LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

LeadershipStylesandTechnologyDeploymentasdemonstratedin
OntheWaytoSchool
a
documentarybyPascalPlisson

Rachel
JimenezKatsman,
MarthaLarsen,KristenMacKay
,Sharon
Sonnilal,VickyTsiantis

UniversityofOntarioInstituteofTechnology

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

Abstract

Insomeregionsoftheworld,theroadtoschoolisanobstacle.

Surlechemindelecole
(Onthewaytoschool)
,directedbyPascalPlisson,isthejourneythatfourdifferentstudents
taketogettoschool.InKenya,Jacksonandhissisterwalkfifteenkilometersthroughthe
savanna.ZahiraandherfriendscrosstheAtlasmountainsofMoroccotogettoboarding
school.Samuel,whoisconfinedtoawheelchair,andhisbrotherstravelfourkilometersonthe
sandyroadsofIndia.CarlitoandhissisterrideseveralhoursthroughthePatagonianlandscape
byhorsetoschool.Thedefinitionofthewordtechnologyhaschangedovertimeandbasedon
thecontextwithwhichitisused.Inthispaperwelooktothedefinitionthatdefinestechnology
asacapabilitygivenbythepracticalapplicationofknowledge...amannerofaccomplishinga
taskespeciallyusing
technical
processes,methods,orknowledge(MerriamWebster,2016).
Therefore,technologydeploymentistheprocessbywhichthestudentsinthedocumentary
accesstheeducationalsystemintheirrespectivecountries.Thispaperwillconsiderhowvision,
educationalcultureandcontextimpactsleadershipcapacityandeffectivenessoftechnology
deployment.Wewillexaminehowteamdynamicscansupportordetracteffectiveleadership
fromtechnology.Furthermore,analyzeethicalissues,thechallengesthatarise,aswellasthe
impactontheschoolenvironment.

Vision,EducationalCultureandContext

Vision
Technologyatthesimplestformistheacquisitionandapplicationofknowledgetosolve
aproblemorhelpmakesomethingeasier.Inthedocumentary,technologyisdefinedas

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

accessingandobtaininganeducation.Notonlywillthelivesofthestudentsbeimpacted,but
thelivesoftheirfamiliesandcommunitiesasaresult(Appendix1.1).
EducationalCultureandContext
Theextenttowhichastudentisabletoaccessandattainaneducationhasalottodo
withthecultureandidentityofthecountryinquestion.Hofstedeetal.(2010)usesacollection
ofresearchquestionstocomparesixculturaldimensionsofvariouscountries(Appendix1.2).
Kenya,Morocco,andIndiaallhaveahighacceptanceofthepowerdistributionthatexistsand
lesspowerfulmembersacceptthatthedistributionofpowerwithinthesocietyisunequal.The
peopleofKenyaidentifyasacollectivegroupinsteadofpreferenceforindividualismlikewe
seeinMorocco,IndiaandArgentina.MoroccoandArgentinaindicatealongtermorientation
towardstimehonouredtraditionsandvalues,whileIndiaindicatesamoreopennesstochange.
Allofthiswillimpacttheeducationalstructureandcorevisionofeachcountry(Hofstedeetal,
2010).Theeducationalsystemsdifferwithrespecttothelengthofvariousprograms,typesof
programsavailableandthepercentofpopulationconsideredilliterate(Appendix1.3).Recent
reformsinallfourcountrieshavetargetededucationandmadesuccessfulimpacts.

Themajor
problemsthatremainare,accesstoeducation,resources,qualitycurriculumdevelopmentand
teachertraining.

