As discussed in Chapters 5 and 6 in continuation from the analysis of the interviews in this chapter, from the substantive results from the list of codes and sub codes derived from the case study findings, the researcher has identified and interpreted the findings into ten (10) factors before they are refined down into two (2) factor clusters. Taking a holistic view after the discussions, opinions from the respondents and cross reference from the literature review, it is crucial to see the key findings (the factor clusters) from a different perspective and constructive. In actual fact, the key findings in this chapter shared the key findings in Chapter 6. Only through deep axial and then selective coding, and back and forth analysis process that the story line continues to find the exact interpretation for the conceptual framework being developed. This will meet the objective of the research which is to enhance the refined conceptual framework from Chapters 5 and 6.
Therefore, the following Table 7.1 narrates the refined results after taking into consideration the respondents‘ views on related issues as discussed in Sections 7.2 and 7.3 of this chapter and also cross references from the literature review in Chapters 2 and 3.
Table 7.1: The Refined Results from Case Study 2
Key Findings (Emergent
Core Categories)
Core results Results refined
Communal Facilities
The findings include open to all, positive potential, positive social effects,
commune mentality and
substitute facilities.
Not all schools are beyond the characteristics of a building. However it should still remain as a part of the community facility in the same vicinity. Doesn‘t
It is significant to understand the benefit of Communal Facilities by the local communities. However, certain expenses need to be imposed just to show the responsibilities involved within the relationship. The Communal Facilities has been with them in their life and the surrounding environment where they lived. The locals should know the difference between Communal Facilities with the public facilities that are open to all; whether residents of the surrounding neighbourhood or not.
145 matter what type of school the community has in the neighbourhood today. Social
Connectedness
The findings include
community resiliency,
positive potential, local behaviour and attitude,
readiness for changes and
willingness to negotiate continuously.
The discussion on the category brings the understanding which indicates that when possible opportunities come, the schools may be reluctant to open their facilities to the community.
The school often has an assumption that the majority of the local population in the area are not interested in integration. This creates an issue.
The school in this research is represented by an organisation normally structured and formed as top down approach. A head teacher or school principal is the most senior teacher, leader and manager of a school. Some schools may have a school Governing Body to provide strategic management, and to act as a "critical friend", supporting the work of the head teacher and other staff.
The Social Connectedness should help the community to understand the reasons the school is reluctant to let certain members of the community to use their facilities, it was not all easy. However it is significant to evaluate these things because the main focus is not about studying a building but instead studying the organisation as part of the community.
The community has to be given a chance to look at particular facilities like schools on the development of Sustainable Community.
Through overall discussions throughout this chapter from a real school case study scenario in Malaysia, the researcher deduced that two (2) 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 and Chapter 6. Figure 7.3 shows the strategies that needed to be incorporated into the local communities‘ perceptions to improve the effectiveness and value of the role of schools as a community hub. The final stages of selective coding 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.
146 Social Connectedness Communal Facilities Key Strategies Local Communities
Diverse Ethnic Groups Integrations
Figure 7.3: Two Emergent Core Categories as Supporting Strategies To Address Key Issues
The enhanced third version of the conceptual framework includes the key findings from this chapter (Figure 7.4). 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
Communal Facilities
Social Connectedness
Figure 7.4: The Refined Third Version of the Conceptual Framework
7.7. 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.
With the analysis and key findings from the interview data, this chapter enhances the second conceptual framework through a real school case study scenario in Malaysia to improve the effectiveness and values of school as a community hub.
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CHAPTER 8:
THE FINAL CONCEPTUAL
FRAMEWORK
8.0Introduction
Chapter 8 aims to present a comprehensive discussion of the overall analysis in the last area of investigation which continued from Chapters 5, 6 and 7 in order to validate and finally produce the fully refined conceptual framework of this research. The framework will then be proposed as a guide on how schools can be used as a community hub to promote community cohesion.
This was done by presenting the final output of the list of core categories from the last ten (10) interviews for a new conceptual framework in the role of schools as a community hub for promoting community cohesion in local setting. Literally, this Chapter 8 is a continuation from Chapter 7, which is linked together in providing the basis to present the findings in an empirical way. This chapter is a vital component in showing the validity and reliability of the findings, as it follows the suitable research method (see Grounded theory approach) which was thoroughly discussed in Chapter 4. Nevertheless, having this chapter to elaborate the new findings is crucial to present the final findings in developing the conceptual framework. The development of the conceptual framework that is sought was looked at from different aspects to ensure the applicability of the framework, regardless of the differences in key issues, strategies and impact. The findings in this chapter proved the parallel direction of the development of the conceptual framework (see Section 4.5, Chapter 4). This new conceptual framework is expected to offer guidance on how to plan a strategic priority on the school‘s role as a community hub facility can bring the impact in promoting community cohesion (see
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discussion in Chapter 2). Therefore this chapter aims to present a comprehensive discussion of the findings in order to enhance and refine the final version of the conceptual framework from Chapter 7.
The explanatory stage of analysis and findings from this last area of investigations are presented through a series of expert interviews, in order to fill the gaps from the initial findings of the case study result.
The objectives of this research therefore, is to see what a school can do on positive community development that bring out a great number of social implications The overall contribution of the school somehow is aligned with the agendas of sustainable communities in recent years. However, reconsidering school facilities, the location and school purposes are very significant in meeting the local community development needs. The main research question in this study is how a school in a prime position can become a centre for the community to be proud of and promote community cohesion apart from its mainstream education tasks.