The third sector and innovation: competitive strategies, incentives, and impediments to change

Lubienski, Christopher; Perry, Laura B.

doi:10.1108/jea-10-2018-0193

Cited by 17 publications

(8 citation statements)

References 46 publications

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“…NGOs can play a range of roles in ECNs with significant potential consequences for leaders in education (Lubienski and Perry, 2019; Malin and Hackmann, 2019; Prado Tuma and Spillane, 2019; Yemini, 2018). With reference to philanthropists and their foundations, Ball and colleagues (2012; 2017) identify role changes in the context of networked governance.…”

Section: Ngos and Their Governance Rolesmentioning

confidence: 99%

Governing roles? Integrating philanthropic foundations with governance boards in German educational collaborative networks

Koranyi¹,

Kolleck²

2020

Educational Management Administration & Leadership

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Educational collaborative networks (ECNs), as instruments for achieving educational goals through the integration of non-governmental organisations (NGOs), have become frequent elements of public education worldwide. Despite their contribution of additional resources to the education enterprise, the roles of philanthropic foundations in ECNs are particularly controversial. Research suggests that leaders of ECNs such as policy makers, administrators, and school principals design and coordinate governance structures to guide participants’ behaviour. However, the importance of governance design and coordination in ECNs for governing philanthropic roles is yet to be systematically analysed. This article centres on the relationship between the design and coordination of governance boards and role-related participation of philanthropic foundations. A mixed methods design is implemented based on secondary analysis of a German large-scale standardised survey and an in-depth case study conducted in a south German municipality. Results confirm that leaders of ECNs impact philanthropic engagement via the design and coordination of governance boards. Participation in ECNs can take on diverse roles of representing particular interests, pursuing innovation, or providing services and are explained by underlying governance-related mechanisms. Identified associations within governance boards and role-related participation of philanthropic foundations in ECNs offer valuable insights for leadership in education.

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Section: Ngos and Their Governance Rolesmentioning

confidence: 99%

Governing roles? Integrating philanthropic foundations with governance boards in German educational collaborative networks

Koranyi¹,

Kolleck²

2020

Educational Management Administration & Leadership

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“…The authors take up different themes in analyzing the role NGOs play in education, using different theoretical perspectives and methodological designs. In their conceptual contribution to the special issue, Lubienski and Perry (2019) discuss the often assumed promising role of the third sector in developing and disseminating innovations in public education systems. After conceptualizing the third sector as a sector, they analyze the structure of the sector, focusing on the case of the charter movement in the US context.…”

Section: Multiple Perspectives On School-ngo Interactionsmentioning

confidence: 99%

Understanding school-NGO partnerships

Sleegers

2019

JEA

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Purpose In the author’s reflection on the special issue, the author will start with a brief discussion of the different theoretical, methodological and empirical contributions of the articles. In addition, the author will argue that the challenge for research on school–non-governmental organization (NGO) interactions is to move beyond the use of a myriad of conceptual models to a more coherent framework to better understand what system and nonsystem actors do, how they do it and how the broader institutional system enables or constrains collective action. The author concludes with some suggestions for future research. The paper aims to discuss these issues. Design/methodology/approach In this paper, the author reflects on the design and findings of articles that focus on the involvement of non-governmental or third sector organizations in education. Findings By taking up these different themes, the articles reported in this special issue help the author to get a better picture of the growing plurality and power of third sector organizations and their interactions with schools. The work also raises questions about the legitimacy of NGOs in education, the weakening of democratic control over public schooling and the possible role of private interests and the concentration of power in facilitating equal opportunities for all students and promoting educational excellence. Given their methodological designs, the studies make an important contribution to our understanding of what nonsystem actors do and how they interact with schools. Research limitations/implications By using a neoinstitutional framework, the research on school–NGO interactions will be informed by a coherent conceptual framework that conceives school systems as open systems and focuses on the intersection of instruction and organization, while simultaneously treating the system as the relevant unit of analysis (see Cohen et al., 2018). The works of Glazer et al. and Peurach et al. reported in this special issue are good examples of the kind of research that is needed. Following this work, future studies into the involvement of third sector organizations in education using a neoinstitutinal lens should give careful attention to historical analysis and also need to examine changes over a longer period of time as new institutionalized patterns do not emerge quickly and “interact with the hand of history in shaping instruction” (Peurach et al., p. 25). Practical implications The articles in this special issue may prompt more researchers to inquire school–NGO interactions and push future research efforts to understand the complex picture of increasing institutional diversity from a more neoinstitutional perspective. Findings from these cross-national studies, with careful attention to historical analysis of the intersection between organization and instruction, may help the author to develop a theory of design (Rowan and Miskel, 1999) that can provide practitioners with tools to redesign and change the regulative, normative and cognitive mechanisms that constrain and enable collective action. Originality/value Different studies have examined how policy decisions emerge and are implemented, and how this affects the “technical core” of schools (Cohen and Hill, 2001; Hiebert et al., 2005). However, most of these studies have predominantly focused on the vertical interactions between formal system actors at the state, district and school levels to analyze how policy decisions are shaped as they move through the multilayered system. Little attention has been paid to the horizontal exchange relations between the public policy system and NGOs and how these connections influence management and instruction (Coburn, 2005; Rowan, 2006). Given the increasing institutional diversity, conflicting trends and dilemmas school systems are faced with, scholars have emphasized the need to develop an understanding of the role the educational infrastructure can play in supporting improvement (Cohen and Moffitt, 2010; Cohen et al., 2018).

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“…In order to bring about effective and sustainable innovation to educational practice, many different types of agents and institutional forces are at play. Studies suggest that new educational innovation requires not only buy-in and support of principals (Cherian and Daniel, 2008) and school district leaders (Stewart et al, 2012) but also outside constituencies who bring in new ideas and resources (Lubienski and Perry, 2019). At the same time, it is essential to encourage and support teachers who are at the heart of the educational system to implement the new innovation (Trimmer et al, 2020) as teachers' belief and actions significantly impact how the change is actualized in classroom situations (Von Esch, 2018;Vandeyar, 2017;Lukacs and Galluzzo, 2014).…”

Section: Introductionmentioning

confidence: 99%

Guiding educational innovation to promote children's non-cognitive abilities to succeed: implementation of the Sesame Street curriculum in Japan

Inoue

Light²

2022

IJLLS

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PurposeWhat does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.Design/methodology/approachThe authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. We also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.FindingsThe study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.Research limitations/implicationsThe study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.Practical implicationsThis study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.Social implicationsWhat matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.Originality/valueGuiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.

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The third sector and innovation: competitive strategies, incentives, and impediments to change

Cited by 17 publications

References 46 publications

Governing roles? Integrating philanthropic foundations with governance boards in German educational collaborative networks

Governing roles? Integrating philanthropic foundations with governance boards in German educational collaborative networks

Understanding school-NGO partnerships

Guiding educational innovation to promote children's non-cognitive abilities to succeed: implementation of the Sesame Street curriculum in Japan

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