LeadershipTheories

Thefourmaincharactersdepictedinthedocumentaryfaceeducationalandeconomic
challenges.Themainchallengeinthedocumentaryarethephysicalhurdlesstudentsfaceto
accesseducationandschoolsandvariousleadershipstylesemergewithinthiscomplex
adaptivesystem(SoleandGoodwin,2000).Allfourmaincharacterscomefromcaring,

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

supportivefamilies.Educationisperceivedasaprivilegethattheirfamiliesandcommunities
cherish.Asthedocumentarytaglinesuggests,allfourinstinctivelyknowtheirwellbeingand
survivaldependsonknowledgeandeducation(Plisson,2008).
Transformationalleadershipinspirespositivechangeinthosewhofollow.
Transformationalleadershaveacleargoalandinspirefollowerstochangeexpectations,
perceptionsandmotivationstoworktowardthecommongoal(Cherry,2016).Throughthe
familybasedcomplexadaptivesystem,theparentsinthedocumentaryexhibited
transformationalleadershiptowardtheirchildrenandhencethechildrenthemselvesdisplayed
thesebehaviours.Theirinfluencesmovesfollowerstoaccomplishmorethantheyconsider
feasible(Burns,1978).Theadolescentmaincharacterswereeffectiveleadersasis
demonstratedintheirabilitytogetthemselvesandtheirpeersorsiblingstoschool.Bass
(1985)articulatesthatthefourfactorsthatcharacterizebehaviouroftransformationalleaders
are,individualconsideration,intellectualstimulation,inspirationalmotivation,andidealized
influence.Althoughallfourcharactersdisplayedtransformationalleadership,wewillfocuson
JacksonofKenyatosynthesizetransformationalleadership.
1. Modeltheway:
ThewayJacksonspoketohissisterinwhisperswhileexplainingwhatto
lookforwhenkeepingclearoftheelephants.Hemodeledpersistenceandprogression
inhisdailytasksoffindingwater,bottlingandwashingclothes.
2.
Inspireasharedvision:
InschoolJacksonwasobviouslyaleaderbecausehewas
chosentoraisetheflagandleadthenationalanthem.
3. Challengetheprocess:
ThecommentsJacksonmadeattheendofthedocumentary
articulatedhisexpectationstofurtherhiseducationandbecomeapilotinordertofly

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

outofthecountrytorealizemypotential.Healsoreceivedascholarshipforhis
academicachievement.
4. Enableotherstoact:
WhentheKenyangovernmentsawthevideo,theyrealized
educationneededtobecomemoreaccessible.Thisinitiativeincludedchangestothe
infrastructureofboardingschools.
EmergentandAssigned
Northouse(2010)discusseshowassignedleadershipreliesprimarilyonoccupyinga
positionwithinanorganization,suchasteamleaders,managers,ordepartmentheads.An
emergentleaderisaninfluentialmemberofacollaborativegroup,whoexhibitsleadership
throughouttheirmotivatedbehaviourandgroupmembersresponse.Allfourmaincharacters
wereassignedaleadershiprolebytheirfamiliesbutalsodisplayedemergentleadership
qualities.Caringfortheiryoungersiblingsorpeersandexhibitedemergentleadershipskillsas
thedocumentaryprogressed.JacksonandCarlitonotonlysupervisedtheiryoungersiblingsbut
taughtthemhowtonavigateasafejourneyinordertobecomeindependent.Samuelshowed
emergentleadershipskillsbygentlycoaxingbrotherstokeepgoing.Hecommandedrespect
throughhiscommunicationskillsandperformingmanyactivitiesregardlessofhisdisabilities.
Zahirawastheoneingroupwhotooktheinitiativetocomfort,procureridesandfindwaysto
relievethemonotonyofthetrek.
TeamDynamics

InthefilmOntheWaytoSchoolteamsaredefinedas,thegovernment,
policymakers,schools,studentsandparents.Basedontheircurrentstate,allpartiesare
workingasseparateentities.Thereisnosenseofcohesionand,accordingtoPatrickLencioni

