State policy directives and middle-tier translation in a Swedish example

Purpose – The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency’s directives. Design/methodology/approach – Th...

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Published inJournal of educational administration Vol. 54; no. 4; pp. 393 - 408
Main Author Nordholm, Daniel
Format Journal Article
LanguageEnglish
Published Armidale Emerald Group Publishing Limited 04.07.2016
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Abstract Purpose – The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency’s directives. Design/methodology/approach – This paper presents empirical data from a qualitative study of documents and interviews using the analytical perspective from Scott (2001, 2008) to explore regulative, normative and cultural-cognitive aspects of the National Agency’s communications. To analyse the local translations made by LEAs at the central municipal level, analytical categories of assimilation, loose coupling and transformation were used. Findings – The overall results show that the National Agency primarily communicated its policy instructions to LEAs using normative and cultural-cognitive arguments and directives. The lack of sharper regulative directives, such as for division of labour, decision making, mandates and developmental roles, reduced the potential for LEAs to become influential actors in organising local implementation. An analysis using the assistance of assimilation categories, loose coupling and transformation of the paper also shows that LEAs need system support to accomplish more innovative middle-tier translations through elements of loose coupling and transformation – to become catalysts for school system improvement. Research limitations/implications – The research is designed to understand actions and interpretations within specific institutional, organisational and social settings. Originality/value – This paper contributes to former findings by offering a novel perspective for understanding policy translation and the role of middle-tier intermediaries in decentralised education systems.
AbstractList Purpose – The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency’s directives. Design/methodology/approach – This paper presents empirical data from a qualitative study of documents and interviews using the analytical perspective from Scott (2001, 2008) to explore regulative, normative and cultural-cognitive aspects of the National Agency’s communications. To analyse the local translations made by LEAs at the central municipal level, analytical categories of assimilation, loose coupling and transformation were used. Findings – The overall results show that the National Agency primarily communicated its policy instructions to LEAs using normative and cultural-cognitive arguments and directives. The lack of sharper regulative directives, such as for division of labour, decision making, mandates and developmental roles, reduced the potential for LEAs to become influential actors in organising local implementation. An analysis using the assistance of assimilation categories, loose coupling and transformation of the paper also shows that LEAs need system support to accomplish more innovative middle-tier translations through elements of loose coupling and transformation – to become catalysts for school system improvement. Research limitations/implications – The research is designed to understand actions and interpretations within specific institutional, organisational and social settings. Originality/value – This paper contributes to former findings by offering a novel perspective for understanding policy translation and the role of middle-tier intermediaries in decentralised education systems.
Purpose: The purpose of this paper is to analyse the Swedish National Agency for Education's launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency's directives. Design/methodology/approach: This paper presents empirical data from a qualitative study of documents and interviews using the analytical perspective from Scott (2001, 2008) to explore regulative, normative and cultural-cognitive aspects of the National Agency's communications. To analyse the local translations made by LEAs at the central municipal level, analytical categories of assimilation, loose coupling and transformation were used. Findings: The overall results show that the National Agency primarily communicated its policy instructions to LEAs using normative and cultural-cognitive arguments and directives. The lack of sharper regulative directives, such as for division of labour, decision making, mandates and developmental roles, reduced the potential for LEAs to become influential actors in organising local implementation. An analysis using the assistance of assimilation categories, loose coupling and transformation of the paper also shows that LEAs need system support to accomplish more innovative middle-tier translations through elements of loose coupling and transformation--to become catalysts for school system improvement. Research limitations/implications: The research is designed to understand actions and interpretations within specific institutional, organisational and social settings. Originality/value: This paper contributes to former findings by offering a novel perspective for understanding policy translation and the role of middle-tier intermediaries in decentralised education systems.Administrative
Purpose - The purpose of this paper is to analyse the Swedish National Agency for Education's launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency's directives. Design/methodology/approach - This paper presents empirical data from a qualitative study of documents and interviews using the analytical perspective from Scott (2001, 2008) to explore regulative, normative and cultural-cognitive aspects of the National Agency's communications. To analyse the local translations made by LEAs at the central municipal level, analytical categories of assimilation, loose coupling and transformation were used. Findings - The overall results show that the National Agency primarily communicated its policy instructions to LEAs using normative and cultural-cognitive arguments and directives. The lack of sharper regulative directives, such as for division of labour, decision making, mandates and developmental roles, reduced the potential for LEAs to become influential actors in organising local implementation. An analysis using the assistance of assimilation categories, loose coupling and transformation of the paper also shows that LEAs need system support to accomplish more innovative middle-tier translations through elements of loose coupling and transformation - to become catalysts for school system improvement. Research limitations/implications - The research is designed to understand actions and interpretations within specific institutional, organisational and social settings. Originality/value - This paper contributes to former findings by offering a novel perspective for understanding policy translation and the role of middle-tier intermediaries in decentralised education systems.
Author Nordholm, Daniel
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Snippet Purpose – The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local...
Purpose: The purpose of this paper is to analyse the Swedish National Agency for Education's launch of the nationwide Lgr11 curriculum reform and how local...
Purpose – The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local...
Purpose - The purpose of this paper is to analyse the Swedish National Agency for Education's launch of the nationwide Lgr11 curriculum reform and how local...
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SubjectTerms Administration & policy in education
Administrative Organization
Assimilation
Compulsory Education
Curricula
Curriculum
Curriculum Development
Curriculum Implementation
Decentralization
Decision Making
Deregulation
Education
Education & Educational Research
Education reform
Educational Administration
Educational Change
Educational Facilities Improvement
Educational Improvement
Educational Policy
Educational Sciences
Empowerment
Foreign Countries
Governance
Government School Relationship
Implementation
Institutionalism
Interviews
Leadership
Local authorities
local education authorities
Middle management
Municipalities
National Curriculum
Principals
Qualitative Research
School administration/policy
School Districts
School principals
School systems
State Agencies
State Policy
Sweden
Translation
Translations
Utbildningsvetenskap
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Title State policy directives and middle-tier translation in a Swedish example
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