Perfect Partners or Uneasy Bedfellows? Competing Understandings of the Place of Business Management within Contemporary Education Partnerships

Autor/inn/en	Woods, Charlotte; Armstrong, Paul; Bragg, Joanna; Pearson, Diana
Titel	Perfect Partners or Uneasy Bedfellows? Competing Understandings of the Place of Business Management within Contemporary Education Partnerships
Quelle	In: Educational Management Administration & Leadership, 41 (2013) 6, S.751-766 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143213494185
Schlagwörter	Foreign Countries; Administrators; Public Service; Partnerships in Education; Cooperation; Case Studies; Instructional Leadership; Educational Administration; School Culture; Business Administration; Administrator Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Public services; Öffentlicher Sozialdienst; Hochschulpartnerschaft; Co-operation; Kooperation; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Schulkultur; Schulleben; Business economics; Betriebswirtschaft
Abstract	This article examines illustrative cases of partnerships from a government-funded programme of experimental projects in England designed to test out the potential of senior business managers to provide leadership across a group of schools. The article places the programme within the context of international public service reforms and, more specifically, the re-culturation of schools along business lines. The study data are then presented and analysed in relation to the pro-collaboration and pro-business biases in evidence in contemporary thinking about public service delivery. This analysis raises serious questions about how competing education and business values and agendas play out in schools, and their implications for roles and practices within the schools workforce. The article concludes with calls for field members to address this important but neglected area of leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10