Table Of ContentA
Multi-‐perspective
Study
of
School
Business
Management
in
England
Paul
Wilfred
Armstrong
A
thesis
submitted
to
The
University
of
Manchester
for
the
degree
of
Doctor
of
Philosophy
in
Education
In
the
Faculty
of
Humanities
2014
School
of
Education
CONTENTS
Page
LIST
OF
TABLES
7
LIST
OF
FIGURES
8
LIST
OF
APPENDICES
9
ABSTRACT
10
DECLARATION
AND
COPYRIGHT
STATEMENT
11
ACKNOWLEDGEMENTS
12
ABBREVIATIONS
13
CHAPTER
1:
INTRODUCTION
14
1.1
Introduction
14
1.2
Focus
of
thesis
16
1.3
Structure
of
thesis
17
CHAPTER
2:
REVIEWING
THE
LITERATURE
19
2.1
Introduction
19
2.2
Change,
culture
and
leadership
20
2.2.1
Organisational
change
20
2.2.2
Organisational
culture
23
2.2.2.1
Defining
the
concept
24
2.2.3
Educational
change
29
2.2.4
School
culture
32
2.2.5
Leadership
34
2.2.5.1
Models
of
leadership
36
2.2.6
Management
40
2.3
Reform
and
education
43
2.3.1
Public
sector
reform
43
2.3.2
Educational
reform
47
2.3.3
Inter-‐school
collaboration
52
2.3
School
business
management
in
England
55
2.4.1
SBMs:
Origins
55
2.4.2
Bursars
in
state
schools
57
2.4.3
SBMs:
Evolution
61
2.4.4
School
business
management:
A
growing
profession
62
2.4.5
SBMs:
An
international
perspective
65
2.4.6
SBMs:
Current
research
66
2.5
Summary
68
2
CHAPTER
3:
DEVELOPING
A
RESEARCH
STRATEGY
70
3.1
Introduction
70
3.2
Origins
of
the
thesis
70
3.3
Philosophical
stance
72
3.3.1
Interpretivism
74
3.4
Developing
the
research
design
76
3.5
Methods
of
data
collection:
rationale
79
3.6
Summary
83
CHAPTER
4:
RESEARCH
DESIGN
AND
METHODS
85
4.1
Introduction
85
4.2
Sampling
86
4.2.1
Strategy
86
4.2.2
Identification
and
selection
of
case
study
sites
87
4.2.3
Identification
and
selection
of
stakeholders
89
4.3
Developing
instruments
90
4.3.1
Strand
1:
Background
data
91
4.3.2
Strand
2:
Survey
91
4.3.3
Strand
3:
Interview
93
4.4
Piloting
95
4.5
Data
collection
96
4.5.1
Strand
1:
Background
data
96
4.5.2
Strand
2:
Survey
97
4.5.2.1
Strand
2:
Challenges
and
dilemmas
97
4.5.3
Strand
3:
Interview
99
4.6
Data
analysis
101
4.6.1
Strand
1:
Background
data
101
4.6.2
Strand
3:
Interview
102
4.7
Establishing
trustworthiness
103
4.7.1
Credibility
104
4.7.2
Transferability
106
4.7.3
Dependability
107
4.7.4
Confirmability
108
4.8
Limitations
108
4.8.1
Strand
1:
Background
data
108
4.8.2
Strand
2:
Survey
109
4.8.3
Strand
3:
Interview
109
4.8.4
General
limitations
109
4.9
Summary
111
CHAPTER
5:
FINDINGS
AND
ANALYSIS
I:
INDIVIDUAL
CASE
STUDIES
112
5.1
Introduction
112
CHAPTER
5.2:
CASE
STUDY
A:
RIDGE
LANE
AND
CARRBROOK
114
FEDERATION
3
5.2.1
Synopsis
114
5.2.2
Case
A:
School
business
management
model
114
5.2.3
Context
115
5.2.4
Data
collection:
Phase
1
116
School
business
management
provision
116
5.2.5
Data
collection:
Phase
2
117
SBM
role(s)
118
Leadership
and
management
119
Barriers
to
the
effectiveness
of
the
SBM
role
121
Facilitators
to
the
effectiveness
of
the
SBM
role
123
SBM
impact
126
5.2.6
Data
collection:
Phase
3
127
SBM
role(s)
127
Leadership
and
management
129
Barriers
to
the
effectiveness
of
the
SBM
role
132
SBM
impact
134
Looking
forward
137
5.2.7
Summary
of
key
themes
