Consultants, consultancy and consultocracy in education policymaking in England

Gunter, Helen; Hall, David; Mills, Colin

doi:10.1080/02680939.2014.963163

Cited by 95 publications

(33 citation statements)

References 108 publications

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“…This exemplifies corporatisation, distinct from privatisation: where this latter concerns primarily the private-sector appropriation of public assets, corporatisation reconstitutes non-economic fields and relations as having the goals, practices, motivations and instincts of the private sector. These new types, through deregulation and 'autonomy', collectively create new spaces where corporatism and corporate actors flourish (Gunter et al 2014). I exemplify this argument by drawing on data from a study of school leadership at a time of intensifying school-type diversification.…”

Section: Introductionmentioning

confidence: 96%

Corporatised leadership in English schools

Courtney

2015

Journal of Educational Administration and History

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Corporatised leadership in schools in England is being promoted through new actors and new types of school, these latter with corporate structures, values, regulatory freedoms and contractual arrangements with staff. Corporatised leadership is characterised inter alia by the promotion of the interests of business through the curriculum, school structure, learning materials and pupil experiences, and the adoption of business-derived leadership practices and identities. Corporate leadership produces and is produced through new actors-here, Chairs of Governors, the alignment of whose symbolic capital with the privileged corporate discourse increases their influence. The paper draws on semi-structured interviews with nine school leaders from a range of school types. The data were analysed using Bourdieu's concept of fields to explore the cross-field effects of business/economics and educational leadership.

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Section: Introductionmentioning

confidence: 96%

Corporatised leadership in English schools

Courtney

2015

Journal of Educational Administration and History

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“…Significantly for the present article, however, it also provides a route to the better integration of policy theories with empirical studies that have highlighted the otherwise anomalous activity of "solutions chasing problems" (May, Jochim, and Pump 2013). Detaching consideration of the merits of policy means from goal definition, that is, helps explain the pursuit of specific kinds of tools and designs in policymaking, regardless of their feasibility or political viability at any specific point in time (Bock 2014;Gunter, Hall, and Mills 2014;Larner and Laurie 2010;Palier 2007;Stavins 1996) allowing, at least in theory, for the possibility of solutions preceding problems, as Kingdon (1984) observed in his work.…”

Section: Filling In the Missing Role Of Solution Articulation In Subsmentioning

confidence: 94%

How Solutions Chase Problems: Instrument Constituencies in the Policy Process

Béland¹,

Howlett

2015

Governance

123

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Public policies are composed of complex arrangements of policy goals and policy means matched through some decision-making process. Exactly how this process works and which comes first-problem or solution-is an outstanding research question in the policy sciences. This article argues the emerging concept of an "instrument constituency"-a subsystem component dedicated to the articulation and promotion of particular kinds of solutions regardless of problem context-can help policy scholars answer this critical question and better understand policymaking. At present, however, there is only limited empirical evidence of the existence, accuracy, and relevance of the instrument constituency concept. This article clarifies and refines the concept through cross-sectoral and cross-national case studies, demonstrating its utility in aiding our understanding of policy processes and their dynamics, including the issue of how problems and solutions are proposed and matched in the course of policy adoption.

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“…Once the Teachers Professional Service was included in the RE2012-2013, this policy redefined the standards of good professional practices, and with good practices epistemic communities and economic interests start to emerge (Sellar & Lingard, 2013b). Along those lines, Díaz Barriga (2009), Ball (2012) and Gunter, Hall and Mills (2015), also note out that under the trend of the assessment culture, a market driven rationale for education policy appears, where advisors, consultants, assessments experts and other forms of edu-businesses thrive and blossom through all education levels. One example of this is private universities increasing provision of in-service training and reforms updates, to the SEP (cr.…”

Section: High-stakes Assessments and The Re2012-2013mentioning

confidence: 99%

Modernizing schools in Mexico: The rise of teacher assessment and school-based management policies

Echávarri¹,

Peraza²

2017

EPAA

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In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012 – 2013 Education Reform (RE2012–2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the Modernization of Basic Education, under which the program Teachers Career Services was created to increase teacher quality. Later, the Quality School Program was implemented in order to decentralize school management and increase school accountability. Lastly, the institutionalization of Monitoring and Evaluation in the Mexican Education System gave birth to the National Institute for the Evaluation of Education. Using a documentary analysis, we review the origins of such accountability policies in order to map out the involved stakeholders, and identify how these influenced and effected the development and implementation of last 2012-2013 Education Reform’s teacher high-stakes assessments. Finally, we outline the results and consequences of such policies as they have been implemented and provide a contextual analysis of the implementation and resistance to the latest reform in some regions of Mexico.

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Consultants, consultancy and consultocracy in education policymaking in England

Cited by 95 publications

References 108 publications

Corporatised leadership in English schools

Corporatised leadership in English schools

How Solutions Chase Problems: Instrument Constituencies in the Policy Process

Modernizing schools in Mexico: The rise of teacher assessment and school-based management policies

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