Responsibility and accountability without direct control? Local education authorities and the seeking of influence in the UK schools sector
Accounting, Auditing & Accountability Journal
ISSN: 0951-3574
Article publication date: 19 June 2009
Abstract
Purpose
This paper seeks to extend understanding of how being responsible and accountable for performance impacts on control processes between organisations.
Design/methodology/approach
The paper analyses empirical findings gathered from officers of two local education authorities about their control relationships with schools. It provides a Habermasian theoretically informed analysis of these control relationships. Control is studied as the steering processes that occur between organisations in response to regulation from government.
Findings
The LEA officers employ the language of influence to conceal ongoing direct forms of control over schools. As the officers attempt to demonstrate their accountability to the Department of Education and Skills, they use communication and information strategically to steer schools towards their ways of thinking.
Research limitations/implications
The paper focuses only on the views of LEA officers. Further research is required to ascertain the views of schools and other stakeholders in local education.
Practical implications
Where regulatory bodies demand performance accountability from organisations, appropriate control mechanisms are necessary to ensure that organisations work in transparent ways towards regulatory objectives.
Originality/value
Steering, responsibility, accountability and control are discussed in an educational context.
Keywords
Citation
Agyemang, G. (2009), "Responsibility and accountability without direct control? Local education authorities and the seeking of influence in the UK schools sector", Accounting, Auditing & Accountability Journal, Vol. 22 No. 5, pp. 762-788. https://doi.org/10.1108/09513570910966360
Publisher
:Emerald Group Publishing Limited
Copyright © 2009, Emerald Group Publishing Limited