As discussed in Chapter 5 and in continuation from the analysis of the interviews in this chapter, the initial result from the list of enablers derived from the case study findings, the researcher has identified and interpreted the findings into fifteen (15) factors before they have been refined down into three (3) factor clusters. Taking a holistic view after the discussions and opinions from the respondents, it is crucial to see the key findings (the factor clusters) from a different perspective and constructive.
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Therefore, the following table narrates the refined results after taking into consideration the respondents‘ views on related issues as discussed in Sections 6.3, 6.4 and 6.5 of this chapter and also cross references from the literature review in Chapters 2 and 3.
Table 6 1: The Refined Results from Case Study 1
Key Findings (Emergent
Core Categories)
Core results Results refined
Sense Of Community
The findings include the complex sense of situation, social advantages, socio- economic infrastructure, mixed levels of general appreciation and mixed cultural backgrounds benefits.
These findings have brought the interpretation towards a series of key constructive points on how the local ethnic communities can lead to the rebuilding of existing formal relationships with their local schools.
Responses of the local communities indicate that existing formal relationships need to be encouraged for significant impact in terms of giving the right ways for community cohesion.
It is important to understand ‗what is sense of community‘? And how is it able to shape the people in a particular country or community in a particular place? Looking at a different perspective in understanding the local communities‘ needs to have a sense of community is significant for addressing key issues on the role of schools as a community hub. The sense of community has been with them in their life and passed through generations as well as the surrounding environment where they lived. In conclusion, the suitable word used for this emergent core category is ‗Sense of Community‘.
Local Cultural Identity
The findings include sense of appreciation, cultural heritages and languages, existences of new community, sense of empathy.
The discussion on the category brings the understanding which indicates that the missing element that should be applied and nourished among the locals so that they become a society who cares about others. Furthermore, the moral value of the category is about letting people be responsible to bring out the best of their own culture identity. This is up to the role and responsibility of the local communities to deliver the cultural identities among their own.
The communities know that they need to be educated on why each cultural identity factor is so important to them. The role of schools as a community hub has a catalytic role to play in any community development especially in promoting community cohesion.
Strategies on looking back on local cultural identities with schools as a community hub are an important aspect to the communities. This will open up discussions by arguing that issues of local culture and identity do matter; they matter in their own right.
School Promoting Cohesion
The findings include reducing the gaps, timely and understandable ways, heart of local communities, difference in contexts and cohesive environment.
The role of schools as a community hub in promoting community cohesion
Understanding the feelings of the communities is significant when engaging them with the community facilities in their social environment that eventually will affect their level of well- being. This includes the role of schools as a community hub.
131 towards the sustainable communities within community contexts and needs of the people living in urban neighbourhood is still the big issue.
The future aspect of school roles will be more significant to the local communities by looking at schools as a social entity which creates opportunities for a cohesive environment for the communities rather than seeing school buildings as physical factors which do not contribute to the community at all.
A school needs to be developed through the local knowledge of the sustainable built environment. Thus it shows that the relationship of having different types of schools serves different background of the local communities in the same proximity.
Through the overall discussions and arguments throughout this chapter from a real school case study scenario in the United Kingdom, the researcher deduced that three (3) key points or the emergent categories derived from the case study analysis are suggested to be used as supportive strategies to address the key issues explained in Chapter 5. Figure 6.5 shows the supporting strategies that need to be incorporated into the programmes, policies or guidelines in order to improve the effectiveness and value of the role of schools as a community hub. The analysis also concludes that the key strategies must mainly start from the local communities themselves which consist of the integration work of diverse ethnic groups who live in the surrounding of the school. Therefore, the feelings of the communities are significant with the understanding of their social environment that will eventually affect their level of well-being. Sense of community Local Cultural Identity School Promoting Cohesion Key Strategies Local Communities
Diverse Ethnic Groups Integrations
Figure 6.5: Three Emergent Core Categories as Supporting Strategies to Address Key Issues
The enhanced second version of the initial conceptual framework includes the key findings from this chapter (Figure 6.6). Through another real school case study scenario in Malaysia, improvement and rectification of the framework will be enhanced and refined before thefinal output from this study could be realised.
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School Readiness on Community Hub Concepts.
Misleading Perceptions On School As Community Facilities
The Identity Of School And Local Communities Relationship
Reforming the Misleading Expectations On Schools Roles As Community Hub Sense of Community Local Cultural Identity School Promoting Cohesion Key Strategies Local Communities
Diverse Ethnic Groups Integrations
Adding New Local Cohesion Values Community Cohesion Facilities Education Community Cohesion Key Impacts
Opportunities and Contributions
Figure 6.6: The Refined Second Version of the C onceptual Framework
6.7. Summary
The aim of this research is to develop a conceptual framework that will guide local communities and authorities to be able to leverage schools to be used as a community hub in order to promote community cohesion for Sustainable Communities vision.
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With the analysis and key findings from the interview data, this chapter enhances the initial conceptual framework through a real school case study scenario in the UK to improve its effectiveness and value.
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CHAPTER 7:
THE REFINEMENT OF THE
CONCEPTUAL FRAMEWORK WITH
MALAYSIA BASED CASE STUDY
7.0 Introduction
This chapter aims to present a comprehensive discussion on the findings in order to enhance and refine the second version of the conceptual framework as designed in Chapter 6 through another case study scenario in Malaysia. Literally, Chapter 7 is a continuation from Chapter 5 and Chapter 6, which are linked together in providing the basis to present the findings in an empirical way. Nevertheless, having Chapter 7 to elaborate the findings is crucial to present the new findings in developing the conceptual framework
This was done by investigating the case study based in Malaysia. The research process is adopted similarly from Chapter 6 which indicates the core categories that emerged from new data coding, and a number of selected quotes from the interview transcripts are utilised in order to finalise the same core categories before reflecting them on the framework from Chapter 6. The third new improved conceptual framework is produced at the end of this chapter.
The application of grounded theory approach and Rich Picture Diagram (RPD) helps this research to interpret and discuss the analysis from interviews in the case study. This chapter explained the process of the investigation with a case study based on a community secondary school known as Datuk Seri Mohd Zin Vocational High School (DSMZVHS) located within
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the vicinity of Mukim Pengkalan, a suburban area in Alor Gajah Municipal Town in Melaka, Malaysia which has long served its diverse communities.
The data constant-comparisons analysis from the interview conducted highlights a number of relationships between the attributes or codes that allowed for the emergence of a number of core categories which represent the phenomena under investigation.