Social capital practices as adaptive drivers for local adjustment of new public management in schools

Kristian Gylling Olesen, Peter Hasle, Ole H. Sørensen

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    1 Citationer (Scopus)

    Abstract

    New public management (NPM) reforms have typically undermined
    teachers’ autonomy, values, and status in society. This article
    questions whether such reforms automatically have these
    outcomes or whether and how possibilities for local adjustment of
    such reforms may prevent negative outcomes. Drawing on
    empirical case studies from two Danish municipal schools and the
    concept of organisational social capital, we investigate how two
    reform initiatives – ‘student plan-based school–home collaboration’
    and ‘teamwork’ – were locally adjusted into collaborative practices.
    The analysis demonstrates surprising local adjustments of the
    reform initiatives, while also revealing some ambiguities. The
    results demonstrate that some reform initiatives can lead to new
    collaborative leadership and management practices in schools that
    solve the central school leadership and management tasks of
    coordination and planning. This indicates that collaborative
    leadership and management practices may emerge from NPM
    reforms, and that such practices can prevent negative outcomes of
    such reforms.
    OriginalsprogEngelsk
    TidsskriftSchool Leadership & Management (Print)
    Vol/bind36
    Udgave nummer3
    Sider (fra-til)333-352
    Antal sider20
    ISSN1363-2434
    DOI
    StatusUdgivet - 2016

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