<p>Abstract</p> <p>Neoliberalism and the new managerialism have become entrenched in Canadian social policy. This paper is an examination of how neoliberal philosophy and the new managerialism are embodied in case managers’ tools. The setting for this research is Veterans Affairs Canada. Presently, Veterans Affairs Canada is in the process of transforming policy and practice. Veterans Affairs Canada has implemented a managerial business model as the foundation of its transformation initiative.</p> <p>This research examines how the ruling relations of the macro level have infiltrated the local practice of case managers. Institutional ethnography is utilized to examine the texts used by case managers. It is important to research the relationship between case managers’ tools and managerialism in order to understand impacts on the role, practice and discretion of case managers. Only by having a full understanding of the relationship between the underlying power structures of neoliberalism and managerialism can social workers fully appreciate the negative impacts to client service. Through this understanding, social workers can more effectively advocate for their clients and find ways to implement change.</p> / Master of Social Work (MSW)

no / The English school sector has been transformed over recent decades through wide-ranging education policies. One far-reaching change has been the dramatic rise in academy schools driven by the Conservative-Liberal Democrat Coalition (2010-2015) (Stevenson 2016), with 64.7% of secondary state-funded schools now holding academy status (Department for Education 2018). A central issue emerging from this context is the changes to school teachers’ pay and working conditions, given that autonomy over employment terms and conditions transfer from local authorities to operating education trusts under the academy model (see Academies Act 2010). Stevenson (2011) importantly argued that rather than establishing new directions in education policy, recent changes – such as the academy expansion enterprise – solidify the long-standing trajectory of restructuring to public education, underpinned by neoliberal ideologies. Such projects seek to fragment a public service accountable to local authorities, superseding it with a state-subsidised system buttressed by predominantly private investors (Stevenson 2011); pressing schools into competition for students and resources (Connell 2009). Dovetailed in this setting, a significant study by Carter and Stevenson (2012:491), exploring workforce remodelling in teaching, found strong evidence for “an accelerated form of creeping managerialism,” with middle-grade teachers carrying increasing responsibility for the monitoring of colleagues. The combined effects of markets and managerialism, that bolster the grander-scale neoliberal project, have worked in unison to fundamentally recast teachers’ experiences of work (Stevenson and Wood 2013). Currently in its analytical phase, this PhD study, informed by a labour process theoretical (LPT) perspective, set out to explore (1) the various formal and informal structures and processes (control strategies) that impact on school teachers’ work, (2) how teachers experience those control strategies, (3) teachers’ orientations to work and (4) how teachers’ orientations to work interrelate with their experiences of control strategies. Several scholars employ an LPT perspective to facilitate critical studies of teachers’ work (for examples see Carter and Stevenson 2012; Stevenson and Wood 2013). Yet there remains a paucity of research that takes an LPT approach to the in-depth interpretive analysis of teachers’ work. Inspired by a call from Reid (2003) for research that combines LPT with detailed single-site ethnographic accounts, a qualitative ethnography of one academy school in Northern England was conducted over a four-month period. This comprised interviews with 26 teachers, senior managers, HR and trade union representatives; a six-week shadowing period; non-participant observations and document collection. This article focuses on two key issues relating to the impact of academies and widespread managerialism on teachers’ work experiences: working time and teaching preparation. In particular, it highlights the erosion of autonomy previously given to teachers to manage their own time, lessons and resources; with accounts of increased frustration at the rising mechanisation of teaching. The central contribution of this paper, therefore, is the application of LPT to the context of contemporary teachers’ work in England, to gain an in-depth understanding of the impact of academies and widespread managerialism on school teachers’ working lives.

