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A Comparison of the Strategic Development Context of English Free Schools against Government Policy. / Mason, Phillip.

2014. Paper presented at British Academy of Management 2014 Annual Conference, Belfast, United Kingdom.

Research output: Contribution to conferencePaper

Harvard

Mason, P 2014, 'A Comparison of the Strategic Development Context of English Free Schools against Government Policy' Paper presented at British Academy of Management 2014 Annual Conference, Belfast, United Kingdom, 9/09/14 - 11/09/14, .

APA

Mason, P. (2014). A Comparison of the Strategic Development Context of English Free Schools against Government Policy. Paper presented at British Academy of Management 2014 Annual Conference, Belfast, United Kingdom.

Vancouver

Mason P. A Comparison of the Strategic Development Context of English Free Schools against Government Policy. 2014. Paper presented at British Academy of Management 2014 Annual Conference, Belfast, United Kingdom.

Author

Mason, Phillip. / A Comparison of the Strategic Development Context of English Free Schools against Government Policy. Paper presented at British Academy of Management 2014 Annual Conference, Belfast, United Kingdom.

Bibtex

@conference{305f7ac180cd4779940217f06c5fb6c0,
title = "A Comparison of the Strategic Development Context of English Free Schools against Government Policy",
abstract = "Free Schools entail increasing involvement from civil society actors in English education, coupled with devolution of freedoms and responsibilities. The individual strategic development processes of three schools are considered in relation to the expectations laid out in policy and guidance. In depth case studies were generated for the schools based upon interview, survey and secondary data. Five areas of divergence from policy are presented representing a lack of linearity and incrementalism in the development process. Experiences of these strategic development processes call into question the roles that government expects individuals to play. Current practical and theoretical conceptions of organisational governance are challenged; as strategic input and accountability emerge as conflicting from the narratives. A recommendation is provided to explore new mechanisms for support and accountability that go beyond current debates concerning local versus central government control.",
keywords = "Free Schools, Governance, strategic development",
author = "Phillip Mason",
note = "Phillip Mason, ‘A Comparison of the Strategic Development Context of English Free Schools against Government Policy’, paper presented at the British Academy of Management 2014 Annual Conference: The Role of the Business School in Supporting Economic and Social Development, Belfast, UK, 9-11 September, 2014. ; British Academy of Management 2014 Annual Conference : The Role of the Business School in Supporting Economic and Social Development, BAM 2014 Annual Conference ; Conference date: 09-09-2014 Through 11-09-2014",
year = "2014",
month = "9",
day = "9",
language = "English",
url = "https://www.bam.ac.uk/civicrm/event/info?id=1971&reset=1&utm_source=conference-alerts-web&utm_medium=online-advert&utm_campaign=bam2014",

}

RIS

TY - CONF

T1 - A Comparison of the Strategic Development Context of English Free Schools against Government Policy

AU - Mason, Phillip

N1 - Phillip Mason, ‘A Comparison of the Strategic Development Context of English Free Schools against Government Policy’, paper presented at the British Academy of Management 2014 Annual Conference: The Role of the Business School in Supporting Economic and Social Development, Belfast, UK, 9-11 September, 2014.

PY - 2014/9/9

Y1 - 2014/9/9

N2 - Free Schools entail increasing involvement from civil society actors in English education, coupled with devolution of freedoms and responsibilities. The individual strategic development processes of three schools are considered in relation to the expectations laid out in policy and guidance. In depth case studies were generated for the schools based upon interview, survey and secondary data. Five areas of divergence from policy are presented representing a lack of linearity and incrementalism in the development process. Experiences of these strategic development processes call into question the roles that government expects individuals to play. Current practical and theoretical conceptions of organisational governance are challenged; as strategic input and accountability emerge as conflicting from the narratives. A recommendation is provided to explore new mechanisms for support and accountability that go beyond current debates concerning local versus central government control.

AB - Free Schools entail increasing involvement from civil society actors in English education, coupled with devolution of freedoms and responsibilities. The individual strategic development processes of three schools are considered in relation to the expectations laid out in policy and guidance. In depth case studies were generated for the schools based upon interview, survey and secondary data. Five areas of divergence from policy are presented representing a lack of linearity and incrementalism in the development process. Experiences of these strategic development processes call into question the roles that government expects individuals to play. Current practical and theoretical conceptions of organisational governance are challenged; as strategic input and accountability emerge as conflicting from the narratives. A recommendation is provided to explore new mechanisms for support and accountability that go beyond current debates concerning local versus central government control.

KW - Free Schools

KW - Governance

KW - strategic development

M3 - Paper

ER -