138
CHAPTER
5.3:
CASE
STUDY
B:
CROSS
VALE
SCHOOL
142
5.3.1
Synopsis
142
5.3.2
Case
B:
School
business
management
model
142
5.3.3
Context
142
5.3.4
Data
collection:
Phase
1
143
School
business
management
provision
143
SBM
role
144
Leadership
and
management
145
Barriers
to
the
effectiveness
of
the
SBM
role
146
Facilitators
to
the
effectiveness
of
the
SBM
role
147
SBM
impact
148
5.3.5
Data
collection:
Phase
2
150
SBM
role
150
Leadership
and
management
151
Barriers
to
the
effectiveness
of
the
SBM
role
155
Facilitators
to
the
effectiveness
of
the
SBM
role
157
SBM
impact
159
Looking
forward
162
5.2.6
Summary
of
key
themes
163
CHAPTER
5.4:
CASE
STUDY
C:
CRANE
STREET
FEDERATION
167
5.4.1
Synopsis
167
5.4.2
Case
C:
School
business
management
model
167
5.4.3
Context
168
5.4.4
Data
collection:
Phase
1
169
SBM
role(s)
169
Barriers
to
the
effectiveness
of
the
SBM
role
171
4
Facilitators
to
the
effectiveness
of
the
SBM
role
173
SBM
Impact
174
Looking
forward
175
5.4.5
Data
collection:
Phase
2
176
SBM
role
176
Leadership
and
management
179
Barriers
to
the
effectiveness
of
the
SBM
role
181
Facilitators
to
the
effectiveness
of
the
SBM
role
182
SBM
impact
183
5.4.6
Data
collection:
Phase
3:
Follow-‐up
conversation
184
SBM
role
185
5.4.7
Summary
of
key
themes
187
CHAPTER
5.5:
CASE
STUDY
D:
FERNBROOK
SCHOOL
190
5.5.1
Synopsis
190
5.5.2
Case
D:
School
business
management
model
190
5.5.3
Context
191
5.5.4
Data
collection:
Phase
1
191
SBM
role
191
Leadership
and
management
193
Facilitators
to
the
effectiveness
of
the
SBM
role
195
SBM
impact
196
Looking
forward
197
5.5.5
Data
collection:
Phase
2
198
SBM
role
198
Leadership
and
management
200
Barriers
to
the
effectiveness
of
the
SBM
role
201
Facilitators
to
the
effectiveness
of
the
SBM
role
202
SBM
Impact
204
Looking
forward
206
5.5.6
Summary
of
key
themes
207
CHAPTER
6:
FINDINGS
AND
ANALYSIS
II:
CROSS-‐CASE
ANALYSIS
211
6.1
Introduction
211
6.2
SBM
Role
212
6.2.1
Leadership
and
management
212
6.2.2
Breadth
and
depth
of
the
SBM
role
214
6.3
Barriers
to
the
effectiveness
of
the
SBM
role
216
6.3.1
Common
understanding/acceptance
of
the
role
216
6.4
Facilitators
to
the
effectiveness
of
the
SBM
role
217
6.4.1
Working
relationships
217
6.4.2
SBM
profile
218
6.4.3
Professional
ambition
219
6.6
SBM
impact
220
6.6.1
Impact
on
headteacher
221
6.6.2
Financial
impact
222
6.6.3
Impact
on
support
staff
223
5
6.6.4
Impact
on
students
223
6.6.5
Cultural
impact
224
6.7
Educational
change
225
6.7.1
Inter-‐school
collaboration
226
6.7.2
Changing
role
of
the
Local
Authority
(LA)
226
6.8
Summary
227
CHAPTER
7:
DISCUSSION
AND
CONCLUSION
229
7.1
Introduction
229
7.2
Key
themes
addressing
RQ1
230
7.2.1
Breadth
and
depth
of
the
SBM
role
230
7.2.2
Inter-‐school
collaboration
233
7.2.3
Changing
role
of
the
Local
Authority
235
7.3
Key
themes
addressing
RQ2
237
7.3.1
Leadership
and
management
237
7.4
Key
themes
addressing
RQ3
242
7.4.1
Impact
on
headteacher
242
7.4.2
Financial
impact
244
7.4.3
Impact
on
support
staff
245
7.4.4
Impact
on
students
246
7.4.5
Cultural
impact
248
7.5
Key
themes
addressing
RQ4
250
7.5.1
Working
