| 1. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-, et al.
(author)
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Power dynamics and policy actions in the changing landscape of local school governance
- 2020
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In: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis Group. - 2002-0317. ; 6:2, s. 128-142
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Journal article (peer-reviewed)abstract
- In this paper, we theorize on local school governance through a multi-method case study of a large-sized Swedish municipality by drawing on neo-institutional theory. In light of a changing governing landscape in Sweden in terms of a ‘re-centralization’, new conditions between the state, the local education authorities (LEA) and the schools have emerged. The aim of this study is to examine what policy actions the LEA employ for governing the school and in what ways that principals respond and handle these policy actions. The results point to the fact that the LEA uses a bench-marking strategy through its quality assurance system and intervene if results are poor. Principals seek support from the LEA, but are anxious that their autonomy will be diminished and therefore function as ‘gate-. The system for quality assurance is appreciated by principals, but standards aimed at framing discursive communication on quality are criticized. Principals turn to managers below the superintendent, which creates a tension between managers. The study shows that different levels and actors must be taken into account in order to achieve a comprehensive understanding of the multi-layered field of local policy enactment.
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| 2. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-, et al.
(author)
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Data Analysis for School Improvement within Coupled Local School Systems : Which Data and with what Purposes?
- 2023
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In: Leadership and Policy in Schools. - : Taylor & Francis Group. - 1570-0763 .- 1744-5043. ; 22:3, s. 714-727
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Journal article (peer-reviewed)abstract
- From a new institutional theoretical perspective, this article explores school actors’ sense making linked to data-based decision making (DBDM) policy in general and processes of data analysis in particular. The study revealed how actors’ interpretation of and response to DBDM requirements pointed to strong and weak couplings between and within the local school system’s different organizational levels. While teachers primarily emphasized informal, daily analyses, the LEA and principals placed importance on formal, district and school-based analyses. In the same way teachers to a greater extent think that too much resources is spent on collecting and analyzing data rather than on innovation and school improvement.
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| 3. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-
(author)
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Large-scale school improvement : results of and conditions for systemic changes within coupled school systems
- 2024
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In: Journal of educational change. - : Springer. - 1389-2843 .- 1573-1812.
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Journal article (peer-reviewed)abstract
- The aim of this study was to explore the results of and conditions for systemiclarge-scale school improvement. Through a multi-level analysis and a theoreticalframework inspired by organization- and sensemaking-oriented theories, the studyexamines how a Swedish large-scale school improvement program, “Collaborationfor the Best School Possible,” played out in two Swedish municipalities. Schoolactors at four organizational levels (at the National Education Agency, Local Education Authority, school leader, and teacher levels) in the two municipalities wereinterviewed. Because these school actors’ sensemaking is linked to different aspectsof the national largescale improvement program, the analysis shows a variation inthe strengthening of the couplings between these organizational levels. The different nature of the couplings affected the implementation process and the results ofthe program. While the national large-scale program seemed to have contributed toan improvement in the schools’ quality assurance systems and leadership practices,there were difficulties in maintaining general and sustainable changes in schools’instructional practices. The conclusion of the study was that, even if a nationallarge-scale school improvement program is well designed and backed up with manyresources, it must be perceived as legitimate among the local school actors at thedifferent organizational levels. This points to the importance of managing the balance between top-down efforts and visions and local professional knowledge andexperience.
