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Hierarchy, Markets and Networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools

Greany, T; Higham, R; (2018) Hierarchy, Markets and Networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools. UCL Institute of Education Press: London, UK. Green open access

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Abstract

This report analyses how schools in England have interpreted and begun to respond to the government’s ‘self-improving school-led system’ (SISS) policy agenda, an overarching narrative for schools policy since 2010 that encompasses an ensemble of reforms including academies, multi-academy trusts (MATs) and Teaching School Alliances (TSAs). Based on a large-scale, four-year, mixed-methods study, the report asks whether or not the models of co-ordination and school support emerging locally since 2010 represent a genuine basis for an equitable and inclusive ‘school-led’ system. It explores the factors that support and hinder such developments as well as the implications for schools and school leadership. The analysis draws on governance theory to evaluate the reforms, which are conceived as an attempt to mix and re-balance three overlapping approaches to co-ordinating the school system: hierarchy, markets and networks. This shows that while one popular interpretation of the SISS agenda is that it requires inter-school partnerships to ‘self-organize’ their own ‘school-led’ improvement, this is in fact a partial account that underplays the dominant influences of hierarchical and market mechanisms on the thinking and actions of schools and school leaders and the networks they are developing. The report includes important new empirical findings, for example on the impact of MATs of different sizes and on the relationship between Ofsted inspection outcomes and levels of socio-economic stratification between schools. It also combines the perspectives of multiple case study schools across four different localities to provide rich insights into leadership decision-making and agency in the context of local status hierarchies and rapid policy-driven change. As a result, while focusing on changes in England, it provides a unique set of insights into how different governance regimes interact across different local contexts to influence patterns of schooling and school-to-school collaboration – insights that will have relevance for research and practice on school system governance more widely.

Type: Report
Title: Hierarchy, Markets and Networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools
ISBN-13: 978-1-78277-253-8
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl-ioe-press.com/books/education-poli...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Hierarchy, Markets and Networks, School System Governance, School System Reform, Self-improving school system, School-led System, School leadership, School-to-school support, System leadership, School autonomy, School accountability
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: http://discovery.ucl.ac.uk/id/eprint/10053501
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