Student Number : 0106532X - PhD thesis - School of Education - Faculty of Humanities / Managerialism and collegiality are employed in this thesis as constructs through which to make sense of the changing nature of management in a South African university. The rise and dominance of the managerialism discourse is examined with respect to organisational change and restructuring. As principally a qualitative research project, a single case study of the University of the Witwatersrand (Wits) is investigated using interviews, documentary analysis and focus group discussions as the main sources of data from 2001 to 2004. The study is exploratory and strives to establish how and why management has changed. It does so by investigating the underpinning changes in the organisational regime and the different levels of management; the role of the Senior Executive Team, the changing nature of the deanship and the head of school position as a consequence of the merger of departments and the creation of a school structure. Although management in higher education is recognised as having existed for as long as the establishments themselves, the thesis is concerned with the changes in power and authority of academic leaders, the struggle with their ‘lived’ tension between academic leadership or collegiality and managerialism and the implications of this for academic practice. The thesis illustrates that changes in management at Wits demonstrate efforts towards an era of post-managerialism, in this specific case best described as ‘contrived collegial managerialism’. The concept of ‘contrived collegial managerialism’ refers to how the domination of managerial practices from above has altered collegial relations from below. This has resulted in the weakening of academic leadership with profound implications for academic work and practice. Only through strengthened academic leadership at the different levels of university management and primarily school and disciplinary levels, can the university survive the indignities of the increasing corporatisation of its strategies, processes and management practices which constrain the opportunities for meaningful engagement and development of intellectual projects. It is only at disciplinary level, through strengthening the position of heads of department as academic leaders, that collegial relations can be developed and pressure towards upward accountability structures counteracted. Without this, the university risks being consumed by corporate practices at the expense of its unique quality and contribution to society, academic and intellectual advancement.

O propósito desta pesquisa foi realizar um estudo qualitativo sobre o trabalho de diretoras(es) escolares a partir da perspectiva de gênero, considerando o contexto das reformas educacionais, particularmente as políticas de avaliação padronizada e estabelecimento de metas para as escolas. A pesquisa foi orientada pelos seguintes questionamentos: o trabalho de direção escolar pode ser analisado a partir de uma perspectiva de gênero? Quais significados de gênero podem estar associados à função de diretor(a) escolar? Quais mudanças as políticas de avaliação educacional provocam no trabalho realizado por diretoras(es)? Foram realizadas entrevistas com seis diretoras(es) da rede municipal de educação de São Paulo. A partir da análise das entrevistas, são discutidos aspectos como: as múltiplas formas de articulação entre aspectos considerados femininos e masculinos; diferentes formas de adesão e crítica às políticas de avaliação e às propostas de responsabilização; a maneira como as concepções e práticas das(os) diretoras(es) se aproximam ou distanciam da perspectiva gerencial. Foi possível identificar tensões e contradições entre aspectos da atividade de direção considerados femininos e masculinos e diferentes formas de apropriação destes significados por parte das(os) entrevistados. A pesquisa trouxe diversos elementos para discussão sobre a relação entre gênero e trabalho de direção no contexto das reformas educativas de orientação gerencial. / The purpose of this research was to accomplish a qualitative study on the work of school principals from a gender perspective, considering the context of educational reforms, particularly the policies related to standardized evaluations and the establishment of school goals. The research was guided by the following questions: Could school management be analyzed through a gender perspective? Which gender meanings might be associated with the work of a principal? What changes have the educational policies made on the work of principals? Six principals from the public school system of the city of São Paulo were interviewed. The analysis explore topics such as the multiple manners of articulation between aspects considered feminine and masculine; the different forms of adhesion or criticism concerning evaluation policies and proposals of accountability; the way principals\' conceptions and practices are closer or further from the managerial perspective. It was possible to identify tensions and contradictions between some features of school management that were considered feminine and masculine as well as different ways to appropriate these meanings among interviewed. The research brings many aspects to discuss the relationship between gender and work in school management in the context of educational reforms from the managerial perspective.