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| 4. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-
(author)
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Local Quality Management - Local School Governance in Sweden in the light of a re-centralization movement
- 2022
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In: Education between Hope and Happening – Developing Powerful Curriculum Theorizing in Challenging Times, 9:e Nordiska Läroplansteorikonferensen, Linnéuniversitetet, 20-21 oktober 2022, Abstracts. - : Linnéuniversitetet. ; , s. 10-11
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Conference paper (peer-reviewed)abstract
- In Sweden, as in many other decentralized school systems, extensive responsibility and autonomy has been delegated to Local Educational Authorities (LEA). However, decades of declining student achievement and decreased equality between schools have spurred an intensive critique against the Swedish school system and triggered a more state-regulated governing with aim to take stronger control over the schools’ outcomes. Considering such a ‘re-centralization’ movement, new conditions between the state, the local education authorities (LEA) and the schools has emerged (Wahlström & Sundberg, 2017a; Adolfsson, 2018). In the light of such a changing governing landscape, questions linked to local school governance can be raised. Based on results from two research projects conducted in two large-sized Swedish municipalities, the aim of this paper is to explore and theorize the dynamics of local school governance. The research question guiding this paper can be formulated as: In the light of an emerging re-centralization movement in Sweden, what governing strategies and actions do the LEAs apply to control and manage the schools?Considering a ‘classical’ perspective of school governance (Lindesjö & Lundgren, 2014) four aspects of governance is often mentioned: regulation, economy, ideology (content) and evaluation. In this paper, these aspects are understood in light of a neo-institutional theoretical framework (Scott, 2008). From this perspective, three dimensions can be highlighted regarding how institutions control and affect other institutions, respond to external pressure, and seek legitimacy: regulative (rules and sanctions), normative (prevalent norms, expectations and ideals), and cognitive-cultural/discursive (shared conceptions and frames of meaning-making). These theoretical concepts enable to elucidate the character of the different strategies and actions that LEA undertake in the local governance strategies of the schools.Empirical data from two research projects have been used to answer the research question (Adolfsson & Alvunger, 2020; Håkansson & Adolfsson, 2021; Adolfsson & Håkansson, 2021). These two projects had a common interest in the dynamic interplay between the LEA and principals in relation to a changed governing and policy landscape in Sweden. The data collections in these research projects were carried out through a multi-method approach (Tashakkori and Teddlie, 2010) in terms of policy analysis of local policy documents, interviews with various LEA actors and observations of meetings between LEA administration and school principals. In relation to the concept ‘Local quality management’ (Adolfsson & Håkansson, 2021) the results illustrate that the local school governance often is organized and conducted within the context of the LEA’s quality assurance systems. The following strategies can be distinguished as especially important: - Governance through shared visions and language- Governance through standardization and ‘Benchmarking’- Governance through assessment and quality dialogues - Governance through competence intervention Compared to national governance strategies, local quality management strategies are constituted by more normative and culture/cognitive elements rather than regulative. Finally, I’ll argue that ‘quality management’ should be seen as a fifth dimension of school governance. References Adolfsson, Carl-Henrik (2018). Upgraded curriculum? An analysis of knowledge boundaries in teaching under the Swedish subject-based curriculum. Curriculum Journal, 29(3), 424-440.Adolfsson, C-H., & Alvunger. D. (2020). Power dynamics and policy actions in the changing landscape of local school governance. Nordic Journal of Studies in Educational Policy, 6(2), 128–142.Adolfsson, C. & Håkansson, J. (2021a). Mötet mellan den statliga och kommunala kvalitetsstyrningen inom ramen för Samverkan för bästa skola. Pedagogisk forskning i Sverige, 26 (1). 15-41.Håkansson, J. & Adolfsson, C. (2021). Local education authority’s quality management within a coupled school system: strategies, actions, and tensions. Journal of Educational Change.Lindensjö, B., & Lundgren, U. P. (2014). Utbildningsreformer och politisk styrning. Stockholm, LiberScott, W. (2008). Institutions and organizations: Ideas and interests. London: Sage.Tashakkori, A., & Teddlie, C. (2010). Sage handbook: Mixed methods in social and behavioral research. London: Sage.Wahlström, N., & Sundberg, D. (2017). Transnational curriculum standards and classroom practices: The new meaning of teaching. Routledge
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| 5. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-, et al.
