adapt to new

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ways of using art rather than focusing on old traditional uses. This concept of wanting to

integrate art and design into other disciplines has caused OCAD U to change some of their

previous philosophies and practices since the university had originally focused on developing

traditional artists (​Paikin, T. A., 2010). OCAD University has begun creating degree programs

and courses that work to demonstrate this interdisciplinary capability. This can be seen through

the creation of the School of Interdisciplinary Studies.

OCAD U is structured much like the majority of universities with a board of directors, a

president, along with faculty heads and department heads. The organizational structure continues

with managers and their collective units. Therefore, OCAD University becomes a slightly

bureaucratic organization as people report up within a top down structure. This type of

organizational chart is divisional whereby each unit operates autonomously. These roles are

divided and decentralized as they often are in universities. Each department has its own

hierarchy and the hierarchies between departments do not truly intersect because each

department operates independently. This being said, there are committees such as the senate,

research ethics boards, and teaching/learning. These committees likely influence the decisions

made within the departments causing some centralization in the structure.

Human Resource Analysis

From a Human Resource perspective, there is a Human Resource section within the

organization’s website. OCAD U has stated on their website, “the university’s most valuable

resources are its people” (OCAD, n.d). Within this section, the organization also has information

regarding benefits and pensions, which suggests that the University does provide some resources

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to be able to give employees a base level of living. The video by RSA Animate entitled “The

Surprising Truth about What Motivates Us”, suggested that basic needs are required to be met

before people can begin to worry about more than the financial needs required to live (RSA,T,

2010). By providing benefits and pensions, along with a reasonable salary, the university is

ensuring that their employees basic needs are being met.

Interestingly, although the website has a robust Human Resource section, reviews from

employees have revealed a trend suggesting that subordinates do not feel listened to (OCAD U

Reviews, n.d). Organizations that are employee-centered, focusing on people and relationships

typically manage higher producing teams than those who ignore their employees’ needs by

making decisions themselves and dictating these decisions to their employees (Bolman & Deal,

2017, p.155). OCAD U seems to have a highly bureaucratic system in place and higher

management does not listen to their employee’s needs. Instead, decisions are made higher up and

dictated to subordinates likely making it difficult to achieve true employee buy-in. The

organization seems to have created the visual image of an organization that focuses on people

through their website, yet that seems to not fully translated into practice.

Political Analysis

The principal seems to rely heavily on power within the university. Since being elected,

she has brought significant change to their vision and ideologies. She has worked to create an

organization focused on bringing the benefits of art to other disciplines (​Paikin, T. A, 2010).

Therefore, the president is controlling the meaning and symbols of the university by changing

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their values from predominantly arts related to interdisciplinary.

Employee reviews also seem to show a trend towards hierarchy being important within

the organization. This has caused power to be collected at the top of the hierarchy rather than

power being distributed to subordinates. The reviews showed a trend towards upper management

making the majority of the decisions with minimal input from those lower in the hierarchy. This

is likely an overbounded system where power is highly concentrated and tightly regulated, this

often means that politics are regulated with a firm hand (Bolman & Deal, 2017, p. 195). This has

probably caused a lack of openness in the organization’s political dynamics as individuals do not

feel they have a voice. This is likely what has caused the outpour of reviews in employment

websites. A managerial position denotes authority, but it should also represent dependencies as

success requires the cooperation of others. Individuals typically do not provide their best efforts

simply because management told them to do so (Bolman & Deal, 2017, p. 209). Based on the

trend within employee reviews, it appears that management has not effectively distributed power

to allow subordinates to be part of the decision-making process.

Symbolic Analysis

The architecture of OCAD University is heavily embellished by their symbolic purpose –

to bring arts to the people and to prove its transcendent ability across other disciplines such as

medicine and technology. The building has a unique entrance with a colourful, large rectangular

shape held up by four different coloured pillars. Due to its unique architecture, OCAD University

shapes the surrounding community. The entire area has become an arts focused community. This

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is likely the result of the architecture as well as the interdisciplinary goals of OCAD University.

OCAD U has create an organization that aims to bring the meaning and purpose of the

arts to the external world. Rather than simply being an organization that teaches artists, they have

created a meaningful purpose of extending the influence of art to other disciplines.This

interdisciplinary purpose of art seems to be a newer part of the organization’s purpose as they

have traditionally been focused on training traditional artists – such as painters. Although this

purpose is a newer component of their history, it seems to be connected to their initial purpose of

creating artists. Since this interdisciplinary purpose is not a completely new purpose, it becomes

less difficult to embed into their symbolism. This new purpose simply becomes an extension of

the organization’s initial purpose. The symbolic frame is intended to allow people to make sense

of events. Meaning is something that we create (Bolman & Deal, 2017, p. 236). As a result, this

transdisciplinary vision likely provides meaning as artists see their work has purpose not only

within the arts but in other initially unrelated disciplines. This meaning is something the

university has created.

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 Oxford College

Description

Oxford College was founded in 2004, with its first branch opening in Scarborough, ON.

The college has courses available in Arts, Business and Technology and offer various diploma

programs to its students. In 2016, the college expanded their Scarborough branch by buying out

Everest College. Oxford College has now opened several other branches in Peterborough,

Toronto, Mississauga, Burlington and Barrie. When the college first started, initially, the

concentrated on Healthcare programs such as the Dental Hygiene Diploma Program and the

Medical Laboratory Technician Program. In recent years, they have expanded into Business

Programs and Information Technology.

Structural Analysis

This is a privately owned institution, where the owner is the President of the college.

Then, they have hired a Managing Director who oversees the overall administration of all of the

colleges. Next, they have a series of Directors for each campus and Program Directors for each

program. The Directors for the campuses are in charge of managing the facilities and Program

Directors are in charge of abiding by the curriculum and ensure that the program description and

focus are met with each course. The Program Directors are also responsible for counseling the

students and helping them answer any questions or concerns regarding their respective programs.

They offer a series of workshops on creating resumes, cover letters, developing interview skills,

job search techniques and network strategies for understanding the job market. For students with

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a placement component, in their program, the Program Director assists in arranging the required

opportunities to help accommodate job training experience.

Human Resource Analysis

The employee base consists of the owners of the college who occupy the upper

management positions. The staff members are responsible for the program administration,

student services, and service jobs. The faculty professors consists of licensed individuals and

people with PhDs. Faculty members are employed as, both, full-time and part-time employees.

There is no specific Human Resource or Careers tab on their website to provide details regarding

the services provided to the employees. Since it is a privately owned institution, there is no

unionization involved. The underlying tone suggests that the individuals in charge of hiring and

managing positions would be a member of the family of the owner or most likely the Managing

Director of the campus.

Political Analysis

Most private colleges do not qualify for OSAP funding. It is not available to their

students. Similarly, when the college was founded, they did not have OSAP funding available for

their students. The college management, therefore, structured the college to qualify with the

Ministry of Education in order to receive funding for their student’s education. Two years after

the college was opened, they were finally able to secure OSAP for their students. This was an

important stepping for the college to increase its enrollment because it provided the necessary

financial options that students need to pursue further education.

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Symbolic Analysis

Oxford College promotes the idea of providing life-changing options for their students.

Many of their programs are advertised with the end result in mind. For example, each program

provides the students with a time duration, the certification and, eventually, the job the student

would have in the field. Their admission requirements are also limited to a High-School Diploma

and some pre-admissions tests. This approach suggests that Oxford is eager to offer their

students a chance at a career with minimal hassle and maximum benefits.

Moreover, their brochures consists of a variety of ethnicities and individuals of all stages

in life. Thus, Oxford is promising this life-changing course to people of all walks of life. Their

course description is catered towards the success of the students and their promotion of a great

employer network proves their enthusiasm to help their students reach their end goal, which is to

find a job in their respective field.

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 Madinatul Uloom Academy

Description

Madinatul Uloom Academy was founded in 1996 as a small organization and has now

grown into multiple campuses, accommodating up to 500 students. It is fundamentally a faith

based institution that caters to the needs of the Muslim community in Scarborough, Toronto.

While the elementary grades are co-education till grade 4, students from grade 5 to grade 12 is

segregated into two separate campuses. The school has religious programs that are embedded in

the curriculum and integrates well with the secular curriculum of Ontario.

Structural Analysis

Madinatul Uloom Academy (MUA) a family run business and with dedicated staff and

volunteers. All 3 campuses are in each other’s vicinity where there is a Girls campus, a boy’s

campus and a primary campus. Each campus has its own unique entity – managed by a principal

with a team of 10-15 teachers, and a secretary. Every campus has its own administrative office,

computer laboratory for students and library. The science lab is shared between the two senior

campuses. There is limited Gym facility and 2 campuses have larger gym which is shared as

needed. There is often a lateral coordination between the campuses that helps them benefit from

one another.

Madinatul Uloom Academy starts the day with morning prayers, with an assembly of 15

-20 minutes to focus on positive behaviour, followed by a small discussion on character traits

that build their personality and promotes respect and responsibility. The education is based on

16
Ontario curriculum and all subjects are given due importance, however additional subjects like

Arabic language and religious studies are also incorporated. Special prayer times are allocated

for worshipping and remind students of their purpose of being at a faith based institution.

Hierarchy in administration is in place. The school governed by the President and

Executive Director, following a vertical system of management. There is vertical coordination

with the owner’s prerogative. They decide the pay structure and ensure system and procedures

for admissions. Additionally, there is lateral coordination too amongst campuses to promote

quality education, implementation of rules and regulations, curriculum coverage, teaching and

learning strategies that are carried with check and balance of monitoring, assessing, evaluating,

supporting, mentoring and peer coordination. As a private school, clientele is taken care of and

all parents are very precisely dealt with for customer satisfaction.