Esta tese tem como objetivo analisar as ações do Estado brasileiro na educação básica no período de 1995 a 2014. Para tanto, faço uso de uma política pública educacional – o Sistema de Avaliação da Educação Básica (Saeb) – como “janela” desta pesquisa. O uso de uma política educacional como “janela” implica no entendimento de que as políticas públicas estão inseparavelmente relacionadas ao Estado (AGUDELO, 2011; OSCAR OSZLAK; GUILLERMO O'DONNELL, 1995) e que só se pode definir como política pública a ação que tem o aval estatal (OSZLAK; O'DONNELL, 1995). A escolha do Saeb, por sua vez, esteve alicerçada em uma revisão bibliográfica que aponta que, a partir das reformas estatais dos anos de 1990, as avaliações ganharam centralidade no cenário brasileiro (HYPOLITO, 2008; PERONI, 2003; FREITAS, 2004; BONAMINO; SOUSA, 2012; SOUZA; OLIVEIRA, 2003; COELHO, 2008). Esta é a justificativa para fazer uso de uma política pública educacional que inclui avaliações de larga escala, pois entendo que, olhando para tais avaliações, posso ter um acesso privilegiado para identificar como o Estado age na educação básica. A revisão bibliográfica também apontou que as reformas estatais de 1990 no Brasil foram fortemente influenciadas pelo modelo gerencial. Assim, os pressupostos gerencialistas foram aqueles, centralmente, utilizados para o entendimento das mudanças ocorridas no Estado brasileiro na década de 1990. Como forma de entender o modelo gerencial, faço uso das contribuições dos autores John Clarke e Janet Newman – que estudaram as reformas gerenciais no contexto da Inglaterra. Apresento um breve panorama histórico dos contextos internacional e brasileiro, no qual trato sobre a reestruturação do Estado e as principais mudanças que passaram a existir em relação às políticas educacionais, examinando, de forma especial, a centralidade que ganharam as avaliações de larga escala na educação. Através da realização de entrevistas realistas (PAWSON; TILLEY, 2000) com pessoas ligadas a órgãos estatais e a instituições não-estatais – que têm exercido um importante papel nas discussões educacionais –, da análise de documentos e da teoria construída para a tese, realizei uma análise que levou em conta as lentes teóricas utilizadas ao longo do estudo – análise relacional (APPLE, 2006) e a abordagem estratégico-relacional (JESSOP, 2008) – e que permitiu inferir, de forma complexa, sobre como se caracterizam as ações do Estado brasileiro na educação básica no período de 1995 a 2014. Concluí que, apesar da existência de particularidades no âmbito estatal brasileiro, sendo o Estado ainda forte e bastante centralizado e caracterizado pelo patrimonialismo, coronelismo e populismo (FAORO, 2001), as avaliações de larga escala e os pressupostos gerenciais servem como importantes orientadores das ações do Estado na educação básica, o que corrobora o alerta de Clarke e Newman (1997) de que, apesar das contradições existentes no Estado, o gerencialismo possui, atualmente, primazia sobre outros modelos. / This dissertation aims to analyze the action of the Brazilian State in the context of basic education from 1995 to 2014. Therefore, I use a public educational policy – the Basic Education Assessment System – as a “window” of this research. The use of a educational policy as a “window” implies the understanding that public policies are inseparably related to the State (HYPOLITO, 2008; PERONI, 2003; FREITAS, 2004; BONAMINO; SOUSA, 2012; SOUZA; OLIVEIRA, 2003; COELHO, 2008) and also requires the understanding that a policy can only be set as public policy when it has the State guarantee (OSZLAK; O'DONNELL, 1995). The choice of the Basic Education Assessment System was based on the literature review that points out that evaluations gained centrality in the Brazilian context since the State reforms in the 1990s (HYPOLITO, 2008; PERONI, 2003; FREITAS, 2004; BONAMINO; SOUSA, 2012; SOUZA; OLIVEIRA, 2003; COELHO, 2008). This is the justification for using an educational policy that includes large-scale assessments; I understand that, when looking for such assessments, I can have a privileged access to identify how the State acts in basic education. The literature review also pointed out that in the 1990s the State reform in Brazil was strongly influenced by managerialism. Thus, managerial assumptions were used to understand the changes in the Brazilian State in the 1990s. In order to understand managerialism, I use the contributions from John Clarke and Janet Newman – who have studied managerial reforms in England’s context. I present a brief historical overview of both international and Brazilian contexts, in which I deal with the restructuring of the State and the major changes in relation to educational policies, examining, specially, the centrality of large-scale assessments in education. By conducting realistic interviews (PAWSON; TILLEY, 2000) with people linked to State agencies and non-state institutions – which have played an important role in educational discussions –, document analysis and the theory built in this dissertation, I carried out an analysis that took into account the theoretical lens used throughout the study – relational analysis (APPLE, 2006) and the strategic-relational approach (JESSOP, 2008) – which allowed me to infer, in a complex way, how the action of the Brazilian State in basic education from 1995 to 2014 is characterized. I concluded that, despite of the existence of peculiarities in the Brazilian State level, which means that the State is still strong and quite centralized and characterized by paternalism, “coronelismo” and populism (FAORO, 2001), large-scale assessments and managerial assumptions have served as important guides of the State's actions in basic education, which confirms the Clarke and Newman’s alert (1997) that, in spite of the existence of contradictions in the State, managerialism has primacy over other models nowadays.