(author)
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Mötet mellan den statliga och kommunala kvalitetsstyrningen inom ramen för Samverkan för bästa skola
- 2021
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In: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 26:1, s. 15-41
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Journal article (peer-reviewed)abstract
- Inom ramen för det svenska decentraliserade skolsystemet har ansvaret för att bygga upp, utveckla och bedriva ett systematiskt kvalitetsarbete i första hand varit en fråga för huvudmän och skolor att hantera. I ljuset av en ökad re-centralisering av skolan har uppbyggandet av olika kvalitetssystem för uppföljning och kontroll av skolornas resultat också kommit att utgöra ett viktigt sätt för huvudmannen att styra skolan på. I studien benämns detta i termer av kvalitetsstyrning. I och med Samverkan för bästa skola har dessa gränsdragningar mellan det lokala och det nationella kommit att utmanas. Studien bygger på intervjudata inhämtad på fyra skolor som deltar i Samverkan för bästa skola, från skolförvaltningen i samma kommun samt genom intervju med en representant från Skolverket. Utifrån begreppen löst kopplade system och organisatoriska rutiner studeras vad som karaktäriserar den nationella respektive den kommunala kvalitetsstyrningen samt vad som sker i mötet dem emellan på skolor som genomgår insatser inom ramen för Samverkan för bästa skola, samt med vilka konsekvenser. Resultatet av studien visar bland annat på att idéer och metoder om databaserad skolutveckling utgör viktiga legitimitetsgrunder för såväl den kommunala som den nationella kvalitetsstyrningen. Den nationella kvalitetsstyrningen via Samverkan för bästa skola är dock betydligt mer intensifierad och når längre in i skolornas organisation.
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| 6. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-, et al.
(author)
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Organizational Routines and Theorizing in Large-Scale School Improvement — Exploring a Swedish Design
- 2024
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In: Leadership and Policy in Schools. - London : Taylor & Francis Group. - 1570-0763 .- 1744-5043. ; , s. 1-18
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Journal article (peer-reviewed)abstract
- In many countries, we can see a movement to more large-scale and system-wide approaches to school improvement. The aim of this article is to study and theorize on conditions for school actors’ knowledge building within such large-scale school improvement reforms. Using a Swedish large-scale school improvement program, “Collaboration for the Best School Possible” (CBSP), as a case and the concepts of organizational routines and theorizing as theoretical lenses, we explore questions linked to school improvement design and conditions for school actors’ knowledge building. Internal policy documents from the Swedish National Agency of Education and interviews with responsible officials constitute the empirical material for the study. The results point to a great variation concerning the degree of standardization and formalization of the CBSP design. This implies that some parts of the CBSP process are to a large degree conditional on individuals’ competences, experiences, and attitudes. An important conclusion from the study is that an efficient large-scale school improvement design should contain organizational routines that can reinforce the interplay between the different levels of the school systems, but also create conditions for integrating research to nurture different types of theorizing. Such design will generate conditions for professional knowledge building and educational change
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| 7. |
- Adolfsson, Carl-Henrik, Fil doktor, 1976-
(author)
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The local governance of Swedish schools in light of a new educational policy landscape empirical exploration and theoretical elaboration
- 2024
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In: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis Group. - 2002-0317. ; 10:2, s. 85-97
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Journal article (peer-reviewed)abstract
- In the Nordic curriculum theory (CT) tradition, questions linked to educational change and school governance have long been a crucial research issue. However, despite several decades of decentralized school systems, local school governance has been a highly neglected field of research. Considering the changing landscape of school governance in terms of re-centralization, where the state’s aim is to take stronger control of school outcomes, the conditions for local school governance have changed. Based on results from two research projects in two Swedish municipalities, and from a neo-institutional theoretical perspective, the aim of this article is to contribute to the CT research field by exploring and theorizing on local school governance. Four management strategies that local educational authorities (LEAs) employed to manage the schools could be distinguished: local school management via i) data use, ii) the standardization and formalization of schools’ quality assurance processes and routines, iii) quality dialogues, iv) professional learning and best practices. These management strategies and activities were mostly organized, and conducted within the scope of the LEAs’ quality assurance systems and were primarily built on normative and cultural – cognitive elements. A way to conceptualize this form of governance is through the concept of ‘local quality management’.