As for its extra- curricular activities it has its own clubs and societies, sports program,

and monthly events that keep students engaged as active participants at all times. Students are

also connected to their community by participating in fundraising events organized by second

Harvest, Heart and Stroke Foundation , Jump Rope foundation, to name a few.

Human Resource Analysis

At MUA not all teachers are trained OCTS. However, the school allows the employment

of teachers who are highly qualified in terms of credentials. These credentials these teachers

come with are an accumulation of their career and include their teaching certifications from

various countries. To ensure the quality of education, principals who are qualified and licensed

facilitate teacher training in an ongoing process. All new staff members get a detailed orientation

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and follow the rules and regulations mentioned in faculty handbook.

As per the school calendar there are Professional Activity days fixed throughout the year

that entail teacher training activities for staff development. There is usually a rigorous activity

and workshops that engage teachers to coordinate with one another and enrich each other’s

experiences in group presentations. MUA also provides mental health program for students

through Naseeha group that caters to the needs of students social and psychological issues or

concerns or any queries in workshops. Annually there is a Career’s Program for secondary

school students that is conducted to give an exposure to different professions and help to pave a

career path for the students. Administration gives benefits to the staff by subsidising fees for

their children.

Political Analysis

Since it’s a small organization, and family based business, quality education becomes the

utmost need as parents expect better standards for their money’s worth. Hence, teachers are

required to pay extra attention to the customer service aspect. However, resources are then

limited and facility is contained in terms of space. That results in sharing the facility and often

results in friction amongst the campuses and its faculty.

Like any other institution that has a mixed staff structure, age wise, there are a few old

and dedicated staff members combined with the younger teachers. Both parties serve the purpose

of giving their expertise in terms of education, but sometimes a conflict arises when work

pressure increases and resources are scarce. This pushed the management to resolve the issues,

appeasing staff and negotiating situations to make ends meet. As a matter of interest all teachers

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try to get as many spare hours as possible, however often a silent conflict arises when duties are

distributed and management tries to balance it out

Symbolic Analysis

MUA has a philosophy of providing its students with quality education in an Islamic

environment. The school is dedicated to maintaining a high academic standard and assists in

developing well rounded youths with exceptional Muslim character. Madinatul Uloom

Academy’s school mission is to first and foremost nurture young Muslim students toward the

consciousness of the Lord and by virtue a yearning for high academic and spiritual excellence.

All staff and students have a Code of Conduct that states: I will strive to follow the

principles of the Qur’an and the practices of Prophet Muhammad, I am respectful, I am

responsible, I am safe and I am prepared. Every graduate’s expectation determines that he/she is

an effective communicator who speaks, writes and listens honestly and sensitively, is a

reflective, creative and holistic thinker who solves problems and makes responsible decisions.

MUA’s major objectives are to ensure a student is self-directed, responsible, life-long

learner who develops and demonstrates their God-given potential. A student is a collaborative

contributor who finds meaning and dignity in work which respects the rights of all and

contributes to the common good. Students are constantly guided to be caring family members

who attends to family, school and the wider community and become responsible citizens.

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 Queen’s University

Description

Situated on traditional Anishnaabe and Haudenosaunee territory, Queen’s University is a

public research university in Kingston, Ontario, Canada. It is one of the oldest degree-granting

institutions in Canada, founded in 1841 via a royal charter issued by Queen Victoria. The

governance of the university was also established in 1841, consisting of the Board of Trustees,

the Senate, and the University Council. In addition to the Kingston campus, Queen’s also owns a

variety of rural land in Ontario, and Herstmonceaux Castle in England, where students can enjoy

exchange opportunities. Queen’s is considered a ‘mid-sized’ institution, with almost 9000 faculty

and staff (which includes some students) and just over 24000 students (includes graduates,

undergraduates, and distance students). Within the university there are ten large faculties/schools

(offering undergraduate, graduate, and professional education), most of which house a variety of

departments, divisions, and schools. The largest faculty is the Faculty of Arts and Science, which

is home to 28 individual departments. The university has 18 student residences (the majority of

first year students live on campus), and surrounding the Kingston campus is the “university

district” (formerly known as the student ghetto), where many upper years reside. Queen’s has a

very engaged student body that is represented by two student unions (the Alma Mater Society

and the Society of Graduate and Professional Students). Queen’s athletic teams (33 varsity) are

known as the Gaels, who famously wear the tri-colours of blue, gold, and red.

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Structural Analysis

When Queen’s was founded via royal charter issued by Queen Victoria in 1841, the

governance of the university was also established, consisting of the Board of Trustees, the

Senate, and the University Council, all of whom are governed by the University Secretariat. The

Board of Trustees has 25 members (3 ex-officio and 22 elected) who are responsible for

university operations such as finance, property, appointments of Vice-Principals, and

appointment of the Principal. The Senate has 68 members (12 ex-officio and 56 elected), spread

out over 11 committees. The Senate is concerned with academics and also works with the Board

of Trustees to appoint Principals. The University Council includes the Chancellor, Principal, and

not more than 40 elected alumni members, one member of Senate, and one member of the

Queen’s University Alumni Association. The Council is advisory and ambassadorial, and is

tasked with electing the Chancellor. The University Council is concerned with the well-being

and prosperity of the university.

There are four administrative officers at Queen’s: the Chancellor (highest officer and

ceremonial head), Principal and Vice-Chancellor (essentially the Chief Executive Officer),

Rector (student representative), and Provost and Vice-Principal Academic. Bolman & Deal

(2017) explain that “the most basic and ubiquitous way to harmonize the efforts of individuals,

units, or divisions is to designate a boss with formal authority” (p. 55). Queen’s has this in their

Principal and Vice-Chancellor, Dr. Daniel Woolf.

Other prominent figures at Queen’s include 4 Vice-Principals, 5 Deputy/Vice-Provosts,

12 Associate Vice-Principals, and 8 Deans. Under the Deans you will find an assortment of

Associate Deans and Department Heads. Finally, under the Department Heads you will find

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‘regular’ faculty, staff, and students.

Human Resource Analysis

There are two distinct groups of employees at Queen’s University: faculty and

staff. Although some undergraduate and many graduate students are also employed by the

university in clerical, research, and teaching/marking roles, this section will focus on just faculty

and staff (who total roughly 6500 people).

Queen’s is one of the largest employers in the Kingston area. Faculty and staff are hired

in very different ways. Full time faculty are sought after, head-hunted, wined and dined during

multi-day visits to campus, and compete for positions that offer negotiable salaries and the

promise of tenure in a few years. While some upper level administrators are also treated like this,

most staff are hired simply through applications to the university in response to ads placed on the

Human Resources website, where once hired they are then generally placed on the lowest step of

their applicable salary grade.

Benefits are very generous at Queen’s, both for faculty and staff. Full medical and dental

benefits, along with a pension plan, tuition and childcare benefits, access to an EAP (Employee

Assistance Program), and free tuition for staff wanting to take courses at Queen’s, are some of

the benefits afforded to employees. Queen’s clearly recognizes that “a skilled and motivated

workforce is a powerful source of competitive advantage” (Bolman & Deal, 2017, p. 131), as

their Human Resources department offers a range of professional development and wellness

programs, and also supports the awarding of various achievement awards to staff and faculty

alike.

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 The Equity Office is working hard to ensure that Queen’s employs and supports faculty

and staff from a wide variety of backgrounds, but there are certainly some departments still

lacking in diversity (e.g. the Physics department currently only has 3 female faculty members out

of 30).

Political Analysis

Although the university is dependent on funding from government agencies and major

donations, and there are groups of various stakeholders who make the most important decisions

for the school, faculty are still the people in power at Queen’s University. Bolman & Deal define

power in an organization as “basically the capacity to make things happen” (p. 186). Faculty not

only make up the bulk of the upper management positions (Principal, Provost, Vice-Principals,

Deans, etc.), they hold places on Senate and the Board of Trustees, so are involved in all decision

making from the top down; they are making things happen. They also have a formidable position

in the political environment at the university through their very strong union (QUFA – Queen’s

University Faculty Association) and iron-clad Collective Agreement. The largest raises are

afforded to faculty, and staff only have ‘what’s left’ available to them. Faculty also have the

enormous benefit of tenure – essentially, barring an egregious event, once a faculty member

achieves tenure, they have a job for life (a good-paying job with sabbaticals and excellent

benefits). When one does not have to worry about losing their job, even if they are not

particularly good at it, this puts them in a very powerful position. Conversely, staff are treated

like ‘regular’ employees. There are a number of staff unions (the largest being the USW, general

staff union). Some unions are very small (CUPE 254 has fewer than 100 members) and arguably

23
don’t carry much clout. Upper administration is housed in renovated buildings. In departments,

faculty are afforded the offices while many staff are clustered in cubicles. There is a clear

hierarchy within the university political structure.

Symbolic Analysis

The Mission of Queen’s University, as approved by Senate in 1996 states that:

The University will build on the strength that is Queen's - students, faculty, staff and alumni - to

be among the best of internationally known universities in Canada, recognized for:

● the exceptional quality of undergraduate and graduate students and programs in the arts,

sciences and professions;

● the intellectual power and value of research and scholarship by faculty members and

students;

● the exemplary service of the University and that of its graduates to the community and

the nation and the community of nations.

Queen’s has an exquisite, storied past – its inception predates the formation of Canada as

a country! There are many traditions, stories, and rituals that have persisted through the decades

(Homecoming, coveralls, Alfie Pierce, tams, jacket slamming, Queen’s-RMC hockey rivalry, the

grease pole climb) which work to forge strong bonds amongst students which persist well past

graduation. Running into a Queen’s alumni on the other side of the world and immediately

taking part in an impromptu Oil Thigh (a song and dance generally performed by students during

sporting and other events) shows how “a ritual connects an individual or group to something

mystical, more than words or rational thinking can capture” (Bolman & Deal, 2017, p. 251).

