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At this stage, Figure 5.2 shows the conceptual framework as developed and refined through the findings in the literature review. This initial conceptual framework involves three key layers of areas of investigation towards the development of the new meaning of the role of schools as a community hub. Accordingly, the first layer provides significant contribution to the role of schools as a community hub to the communities as part of the vision of sustainable communities, the education systems and the built environment. This should highlight the new visions of how schools can be a community hub in promoting community cohesion.The link between the vision of sustainable communities and its agendas, the education systems and the built environment are always being widely acknowledged and partly essential to a successful factor in sustainable, self-determined development. These visions however appreciate that the role of schools as a community hub is an evolutionary idea. Discussion of this area of investigation should be encouraged in the framework. However, going into the agreement of

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taking these three visions as key factors in embedding the relationship for schools as a hub for community cohesion, it is best to consider the key conflict issues that are related to perceptions and expectations of the community. These key issues are the main entities of the diagram.

Furthermore, the second layer of the framework identifies key issues to be considered related to the three visions identified in the literature that challenges the existing concept of schools as a community hub. This is another area of investigation and the core of the initial framework that represents the flow of the research analysis for the research study.

Then, the third layer of the framework illustrates the application of the key strategies and methods that have been considered in order to achieve or resolve the key issues related to the visions explained earlier. Again, the local communities are always part of the whole stakeholders and have to be able to function across different interests and levels of power in order to develop and grow.

The final layer of the framework shall be the key impact and opportunities on the role of schools as a community hub in terms of not only in creating its underlying effectiveness and values but also providing good facilities for the community to use in promoting community cohesion. These should support group trust, cooperation, sense of duty and responsibility and mutual assistance.

108 Sustainable Communities Agendas Education Systems And Schools

Built Environment And Community Hub Facilities How School To be a Community Hub Key Strategies Local Communities

Adding New Local

Cohesion Values Community Cohesion Facilities Education Community Cohesion Visions on school as community hub Key issues

Key opportunities and contribution 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

Key Impacts

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5.7 Summary

The research study starts with the vision to investigate the role of schools as a community hub and its implications on promoting community cohesion. Although the school as a community hub has a great number of conceptual frameworks in different communities, this research is aimed to develop a conceptual framework that will guide local communities to be able to influence the roles of schools as a community hub in promoting community cohesion. The initial framework has been designed in this chapter and the layers in the framework represent the areas of investigations conducted for this study. Therefore this research study has been looking into key issues, the strategies and its effectiveness as the criteria that need to be considered in developing the initial conceptual framework. The next chapter will discuss the underlying research process in order to improve the framework‘s effectiveness whilst understanding its values through a real school case study scenario in the United Kingdom.

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CHAPTER 6:

REFINEMENT OF THE CONCEPTUAL

FRAMEWORK WITH UK-BASED

CASE STUDY

6.0 Introduction

This chapter is a comprehensive discussion on the underlying research process in order to refine the initial conceptual framework as designed in Chapter 5 through a real school case study scenario in the UK to improve its effectiveness and value. This was done by the investigation from the case study based in United Kingdom. Nevertheless, having Chapter 6 to elaborate the research process, it is crucial in this research to summarise the key findings in refining the analysis of the interviews. The explanation of the chapter indicates the core categories that emerged from data coding, and a number of selected quotes from the interview transcripts are utilised in order to finalise the same core categories or the key findings before the researcher applies them to the framework from Chapter 5 with a new refined conceptual framework. The second version of the 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. The RPD in this research shows the incorporation of the interviews with the key concepts and collectively discuss the findings underneath it.

This chapter explains the process of the investigation with a case study based on a community school within the vicinity of Cheetham Hill and Crumpsall ward area, in

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Manchester, United Kingdom. This secondary school is known as Abraham Moss High School (AMHS); which has long served its diverse communities.

This chapter presents and discusses the emerging categories that explained the key findings of the study obtained from the application of grounded theory approach. The analysis highlighted a number of relationships between the codes that allowed for the emergence of a number of core categories which represent the phenomena under investigation.