Academic staff governors’ power and professional status in the governance of further education colleges in England
Sodiq, Abdulla (2022) Academic staff governors’ power and professional status in the governance of further education colleges in England. Research in Post-Compulsory Education, 27 (1). pp. 98-127. ISSN 1359-6748
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ACCEPTED VERSION - AS-RPCE 2021- ASG - Power-prof Status FE GOV.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (602kB) |
Abstract
At a time of the British government’s heightened interest in Further Education (FE) college governance, this paper explores Academic Staff Governor (ASG)’s professional and power status at three colleges in England. The study draws upon relevant literature to identify concepts related to ASGs’ power and professional status in governance. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach. During fieldwork, evidence from semi-structured interviews; questionnaire responses, observations of governance meetings and governance documents was analysed. Findings suggest that ASGs’ insiderness; relationships, professional status and the decision-making circumstances may limit their influence in the governance of the colleges, with implications for governance quality. From the exploration, ‘The Restricted Professional Model’ has been developed to highlight the restricted nature of the ASG role with implications for good governance. For governors, organisations and policymakers, the research recommends avoiding low-power and low-status governance roles; taking action to develop ASGs’ professionality as educators; removing structural and power barriers and allowing more opportunities for ASGs to contribute to governance. Finally, future research is identified including research to establish ASGs’ professional profiles in FE and the wider impact educators’ professionality has on governance in a variety of educational institutions.
| Item Type: | Article | ||||||
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| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Post-Compulsory Education on 8/3/2022, available at http://wwww.tandfonline.com/10.1080/13596748.2021.2011512 Editor has confirmed no embargo. | ||||||
| Identification Number: | https://doi.org/10.1080/13596748.2021.2011512 | ||||||
| Dates: |
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| Uncontrolled Keywords: | Educational governance, fe colleges, academics, academic staff, teaching staff governors | ||||||
| Subjects: | CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education | ||||||
| Divisions: | Faculty of Health, Education and Life Sciences > School of Education and Social Work | ||||||
| Depositing User: | Abdulla Sodiq | ||||||
| Date Deposited: | 22 Mar 2022 14:16 | ||||||
| Last Modified: | 08 Sep 2023 03:00 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/12966 |
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