Funding its Own Organizational Learning: The Impact of National Education Association Grants in Supporting and Sustaining Affiliate Change Efforts

Abstract

The National Education Association (NEA), the United States’ largest labor union representing close to 3 million educators, implemented a $3 per member dues increase in 2013 to create the Great Public Schools (GPS) Fund grant program to support innovative change efforts within its affiliates. In the first five years of the program, $32.3 million in grants were awarded to 78 NEA state and local affiliates in support of a collective excellence agenda prioritizing student-centered policies and professional quality supports for educators. The purpose of this study is to gain an understanding of the impact of those NEA grant investments in supporting its affiliates’ change efforts towards that priority. The conceptual framework for this study is informed by three theories: organizational learning theory, feminist theory, and labor-management collaboration theory. A qualitative, interpretive case study is utilized as a methodological approach in analyzing interviews and documents from 22 grant recipients. Using data from interviews, grant applications, progress reports, and other relevant documents, the 22 grants were analyzed to determine their level of impact along a continuum of sustainability. Key findings include qualities shared by sustained and limited impact grant projects which may inform funding, implementation, and partnership decisions for future grant programs. The importance of including educators as authentic partners, and the consideration of the professional identity of participants were found to be factors that influenced the sustainability of change efforts. Study results may prove relevant in informing partnership roles in labor management collaboration efforts and in the future application of identity elements from feminist theory to the field of education.