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Caveats for the New Localism in Further Education--Why the Use of Principal-Agent Solutions at the Local Level Will Not Work
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Boocock, Andrew – Research in Post-Compulsory Education, 2017
The post-incorporation further education (FE) sector has experienced a number of quasi-markets over the past 23 years designed to incentivise college agents (managers and lecturers) to meet government objectives. To create such quasi-markets principal-agent (P-A) solutions have been introduced in the form of a series of funding incentives and…
Descriptors: Postsecondary Education, Continuing Education, Foreign Countries, Financial Support
Knaves, Knights or Networks: Which Assumption of Lecturer and Manager Motivation Should Underlie Further Education Policy?
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Boocock, Andrew – Research in Post-Compulsory Education, 2015
Julian Le Grand, a well-known economist, identifies two types of public sector employee: knights (with altruistic motives) and knaves (with self-interested motives). He argues that the quasi-market, predicated on the assumption of knavish behaviour (or agent self-interest), is the most effective way of directing school managers and teachers…
Descriptors: Foreign Countries, Continuing Education, Postsecondary Education, Literature Reviews
Further Education Performance Indicators: A Motivational or a Performative Tool?
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Boocock, Andrew – Research in Post-Compulsory Education, 2013
Ethnographic research in a further education College (Borough College) between 2000 and 2005 assessed the impact of performance indicators (PIs) within a department teaching GCSEs and A-levels. Research focused on PIs integral to the Learning and Skills Council funding formula, the Common Inspection Framework and newspaper league tables, and the…
Descriptors: Adult Education, Educational Indicators, Governance, Benchmarking
Quality Self Assessment: A Process of Course Team Development or Contrived Collegiality and Impression Management?
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Boocock, Andrew – Research in Post-Compulsory Education, 2011
Ethnographic research in an FE College (College X) between 2000 and 2005 was designed to uncover the extent to which quality self-assessment processes had effectively utilised productive motivational inputs (i.e. lecturer self-interest, intrinsic motivation, altruism and tacit knowledge) in line with New Labour's agenda of improved skills in…
Descriptors: Colleges, Adult Education, Self Evaluation (Groups), Quality Assurance