数据领导力:内涵特质、结构模型与实践路径

Data Leadership: Connotation Traits, Structural Models and Practice Paths

大数据时代学校教育发生深刻的数据化转型,当下学校数据的使用正在逐渐转为一种有领导的组织行为,这亟须学校领导者提升内在的数据领导力。研究基于数据素养和教育领导力的双重理论源流,廓清了数据领导力的内涵特质,通过对文献的关键词共现分析和德尔菲法构建了涵盖数据规划力、数据建设力、数据决策力和数据引领力4个一级要素和19个二级指标的数据领导力结构模型。结合美国Chase Bluff学校的案例分析发现,数据领导力的实践路径主要包括营造“拥抱风险”的学校数据文化氛围、完善数据体系与数据制度的双向创生、组建多元共生的核心数据团队、彰显数据领导者的个人行动哲学。数据领导力的提质发展则可以依托如下路径实现:制订数据领导力标准,明确数据领导者的培育规格;基于项目制形式,开展多向度的数据领导力提升课程;通过数据使用的现场学习,增进领导者的实践智慧。

The era of big data has brought a profound data transformation to school education,and the current use of school data is gradually turning into an organizational behavior,which urgently needs school leaders to improve their inherent data leadership.Based on the dual theoretical sources of data literacy and educational leadership,this study clarifies the connotative characteristics of data leadership.Then,through the keyword co-occurrence analysis of literature and the Delphi method,a structural model of data leadership is constructed,covering 4 primary elements of data planning,data building,data decision-making and data leadership,and 19 secondary indicators.Based on the case study of Chase Bluff School in the United States,it is found that the practice path of data leadership mainly includes creating a school data culture atmosphere that"embraces risks",improving the two-way creation of data system and data institution,forming a core data team with multiple symbiosis,and highlighting data leader's personal philosophy of action.The quality and development of data leadership can be achieved through the following paths:formulating data leadership standards to clarify the training specifications for data leaders;developing multi-dimensional data leadership improvement courses based on the project;and enhancing the practical wisdom of leaders through on-site learning of data use.