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

(2007),theteamisinfactdysfunctional.Outofthefivepossibledysfunctions,theteams
showcasedinthree.Lackofcommitment,avoidanceofaccountabilityandinattentiontoresults
inthedocumentaryisexplored.
1. LackofCommitment&AvoidanceofAccountability:
Therewasnocleardirection,
visionorgoalsimplementedtoimprovetechnology.Allpartiesmustworktogether,
consideropinionsandreachageneralconsensusongoalsandstrategiesfor
deployment.
2. InattentiontoResults:
Allentitiesfocusedonpersonalneedsandpriorities,theylack
theabilitytoconsidercollectivegoalsthatcouldimproveeducation.Forbettersuccess
eachpartymuststatetheirdesiredresultsandcreateanimplementationplan.
3. Developingcountriescorrelationtoleadershiptechnology:
Allpartiesactedasseparate
groupsasopposedtoacohesiveteams.AccordingtoEschem(2010),

groupsare
comprisedofindividualsworkingtogether,whileateamworkstogethertomeeta
specificobjectiveorgoal
.
Inorderforallpartiestobecomeateam,theymustcreate
mainobjectivesandacohesiveexecutionplan.
Inordertomakeapositivechangeinthedeploymenttechnologyforeducation,allpartiesmust
collaborate,establishrolesandworktogethertoaccomplishthevision.Thisgoalcannotbe
achievedwithoutfullcooperationfromthecomplexadaptivesystem(Chan,2001).
Furthermore,atransformationalleaderwithaclearvisionmustemergeinordertoimprovethe
accesstoeducationthroughtheuseoftechnologyindevelopingcountries.IndiasNational
OpenSchool,forexample,isateamimplementinginformationtechnologiesindistance

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

education(
Mukhopadhyay,1994
).TheNationalOpenSchoolphilosophycanaidinthe
developmentofeffectiveleadershipfortechnologydeploymentinothercountriesaswell.

EthicalIssuesandChallenges

Childrensquestforknowledgeisshownintheirdeterminationtoaccesseducation,
regardlessoftheobstacles.InIndia,Samuelsfamilyisdedicatedtosendingtheirchildrento
school.Samuel,whoisinawheelchairadaptstohislearningenvironmentbyhavinghis
youngersiblingspushhiswheelchairtoschoolandtravelfourkilometersadaytogetthere.
Dr.SugatraMitracreatedaMinimallyInvasiveEducation(MIE)solutionforstudentswholive
withinremotecommunitiesindevelopingcountries.Hedescribedthisinitiativeasonethat
wouldbeplacedinareaswheregoodteachersareunableorunwillingtogo(Mitra,2010).The
holeinthewallisprojectthatconsistsofacommunalcomputersplacedinruralareas.Aftera
90daytrial,noencouragementandformaltraining,theresultsshowcasethatstudents
performanceinamolecularbiologysubjectwereequivalenttochildrenstudyinginurbanelite
schools.Mitra(2010)describestheuniquenessofMIEbecauseithastheabilitytoattract
childrentowardsthelearningstation.Theholeinthewallstudyfollowedaholisticlearning
approachwherestudentsconnectedwiththeircommunitiesandtheirnaturalenvironments.
Inthisscenariosituationalleadershipisundertakenbecausemajoradjustmentsto
learningpedagogiesweremadetofittheculturalandsociologicalcircumstanceswithin
developingcountries(Blanchard,2015).Humanium,achildren'srightadvocacygroup,claims
that72millionchildrenofprimaryeducationagearenotinschooland790millionadultsare
illiterateandlackawarenessonhowtoimprovetheirlives(2016).Withleadershipinitiatives,
developingcountriesneedtoconsiderinnovativeimplementationinordertoavoid

