'Managing' managerialism: The impact of educational auditing on an academic 'specialist' school

Hardy, Ian (2012) 'Managing' managerialism: The impact of educational auditing on an academic 'specialist' school. European Educational Research Journal, 11 2: 274-289. doi:10.2304/eerj.2012.11.2.274

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
ManagingManagerialismEducationalAuditing.pdf Full text (open access) application/pdf 157.04KB 39

Author Hardy, Ian
Title 'Managing' managerialism: The impact of educational auditing on an academic 'specialist' school
Journal name European Educational Research Journal   Check publisher's open access policy
ISSN 1474-9041
Publication date 2012
Sub-type Article (original research)
DOI 10.2304/eerj.2012.11.2.274
Open Access Status File (Author Post-print)
Volume 11
Issue 2
Start page 274
End page 289
Total pages 16
Place of publication Oxford, United Kingdom
Publisher Symposium Journals
Collection year 2013
Language eng
Abstract This article seeks to nuance arguments about the impact of broad policy technologies of auditing processes upon teachers' practices by providing empirical evidence of the effects of such processes, in context. Specifically, the article draws upon a cross section of teachers' accounts of schooling practices in a specialist, academically oriented secondary school and languages college in the British Midlands to reveal the complex ways audit practices influence teachers' work, professional development and student learning under current policy conditions. The article reveals that teachers endeavoured to actively 'manage' audit processes by strategically focusing upon student needs, and critiquing and problematising the more superficial aspects of performance management, systemic inspections and a narrow focus upon academic results. However, even as these tactics were employed, there was also evidence of a simultaneous focus upon simply 'managing' to cope, particularly when audit processes added considerable pressure upon teachers to improve students' test scores, and when they encouraged conditions antithetical to more educative concerns. This sometimes had dramatic effects upon student and teacher learning and teacher identity. Capturing this empirical complexity, in the context of specific schooling settings, provides evidence to nuance the more general literature on educational auditing, including in European and other transnational settings, and existing understandings of such practices at local sites more generally.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Education Publications
Version Filter Type
Citation counts: Scopus Citation Count Cited 1 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Mon, 18 Jun 2012, 11:23:04 EST by Claire Backhouse on behalf of School of Education