Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664259
Title: Enacting complex policy environments : a case study of building schools for the future
Author: Cawley, Robert
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2012
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Abstract:
The government introduced the Building Schools for the Future (BSF) programme in 2004, saying that 'education is vital to our prosperity and society'. This research focuses on a policy trajectory analysis of BSF during specific phases of the implementation of Wave 4 and was conducted by an active' participant working in one of the Wave 4 sample schools from 2005 to 2008. Specifically, the research reports an analysis of the structures and systems that were put in place to encourage the flow of implementation from the national level, through the regional level to the local level of the metaphor known as the 'implementation staircase'. The overarching research question the thesis addresses is 'how was the large-scale complex education policy programme "Building Schools for the Future" implemented to enact its intentions?' As a small-scale, school-based research project in an Essex secondary school, the thesis is focussed on a case study. The research utilised qualitative techniques embedded in the naturalistic paradigm. Academic and documentary research, semi-structured interviews and an implementation journal were used to build an understanding, through grounded theory, of how the intentions of the programme were translated into practice. The study contributes to a wider understanding of complex policy implementation through the identification of political, temporal and hierarchical factors that shaped the process. The thesis documents the development of five key models that represent the findings of the research and the complexities of the implementation processes in the BSF programme. Finally, the thesis revisits and updates the underpinning metaphor of the 'implementation staircase' to reflect the influence of the identified political, temporal and hierarchical factors on the trajectory of large scale education policy programmes
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.664259  DOI: Not available
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