The Impact of Sector on School Organizations: Institutional and Market Logics

Autor/inn/en	Davies, Scott; Quirke, Linda
Titel	The Impact of Sector on School Organizations: Institutional and Market Logics
Quelle	In: Sociology of Education, 80 (2007) 1, S.66 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
Schlagwörter	Educational Quality; Private Schools; Public Schools; Foreign Countries; Educational Environment; Free Enterprise System; Competition; Economic Factors; School Effectiveness; Influences; Educational Change; Elementary Secondary Education; Organizational Theories; Economics; Canada (Toronto) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Private school; Privatschule; Public school; Öffentliche Schule; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freie Wirtschaft; Wettkampf; Ökonomischer Faktor; Schuleffizienz; Influence; Einfluss; Einflussfaktor; Bildungsreform; Organisationstheorie; Volkswirtschaftslehre
Abstract	Drawing on new institutional and market theories, this article derives three hypotheses for the effects of markets on educational organizations: They (1) weaken formal structures, (2) reverse tendencies toward isomorphism, and (3) force schools to recouple and compete via performance indicators. These ideas are investigated with data on private and public schools in Toronto, which, the authors argue, is a strategic research site. The findings vary by market sector. Newer, nonelite private schools seek niches, avoid performance indicators, and dilute formal structures, while older elite schools do the opposite. Thus, market effects on school organizations vary by sector. In conclusion, the authors argue that the impact of markets on schools is mitigated by local institutional conditions. Specifically, the presumed impact of markets on educational quality may be contingent upon certain institutional conditions that, when absent, channel market forces in more consumerist directions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10