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The power of third sector organizations in public education

The power of third sector organizations in public education The purpose of this paper is to address school–NGO interactions by analyzing the power of foundations – a specific type of third sector organization or NGO in education.Design/methodology/approachData are collected through a quantitative survey, qualitative interviews, official documents, reports and websites. Social network analysis and grounded theory are used to analyze the data with the aim to develop a theoretical approach.FindingsThe study identifies three dimensions, i.e. relational, structural and discursive dimensions of power. Based on the analysis of an illustrative multi-stakeholder initiative, the paper highlights the role of foundations in framing educational settings, concepts and structures of the education system as such.Practical implicationsThe three-dimensional power perspective offered in this paper is particularly useful for scholars investigating school–NGO interactions or multi-stakeholder partnerships in education. Furthermore, it is of crucial importance for practitioners, school principals and education administrators dealing with school–NGO interactions given that foundations seem to be increasingly able to draw on new sources of power in these interactions.Originality/valueWhile the number and power of the third sector in education continues to rise worldwide, there is wide consensus that NGO power in education has, to date, hardly been researched. This paper contributes to this dearth of research by uncovering foundations’ different sources of power and by developing a theoretical approach for analyzing the power of third-sector organizations in education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

The power of third sector organizations in public education

Kolleck, Nina
Journal of Educational Administration , Volume 57 (4): 15 – Jun 26, 2019
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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0957-8234
DOI
10.1108/jea-08-2018-0142
Publisher site
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Abstract

The purpose of this paper is to address school–NGO interactions by analyzing the power of foundations – a specific type of third sector organization or NGO in education.Design/methodology/approachData are collected through a quantitative survey, qualitative interviews, official documents, reports and websites. Social network analysis and grounded theory are used to analyze the data with the aim to develop a theoretical approach.FindingsThe study identifies three dimensions, i.e. relational, structural and discursive dimensions of power. Based on the analysis of an illustrative multi-stakeholder initiative, the paper highlights the role of foundations in framing educational settings, concepts and structures of the education system as such.Practical implicationsThe three-dimensional power perspective offered in this paper is particularly useful for scholars investigating school–NGO interactions or multi-stakeholder partnerships in education. Furthermore, it is of crucial importance for practitioners, school principals and education administrators dealing with school–NGO interactions given that foundations seem to be increasingly able to draw on new sources of power in these interactions.Originality/valueWhile the number and power of the third sector in education continues to rise worldwide, there is wide consensus that NGO power in education has, to date, hardly been researched. This paper contributes to this dearth of research by uncovering foundations’ different sources of power and by developing a theoretical approach for analyzing the power of third-sector organizations in education.

Journal

Journal of Educational Administration – Emerald Publishing

Published: Jun 26, 2019

Keywords: Public education; Third sector; Social network analysis; Foundation; Cross-sectoral networks; Power analysis

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