24
 Queen’s Latin motto is Sapientia et Doctrina Stabilitas (wisdom and knowledge shall be

the stability of thy times). If you come to Queen’s campus, you will see thousands of students

walking around sporting leather jackets in various colours (program-dependent) that proudly

display patches featuring the school’s coat of arms and motto, and other program-specific

decorations.

The actual campus is a mix of stately old limestone buildings and brand new

state-of-the-art metal and glass structures, that all somehow coexist in a pleasant, harmonious

fashion. It is an excellent metaphor for how the university strives to celebrate its storied, deep

past, but is still at the top of its game with respect to cutting edge research (home to the 2015

Nobel Prize for Physics, and a Geology alumnus just went into space!).

25
 St. Lawrence College

Description

Established in 1967, St. Lawrence College is a public “College of Applied Arts and

Technology”. It is comprised of 3 campuses spread across Eastern Ontario, all situated on the St.

Lawrence River: Brockville (opened in 1970), Cornwall (opened in 1968) and Kingston (opened

in September 1969). The President and CEO of St. Lawrence is Glenn Vollebregt (home base is

the Kingston Campus), and you will find a Campus Dean at the helm in both Brockville and

Cornwall. St. Lawrence boasts almost 7000 full time students and about 20000 part time

students. The college employs over 800 staff, roughly half of which are faculty. St. Lawrence

offers more than 100 full time programs in their 7 schools and faculties, including 3 four-year

degree programs (Bachelor of Business Administration, Bachelor of Science in Nursing, and

Honours Bachelor of Behavioural Psychology), and a wide-range of one-year certificate

programs. Students can also take apprenticeship training programs and a number of online

courses, full-time diploma programs, and continuing education programs. Each campus does not

offer the exact same selection of courses; while there is some overlap, some programs are only

available at a single campus.

All three campuses have on-site student residences, access to doctors and health services

for students, and a bookstore.

The school motto is “Hello Future”, while the school colours are red and black. Each

campus offers certain varsity sports (e.g. Brockville: badminton; Cornwall: cross-country;

Kingston: basketball), and a further array of ‘extramural’ sports, which still offer some

26
inter-college competition. Students may also elect to partake in a variety of intramural and

recreational sports.

Structural Analysis

The 25 colleges of applied arts and technology in Ontario reside under the provincial

Minister of Education and Training, who is assisted by the advisory Ontario Council of Regents

(which consists of various members from across the citizenry). The Minister of Education and

Training is responsible for determining what programs of instruction and services will be

offered. Within St. Lawrence there exists a Board of Governors who are responsible for devising

policies that dictate the daily operation of the College (strategic planning, budgeting, policies,

etc.). The Board of Governors includes 12 members along with the President and CEO, and a

student, faculty, support staff, and administrative staff representative. The Academic Council, led

by the Vice-President Academic, is used to address a variety of academic issues (admissions,

evaluation, appeals, teaching, etc.), and provides feedback and recommendations to the

President. Various Program Advisory Committees exist to oversee programs and ensure they are

properly supporting students. These committees include volunteers from the local communities.

St. Lawrence has six senior executives: the President/CEO and five Vice-Presidents. In

addition, there are several academic leadership team members: four Deans and nine Associate

Deans. According to Bolman & Deal, “structures in stable environments are often hierarchical”

(p. 52), and we can clearly see this hierarchical structure at play at St. Lawrence.

The Mission for St. Lawrence College states that they “are dedicated to student success,

academic excellence, and leadership in our communities”. The College is currently working on

27
their strategic plan for the next five years, so it is possible that this will change soon.

Human Resource Analysis

The employee base of St. Lawrence College is unique and three-fold. There is

first a group of executives and professionals (e.g. Professional Engineers) who occupy the upper

management positions. Then you will find staff members who are responsible for program

administration, student services, middle management positions, service jobs, etc. Finally, there

are the faculty (which may be a bit of a misnomer if you are thinking of faculty in the sense of

university faculty). At St. Lawrence College, faculty are the experts who teach the courses.

These experts can be individuals with PhDs, or those skilled in a particular trade, job, or

function. Faculty are further split between full time and part time. Bolman & Deal assert that

successful companies make an effort to “protect jobs [and] promote from within” (p. 140), but

St. Lawrence fails to do that with their part time faculty (more on this will be discussed in the

Political Analysis). Most full-time faculty and support staff are members of OPSEU (Ontario

Public Service Employees Union).

A search of the St. Lawrence website does not lead to a section devoted to Human

Resources, which makes one wonder about the services afforded to its employees. Since it is a

public institution and most staff are unionized, they are likely paid fairly with access to good

benefits and pensions. There is just one section of the website that deals with working at SLC,

but it mainly serves as a listing of current job openings. When you click on the link to read the

reasons why one would want to work at SLC, there are only two reasons offered: tuition

assistance and a professional development fund. There are no mentions of employee wellness

28
and professional development programs, although this doesn’t necessarily mean they don’t exist.

It does lead one to question, though, the importance the institution places on employee health

and development if one cannot easily find information about it (this information is very easy to

find on other post-secondary websites).

Political Analysis

Ultimately, the Ontario government is in the biggest position of power at St.

Lawrence College, namely the Minister of Education and Training. They have the power to

determine what programs the college will offer. At the actual institutions, though, there is clearly

one very powerful position: President and CEO. The President and CEO oversees all three

college campuses, and sits on the Board of Governors, so is ultimately intimately involved with

most important decision-making at the college. Staff are all on relatively equal footing in that

they belong to OPSEU, whether full or part-time (although it was only recently that part-time

staff were permitted to join the union).

Bolman & Deal state that “conflict is particularly likely to occur at boundaries, or

interfaces, between groups and units” (p. 196), and St. Lawrence is home to a major conflict

between full and part time faculty, which has created a great divide. Full-time teaching faculty

are unionized and hold well-paying positions with a variety of perks (e.g. extended benefits,

generous vacation). These are ‘career’ jobs (i.e. these jobs afford an excellent standard of

living). Part-time faculty, who are hired on an as-needed basis to teach individual courses, are

not unionized, paid poorly (only compensated for their time in the classroom; not all the hours

put in planning, marking, meeting with students, etc.), do not accrue seniority, and aren’t

29
considered internal applicants when full-time positions are posted. The discrepancy between the

two positions (which at their core involve many of the exact same activities) creates a great deal

of animosity, and sets up a very clear hierarchy where one should arguably not exist.

Symbolic Analysis

There are four core values that drive St. Lawrence College:

● Students First (the organization is here because of the students);

● Teamwork (staff are working together towards a collective mission);

● Innovation (to advance the college and adapt to changing student needs);

● Integrity (honesty, inclusivity, and accountability are key to success)

The Vision of the college states that “Rooted in our communities, we will be a globally

recognized college delivering innovative learning opportunities and preparing career-ready

graduates to be leaders in their fields.” A strong vision, according to Bolman & Deal is like a

shared fantasy that “turns an organization’s core ideology, or sense of purpose, into an image of

the future” (p. 244). The values, vision, and mission of St. Lawrence are clearly important to the

organization, as they are referenced prominently and frequently in their website materials. As the

institution moves into a new five year strategic plan period, there is much fanfare on their

website advertising this and encouraging everyone on campus to have their say.

St. Lawrence College is a relatively young organization, especially considering other

local post-secondary institutions (it shares Kingston with Queen’s University, which is more than

175 years older and the Royal Military College of Canada which was established in the 19​th

century). There is not the same deeply-rooted culture and history that older institutions might

30
possess. The main building on the Kingston campus is showing its age from the outside, but this

is off-set by some new construction currently happening (an extensive $42M project that will add

new buildings and renovate current ones) that promises to inject some cutting-edge facilities into

the equation.

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 Asian University for Women

Description

Asian University for Women is an international University, geared towards empowering

women who demonstrate qualities of leadership from some of the most politically and

economically unstable regions around the world. The students are given the opportunity to

develop sound pedagogical and leadership skills in order to prepare them to taken on leadership

roles in the ever-evolving global economy. The university is located in Chittagong, Bangladesh,

and has a diverse student body from countries such as Nepal, Myanmar, Sri Lanka, Syria,

Bhutan, Malaysia, Vietnam and Afghanistan. Conceived as a concept in 2001 and finally

opening in 2008, the university ​offers two pre-collegiate bridge programs: ​Access Academy and

Pathways for Promise,​ as well as a three-year undergraduate program based in the Liberal Arts

and Sciences. The University’s aim is to provide a diverse residential-learning community where

critical thinking and inquiry based learning are pathways taken to develop highly motivated,

effective and engaged professionals who are able to excel in their chosen careers.

Structural Analysis

The goals of this university are to empower women who display strong academic skills

and leadership qualities, but are unable to pursue their goals due to social, political and/or

economic circumstances. The university’s initial outline was started in 2000 by the ​World

Bank/UN Task Force on Higher Education and Society, as they, “published its findings in a

report titled "Higher Education in Developing Countries: Peril and Promise", which concluded

32
that developing countries must improve the quality of their institutions of higher learning, in

governance and pedagogy, to compete in today's increasingly globalized, knowledge-based

economy.” (​Higher Education in Developing Countries​, 2000). Bolman and Deal (2017)

comment on the ‘Innovator’s Dilemma’, where one reason organizations get “stuck in the past is

that standard cost-benefit analysis usually tells them that they will get a better return by investing

in the tried and true instead of something unproven.” ​(Bolman & Deal, 2017, p. 51​). ​The people

who work in this university are in high agreement with the importance of the university’s vision

and goals, and the governing body seeks out students based on merit only, forgoing traditional

considerations of family income and other information. Not only that, since the university

receives support and financial donations from multiple foundations and private donors across the

globe, the goal of empowering women to be tomorrow’s leader through education and training is

not disputed. The university is governed by an independent Board of Trustees, ​chaired by Dr.

