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SCHOOL ACCOUNTABILITY AND STAKEHOLDER GOVERNANCE (SASE) (2012-2015)

SCHOOL ACCOUNTABILITY AND STAKEHOLDER GOVERNANCE (SASE) (2012-2015). Dr. Andrew Wilkins University of Roehampton andrew.wilkins@roehampton.ac.uk Twitter: @ andewilkins. Policy Background. Local Management of Schools (LMS) New Public Management

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SCHOOL ACCOUNTABILITY AND STAKEHOLDER GOVERNANCE (SASE) (2012-2015)

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  1. SCHOOL ACCOUNTABILITY AND STAKEHOLDER GOVERNANCE (SASE) (2012-2015) Dr. Andrew Wilkins University of Roehampton andrew.wilkins@roehampton.ac.uk Twitter: @andewilkins

  2. Policy Background • Local Management of Schools (LMS) • New Public Management • Public-Private Accountability • Stakeholder Governance • Academies and Free School Programmes

  3. Research Aims • To examine the objectives, evaluations and outcomes of governance for different schools operating within different contexts • To explore the role of school governors in enabling strategy, providing scrutiny of direction, offering support and ensuring accountability

  4. Framings for Governance • Impact of public, private and third sector companies • Role of school-to-school support, LEA and new economies of scale • New middle-tier arrangements (e.g. Collaborative Trust) • Implications of soft and hard federation (e.g. MAT, Co-operative) • Interaction, hierarchy and composition of governing bodies • Impact of self-evaluation, training and auditing mechanisms

  5. Data Sources • In-depth case study material taken from 8 schools in London and Norfolk • Mixture of primary and secondary schools: local authority maintained, free school, foundation, state boarding, converter and sponsor academy, with some schools operating within Collaborative, Multi-Academy and Co-operative Trust models

  6. Data Collection

  7. Data Collection

  8. Research Method/ology • Case study approach, specifically multi-case, embedded design, e.g. each case study contains multiple sources and types of evidence • Grounded theory approach, e.g. inductive theorizing, interpretivist methodology • Interpretative policy approach (Bevir, Rhodes, Newman, Clarke) with discourse analysis (Wetherell, Potter)

  9. Research Method/ology • Focus on particularisation (e.g. dynamics and complexities of each case study) as well as examples of replication and relatability across sites and contexts • Research as an assembling activity, amalgamating fragments and broken portions • Analytic generalization (generalizing findings to theory) and ‘construct validity’, e.g. establishing correct use of concepts through steering groups, dissemination events and feedback from key constituents

  10. Accountabilities • Consumer (parents, choice, branding) • Contract (competitive tendering, efficiency) • Performative (Ofsted, targets, testing) • Corporate (strategic planning, profitability) • Professional (training, self-evaluation, CPD) • Moral/Ethical (student intake, community inclusion) • Legal (LEA, DfE, liability, statutory duties) • Network (collaboration, federation)

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