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

marginalizationandpoverty.Alackofeducationcanhinderchildrenfromintellectualandsocial
development,thereforeminimizingthecountry'sabilitytoproducegrowingsystemsand
leaders.
AccordingtothestudybyNissenbaum(1998)Informationtechnologyethicsisthe
studyoftheethicalissuesarisingoutoftheuseanddevelopmentofelectronictechnologies.
Thereareseveralethicalissuesthatstemfromintroducingtechnologyintothegeographical
areas;Morocco,India,ArgentinaandKenya.Themainethicalissueswithtechnology
integrationisprivacy,moralresponsibility,andculturallag.Privacyisahugeethical
underpinning,asitdoesntexistinthecurrentgeographicalareas(e.g.,Morocco,India
ArgentinaandKenya).Theintegrationoftechnologyrequiresregulationsandpoliciestobe
developedtosafeguardthecountryanditsusersfromattacksthroughtechnologybreeches.
Studentswillhavetolearnaboutprivacyanddigitalliteracy.Educatorswillrequirelessonson
moralresponsibilityandtechnologyuseforadministrators,teachers,parentsandstudentsas
culturallagisacriticalethicalissue.Technologyisalsogenderneutral.Wherethedifferencein
genderisnotedwithtechnologyintegration(e.g.,basedonthecountry'sviewsongender(see
Appendix1.2,1.3),technologyitselfpresentsanopportunityforgenderparity.Despitethe
obstaclesintechnologydeployment,integrationcanhelpleveltheplayingfieldforindividuals
fromdevelopingcountriesasthelearndigitalliteracyandareopentonewopportunities.
TheDangerofGlobalization
DambisaMoyo(2009),authorofDeadAid,statesthatweliveinacultureofaidwhere
millionsofpeopleadvocateandgovernmentsarescrutinizedbyhowmuchorhowlittlethey
supportdevelopingcountries.TheissuethatMoyoaddressesisthatthisinterventionof

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

financialsupporthasnotprovideddevelopingcountries,likeAfrica,forthetoolsthattheyneed
togrowtheireconomicandleadershipsystems.Insteadofinterveningandprovidingsolutions
foreducationalandeconomicswhynotpromoteselfgrowthandtransformationalleadership
withinthesecommunities.Asrecognizedabove,childrenaretravelinggreatdistancestoaccess
aneducationandhavethemakingsofgreatleaders.Innovationandtheopportunitiesfor
childrentoindependentlylearnandgrowwithintheircommunitiescouldhelpleveltheplaying
fieldforthemandallowthemtofuturedevelopasemergentleaders,criticalthinkersand
problemsolvers.
Conclusion

Inallfourcases,theenablingfunctionoftheirleadershipstylecapitalizedontheir
personalaspirationstofurthertheireducation(Elkington&Booysen2015).Throughoutthe
documentary,eachjourneythestudentsembarkedonweredifficult.However,themain
charactersinthisdocumentarywereresponsivetoincidents,conversationsand
communicationsamongthefamilies,peersandteachers.Theleadershipskillsdepictedbythe
childrendeterminedthesuccessoftheirjourney,realizingtheirgoalsandconsequently
furtheringtheirdesireforaformaleducation.Developingcountrieswillneedtokeepinmind
thecomplexadaptivesystemthattheyareapartof.Therearemanydifferentstakeholders
thatwillneedtoworktogethertoaccomplishsuccessfultechnologydeploymentinthe
developingcountries.Ethicalissuesinvolvingprivacy,security,andgenderwillneedtobe
carefullyaddressedasthedigitalliteracyoftheseareasisdeveloped.Allowingeasieraccessto
technologyandeducationforallstudentsmustbeagoalthatisdeliveredhandinhandwith

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

10

teacherandleadershiptraining.Educationandtechnologycanleveltheplayingfieldandbring
usalltogetherinthisglobalcommunity.

References

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Pratham:ASERRuralReport
.RetrievedJune3,
2016

August,S.,Echart,M.,Franchetti,F.(2008)
ThequalityofeducationinArgentina.
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June14,2016

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.LeadershipFundamentals.

