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Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure

Gomery, Dianne; (2019) Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure. Doctoral thesis (Ed.D), UCL (University College London). Green open access

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Abstract

This study analyses the complexities of competition and competitive practices within lived markets across nine University Technical College (UTC) case studies. The research built upon Jabbar’s (2015) conceptual framework of school competition in the USA to conceptualise how competition and competitive practices may be conceived in England. Despite the growth in UTC numbers since 2010, with 50 operating (July 2019) and each with a capacity for between 500 and 800 students aged from 14 to 19 years, relatively little was known about how these providers interacted with existing local provision. The research analysed UTC leaders’ perceptions of competition, the mediating factors they believe have contributed to perceived competition and competitive pressure, the range of strategies they developed in response to those perceptions, and the resulting outcomes. The findings indicated that these leaders’ perceptions of competition and the associated competitive pressures were broadly in tension with their belief in technical education, the national ethos and vision for UTCs, the government’s national accountability measures, and partnership working with local providers. The findings analyse the consequences of these tensions and, in so doing, contribute to a greater theoretical and conceptual understanding of the contemporary expansion of the tenets of the quasi-market into mainstream and technical schooling. The main contributions of this thesis are that it provides; a greater understanding of the ways in which competition and supply side liberalisation operate at a local level, and offers a new conceptual framework for researching school-to-school competition in England. The study highlights the need for further research of the impact of competition on all schools and students within a given region, and highlights the importance of strengthening policy ‘memory’ with regards to technical education. The findings will be of broad interest to researchers interested in technical education, leadership roles, quasi-markets and competition, parental choice, and social segregation. Key words: Competition, competitive practices, lived market, parental choice, quasi-market, social segregation, technical education,

Type: Thesis (Doctoral)
Qualification: Ed.D
Title: Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. - Some third party copyright material has been removed from this e-thesis.
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: https://discovery.ucl.ac.uk/id/eprint/10087729
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