ABSTRACT
Expert leadership in the swamp does not depend on the possession of an extensive stock of knowledge about the specific content of one’s problems. For this reason, the ‘Factors’ dimension of the high ground problem-solving model described in Chapter 5 is not a promising element to include in a model describing expert problem-solving in the swamp. Nor does expert leadership, in response to ill-structured problems, spring from the more or less direct and skilled application of some set of tried and true procedures or techniques. Hence, the ‘Strategies’ dimension of the high ground problem-solving model is of much reduced value in explaining expertise in the swamp. It is not that what was incorporated within the ‘Factors and Strategies’ dimensions, described in Chapter 5, is suddenly irrelevant. It is the case, rather, that these dimensions do not capture enough of what is important to account for much of the variation in school-leaders’ expertise in the swamp.