Dipu Moni, the Chair of the Parliamentary Committee on Foreign Affairs, Parliament of

Bangladesh. There is also the Chancellor, Vice Chancellor, Dean of Faculty and Affairs, the

University Registrar and the Chief Financial Officer. The heads of all the Programs offered are

under the guidance of the Dean of Faculty and Affairs, while the University Registrar handles the

recruitment, admissions, liaison and logistical aspects. Finally, the Chief Financial Officer is in

charge of finance, accounting and financial aid for the students and the university staff and

faculty overall. (​Asian University for Women​, 2019). ​The roles of each stakeholder and student

is quite clear and outlined in a logical way. The details are highlighted in the form of a graphic

organizer for transparency as well as making sure the roles are well defined. (​Asian University

for Women​, 2019). The hierarchy of authority is centralized so that the allocations of funding, as

33
well as the adherence to university rules and regulations are strictly followed. This is especially

through how each person’s identity and role is defined in the category they are in; staff and

faculty in their respective departments, security and protocol etc. answer to their head of

department/manager, who then report to their branch of university governing body (i.e.

University Registrar, CFO or the Dean of Faculty and Academic Affairs).

The roles for the Director of Student Service and the University Registrar are particularly

important as interdependencies for the security and wellbeing of the students, their academic and

holistic development, as well as all the range of services provided during their stay are carefully

monitored. The interdependencies are managed by having weekly meetings and monthly reports

prepared for the Board of Directors.The main basis of authority is the appointing of one’s

position based on their area of expertise, as well as experience overall.

The authority relations are very clear, on paper as well as in reality, as observed through

daily interactions. This is also the way the university culture as well as the culture of the

environment and country where the university is based, where reverence and respect for

authority, teachers and elders are given utmost priority, is established. The turnover rate for the

university is approximately 10%, and this is prevalent in the instructional department, as there

are more sessional and part-time teaching faculty. Final Decisions are made by the Board, and

most of the everyday decisions are made by the Dean, the Head of the Department, as well as the

University Chancellor.

All areas regarding the academic, recreational, financial and residential aspects of a

student’s life, along with the expectations of the faculty and staff regarding their teaching and job

34
duties respectively are outlined in their contract, as well as the University handbook.

Students and faculty are evaluated based on their assigned expectations, as well as their

professional conduct. The students are evaluated by their instructors and the instructors are

evaluated by the students in the end of the course reviews, as well as their Department heads.

The Department heads also are reviewed by their instructors, the Dean of Faculty and Academic

Affairs, as well as the Vice Chancellor. Formal evaluations are communicated in an end of of the

year review. The university places a strong emphasis on technology and instructional technology

and management programs are used to ensure the smooth day-to-day operations. A formal

awards ceremony is held every year to honor deserving students and faculty members who

display strong university spirit, as well as achieved academic and leadership milestones.

Human Resource Analysis

The educational and social background of the Board members, the Officers, Committee

members and the instructional/faculty members are exemplary. Ranging from the Education

Minister of Bangladesh, professors from Ivy league universities such as Harvard, the education

and experiences the members provide a rich fabric for the university. The needs of the students

are diverse and varied. As Bolman and Deal (2017) observed, “A good fit benefits both.

Individuals find meaningful and satisfying work, and organizations get the talent and energy they

need to succeed.” (Bolman & Deal, 2017, p.118). The university is committed to accepting

students regardless of their financial situation, and provides support, residence and a daily

stipend for students, so that finance does not become a barrier in their academic pursuits. The

students are extremely motivated, especially because they recognize how fortunate they are to

35
have been selected and given the opportunity to progress towards their goals. Since many

students come from impoverished backgrounds where opportunities for women especially may

be limited, there is always the need to find solutions to problems plaguing their own society,

besides empowering themselves. The student body comprises of women who call a variety of

countries their home, such as Syria, Vietnam, Myanmar, India, China, Afghanistan etc. There

are orientations, clubs and meet-and-greet organized within departments where students interact

with one-another. Shared goals, reasons for attending the university, conflicts from home and

triumphs envisioned for the future are some of the many ways students connect with each other.

Usually, women tend to form strong friendships with others from their country, but there is also a

strong sense of welcome for others, as nearly all students have faced tremendous obstacles and

made personal sacrifices which ‘regular’ students would find hard to comprehend.

Since most of the students live as residents in the university, there is a low record of

absenteeism, especially due also to the level of high self-motivation the programs demand to

keep scholarships and enrolment active and applicable. There is a student government in the

university, and members in leadership roles are elected through the yearly student elections. In

terms of socialization, the students organize trips to the local shopping malls and field trips based

on their programs/classes. The students largely tend to stay on campus where almost all of their

needs are met; most also choose to do so for safety reasons. Some of the students who choose to

stay off campus are locals who are married and have families.

Political Analysis

The recognized people of power are the Board of Trustees, the Chancellor, the

36
Vice-Chancellor and the Dean of Faculty and Academic Affairs. The primary base of power rests

on how funding received is allocated, how the schedules, syllabus, student acceptance and

expectations, as well as the overall recruitment and operations of the university is for the fiscal

year. When differentiating between power and authority, the authority is largely distributed

between the faculty and staff, as they negotiate their own responsibilities and the expectations

from students through their academics and behavior/demeanor. The nature of the university and

they way that they select and accept students largely determine how well they operate everyday.

Since the students are so motivated to succeed personally and prove their self-worth, there is also

the added responsibility of representing their respective nations/country/religions/ethnicity etc. in

a space where diversity is one’s greatest asset. The Board of Trustees meet thrice a year, with

one meeting held in Bangladesh, and comprise of celebrated personalities from around the globe,

such as Oscar winner Sharmeen-Obaid Chinoy and Sheikha Abdulla Al-Misnad from the Royal

family of Qatar. The patrons of the University comprise of the Prime Minister of Bangladesh,

Mrs. Sheikh Hasina, as well as ​Her Royal Highness the Grand Duchess Maria Teresa,

Luxembourg amongst many other distinguished persons. The students are able to meet their

needs and communicate through the chain of authority; reporting to the respective department

head, who then address the situation or speak to the Dean or the Vice- Chancellor. As Bolman

and Deal (2017) conclude, “Agreement and harmony are easier to achieve when everyone shares

similar values, beliefs, and cultural ways.” ​(Bolman & Deal, 2017, ​p. 186).

Students largely seem to feel comfortable with the way issues are handled presently; the

the Chancellor, International Support Committee and the Bangladesh Board of Advisors are

eminent personalities located around the world, and the students are very proud and aware of

37
how their respective accomplishments not only helps them, but also puts the University in a

position to continue to inspire other women to pursue their dreams to be leaders in their

communities.

Symbolic Analysis

Chittagong, Bangladesh is one of the most densely populated cities in the world. The 100

acres of land where the university is situated was donated by the government. The parking lot is

not big as most instructors and staff take the bus, auto rickshaws, or drive a bicycle or motorbike.

The average salary of a professor is not high (compared to Western standards), but the amount of

respect and reverence the instructors enjoy from their students and the general community is

much higher. In terms of power-distance, the culture of Bangladesh (i.e. South Asia) emphasizes

on the respect and boundaries between age and the level of education a person has. As such,

elders and teachers enjoy a level of adherence which usually startle Westerners, who are used to

more casual interactions. Students are mostly in residence and female drivers are extremely rare

in the city. This is not due to equality, but rather the access, hassle and financial implications of

owning a vehicle. Students use the school bus, auto rickshaws or the local ‘Uber’ or ‘Pathao’ app

for transportation.

The buildings of the school are fairly new and enjoy a yearly maintenance. The

university’s staff attempt to keep it as clean as possible, and the students give a concerted effort

to keep their university as litter-free as possible. There is a sense of pride and ownership which is

rare to see in other institutions; one gets the sense of deep appreciation the institution is giving to

the women as they pursue their goals. The university’s logo is prominently displayed on various

parts of the campus walls, as well as posters of alumni who have done remarkably well after

38
graduation. There are also photos of graduating classes, as well as guests and foreign delegates

who have visited the university.

The university recognizes the diversity it has within its students and staff members, and

celebrate major religious holidays, along with the statutory days. Each department has special

days celebrating student success, such as showcasing recent research, writing competitions and

annual debates. The university also encourages students to practice their faith freely, and has

prayer rooms and policies in place for students to take the day off for religious reasons. The

students are always eager to show their work in progress, as well as share personal stories with

each other. The informal meeting place for conversation is the courtyard as well as local ice

cream and snack shops. The university is not large in terms of its student body (less than a

thousand), thus there is a distinct feel of camaraderie between the students, especially because of

their shared values. New students are made to feel welcome and there is always a concerted

effort to integrate them quickly. As noted by Bolman and Deal (2017), “Values characterize what

an organization stands for, qualities worthy of esteem or commitment...values are intangible and

define a unique character that helps people find meaning and feel special about what they do.”

(Bolman & Deal, 2017, p. 243). The sense of empathy makes the university particularly singular

in its appeal, because the students can relate to each other’s drive to succeed and also the

pressure of expectations and even the anticipation of some who expect them to fail. Stories of

adversities and triumphs are told not just by faculty, but by the students also, and become the

defacto way of motivation for everyone. The Prime Minister of Bangladesh, the Chancellor of

the university etc. are all hailed as women who have emerged successful from societies and

norms which still challenge their abilities because of gender.

