Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798653
Title: Technical education in 'lived markets' : University Technical College leaders' perceptions of, and responses to, competitive pressure
Author: Gomery, Dianne
ISNI:       0000 0004 8508 1144
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
This study analyses the complexities of competition and competitive practices within lived markets across nine University Technical College (UTC) case studies. The research built upon Jabbar's (2015) conceptual framework of school competition in the USA to conceptualise how competition and competitive practices may be conceived in England. Despite the growth in UTC numbers since 2010, with 50 operating (July 2019) and each with a capacity for between 500 and 800 students aged from 14 to 19 years, relatively little was known about how these providers interacted with existing local provision. The research analysed UTC leaders' perceptions of competition, the mediating factors they believe have contributed to perceived competition and competitive pressure, the range of strategies they developed in response to those perceptions, and the resulting outcomes. The findings indicated that these leaders' perceptions of competition and the associated competitive pressures were broadly in tension with their belief in technical education, the national ethos and vision for UTCs, the government's national accountability measures, and partnership working with local providers. The findings analyse the consequences of these tensions and, in so doing, contribute to a greater theoretical and conceptual understanding of the contemporary expansion of the tenets of the quasi-market into mainstream and technical schooling. The main contributions of this thesis are that it provides; a greater understanding of the ways in which competition and supply side liberalisation operate at a local level, and offers a new conceptual framework for researching school-to-school competition in England. The study highlights the need for further research of the impact of competition on all schools and students within a given region, and highlights the importance of strengthening policy 'memory' with regards to technical education. The findings will be of broad interest to researchers interested in technical education, leadership roles, quasi-markets and competition, parental choice, and social segregation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.798653  DOI: Not available
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