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ComplexAdaptiveSystems.
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Cherry,K.(2016).
WhatIsTransformationalLeadership?VeryWell
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EducationInKenya
.WorldEducationNewsandReviews

Classbase(2016).
EducationSysteminArgentina
.RetrievedJuly02,2016

Classbase(2016).
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Classbase(2016).
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.RetrievedJuly02,2016

Classbase(2016).
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.RetrievedJuly02,2016

Dweck,C.,(2006).GrowthMindset:TheNewPsychologyofSuccess.NewYork:RandomHouse.

[Eschem].(2010,August3).
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[Videofile].RetrievedJune30,3026

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Hofstede,G.,HofstedeG.J.,Minokv,M.2010.CulturesandOrganizations:Softwareofthe
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Conquerteamdysfunction
.RetrievedJune12,2016.

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.(2016).
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experiment:Selforganisingsystemsoflearning.

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20,2016,fromNetflix.

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Appendix

1.1:Studentgoalsofthemaincharactersinthedocumentaryfortheirfuture
Student

Country

FutureGoal(in2013)

Jackson

Kenya

Tobecomeapilot
Tohelpouthisfamily

Zahira

Morocco

Tohelpgetgirlsfromthevillagestoschool

Samuel

India

Tobecomeadoctor
Tohelpthosewithdisabilitieslikehis

Carlito

Argentina

Tobecomeaveterinarian
Tohelphisfamilyoutwiththefarm

Appendix1.2:ComparisonofHofstedesDimensionsofNationalCultureforKenya,Morocco,
IndiaandArgentina(compiledfromHofstede,2016)

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

14

1.3:EducationalsystemandcultureinKenya,Morocco,IndiaandArgentina

sources:AnnualStatusofEducation(2012),
Culture|
Surlechemindel'cole(2014),
Classbase(2016),UNESCO
(2016),WorldBank(2014)

Kenya

Morocco

India

Argentina

PrimarySchool

6yearsfor
primary
3yearsfor
middleschool
(called
colleges
)
90%ofboys
73%ofgirls
free
compulsory

9years:
3yrsjuniorprimary
3yrsseniorprimary
3yrsmiddleschool

mandatory

free

types:
national,provincial,
federal,private

SecondarySchool

3types:
2years:oneyear
statefunded,
commoncore
private,
subjects,second
Harambee
specializedtopics
(statesupported)

Vocational/Unive
rsity

Other
information

8years
free
notcompulsory
mostare
stateowned

7years
free
compulsory
types:staterun,
privateschools

4years(grade
912)
free
streamingoccurs
ingrades1112
Types:
government
schools,private
school

3year
streamedsystem:
Bachiller
:humanistic
studies,
Commercial
economicstudies,
Esculastcnicas
technicaland
scientificstudies

23Private
universities
7Statefunded

planto
privatelyowned
tackle
vocational
unemployment
schoolsthat
throughvocational
specializeinjust
training
oneorafew

by2013
courses
therewouldbe
highlydeveloped
750,000newly
universitysystem
trainedpeople
347state

14
47central
universities
237private

Manyvocational
schools
Universitydivided
into:3yeardegrees
(teachersand
technicians),46
yeardegrees
(engineering,
medicine,legal)
39state,46private
universities

28%adults
illiterate
primaryschool
enrolmentrisen
from62%in
1999to83%in
2009(stillleaves
1millionwithout
formal
education)

44%ofadultsare 13%adults
illiterate(66%of
illiterate(majority
themwomen)
oftheseare
ruralareas56%
women)
girlsfailtoattend enrolmentrateis
Oftenneedto
96%forstudents
workto
aged614
supplement
familyincome

averagedropout
rateof21%

2%adultsilliterate
Tertiaryschoolis
theoreticallyfree,
however,hidden
costslimit
attendance
Girlsgetmore
opportunityfor
secondary
education

LEADERSHIPSTYLESANDTECHNOLOGYDEPLOYMENT

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