Risk, error and accountability: improving the practice of school leaders

Abstract

This paper seeks to explore the notion of risk as an organisational logic within schools, the impact of contemporary accountability regimes on managing risk and then, in turn, to posit a systems-based process of risk management underpinned by a positive logic of risk. It moves through a number of steps beginning with the development of an understanding of risk, the risk society and the logic of risk derived from the seminal work of Douglas (1992, Risk and blame: essays in cultural theory, London: Sage), Beck (1992, Risk society: towards a new modernity. London: Sage) and Giddens (1990, The consequences of modernity. Cambridge: Polity Press). Second, the paper juxtaposes this understanding of risk with the rise of accountability imperatives and an "audit culture" [Strathern (1997) European Review, 5(3), 305-321] in public institutions, including schools. It then moves to consider how a systems-based approach to risk management, drawing on Reason's (1990, Human Error. New York: Cambridge University Press) model of human error minimisation, could be usefully developed for schools. Such an approach would be built on a positive risk logic which maintains the flexibility, innovativeness and adaptability so necessary in education and avoids the more deleterious effects of many current forms of accountability and risk management which reflect avoidance, conformity and rigidity.

Learning from intelligent failure: an organizational resource for school improvement

“…In the educational context, "naming, blaming and shaming" seems to be a trendy attitude not only for educational bodies but for other public bodies and for general society (Munro, 2005;Reason, 2000). Moreover, failures in schools are frequently subject to media headlines (Perry, 2006).…”

Organizational culture and information systems adoption: A three-perspective approach

“…An example of the integration perspective within cultural theory is Perry's (2006) study on risk management among school leaders. Perry recognizes that risk management practices among schools can be enhanced by establishing a shared culture of flexibility and creativity (individualism); rather than an orientation reflecting conformity and rigidity (hierarchism).…”

Insurance and Assurance: Teachers' Strategies in the Regimes of Risk and Audit

“…(Teacher 7, focus group) Above, we have discussed how the interaction between the introduction of the risk society and neo-liberal forms of scrutiny can result in strategies of insurance that to a great extent are aimed at protecting one's own back in case of future blame. Perry (2006) argues that these forces have also had a reductive effect on the professional autonomy of teachers. In our empirical data we can find support for this argument.…”

“…For many reasons, such a development may be perceived as both desirable and inevitable, but we can also see that it may have a deteriorating effect on the services provided by teachers. Perry (2006) argues that the consideration of the interests of the consumers has encouraged a more responsive professionalism but has also contributed to a professionalism where external parties are perceived as opponents and where the professionals take action to insure themselves against future blame rather than in view of the needs of the clients. More effort is directed towards taking the necessary precautions than towards the professional 'mission' (Piper et al, 2006).…”