39
 St. Paul’s School

Description

St. Paul’s School was established in 1823 and is situated in Darjeeling, India. It is an

Indian residential school for boys and caters to primary, junior and senior grades. It was initially

founded in Calcutta by Archdeacon Corrie, and later shifted to its present address by Bishop

Wilson, and named after St. Paul’s Cathedral in Calcutta. The initial purpose of the school was to

address the educational needs of Anglo-Indian boys, but now is home to over 750 Indian,

European and Asian students. The school is renowned for its rigorous curriculum, outstanding

teaching faculty, distinguished alumni and beautiful campus. ​At an altitude of nearly 7500 feet

above sea level, St. Paul's became a Public School at the highest altitude in the world. (​St. Paul’s

School​, n.d.).

Structural Analysis

St. Paul’s School focuses on their motto is ​Moniti Meliora Sequamur: Having been

advised, let us follow Higher Things (​St. Paul’s School​, n.d.). The school is rooted in the Vedic

Indian Tradition, where the belief is that learning can flourish when the student’s well being of

the mind and body are at an equilibrium. This was determined by the founder in ​1823, John

William Ricketts, an Anglo-Indian leader from Calcutta. To gain admission at St. Paul’s is quite

competitive, and the importance of following established rules and regulations is a prerequisite to

continue to be a student. The school is divided into Houses under the guidance of a Housemaster

and is divided as follows:

40
1.​ Primary:​ Everest, Hunt, Hillary and Tenzing.

2. ​Junior:​ Anderson, Betten, Cable and Westcott

3. ​Seniors:​ Clive, Hastings, Havelock and Lawrence.

The system of Houses was initiated because “this division provides opportunities for

more intimate organization and for healthy rivalry in sports and other activities between the

Houses.” (​St. Paul’s School​, n.d.). Also, the school has a Prefectorial system, where “Senior boys

showing suitable qualities are chosen to be prefects. This is an honor and, at the same time, a

means for stimulating responsibility and initiative, and for encouraging an understanding of

human nature and balanced judgment. The ultimate honor in this system is to be chosen as

School Captain in charge of the Prefects and with other school duties. In our system a boy may

be appointed, first of all, as a Class Monitor. He may then become a Dormitory Monitor, pass on

to become a Prefect, then a School Prefect or House Captain, and ultimately may be chosen as

School Captain.” (​St. Paul’s School​). As Bolman and Deal (2017) observe, “Structure both

enhances and constraints” (Bolman & Deal, 2017, p. 52). All students covet to be a prefect and

also aim towards becoming a House Captain, because of the honor it not only brings them, but

also their family; this also ultimately create a lot of pressure on the student. Each role has clearly

established and outlined responsibilities, and there is a interdependence on each level committing

to their responsibilities with near perfection, so that the entire school runs smoothly. The

hierarchy of authority therefore is centralized, with many layers. The school is governed by the

Board of Trustees, the Principal, the Rector and the House Masters. The main basis of authority

is on expertise, which contributes to the position. Rewards are distributed in terms of House

41
points for students, as well in terms of a higher position or an increase in pay, whichever is

possible. Evaluations at this school are on-going, along with formal evaluations conducted

monthly for students and their performances in academics, as well as conduct and demeanor. The

school recognizes the importance of technology in today’s global economy, but only allows

students to use technology during class hours, and that also only the equipment of the school.

Students are not allowed to carry cell phones or any other electronic devices during school days.

Human Resource Analysis

Bolman and Deal (2017) quote Herzberg’s (1996) observation, where, “intrinsic and

extrinsic factors as motivators to succeed [can apply to organizations]...he [Hertzberg] insisted

that the things that motivate are intrinsic to the work itself- things like achievement,

responsibility, and recognition for work well done. [Therefore] motivating people requires

understanding and responding to the range of needs they bring to the workplace.” (Bolman &

Deal, 2017, p. 120). The alumni, administration and students of St. Paul all value education and

respect the role of authority and a person’s designation. The school places a strong emphasis on

education, outdoor activities and prayer. Since the school is situated in India, a predominantly

Hindu country, its location near the Himalayas (Nepal, Bhutan, China etc.) most of the students

represent a variety of religious and ethnic backgrounds. Regardless of their personal beliefs, all

students are expected to attend the Chapel for prayer, as well as respect the core Christian values

the school is founded on. The students live in residence, and most faculty choose to do the same.

Due to the close proximity of students, with most of them attending this school since their

Primary years, there is a strong sense of competition, loyalty and faith placed in the members of

42
their respective houses. There is a low rate of turnover in the student body before the graduation

from senior grades, as it is seen as a privilege to be part of this prestigious school. Faculty

turnover also is quite rare, as many choose to continue with the school till their retirement.

Socialization during school days is not permissible, unless students are given a special

permission called ‘Exeats.’(​St. Paul’s School​, n.d.)​. All students, faculty and staff are held to

exacting standards of behavior and conduct, in order to preserve the school’s reputation.

Political Analysis

St. Paul’s School is governed by the Board of Trustees, ​the Principal, the Rector and the

House Masters primary basis of power is based on their position. The tenure of the Principal and

the Rector is also a basis through which they exert power and fulfill their duties. Also, the House

Masters are assigned by the Principal. The Principal holds the greatest discretion, as they are the

liaison between the Board of Trustees and the students, faculty and staff of the school. Bolman

and Deal (2017) comment on how “Goals...evolve through an ongoing process of negotiation and

bargaining.” (Bolman & Deal, 2017, p.186). Issues mostly arise between competition of Houses,

and these are first discussed between Housemasters, and where necessary, the Principal acts as

mediator. Parents also approach the Housemaster, before the Principal to solve any issues that

may come up. The Principal’s office is situated near the entrance of the school, while the

Rector’s Hall is near the Chapel, situated in the oldest building on campus. Students are very

conscious of their overall conduct, and recognize that their behavior can be the result of

expulsion, rather than just poor academic achievements. The campus also gets a lot of attention

and tourism due to filming of Bollywood movies during the summer months, as well as visitors

43
and tourists from nearby states and countries, as well as worshippers flocking to the Chapel for

Sunday Mass. The students in uniform, along with faculty in their robes are recognized in the

community and are expected to display exemplary behavior and conduct at all times.

Symbolic Analysis

St. Paul’s was built during 1823 in Calcutta, and the current campus was shifted there

during 1864, when additional donations and funding provided enough to expand on the original

two-storey building. ​(St. Paul’s School​, n.d.)​. Many students also fought during World War I and

World War II, and the school has many pictures hanging in ornate frames on its walls in all the

buildings. The overall feeling is of one being in an English Country estate, with well-tended

gardens, the crisp cold air, as faculty and students walking swiftly like lawyers in Black robe

over their uniforms. As Bolman and Deal (2017) highlight, “Meaning, belief and faith are...the

central concerns…[of symbols]. Meaning is not given to us; we create it.” (Bolman & Deal,

2017, p. 236). The school atmosphere always has a respectful noise level; students rarely loiter

around the hallways, and screaming, shouting, swearing etc. incurs strong punishment. The

students are not allowed to drive and there is a long distance of walking up to the campus, due to

the mountainous terrain. Visitors have to check in with the office and are asked to remain very

quiet in their interactions. They are almost always impressed with the way discipline is adhered

to in the school, and there is always a long waiting list for interviews during admission time

every year. As the school’s alumni, proudly known as ​Old Paulites, continued to become

important members in the Indian community as well as global leaders, the schools’ curriculum,

faculty, adherence to rules, traditions and reverence for the administration and the way they

systematically continue to reach new heights in academic levels and overall holistic approach of

44
student well-being, has become famous throughout the years. “​All boys, when they leave St.

Paul's, join the Old Paulite Association... Only members of the O.P.A. may wear the special tie,

blazer etc., obtainable from the School's outfitters. Members may receive these on request. Many

Old Paulites regularly contribute letters and articles to the School's monthly magazine. Others

are encouraged to keep in touch with the School.” ​(​St. Paul’s School, n.d.​)​. As time evolved,

introducing oneself as an ​Old Paulite e​ vokes a heightened amount of respect, because it is

generally understood that being a graduate from St. Paul’s requires discipline and academic

merit.

45
 Royal Military College of Canada

Description

The Royal Military College of Canada (RMC) is a military college of the Canadian

Armed Forces located in Kingston, Ontario. RMC exists to train Office Cadets who will

eventually serve in the Canadian Armed Forces in either the Royal Canadian Air Force, the

Royal Canadian Navy, or the Canadian Army (“​Royal Military College”, 2017​). In short, it is a

degree granting university that simultaneously trains military officers. RMC was established in

1876 and is the only federal institution in Canada with degree granting powers (“​Royal Military

College”, 2017​). It provides education and professional development to satisfy the needs of the

Canadian military and Department of National Defence. Further, RMC is a national symbol of

Canadian justice and peace. The priorities of RMC include: offering high-quality programs in

subject area that is significant to the Canadian Armed forces, encouraging domestic and

international partnerships and fostering a spirit of cooperation.

Structural Analysis

The mission of the Royal Military College of Canada (RMC) is to produce officers with

the mental, physical and linguistic capabilities and the ethical foundation required to lead with

distinction in the Canadian Armed Forces (CAF). To accomplish this mission, RMC delivers

undergraduate academic programmes, together with a range of complementary programmes. ​The

four pillars of the organization are: academics, officer ship, athletics and bilingualism. The

administration of the college is comprised of 3 stakeholder groups: Office of the Principal,

46
Office of the Registrar, and the Board of Governors (“​Royal Military College”, 2017)​. ​The

Board is a governance body, separate from the College, that ensures officer professional military

education is sustained in the long-term. The Principal and Registrar’s office function the same as

any other University. This structure as outlined by Bolman & Deal (2017) “provides the

architecture for pursuing [the] organizations goals” (p. 51). Since there is also governance of

RMC by the federal government this increases the stability of the environment due to the

hierarchical nature and oriented towards rules (Bolman & Deal, 2017, p. 52). In fact, RMC is

notorious for breadth of their rules and structure. This is clear because the cadets are required to

follow a rigorous daily schedule that includes: communal breakfast, lunch and dinner times as

well as classes and extracurriculars. It is expected that cadets become the best versions of

themselves. Staff are also expected to perform a high degree of service.