relationships
250
7.5.2
SBM
profile
251
7.5.3
Professional
ambition
253
7.5.4
Common
understanding/acceptance
of
the
role
254
7.6
A
conceptual
framework
of
school
business
management
256
models
7.6.1
Type
A:
‘The
Company
Director’
258
7.6.2
Type
B:
‘The
Area
Manager’
258
7.6.3
Type
C:
‘The
Unit
Manager’
259
7.6.4
Type
D:
‘The
Ground
Level
Operative’
259
7.7
Conclusion
262
7.8
Further
research
267
7.8.1
Diversity
of
the
SBM
role
267
7.8.2
Contemporary
models
of
school
business
management
267
7.8.3
SBM
role
in
the
development
of
support
staff
268
7.8.4
SBM
resilience
268
CHAPTER
8:
REFLECTIONS
269
REFERENCES
271
APPENDICES
292
Final
word
count
(including
footnotes
but
excluding
tables,
figures,
references
and
appendices
=
79,
674)
6
LIST
OF
TABLES
Page
Table
1
Societal
shifts,
educational
ruptures
and
the
48
state
Table
2
Summary
of
data
collected
for
SBMDPP
72
Table
3
Case
study
descriptors
and
context
89
Table
4
Summary
table
of
data
collected
at
each
case
101
study
site
Table
5
Case
study
characteristics
113
7
LIST
OF
FIGURES
Page
Figure
1
Three
Levels
of
Culture
26
Figure
2
Example
Q
sort
matrix
92
Figure
3
Background
data
collected
for
Strand
1
96
Figure
4
Model
of
school
business
management
at
Ridge
115
Lane
and
Carrbrook
Federation
–
November
2010
Figure
5
Model
of
school
business
management
at
Cross
142
Vale
School
–
October
2010
Figure
6
Model
of
school
business
management
at
Crane
168
Street
Federation
–
September
2010
Figure
7
Model
of
school
business
management
at
191
Fernbrook
School
–
September
2010
Figure
8
A
typology
of
approaches
to
school
business
257
management
Figure
9
Defining
Q
sorts
and
eigenvalues
for
factors
354
(Appendix
XII)
extracted
from
Q
data
Figure
10
Participant
profile
and
factors
356
(Appendix
XII)
8
LIST
OF
APPENDICES
Page
Appendix
I
Participant
information
pack
and
consent
form
292
Appendix
II
UREC
ethics
form
(with
ethical
guidelines)
396
Appendix
III
Phase
1
–
Interview
protocol
307
Appendix
IV
Phase
2
–
Interview
protocol
310
Appendix
V
Example
coded
interview
transcript
312
Appendix
VI
Example
summary
sheet
318
Appendix
VII
List
of
codes
for
interview
data
320
Appendix
VIII
Example
data
display
322
Appendix
IX
Table
of
key
emerging
themes
325
Appendix
X
Case
Report:
Hamley
Cluster
331
Appendix
XI
Case
Report:
Ainsworth
Cluster
342
Appendix
XII
Findings
and
analysis:
Q
survey
351
Appendix
XIII
Q
survey
participant
instructions
362
Appendix
XIV
Final
set
of
Q
cards
363
Appendix
XV
Factor
loadings
for
individual
Q
sorts
and
365
correlations
between
sorts
9
University
of
Manchester
Paul
Armstrong
Doctor
of
Philosophy
(PhD)
in
Education
A
Multi-‐Perspective
Study
of
School
Business
Management
in
England
30th
January
2014
ABSTRACT
The
pace
and
intensity
of
educational
reform
over
the
past
quarter
of
a
century
has
seen
wholesale
changes
to
the
nature
and
organisation
of
schooling
and
mounting
demands
placed
on
school
leaders
(Chapman
and
Gunter,
2009)
with
increasingly
burdensome
workloads
blamed
for
problems
relating
to
the
recruitment
and
retention
of
headteachers
(Whitaker,
2003).
