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Education and Employers Taskforce Research Seminar

Education and Employers Taskforce Research Seminar. School Governing and Employer and Employee Engagement in Education Chris James University of Bath C.James@bath.ac.uk. School Governing and Employer and Employee Engagement in Education. Outline:

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Education and Employers Taskforce Research Seminar

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  1. Education and Employers Taskforce Research Seminar School Governing and Employer and Employee Engagement in Education Chris James University of Bath C.James@bath.ac.uk

  2. School Governing and Employer andEmployee Engagement in Education Outline: • The purposes of governing and how they are served by employee and employer engagement • Pathways to engagement • Governance agency and capital

  3. School Governing and Employer andEmployee Engagement in Education Purposes of governance: • Legitimacy and performance • The interaction between legitimacy and performance • The emphasis in school governing has changed over time

  4. School Governing and Employer andEmployee Engagement in Education Purposes of governance: • The purposes create a tension in the governing model • Legitimacy – stakeholder model • Performance – skills • Effectiveness of governing bodies is still a concern - but effectiveness for what?

  5. School Governing and Employer andEmployee Engagement in Education The problem of governing body effectiveness and school effectiveness: • A weak but discernable link in primary schools • No link in secondary schools. • But governing can have a dramatic effect on performance and ‘the public expects good governance’.

  6. School Governing and Employer andEmployee Engagement in Education ‘Business people and professionals’: • They may be stakeholders and have the skills to impact on performance. • ‘Business people’ can be ‘an issue’ for those who work in schools • ‘Professionals’ – an inclusion issue • The ‘employee governor’

  7. School Governing and Employer andEmployee Engagement in Education • Employee governors - volunteers who are in paid work outside the school system (James and Percy 2010) • The term is in the discourse - EGN, BITC (2008), ALLIES, Taskforce Working Group, policy discussion • A recent term – not a recent concept – early 1980s • Trend in CSR - skills-based and HR-driven • Trend in/growing awareness of the complexity of engagement in school governing

  8. School Governing and Employer andEmployee Engagement in Education Engagement (in governing) Motivation (to be a governor) Opportunity (to be a governor) Capability (to be a governor)

  9. School Governing and Employer andEmployee Engagement in Education Initiation of engagement • Employee initiated • Employer initiated Employer participation in engagement • Active participation • Passive participation

  10. School Governing and Employer andEmployee Engagement in Education Active Passive

  11. School Governing and Employer andEmployee Engagement in Education Active Route into governing Employee initiated Employer initiated Passive Employer participation

  12. School Governing and Employer andEmployee Engagement in Education Governance agency and governance capital • Governing and socio-economic context • Governance capital - the network of individuals and their capabilities, relationships and motivations that are available for the governing of a school. • Governance agency - the capacity of those involved in the governing of a school to act.

  13. School Governing and Employer andEmployee Engagement in Education The interaction of governance agency and capital – the amplifier effect A high level of governance agency – substantial capacity to draw on the available governance capital - plus: The school is successful and is held in high esteem and/or viewed with affection – likely to have a high level of governance capital - plus: The school is in a high SES setting - the school is likely to have a yet higher level of governance capital.

  14. School Governing and Employer andEmployee Engagement in Education The interaction of governance agency and capital – the amplifier effect • A low level of governance agency – very little capacity to draw on the available governance capital - minus: • The school is not considered to be successful and is not held in high regard and/or is not viewed with affection - the school is likely to have a low level of governance capital minus: • The school is in a low SES setting - the school is likely to have a yet lower level of governance capital to draw upon.

  15. School Governing and Employer andEmployee Engagement in Education Employer and employee engagement in school governing • The validity of employer and employee engagement • Ways of thinking about employer and employee engagement • Employer and employee engagement is part of and complements governance capital • Governance capital has agency (!) – it is not passive • How can the agency of employers be harnessed appropriately to benefit school governing? • A low level of governance agency – very little capacity to draw on the available governance capital - minus: • The school is not considered to be successful and is not held in high regard and/or is not viewed with affection - the school is likely to have a low level of governance capital minus: • The school is in a low SES setting - the school is likely to have a yet lower level of governance capital to draw upon.

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