Suchergebnisse

The evaluation and inspection of many public services, including education, has become increasingly common in most countries in the developed world (McNamara & O'Hara, 2004; MacBeath & McGlynn, 2002). There are various reasons why this may be the case. It can be argued that it is, on the one hand, part of the movement towards low trust policies derived from the ideology of neo-liberalism which seeks to apply the values of the market to the public sector. On the other hand, it can be argued that increased evaluation is a necessary and defensible component of democratic accountability, responsibility and transparency (O'Neill, 2002). The research reported here sets out to explore the idea of a personal vision or core of ethics as being central to educational leadership, through in-depth interviews with a number of school leaders. The chapter begins by briefly placing educational leadership in the modern context, characterised by the paradox of apparently greater decentralisation of responsibility to schools being in fact coupled with a further centralisation of actual power and greatly increased surveillance of performance (Neave, 1998). Relevant developments internationally, and then specifically in the context of Ireland, are described. It is suggested that in Ireland the modern educational context may indeed be creating difficult ethical and moral dilemmas for leaders to face. To see if this is so in practice, five in-depth interviews with school principals are reported. The evidence arising from these interviews indicates that school leaders do feel guided by a strong moral or ethical compass.

The efficacy of and ethical justification for applying positivist research principles to the evaluation of social processes such as education are being increasingly challenged. Recent work in educational evaluation has tried to meet this challenge by moving the focus towards understanding the impact of projects and innovations on their recipients and by encouraging self-evaluation. However the dominant form of educational evaluation still involves judgements made through the eyes of the external evaluator and the connotation persists of evaluation as the external monitoring of professional practice. This article suggests that in the case of educational programmes, initiatives and innovations the focus of judgement should move from the evaluators to the practitioners and the former should find a new role in supporting the professional development of the latter.

In recent years, state funded, practitioner-led organizational improvement programmes have become increasingly common within the Irish education system. Central to this new model of public funding has been the demand for extensive evaluation of each programme, a demand that has raised a number of important theoretical and practical issues for programme evaluators. The issue addressed in this article is that of the difficulty of designing approaches to evaluation which can meet the cultural and organizational needs of schools, while at the same time providing evidence as to the effective or otherwise implementation of national educational policy. Initially, the article identifies and examines the tension that has arisen between programme funders' demand for an evaluation process that produces measurable 'outputs' and the programme participants' demand that the evaluation be sensitive to the specific cultural climate and needs of the organization under investigation. An approach to overcoming these conflicting demands arising out of a project where such problems became central to the process of evaluation is suggested. This approach grew out of the distinction drawn by Habermas (1972) between practical and emancipatory knowledge and was developed in light of Daly's (1997) application of this concept to research, in her identification of first and second order stories or narratives.

A substantial body of research in management and related public policy fields concludes that recent decades saw greater dynamic competition throughout technology-intensive (TI) industries, with widespread steady increase in TI industry and business performance instability as key implications. We set this conclusion within a broader framework of purportedly increasing dynamic competition among TI industry businesses, and then test for evidence of its performance implications in a large sample of U.S. businesses operating from 1978 to 1997 in 31 industries, with high average research and development expenditure-to-sales ratios. In the full sample, we find no evidence of sustained increase in TI industry and business performance instability, nor any evidence of significant cross-sectional differences in performance instability between TI and non-TI industry businesses over these 20 years. For a small segment of very high-performing businesses from TI industries, however, we do uncover evidence of declining performance stability and cross-sectional differences in performance stability. We conclude that assumptions of widespread long-term increase in dynamic competition lack robust evidentiary support. It is premature to embrace and apply broadly new theoretical perspectives, management practices, and public policies to TI industry competitive dynamics that may be slightly changed since the late 1970s. Yet, there may be increasing dynamic competition among very high-performing TI industry businesses. In that small realm, careful application of new perspectives, practices, and policies may lead to deeper insight on business behavior and performance in TI industries.

Firms often delegate elements of strategic decisions to outside experts who promise objective assessments, which are especially valuable in unstable environments. However experts themselves may be prone to skewed decision making as the stability of their own industry environment changes and as their positioning within the industry shifts. We examine this possibility in the context of expert credit-rating agencies ("agencies") and their risk ratings of emerging-market sovereign borrowers ("ratings") published from 1987 to 1998, a period that includes both industry stability (1987–1996) and industry turbulence set off by financial crises in several emerging-market countries (1997–1998). After controlling for macroeconomic and related objective risk factors linked to the sovereigns themselves, we find several points: (1) agency ratings during crisis-induced industry turbulence are negatively skewed, indicating undue pessimism among these experts, in line with decision-making perspectives predicting negative reaction by experts in an effort to retain legitimacy with salient stakeholders, in this case, investors and public regulators; (2) this negative shift is greater for incumbent firms and regionally focused firms, possibly because of the loss of previous informational advantages; and (3) this negative shift during crisis-induced turbulence is greater as industry rivalry among these experts increases in particular market segments, possibly indicating the development of competitive bandwagons among experts. Together, our results suggest that objective assessments by expert organizations are vulnerable to substantial distortion from the confluent effects of industry instability and expert positioning within the industry, particularly positioning affecting rivalry among experts. Ironically, experts may be most likely to mislead clients in unstable industry environments when experts command greater attention and should show greater fidelity to disinterested objectivity.

How are decision practices fostered in organizations and how are they linked to decision outcomes? This study addresses these questions by examining one financial institution's efforts to standardize and control decision making across geographically separated organizational units. We argue that decision-maker behavior is situated and is not simply a function of individual choice. Rather, in organizational settings decision-makers are subject to a hierarchy of influences that affect the decision processes they use and their resulting decision choices. To test our ideas, we examined 900 borrower "risk rating" decisions and found general support for our hypotheses. Decision makers were more likely to use the prescribed practice when decisions were important, when the decision target was known, and when the decision maker was located in a larger subunit. Decision makers altered their decision practices in the short term, but in the long term they appeared to partially revert to their earlier practices. Reliance on prescribed practice fostered stability in decisions, but surprisingly appeared to negatively affect future judgments. The findings indicate that organizations can change the more microaspects of decision making, but these changes may be transitory. Moreover the results suggest that decision makers may become complacent when they rely on prescribed decision practices, a tendency that can have untoward consequences for the organizations in which they are embedded.

This article examines the training needs of educators working in the further education (FE), adult education, and Second Chance sectors in the Republic of Ireland. The research on which it is based was funded jointly by the European Union Leonardo da Vinci Programme and the Department of Education and Science of Ireland and took place from 1998 to 2002. It consisted of a survey of the coordinators of 162 further education (FE) centres and follow up interviews with 13 of these coordinators. The paper concentrates largely on the skills and competencies identified as the key to providing a quality service for the clientele of FE in Ireland. It begins by describing the different types of provision which the FE label refers to in Ireland and then presents some quantitative data which establishes the training deficit suffered by staff in the system. The main part of the paper is based on the interview data obtained, which offers a very complex picture of the skills and competencies perceived as vital in delivering a service which meets the needs of the clientele. The purpose of this paper is to illustrate the extent to which further and adult educators perceive personal development and interpersonal communications skills to be the most vital tools in their work. In consequence, it is argued, programmes of professional development for staff in this field must find ways to enhance these skills.