Decentralisation and school-based management in Colombia: An exploration (using systems thinking) of the Full‐Day Schooling programme

Parra, Juan David

doi:10.1016/j.ijedudev.2022.102579

Cited by 6 publications

(6 citation statements)

References 39 publications

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“…School-Based Management or SBM is a management model that enables schools to manage themselves (Koç & Bastas, 2019;Parra, 2022;Ulfatin, Mustiningsih, Sumarsono, & Yunus, 2022). This autonomy is granted to schools, particularly principals, to aid educational progress (Arar & Nasra, 2020;Lee et al, 2021).…”

Section: Theme 1: Understanding Sbmmentioning

confidence: 99%

The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic

Kurniawan

Nurdin²

2023

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During the COVID-19 pandemic, abnormal conditions potentially lessened community partnerships in school-based management (SBM), such as democratic erosion at the decision-making or policy-making levels at school. To address these issues, this study aimed at investigating the implementation of SBM at an Islamic elementary school in Indonesia. In this study, a mixed-method research design was used, with 510 participants surveyed for quantitative data and 50 participants interviewed for qualitative data. During the pandemic, it was discovered that SBM did not perform as expected. Moreover, school principals had to make a majority of important decisions regarding the organization of school activities. They were also in charge of putting decisions and policies into action. These findings indicate that democratic principles were violated in the implementation of SBM during the pandemic. In other words, the principals and school committee partnership did not run well since the headmaster dominated the policy making on any activities without considering the voice of the school committee. Through these findings, it can be recommended that the government conduct a comprehensive evaluation of the implementation of SBM at the Islamic school level during the pandemic, and bring together principals and school committees in intense joint meetings.

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Section: Theme 1: Understanding Sbmmentioning

confidence: 99%

The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic

Kurniawan

Nurdin²

2023

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“…Numerous researchers (Bozkurt et al 2014;Gerdin and Greve 2004;Oro and Lavarda 2017;Prajogo 2016;Silva et al 2016) have paid particular attention to the factors that influence organizational success. The successful implementation of pedagogical innovations depends on the level of autonomy of schools (Parra 2022). The growth of private secondary schools is associated with strategies to achieve, maintain, and extend the autonomy of school activity (pedagogical, management, and research) from centralized public models (Wang and Chan 2015).…”

Section: Introductionmentioning

confidence: 99%

Structural Autonomy and Management Performance: An Influence Reinforced in the Particular Context of Portuguese Public Secondary Schools

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2022

Administrative Sciences

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The purpose of this research is to verify interdependencies among service innovation, structural autonomy, performance measurement systems, and organizational outcomes in a new organizational context. The relationships between these variables that structure organizational design have been studied for several decades, but it is necessary to verify the validity of those interdependencies in new geographical contexts and periods. Contingency theory was the selected framework because it argues how different scenarios can justify different organizational solutions and is appropriate in the predominant quantitative research. For data collection, surveys were sent to 526 executive heads of all Portuguese public secondary schools, obtaining 154 valid responses. Data processing was carried out using descriptive analysis, Spearman correlation, and structural equation analysis. The results reinforce previous literature, proving the influence of structural autonomy, not only on pedagogical management performance but also on resource management performance within a specific context explored for the first time in the Portuguese public sector. However, the interdependence of these variables in relation to pedagogical innovation strategy and organizational outcomes of effectiveness and efficiency was not verified in this particular setting, corroborating the basic foundations of contingency theory.

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“…En el ejemplo que se discute en la siguiente subsección se amplía sobre el uso de este lenguaje específico. 9 Esta sección se basa en el artículo deParra (2022), donde se pueden consultar detalles del diseño de la evaluación, así como sobre los resultados ampliados del estudio.…”

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“…Parra (2022) presenta en mayor detalle esta estrategia. Esta implicó, por ejemplo, traducir las teorías realistas de la evaluación a un lenguaje menos abstracto.…”

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El pensamiento de diseño y la evaluación de políticas e intervenciones sociales: hacia un diálogo "realista"

Parra¹,

Vieira²

2023

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Si bien la literatura documenta un interés creciente en las aplicaciones del Pensamiento de Diseño (pdd) en la administración pública en general, existe una brecha en la producción académica sobre su papel en el campo específico de la evaluación de políticas e intervenciones sociales. Este artículo hace un aporte conceptual y metodológico en este último debate. Parte de la reflexión propuesta es de naturaleza meta-teórica, a partir de la cual se identifican puntos en común entre fundamentos epistemológicos del pdd y una escuela de evaluación en particular: la evaluación pragmática. En un segundo momento analítico del texto se examinan algunas limitaciones epistemológicas del pragmatismo (como paradigma de investigación) al momento de fundamentar conclusiones causales en el estudio de fenómenos sociales. Este punto no es trivial, en tanto, el análisis causal es la razón de ser de la evaluación de políticas o programas (públicos). Se propone que es posible enmendar algunos de estos problemas en la evaluación basada en el diseño a partir de la adopción de principios epistemológicos del Realismo Crítico. Las implicaciones metodológicas de estos argumentos son ilustradas con la discusión de dos ejemplos de evaluaciones de programas educativos en Colombia, lideradas por los autores.

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Decentralisation and school-based management in Colombia: An exploration (using systems thinking) of the Full‐Day Schooling programme

Cited by 6 publications

References 39 publications

The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic

The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic

Structural Autonomy and Management Performance: An Influence Reinforced in the Particular Context of Portuguese Public Secondary Schools

El pensamiento de diseño y la evaluación de políticas e intervenciones sociales: hacia un diálogo "realista"

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