Since
2002,
and
largely
in
response
to
these
concerns,
successive
governments
have
invested
in
national
programmes
to
strengthen
the
potential
of
a
previously
fragmented
section
of
the
school
workforce
whose
skills
and
knowledge
are
particularly
well-‐placed
to
improve
capacity
and
reduce
the
workload
of
headteachers
in
the
areas
of
administration
and
finance:
the
School
Business
Manager
(SBM).
A
decade
on
there
is
thought
to
be
approximately
13,000
SBM
posts
across
the
country
(Summerson,
2009)
forming
an
integral
part
of
the
school
workforce.
So
how
has
the
role
developed
in
that
time?
What
influence
are
SBMs
having
in
the
schools
in
which
they
operate?
What
kind
of
work
does
the
SBM
role
encompass
in
a
modern
day
educational
setting?
This
thesis
focuses
on
the
emergence
of
SBMs
in
English
schools,
specifically
drawing
upon
the
composition
of
the
role;
the
areas
of
school
in
which
they
are
impacting
and;
the
facilitators
and
barriers
to
the
development
of
successful
models
of
school
business
management.
The
research
strategy
employs
a
multi-‐
perspective,
case
study
design
to
explore
the
sphere
of
activity
of
the
SBM
in
a
range
of
schools
of
different
types
and
phases.
A
mixed-‐methods
approach
was
adopted
to
collect
documentary,
survey
and
interview
evidence
from
a
number
of
sources
and
school
stakeholders.
The
findings
identify
significant
diversity
in
terms
of
the
responsibilities
undertaken
by
SBMs,
the
areas
of
educational
provision
the
role
can
incorporate
and
the
type
of
impact
they
are
able
to
make
within,
between
and
beyond
schools.
The
evidence
also
highlights
the
varying
degrees
of
leadership
and
management
being
exercised
by
SBMs
in
different
settings
while
underlining
the
cultural
and
contextual
factors
that
can
facilitate
and
inhibit
the
success
of
school
business
management
models.
What
emerges
is
a
role
that
can
be
of
meaningful,
tangible
and
sustainable
benefit
to
schools
but
one
that
is
still
to
be
fully
accepted,
appreciated
and
understood
in
some
quarters
of
the
school
system.
To
conclude,
a
heuristic
of
different
approaches
to
school
business
management
is
presented
to
provide
a
speculative
consideration
of
some
of
the
key
characteristics
of
school
business
management
models
across
different
school
types.
This
working
model
is
put
forward
as
a
means
of
stimulating
further
reflection
on
the
implications
of
the
findings.
10
Description:CHAPTER 5.4: CASE STUDY C: CRANE STREET FEDERATION. 167 . l-‐ property.pdf), in any relevant Thesis restriction declarations deposited .. reform, the dynamics of which have also created spaces for SBMs to Amongst the first to study organisational development scientifically was Kurt.
