Organizational Perspectives on Accountability and Learning (OPAL): School Management Models and the Social Impact of Schooling in Mumbai and Kathmandu

问责制和学习的组织视角 (OPAL)：孟买和加德满都的学校管理模式和学校教育的社会影响

• 批准号: ES/P005489/2
• 负责人: Robin Shields
• 金额: $ 24.08万
• 依托单位: University of Bristol
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FP005489%2F2
• 关键词: Organizational; Perspectives; Accountability; Learning; OPAL

The project will investigate how the accountability of schools differs according the school management model and whether accountability is linked to differences in learning outcomes. Recently, a great deal of attention from international development donors has focused on new models of school management (e.g. community-managed schooling or privatization), however there is insufficient data on the extent to which these management models are linked to differences in perceived accountability and/or students' learning. Furthermore, the exclusive focus on cognitive outcomes does not capture schools' social contribution in terms of social inclusion and participation.We propose to take a more sophisticated approach to accountability than previous research by examining the perceived accountability of multiple stakeholders: parents, teachers and school management. We also take an expanded view of accountability, drawing upon the concepts of social return impact and blended value accounting to consider how the outcomes of education can include increased social inclusion by addressing marginalities along the lines of caste and gender in addition to cognitive outcomesThe project will involve quantitative data collection on the perceived accountability of various school stakeholders (i.e. parents, teachers, and management), cognitive learning outcomes, and children's well-being and social inclusion. These data are collected using established research instruments that have been employed in international contexts. Data from the quantitative component of the study will be used to examine how different models of school management are related to perceived accountability, student learning outcomes and social value (i.e. inclusion and cohesion).Additionally, we will undertake in-depth qualitative case studies on a subset of schools, which will provide insights into the engagement between different stakeholders and the perception of accountability relationships. The qualitative studies will provide a foundation for the generation of theories to explain quantitative findings and contribute to theoretical understandings of accountability and organizational relationships in education.The project brings together management and education researchers from the University of Bath, Tata Institute for Social Sciences (Mumbai), Tribhuvan University (Nepal) and Roskilde University (Denmark). Through its quantitative and qualitative components will provide a robust body of evidence to examine how models of school management relate to perceived accountability, cognitive learning outcomes and the social contribution of schools.

该项目将调查学校的问责制如何根据学校管理模式而有所不同，以及问责制是否与学习成果的差异有关。最近，国际发展捐助者的大量注意力集中在学校管理的新模式（例如社区管理的学校教育或私有化）上，但没有足够的数据说明这些管理模式在多大程度上与所认为的问责制和/或学生学习的差异有关。此外，只关注认知成果并不能反映学校在社会包容和参与方面的社会贡献，我们建议采取一种比以往研究更复杂的方法来研究问责，通过研究多个利益相关者（家长，教师和学校管理层）的感知问责。我们还从更广泛的角度看待问责制，借鉴社会回报影响和混合价值会计的概念，考虑教育的成果如何能够包括增加社会包容性，除了认知成果外，还应解决沿着种姓和性别的边缘化问题。（即家长、教师和管理）、认知学习成果、儿童福祉和社会包容。这些数据是利用在国际范围内使用的既定研究工具收集的。研究的定量部分会利用所得数据，探讨不同的学校管理模式与学校的责任感、学生的学习成果和社会价值（即共融和凝聚力）之间的关系。此外，我们会就部分学校进行深入的定性个案研究，以了解不同持份者之间的互动，以及对责任感关系的看法。定性研究将为产生理论以解释定量研究结果提供基础，并有助于从理论上理解教育中的问责制和组织关系，该项目汇集了来自巴斯大学、塔塔社会科学研究所（孟买）、特里布万大学（尼泊尔）和罗斯基勒大学（丹麦）的管理和教育研究人员。通过其定量和定性的组成部分将提供一个强大的证据，以审查学校管理模式如何与感知的问责制，认知学习成果和学校的社会贡献。

项目成果

The double pendulum: Accountability relationships and learning in urban South Asia

双摆：南亚城市的问责关系和学习

• DOI: 10.1016/j.ijedudev.2021.102438
• 发表时间: 2021
• 期刊: International Journal of Educational Development
• 影响因子: 2.5
• 作者: Shields R