1,721,066 research outputs found
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Different systems, different identities: the work of inspectors in Sweden and England
No full textSchool inspection has formed part of both English and Swedish approaches to governing education for some time now. But latterly due to the neo liberal drive for educational excellence, both countries have remodelled their inspector work-force. Using Jacobsson's theory of governance as a regulative, meditative and inquisitive activity, this chapter investigates the effects that these shifts have had on the operational work of inspectors. Drawing upon interview data with inspectors and head teachers from both systems combined with documentary analysis we examine how the remodelling of the workforce in both countries has impacted on the ways in which inspectors carry out their work. The chapter concludes that inspection operating within a neo liberal framework of regulation must constantly shift and evolve in order to remain credible. It also points out that these shifts in themselves create tensions around the role and operational work of inspectors in both countries
School inspectors, policy implementers, policy shapers: influences and activities
No full textThis chapter introduces the idea of school inspectors as implementers of public policy, framing their role within the context of policy implementation and the governance of education. Using a framework for policy implementation developed by Weible and Sabatier (2006), it presents a modified framework for inves-tigating inspectors’ work and practices as policy implementers. In so doing it questions their role as policy shapers and policy coalition workers in the context of the practice of inspection in Finland, Sweden, England, Germany, The German State of Lower Saxony, The Netherlands, The Republic of Ireland and The Austrian province of Styria. In introducing the idea of policy learning it introduces the ways in which policy learning theory has contributed to implementation theory, in order to further reflect on these issues in the final chapter of this book
School inspectors: shaping and evolving policy understandings
No full textAs chapter one explained, the factors at play in the implementation of public policy are not limited to the complex, confounding and often competing values that jostle with one another when education policy is formulated, but may also variously come to light depending upon the lens through which the process is viewed. In this the final chapter I move to examine what understandings the country studies in this book reveal about the impact of policy subsystems in education and inspection policy, and the role of the inspectors within this. In so doing I examine how far the implementation of inspection policy can be said to convene to a model of ten preconditions necessary to achieve perfect implementation (Hogwood and Gunn, 1984). I then move to examine the part played by inspectors in variously framing the idea of policy implementation as: evolution; learning; coalition; responsibility and trust, (see Lane, 1987, p.532, in Ham and Hill, 1984, p.108), and to what extent inspectors can be said to be ‘coalition workers’ in influencing inspection policy. The chapter concludes that the work of inspectors is a key element within policy implementation and formation within the governance process and should be seen as central to any future research which investigates accountability from a governance perspective. It also concludes that it forms an important element within research into intended and unintended consequences of inspection policy
Framing the debate: influencing public opinion of inspection, inspectors and academy policy: the role of the media
No full textInternational research has shown that school inspection and the media are both powerful in-fluences on education policy. Since 2010 the government has sought to implement radical changes to the English education system, creating a new system of autonomous schools that support one another through formal or informal partnerships. These changes have suffered from considerable resistance from both schools and Local Education Authorities who often perceive these changes to be ideologically motivated and largely ineffective in raising stand-ards of teaching and learning. These changes are largely implemented following inspection visits by Ofsted, the English schools’ inspectorate, in which schools are deemed to be under-performing. For this reason Ofsted has become a powerful driver within the implementation of this policy: lending both legitimacy and rationale to the process. Yet Ofsted, is arguably independent agency, purporting to inspect ‘without fear or favour’ and has, on many occa-sions since its inception in 1992, argued that its strength lies in its independence from gov-ernment. Yet this argument is undermined when the agency is used to implement what is per-ceived as ideologically motivated policy. This chapter investigates to what extent Ofsted is used within the framing of education policy and what this means in terms of perceptions of the agency (its impartiality) and for education more broadly. Sampling from 3 national news-papers the study analyses 160 articles on inspection, drawing on media discourse theory it posits a framework developed in order to examine the ways in which Ofsted (the English school inspectorate) is used to frame debate on the government’s academies project. Employ-ing this framework it investigates to what extent the media shape their coverage of a policy which has proven contentious with certain publics, in order to frame the debate in ways which appeal to their readership. Using the framework for analysis the chapter responds to the following questions: A) To what extent do broadsheet newspapers frame their approach to the Academy Project, by the work of the inspectorate B) What values are assumed of the readership of each newspaper and how are these mobilised within news articles C) What do the results of questions A and B imply for Ofsted’s claims of impartiality from government