Human Resource Analysis

The faculty members of RMC have an underlying commonality in their passion for the

armed forces and a love of their country. Bolman & Deal (2017) write that the human resource

frame “highlights the relationship between people and organizations” (p. 133). It is interesting to

analyze RMC with this perspective because there are two categories of people affiliated with

RMC: students/faculty and civilian staff. The staff members are delineated as providing a public

service (“​Royal Military College”, 2018)​. However, there is a clear separation between the two

groups of people. In fact, staff members are identified as “civilians”. There is a clear hierarchy in

place and their section for staff members on their website quite clearly demonstrates this as the

only links included as relevant lead to the command and administration, list of instructors, and

47
subject matter experts. According to Bolman & Deal (2017) RMC would meet the physiological

and safety need as an employer but because there is such a stark division between affiliates that

are a part of the military and those that are not, they rank low in terms of belonging, esteem and

self-actualization (p. 122). Though, it is fair to asses that there is an assumed sense of purpose

for staff members at RMC. They have committed to serving our country and this provides

intense meaning. Conversely, RMC would excel in all of these areas if you are a student or

faculty member since these groups of affiliates are a part of the military. It is difficult to answer,

on the whole, whether or not RMC invests in its people. It is obvious that there is a huge

investment in the students but the same cannot be said for staff. It is difficult to discern the

relationship between the staff and the organization because the emphasis is elsewhere. Unless

one shares a similar passion for Canada and its military it would be challenging to find meaning

in this organization.

Political Analysis

The federal government is the ultimate governing power at RMC and is therefore, by

default intertwined deeply with general Canadian politics. There is a strategic order to its

structure and alliances with multiple federally governed organizations. It is uniquely tied to

politics by way of its main affiliation with the military. The obvious coalitions are with Canada,

the government and its students (future officers). It is clear that these alliances have formed

because the members of these related organizations “have interests in common and believe they

can do more together than apart” (Bolman & Deal, 2017, p. 190). It is clear that RMC “views

authority as only one among many forms of power” (Bolman & Deal, 2017, p. 190). There

48
multiple levels of power include: The Office of the Principal, The Office of the Registrar, The

College Chief Warrant Officer and The Board of Governors. RMC is a very process-oriented

organization and rules/schedules are a priority. It is important to note that Bolman & Deal write,

“an organization can and should take a moral stance” (2017, p. 216). Much to RMC’s credit,

there is one issue in which they have taken a transparent stance. On their website, and in recent

media, RMC has taken a strong public stance against harmful and inappropriate sexual behavior

with the organization. On the government website, they have added the written policy and advise

individuals who have been a victim or witness such inappropriate acts on their plausible next

steps (“​Royal Military College”, 2017)​. It is noteworthy to mention this in the political analysis

because “positive politics without an ethical framework and moral dialogue is as unlikely as

bountiful harvests without sunlight and water” (Bolman & Deal, 2017, p. 216).

Symbolic Analysis

RMC, as an institution, symbolizes the collective pride of Canadian citizens. RMC

inspires their associates with their passionate mandate of Canadian culture. They mark this

passion by ceremonies. Bolman & Deal write, “historically, cultures have relied on ritual and

ceremony to create order, clarity, and predictability” (2017, p. 254). At RMC, yearly

celebrations are held to mark milestones of the future cadets and academic achievements of

faculty. These ceremonies include: orders, decorations and medals. These ceremonies “weave

several rituals in concert and are convened at times of transition or on special occasions”

(Bolman & Deal, 2017, p. 254). A motivation for these ceremonies includes socialization,

stability, reassurance and the expression of messages to external stakeholders (Bolman & Deal,

49
2017, p. 255). If an organization’s culture is “revealed and communicated through its symbols”

(Bolman & Deal, 2017, p. 242) then the key symbol of power of RMC is surely the Canadian

flag. The flag represents what the organizations stands for, justice and peace for all Canadians,

which are qualities “worthy of esteem or commitment” (Bolman and Deal, 2017, p. 243).

Overall, RMC is a metaphor for unity and justice which means the symbol of the Canadian flag,

for staff, “mediates the meaning of work” (Bolman & Deal, 2017, p. 263). In this sentiment, this

organization captures “subtle themes that normal language can obscure” (Bolman & Deal, 2017,

p. 256-7).

50
 Our Lady Seat of Wisdom

Description

Our Lady Seat of Wisdom (SWC) is Catholic post-secondary liberal arts college located

in Barry’s Bay, Ontario. Their identity as a Catholic institution is of primary importance. ​Our

Lady Seat of Wisdom grew out of a 1999 study centre called “Mater Ecclesiae”, which means

‘Mother of the Church’ in Combermere, Ontario, under the directorship of John Paul Meenan

who began as a regular volunteer tutor at Mater Ecclesiae (“Our Lady Seat of Wisdom”, n.d.).

The centre sought to provide affordable Catholic education to students wishing to advance their

studies after high school.​Therefore, as SWC ​grew the affordable tuition became a natural

extension of their mandate. Our Lady Seat of Wisdom to keep tuition reasonable so that students

can receive a post-secondary education without going heavily into debt (“Our Lady Seat of

Wisdom”, n.d.). This is unique among post-secondary organizations and thus, noteworthy to

mention. SWC is considered one of the world’s faithfully Catholic post-secondary institutions.

Their programming includes concentrations in: Philosophy, Theology, Literature, History,

Languages, Mathematics, Music, Fine Arts and Natural and Social Science (“Our Lady Seat of

Wisdom”, n.d.). The goal of the educational institution is to help students deepen their Catholic

faith and equip them to be modern-day apostles.

Structural Analysis

According to their website, Our Lady Seat of Wisdom provides a post-secondary

education in the liberal arts within the Catholic tradition. Faithful to the teachings of the Catholic

51
Church, and guided by ​Ex Corde Ecclesiae​, the college seeks to form the whole person,

especially intellectually and spiritually, while respecting the freedom of the individual. For

reference, Ex Corde Ecclesiae translate to “On Catholic Universities”, is a constitution that was

written in 1990 by Pope John Paul II outlining standards for Catholic colleges and universities.

This policy serves as the governing document that “enhances and constrains what [the]

organization can do” (Bolman & Deal, 2017, p. 52). Since Ex Corde Ecclesiae came from the

leader of the Catholic Church, SWC is naturally under the hierarchy of the Church which

provides its stable environment and ensures individual behaviour is consistent (Bolman & Deal,

2017, p. 52). It is important to note that the curriculum of SWC is related to its strategic

decisions because they are “future oriented [and] concerned with long-germ direction (Bolman &

Deal, 2017, p. 66). This is true because SWC does not yet have a four-years honours degree

though this is their ultimate aim (“Our Lady Seat of Wisdom”, n.d.). The curriculum offers a

deep and wide-ranging understanding of Western civilization along with the traditions of the

Church, and equips students to engage with and critique contemporary culture. The primary

values of the organization are: obedience, teaching excellence, holiness, charity, service,

community, freedom, justice, integrity, and culture (“Our Lady Seat of Wisdom”, n.d.). The

rules and policies of the organization are aimed at producing well-rounded, intelligent Catholic

theologians and is organized in a way that strives for this goal.

Human Resource Analysis

SWC is excellent at serving the needs of their staff. Associates of SWC are inherently

part of the family of Jesus Christ and this is obvious on their website. There is a deep underlying

52
need for spiritual formation which is a great element that SWC encompasses as it allows its staff

to “survive and grow” (Bolman & Deal, 2017, p. 119). At the heart of SWC mission is

connection as the student to faculty ratio is extremely low which highlights the value it places on

the “relationship between people and [the] organization” (Bolman & Deal, 2017, p. 133). This

also speaks to the social/belonging step in Maslow’s hierarchy of needs (Bolman & Deal, 2017,

p. 122). It is important to note the Catholic context of this discussion. It is presumed that

individuals who are employed at SWC are Catholic and committed to spiritual growth as a

means of self-actualization. From this perspective, SWC ranks quite high on achieving the peak

of Maslow’s hierarchy. SWC does a wonderful job at managing roles and duties so that its

people can achieve their own goals, and in turn, this predicts a positive outcome for the

organization (Bolman & Deal, 2017, p. 123). They prioritize personal growth and naturally, job

satisfaction an extension of their larger mission. Staff and students needs at SWC, are of utmost

importance as their governing values, outlined above, are all rooted in virtue.

Political Analysis

The power of SWC lies in the administration team which includes a president, academic

dean, CFO, comptroller, Associate Dean, Chaplain, co-chaplin, as well as secretarial and

learning support coordinators (​“Our Lady Seat of Wisdom”, n.d.)​. There is also a board of

directors and academic senate, episcopal advisory board, international advisory board and

regional advisory board (​“Our Lady Seat of Wisdom”, n.d.)​. Since the breadth of Catholic

teachings are extensive and places a heavy emphasis on the whole person a powerful

administrative team is necessary to “accomplish their aims” (Bolman & Deal, 2017, p. 190).

53
Since each coalition of the administration has a specific area of expertise, this source of power

more closely aligns with Information and Expertise as per Bolman & Deal (2017) who say that in

this case, “power flows to those with the information and know-how to solve important

problems” (p. 192). An additional element of this political frame is that all decisions that are

made are governed by the Catholic faith. While administrative authorities have governing power,

the competition for leverage is unique in that the ultimate decision maker is the Catholic Church

and its representatives who are in a position to ensure Catholic teachings are adhered to.