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| 8. |
- Andersson, Richard, 1990-
(author)
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Managerial Dilemmas of a Borderland Position : Professional Standardization in the Swedish School-age Educare
- 2023
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Doctoral thesis (other academic/artistic)abstract
- The overarching aim of the thesis is to explore how local school management actors, i.e. school principals and municipal management staff, interpret and enact changes in their organizations following the demands and intentions derived from the teacher certification reform in Swedish School-age Educare. Through four individual research articles and a summary chapter, this compilation thesis focuses on the local organizing efforts and areas of conflict in enacting the initiatives of quality development and equivalence within the educational program. As a novel entity when compared to the institutional and professional properties of the neighboring school forms, and with little prior research into the managerial practice of the educational program, this thesis contributes to the understanding of professional standards-implementation and educational management outside of the compulsory school system. The thesis takes its theoretical point of departure in a symbolic interactionist approach toorganizational sensemaking – providing a framework for exploring actors’ interpretations, interactions and actions in making sense of the reform in relation to themselves, their organizations and extended environments. Guided by constructivist grounded theory methodology, the sub-studies ofthe thesis are carried out through case studies and qualitative interview studies.The main findings of the thesis show that managerial actors in Swedish School-age Educare interpret and enact the intentions and demands of the reform based on three co-constructive and dilemmatic factors that encompass the identity, quality and resource-based aspects of the educational program. Managers, across both the municipal and local school level, untangle and maneuver within and between these factors by means of contextual rationality and pragmatic problem-solving – resulting in a wide variation in outcomes between individual organizations. This is apparent incommon activities affected by the content of the reform, such as professional development of current staff, recruitment procedures and hiring routines and the re-structuring of staff responsibilities. As a result of this, issues arise in relation to the initial reform intentions and logic of qualitative equivalence through professional standardization in School-age Educare, with further implications for local managerial practice towards improvement and change in the educational program.
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| 9. |
- Håkansson, Jan, 1959-, et al.
(author)
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Local education authority's quality management within a coupled school system : Strategies, actions, and tensions
- 2022
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In: Journal of educational change. - : Springer. - 1389-2843 .- 1573-1812. ; 23, s. 291-314
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Journal article (peer-reviewed)abstract
- International policy trends point to an increased focus on student achievement, teaching quality, and school outcomes. Attention to Swedish students' poor academic achievement over the past two decades has resulted in an increased emphasis on the responsibility of municipalities and schools to create a better educational atmosphere through building quality control systems at the local level. The purpose of this study is to contribute in-depth knowledge of not only how local education authorities (LEAs) support and control schools through quality management systems but also how these local governance strategies are conditioned and obtain legitimacy in relation to the national governance of schools. Based on interviews with LEA actors in one large municipality in Sweden, as well as observations of meetings within the quality management system, this paper uses an organizational theory to explore what appears to be important in a LEA quality management system and the tensions between the state, the municipality, and the school. The results show that the LEAs' quality management system is based on three specific strategies: (a) data use, (b) leadership, and (c) different forms of dialogues, which, in turn, contribute to relatively close system connections. The exception is the LEAs' ability to sustainably contribute to equity in outcomes and quality, where different tensions become clear. There is some support for the LEAs' potential to contribute to stability and coherence in relation to national governance and to the local schools.
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| 10. |
- Nordholm, Daniel, et al.
(author)
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Big ideas, soft governance : managing large-scale school improvement at the national agency level in Sweden
- 2024
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In: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 38:1, s. 302-316
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Journal article (peer-reviewed)abstract
- Purpose – Using a large-scale school improvement program in Sweden as a case, this article aims to explorethe state governance of a large-scale school improvement program in Sweden and how officials at the stateagency level made sense of the reform ideas and operationalized them in policy actions.Design/methodology/approach – Data were integrated from Swedish Government Official Reports andformal directives from the Ministry of Education. Officials of the Swedish National Agency for Education(SNAE) were also interviewed. Data were analyzed to identify how regulatory rules, professional norms andcultural–cognitive beliefs shaped SNAE’s design of the program.Findings – The article shows how different types of governance (i.e. regulatory rules, professional norms andcultural–cognitive beliefs) set the direction for managing large-scale school improvement. In particular, in thestudied case, the lack of clear regulatory directives enabled sensemaking processes clearly influenced bynormative ideas and cultural–cognitive beliefs.Research limitations/implications – The findings are mostly presented from the perspective of managers,so further study is required to attain a broader understanding of the state agency level’s role and function.Practical implications – By illustrating the strengths of understanding various dimensions of educationalgovernance, the findings are highly relevant to both policymakers and educational managers at different levelsof school systems.Originality/value – The article offers a valuable perspective on large-scale school improvement andeducational governance by focusing on a level that has hitherto received little attention
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