A Comparative Study: Collaborative Learning Methodologies supporting Leadership and Management in Ireland and Finland

Abstract

Collaboration is not a new term in Ireland yet the Organisation for Economic Co-operation and Development (OECD) have suggested that countries can learn from Finland, informing and improving their understanding of collaboration by examining their different approaches. The purpose of this study is to compare collaborative learning methodologies (CLM) in primary schools in Ireland and Finland and how this comparison may be used to inform practice in these respective jurisdictions. This comparative case study investigated the experiences of Ireland’s and Finland’s school leaders with CLM. The qualitative study involved interviews with 5 school leaders working in Ireland and 5 school leaders in Finland and ultimately comparing the data retrieved. Results showed that the sample population’s understanding of the process of collaboration varied greatly and that school leaders in Finland had a deeper understanding of the phenomenon than school leaders in Ireland. This was reflected in the discussions around CLM and in the holistic collaborative structures employed by primary schools in Finland. Although CLM are present in Irish primary schools, the systems vary and the structure is not developed to the extent of those in primary schools in Finland, leaving Ireland’s school leaders unsupported and overburdened. The findings from this study indicate that CLM are essential in primary schools to support leadership and management, but also for supporting staff in their day-to-day practices.