Distrusting contexts and cultures and capacity for system-level improvement
No full textCapacity of education systems to improve is recognised as key to a well-performing system linked to high levels of system-wide trust at micro, meso and macro levels (Cerna, 2014). However, a number of systems suffer from climates of distrust, which infuse the system at every level, undermining motivation and commitment of staff and proving inimical for capacity. This chapter considers how distrust permeates education systems and how distrusting cultures undermine capacity and, concomitantly, learning outcomes. It concludes with a discussion of how distrusting cultures can be overturned and capacity restored, arguing that, in order to do this, a system-wide perspective must be adopted, and changes effected at every level within it
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Digital Poverty in the UK and its impact on higher education: a human rights approach
Full text linkIn an increasingly digital world, access to technology and the internet has become crucial for educational success. However, a significant portion of the population, particularly those from disadvantaged backgrounds, still lack adequate access to digital resources (Bach et al., 2018; Ruiu et al., 2023) This phenomenon, known as digital poverty, has far-reaching consequences, particularly in the realm of higher education This chapter examines the concept of digital poverty, its causes, and its impact on digital and blended learning, and examines the issue of digital access as a human right. In so doing, it explores the challenges that students facing digital poverty encounter in accessing online learning resources, participating in virtual classrooms, and engaging in remote academic activities (Ruiu et al., 2023). The chapter also discusses potential solutions to address the effects of digital poverty on students in higher education, emphasising the importance of policy interventions, institutional support, and collaboration between various stakeholders. Through analysis of existing literature and organisations looking to combat digital poverty, the chapter sheds light on the urgency of mitigating its effects, to ensure equitable access to higher education and promote academic success from an inclusive perspective (Donaghy et al., 2021)
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Preface and Introduction to the Volume
Full text linkThe title of this book raises two questions for the reader: why creativity and critique and why bring together business, law, and policing, into one volume
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Every Truth Has Two Sides: The Impact of ChatGPT on Law and Business Education
No full textIt is becoming increasing clear that generative AI (GAI) is going to significantly transform education. This chapter explores the opportunities and challenges that are emerging from GAI on teaching and learning in law and business education. Drawing on a state-of-the-art literature review we map out the key themes around the development of GAI, its impact on education, and the opportunities and risks. The chapter offers some practical suggestions of how to make use of GAI in teaching and learning and how to navigate some of complexities of GAI use in assessment
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Where Are We Now with Digital Teaching? Critical Reflections on Digital Teaching and SoTL in Business and Law
Full text linkThe rise of digital learning in higher education (HE), provoked by the global pandemic, has led to an increase in methods and practices in digital learning. It has also led to the wholesale adoption of so-called digital offerings that, in effect, are sometimes little more than PDFs and recorded lectures, branded ‘cost effective’ by cash strapped universities that are desperate to stay afloat in a rapidly changing market. In addition, business and law schools are now facing considerable challenge not only in relation to how learning is effected, but equally in terms of what constitutes learning in a world that is responding to recent innovations in the rapid growth of GAI (generative artificial intelligence). This chapter examines the context in which digital teaching is being enacted in HE, with a specific focus on the areas of business and law. In so doing, it explores both the challenges and opportunities afforded by this move to digital, and how the Scholarship of Teaching and Learning (SoTL) in these fields can inform learning design and practices. The chapter concludes with a discussion on evidence-based teaching and learning and what this means for the future of business and law education
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Creativity and Critique in Digital Learning and Teaching: Insights for Learning Design in Business and Law
Full text linkThis open access edited collection is aimed at educators, student services staff, and university management. It is timely in adopting a forward-facing view of various aspects of digital teaching and learning in business and law and provides a vital resource for those designing, managing or thinking about digital learning in both fields
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