Symbolic Analysis

The purpose of the SWC organization is that everyone’s work contributes to the

advancement of God's kingdom in big and small ways. SWC carries “intellectual and emotional

messages [that] speak to the heart and the soul” (Bolman & Deal, 2017, p. 236). Staff and

stakeholders are inspired by this vision because they possess the same core values. Since the

Catholic faith is embedded in the organizational culture, this helps staff “make sense of the

chaotic, ambiguous world in which they live” (Bolman & Deal, 2017, p. 236). Rituals also define

SWC as they follow a feast day calendar, offer daily mass and encourage other Catholic

traditions (​“Our Lady Seat of Wisdom”, n.d.)​. These rituals connect everyone to “something

mystical, more than words or rational thinking can capture” (Bolman & Deal, 2017, p. 250-1).

These rituals anchor staff and students to something deeper. Bolman & Deal (2017) write that

rituals become the “dance of life” (p. 251) and this is certainly evident in this organization. Since

SWC is governed by the Catholic tradition, there is a precise science and purpose in each ritual.

According to Bolman & Deal (2017) when properly conducted ceremonies are “attuned to

54
valued myths, both ritual and ceremony fire the imagination and deepen faith; otherwise, they

become cold, empty forms that people resent and avoid” (p. 256). SWC mission, carried out by

symbolic rituals, is significant to because they value religious institutions and their purpose in

society.

55
 West Point Grey Academy

Description

West Point Grey Academy is a coeducational JK-12 independent school located in

Vancouver’s west side in British Columbia. It was founded in 1996 by four families who

envisioned a progressive coeducational independent school which did not exist at the time. The

school sits on 18 acres of unceded Coast Salish territories and overlooks English Bay and the

North Shore mountains. Their mission is to “give each student transformative learning

experiences rooted in inquiry, shaped by action, and celebrated by joy.” WPGA now has an

enrolment at full-capacity of 940 students split between the junior and senior schools. There are

11 members on the board of directors, 3 Heads of school, and 174 staff members including 6

student counsellors. It is a member of the Canadian Accredited Independent Schools (CAIS) and

also the Independent Schools Association of British Columbia (ISABC). Key program offerings

include 18 Advanced Placement (AP) courses, an integrated technology and digital citizenship

program, a global studies diploma program, STEM courses including engineering and robotics,

outdoor education program, film and television program, and many more fine arts, performing

arts and sports programs. Students who apply are asked to write an entrance assessment to

determine academic strengths, social readiness, and potential for success. Following assessments

and review of report cards and references, shortlisted students are invited for a family interview.

WPGA boasts 100% graduation and 100% university acceptance rates. Current tuition fees vary

from approximately $22,000 - $24,000 per year depending on grade level (West Point Grey

Academy, n.d.).

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Structural Analysis

WPGA’s major decisions regarding school plans are led under the direction by Head of

School with the support of the 11 board members. Together with the help of students, parents,

staff, alumni, and board members, WPGA developed a vision, mission and core values which

focuses on four strategic priorities:

● Teaching and learning: create and support future-focused programs and global

experiences

● Learning environments: provide learning environments that inspire ingenuity and

collaboration, with technology, global connectivity, and innovation at the forefront

● Community engagement: strengthen relationships with each other as well as local and

global community

● Healthy balance: be thoughtful and intentional in our decisions and actions to promote a

healthy and balanced lifestyle (West Point Grey Academy, n.d.)

There are five board committees: Governance and Nominating Committee, Finance and

Audit, Building committee, Risk Management Committee, and Advancement and

Communications committee. All five committees consist of the three Heads of school, vice

principals, board directors, school staff, and parents. Based on the hierarchy of authority and

coordination of committees, I believe the WPGA involves many of its major stakeholders in the

decision-making process. Although it seems that the Head of School has the most control in

operational school and student-related decisions, strategic and financial decisions are made

57
through joint-effort by many parties. It is to be noted that the website does not state how or why

board directors are selected to be on the board.

There is a separate entity from the school society, The West Point Grey Academy

Foundation, which is a tax-exempt, registered charitable organization. The foundation holds

funds contributed through donations and other fundraising initiatives managed by the Parent

Volunteer Group and is responsible for the stewardship of those funds. The Foundation board

chair is also on the governance and nominating board committee. As a charitable foundation,

they seem to be heavily involved in the decision-making process, probably because the donations

end up going towards the school and the foundation works closely with the school to determine

where funds are needed most.

Human Resource Analysis

An underlying common thread amongst teachers at WPGA must include a passion for

teaching and a belief in the independent school system. I believe these two traits are key qualities

that all staff must possess in order to be committed to their work.

WPGA’s website provides a good overview of the benefits of teaching and working

there. Basing my analysis on Maslow’s Hierarchy of Needs (Bolman and Deal, 2017, p.121),

physiological and safety needs are met through competitive base salaries, comprehensive health

and dental benefits, maternity/parental leave top-up options, generous school holidays and

personal days, healthy spending account and healthy meals, etc. Belongingness needs are met

through professional development workshops, an inclusive workplace culture, staff social events.

Esteem needs are met through annual meetings with leadership team three times a year to discuss

58
teacher growth plan and an opportunity to receive feedback, opportunity to participate in studies

and initiatives with professors from UBC. As for self-actualization needs, WPGA provides free

mindfulness and stress-reduction courses, free weekly yoga/spin classes, free use of fitness

facilities, support to attend global workshops and leadership training. Based on the website, it

seems that WPGA does a good job at fulfilling human needs and employee satisfaction. That

being said, the website also serves for advertisement purposes for employment, so I cannot say

with certainty that employee satisfaction and levels of trust is exactly what is depicted on the

website.

Political Analysis

At WPGA, there are two identifiable groups who hold the most power and authority, they

are the board of directors and the Heads of School. Board members’ primary basis of power

come from factors such as professional expertise, persuasion, access to resources, charisma, and

ties to the school. For the heads of school, their primary basis of power involve professional

expertise, years of experience, and tenure. Many of the board members of esteemed parents of

the students of WPGA, founding members of the school, and respected community members

who hold high positions in their own professions. Each board member holds power in their own

way, either inside or outside of WPGA.

“Each Board member brings professional expertise and insights to support the Head of

School and Leadership Team. As a collective, the Board approves the school's strategy and

distributes the allocation of resources to maintain WPGA’s high-caliber programs. With the

Head of School and Leadership Team, the Board holds the trust of the founders, informs the

59
school community, guides the strategic plan, and provides vision and leadership for the school’s

continued growth.”

The current Head of School is set to retire in June 2019 and he will be replaced by the

current Head of Senior School. The website states that he will “continue WPGA’s legacy of

school leaders” showing the evident relationship between tenure and power. When decisions

need to be made or conflict arises, there is typically a discussion within board members.

Fortunately, the Heads of School are a part of various board committees, and also operate in the

school overseeing day-to-day issues, unlike most board members. Key decisions are made

through a motion to vote democratically, although each board member may still bring their

personal interests and political agenda to the table. My assumption is that perspectives from the

Heads of School, who see students and school operations regularly, are of great influence to the

board. However, the board may hold more power in terms of strategic influences as they are

more experienced in finances and allocation of resources. Their power is exercised in more

covert ways, whereas the school’s leadership team exercises power in more visible ways.

Symbolic Analysis

WPGA’s consistent vision throughout their website is that they believe in shaping global

leaders in a future-focused learning environment. This vision aligns with the interdisciplinary

and progressive programs offered to students.

Their core values are also align well with the school’s vision:

● globally inspired

● academically innovative

60
 ● character driven

● community spirited

● intentionally balanced

Although WPGA’s history does not run deep (founded in 1996, the school is still

relatively new), the story and purpose of why the school was founded is still present in its vision

and culture. WPGA’s coat of arms shows a book, a maple leaf, and a landscape of mountains and

water. These symbols represent academics, Canada, and English Bay and the North Shore

mountains which the school overlooks. It may also be interpreted as hands-on outdoor

educational opportunities that are different from traditional classroom learning. The school is not

named after any significant historical figure and does not have a clear hero or heroine to

represent core values. Culture within the school is difficult to assess and analyze unless one is a

member of the school community, but based on their website, WPGA has a strong culture in

which students, teachers, leaders, parents, and board members are all aware of and contribute to.

Students are accepted based on academic strengths, but also social skills and potential to fit in at

WPGA. Teachers and staff are also hired based on professional ability and how well they can fit

in with the school’s culture and core values.

61
 Lord Strathcona Elementary School

Description

Lord Strathcona Elementary School is a large dual-track (English and French Immersion)

public K-7 elementary school located in the oldest residential district in Vancouver, BC.

Established in 1873, Strathcona is Vancouver’s oldest elementary school located near the heart

of Chinatown and draws a culturally rich community consisting primarily of English speaking,

Chinese, and Aboriginal groups. The mission statement is “to inspire and develop independent

lifelong learners who have a respect, acceptance, and understanding of self, others, and the

global society, so that all can reach their full potential by providing a challenging, safe,

supportive and happy learning environment (Lord Strathcona Elementary School, n.d.).” There

are approximately 500 students that attend Strathcona Elementary; 31% of the student population

are assessed as English Language Learners, 12% are ministry designated special needs students.

This Tier I enhanced services inner-city elementary school has strong parental support and

community involvement through partnerships with various groups and agencies. To meet the

needs of the vulnerable learners, Strathcona receives extra services such as breakfast and lunch

programs, extra socio-emotional support and resources for student and families, onsite medical

consultations, onsite dental clinic, before and after school care programs, music, and athletic

programs. The school has two school goals: to improve literacy achievement for every child in

reading, and to increase knowledge, acceptance, empathy and awareness of Aboriginal histories,

traditions and cultures. There are 110 Aboriginal students that attend Strathcona elementary, with

only 7 in the French Immersion program. 2018 concluded a three-year seismic upgrade of the

62
building, and the school now occupies a junior building, senior building, cafeteria, auditorium,

and shares the gym with the community centre (Lord Strathcona Elementary School, n.d.).

Structural Analysis

As mentioned previously, Strathcona has two school goals, but they were developed in

different ways. The goal for improving literacy in reading is developed at school-level with the

principal guiding the discussion using input from school staff, specifically classroom and

resource teachers. Literacy testing was completed and there was a clear gap in reading that

needed to be filled. The second goal is a district-wide goal for all Vancouver schools which was

determined at board-level by the board of education, elected trustees, community partners.

At Strathcona, committees are formed in the beginning of the school year for school staff

to participate in the decision-making process for a variety of needs. Committees may include:

health and safety, staff committee (host staff meetings), social committee, sports committees,

professional development committee, technology committee etc. Oftentimes administration is a

part of most of these committees, but do not make the final decision. It is a very democratic

system, most decisions are made by a vote if necessary.

The principal and vice-principals duties are to oversee and provide direction to school

staff, as well as perform operational duties to ensure the school runs according to the School Act.

They also make staffing decisions, but also must follow hiring procedures based on seniority.

They have the most control regarding day-to-day activities, but strategic decisions are generally

made together as a staff. When time is of the essence, some decisions will be made by

administration and the teachers union representative and then shared to staff afterwards.

63
Administration and school staff work closely with the Parent Advisory Council (PAC) as they

organize some school activities and fundraising initiatives such as hot lunch. Any feedback from

staff regarding PAC initiatives is delivered to the PAC by administration.

Human Resource Analysis

As employees of the public school board, it is quite easy for staff with seniority to move

around from school to school. It is assumed that a majority of the staff at Strathcona have chosen

to work at this enhanced services school because they have a passion for working with and

teaching at-risk children and youth.

Being familiar with the public school system has helped me identify the strengths and

shortcomings of the human resource framework in elementary schools. Teachers are typically

intrinsically motivated by a passion to teach, and are usually not in this career expecting a high

salary. Public employee wages are public knowledge and there is a salary cap at a certain point in

every teacher’s career. That being said, there is job security for teachers on a continuing contract

and extended benefits to satisfy basic needs. There is a strong teachers union to support staff and

deal with any issues or problems that arise in the school system. Although structural hierarchy is

evident in day to day operations, there is a lot of input by teachers and staff regarding school

decisions. High levels participation is essential in a job at Strathcona and many informal

relationships can be formed as teachers are frequently collaborating and platooning with similar

grade level teachers, resource teachers, and support staff. At Strathcona, there is an emphasis

placed on the school having a very strong community. Families, community staff, and

community members all contribute to providing a safe learning space for these students. The

64
school staff and community have formed a tight-knit community as several stakeholders have

been in Strathcona’s community for many years. Staff truly need to seek opportunities for

self-actualization, as there are fewer opportunities and perks for staff at Strathcona than at

WPGA, but it is not difficult to find if one is passionate about their work with at-risk youth.

Political Analysis

At Strathcona, there are three distinct groups that hold a significant amount of power. The

first group is the administrators (principal and vice-principal) who are responsible for overseeing

day to day operations at the school level. Their interests align with that of the school board, and

they have the most power in determining how the school is run based on the interests of the

school district. The second group is the teachers, school staff, and various unions associated with

different type of staff. Their input is valuable when important decisions need to be made, as staff

are also a part of various school committees such as finance/budget, health & safety, professional

development, etc. The third group is the Parent Advisory Council (PAC) who are involved in

fundraising and supporting school programs/activities. Each group may have different political

agendas and goals, but the one common goal is to provide all students with a safe and positive

learning environment.

As public school board employees, it is difficult to pursue a personal political agenda as

everything follows the collective agreement by the school board and teachers union. There is a

firm structure of how operations should look like from the hiring process, salary, position,

benefits, to staff autonomy. Change comes from both top-down and bottom-up depending on

whose initiative is being implemented. Conflict and issues are resolved through one-on-one

65
meetings with parties involved, or brought up at staff meetings. Discussions regarding conflict

are common and often resolved informally or by vote/decided within small committees. Because

there are so many informal parties involved with Strathcona’s community, and administration is

encouraged to include all parties in discussion, personal agendas and conflicts are inevitable.

Symbolic Analysis

There is an abundance of historical and cultural significance associated with Strathcona

Elementary, the land it was built on, and the architecture that houses the school. As the oldest

elementary school in the Vancouver School Board, Strathcona has deep roots in the Chinatown

community and also the large Aboriginal community that reside in the area. The architecture is

very symbolic to Vancouver’s history and the community that resides there. The building was

established in 1891 and has since then been preserved as a heritage building, meaning the outside

structure cannot be upgraded. Over time, the neighbourhood has changed but the building that

Strathcona Elementary is housed in has not. The building is a symbol of heritage and history for

the generations of families that have lived in that community, and also for the students who

attend the school. The Senior building, which was restored in 1991, gathered many community

members for the building’s centennial celebration (Lord Strathcona Elementary School, n.d.).

For a school with so much history, there are many significant stories that have been passed from

retired teachers, alumni, and community members. There is a large network of informal players

that also have deep roots in Strathcona’s community. From the community center, the public

library, to the music academy across the street, and the church down the road – all of these

informal players attribute to Strathcona’s culture and values.

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 Developing lifelong learners and community involvement are two of Strathcona’s core

values. Both of these core values are evident in the school’s daily culture and operations.

Although the district hiring policy is based on seniority and not based on fit, employees who

have been long-standing staff at Strathcona choose to work there because the environment,

culture, and values fit into their own philosophies. Employee commitment is essential at

Strathcona, and those who do not find themselves fitting in with the culture tend to apply for

reassignment. The purpose of a public elementary school is similar across the board, but each

school’s demographics shape the school’s culture. Strathcona’s student demographic is no

exception. Strathcona has become a safe space for not only students, but for all community

members to gather in times of desperation and need.

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 Summary Reflection

The different yet allied characteristics of educational systems can be seen through the

analysis of these twelve organizations. Through this analysis common trends emerge between

these organizations. Goals in educational systems often encompass a desire to create

transformational educational opportunities that develop the minds and spirits of students.

Although these goals are embedded into the structural goals of the organization, they are often

more symbolic in nature. Within many of these educational organizations, the symbolic frame

appears to inform the creation of goals in the structural frames.

The structural frame offers another component with similarities between these

organizations. Educational systems are often divisional structures whereby each unit operates

independently but also reports to a governing body. These structures differ slightly depending on

the type of organization – ie. Postsecondary versus Elementary. However, the structure of all

these organizations are focused on similar goals, which likely explains the similarities in

organizational structure.

Within the human resource frame is where differences begin to become more evident.

The human resource frame is more heavily dependent on the people within a specific

organization whereas structure is more universally applicable across a variety of similar

organizations. Although all organizations typically provide benefits and pensions, how they

focus on empowering employees is where differences emerge. Some organizations seem to have

68
a better grasp on their human resource frame with a strong focus on empowerment. In contrast,

other organizations have not given this frame the appropriate amount of focus.

Differences also appear within the political frame, which is also more dependent on the

individuals within a particular organization. Some of these organizations have created strong

coalitions that have the ability to impact the structural frame. The creation of coalitions and the

distribution of power has various causes. These could include the organizational structure, the

symbolic and religious beliefs, or the scarcity of resources. In other words, the circumstantial

differences in the political frames of these organizations often have origins within the other

frames. Yet, the results are similar in terms of the building of coalitions and distribution of

power.

Within the twelve organizations analyzed, the dominant frame for eight of the

organizations was the symbolic frame. The remaining four organizations had a dominant

structural frame. Those with a dominant symbolic frame were universities, or elementary and

secondary schools. In contrast, the academies and colleges were dominated by their structural

frame. The dominant frames of these organizations can perhaps be explained by two factors.

First, the majority of organizations with a dominant symbolic frame were established in the

1800s. The symbolic frame often takes time to develop as it relies heavily on ceremonies, rituals,

and stories. These take time for an organization to embed within their culture. The remaining two

symbolic organizations were established based on symbolic purposes that have already been

developed in the past. These rationales include providing postsecondary education for women,

and providing postsecondary education embedded with religion. These two meaningful purposes

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have been previously established, which allows these institutions to draw from a long history of

purpose, even if it is not directly from their own history. The second explanation for the divide

between the dominant symbolic and structural frames is in relation to the type of organization.

Colleges often provide more hands-on, practical teaching while universities often focus on

theory. Theoretical teaching is more heavily linked to the symbolic frame as it is about

explaining the meaning behind concepts. Academies are likely more structural than their

public-school counterparts because they are funded privately whereas public-schools are funded

publicly. This means that academies need to be more structurally sound in order to become a

coveted and competitive school to attend.

There is a common strength within these organizations with regards to the symbolic

frame as well as the structural frame. Many of the organizations had a strong structural frame,

even if the symbolic frame was dominant. This is likely because the desire to create

transformational educational opportunities that develop the minds and spirits of students

transcends the four frames. This common goal influences and attempts to inform the other

frames especially the structural goals of the organization. The organizational goals can be a

strength, however, sometimes components of these goals become disoriented depending on the

frame used for analysis. For example, the human resource frame may not be provided with an

appropriate amount of focus. The organizational goals may attempt to transform students rather

than employees in regard to the symbolic frame.

Within these organizations, components that could be improved upon include the impact

that one frame may have upon another frame. The human resource frame was not listed as a

70
strength for the majority of these organizations. This represents how there needs to be a shift

within the organizations to provide an appropriate amount of focus to all frames. These

improvements can begin with ensuring that goals and symbolic meaning do not create a focus

that is predominantly student rather than employee-based.

71
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