Este trabalho resultou de uma investigação que objetivou verificar e analisar, do ponto de vista de trabalhadoras que se submeteram a cirurgia plástica estética, se e de que modo o embelezamento físico se mostra como requisito da gestão gerencialista para o exercício do trabalho imaterial. Para tanto a revisão da literatura abrangeu trabalho imaterial, através de autores como Gorz, Grisci e Pelbart, gestão gerencialista, através de autores como Gaulejac e Chanlat, e embelezamento físico, através de autores como Mansano, Bauman e Lipovetsky. Trata-se de uma pesquisa qualitativa e exploratória, e, para sua realização foram entrevistados seis cirurgiões plásticos e seis trabalhadoras, indicadas por estes, que se submeteram a cirurgia plástica estética. As entrevistas ocorreram em três cidades do Rio Grande do Sul. A análise dos dados deu-se segundo os parâmetros de Minayo (2001). As evidências empíricas mostraram que, no caso das trabalhadoras entrevistadas, o embelezamento físico pode ser considerado requisito da gestão gerencialista para o exercício do trabalho imaterial. Além disso, mostraram que características da gestão gerencialista e do trabalho imaterial encontravam-se na narrativa das trabalhadoras estudadas. Mostraram ainda que os cirurgiões plásticos estéticos entrevistados, confirmam a tese de que, no caso, das trabalhadoras analisadas, a cirurgia plástica estética pode ser considerada um elemento de embelezamento físico utilizado a fim de se conseguir retorno no trabalho de cada uma. Por fim, as narrativas revelaram que a cirurgia plástica estética é também um artifício utilizado pelas trabalhadoras entrevistadas na tentativa de manter-se dentro de um determinado padrão de embelezamento físico que pode gerar rendimentos ao trabalho imaterial. / This paper is the result of a study that aimed to verify and analyze, from the point of view of workers that underwent cosmetic plastic surgery, if and how physical beautification is a requirement of managerialism to perform immaterial labor. The literature review included immaterial labor, through authors such as Gorz, Grisci and Pelbart, managerialism, through authors such as Gaulejac and Chanlat, and physical beautification, through authors such as Mansano, Bauman and Lipovetsky. This is a qualitative and exploratory research, and six plastic surgeons and six female workers were interviewed, workers who were referred by the surgeons and had undergone plastic surgery. The interviews took place in three cities of Rio Grande do Sul. Data analysis was performed according to Minayo’s parameters (2001). Empirical evidence has shown that, in the case of female workers interviewed, physical beautification may be considered a requirement of managerial management for the exercise of immaterial labor. In addition, they showed that characteristics of managerialist management and immaterial work were found in the narrative of the workers studied. They also showed that the aesthetic plastic surgeons interviewed confirm the thesis that, in the case of the workers analyzed, cosmetic plastic surgery can be considered as a physical embellishment element used in order to achieve a return in the work of each one. Finally, the narratives revealed that cosmetic plastic surgery is also an artifice used by the workers interviewed in an attempt to keep within a certain pattern of physical beautification that can generate income for immaterial labor.

Considerando a importância da busca pela excelência para que empresas e organizações possam se manter competitivas, diversos organismos buscaram premiar aquelas que demonstrassem melhor desempenho nos seus processos de gestão. Essas premiações são resultado de avaliações realizadas com base em critérios estabelecidos em modelos de excelência em gestão e fornecem um meio de avaliar o desempenho das organizações e identificar seus pontos fortes e fracos. O objetivo do presente trabalho é propor um modelo de avaliação da gestão dos órgãos do Poder Executivo do Estado do Rio Grande do Sul, que possibilite realizar um diagnóstico e identificar ações de melhoria, introduzindo uma cultura de excelência. Este modelo foi construído com base em estudo realizado sobre os modelos existentes e nas opiniões dos servidores públicos. Foi validado por meio da aplicação a três órgãos públicos estaduais, demonstrando ser um modelo aderente à realidade aplicada, que fornece importantes contribuições ao seu desenvolvimento dos órgãos e que pode ser utilizado como instrumento de comparação entre eles. Espera-se que o Modelo de Avaliação da Gestão sirva como ferramenta para fortalecer a gestão dos órgãos estaduais e estimular a melhoria contínua e a busca por resultados. / Considering the importance of the search for excellence that companies and organizations can remain competitive, several groups sought to award those that demonstrated better performance in their management processes. These awards are the result of assessments based on established criteria in management excellence models and provide a means to evaluate the performance of organizations and identify their strengths and weaknesses. The objective of the present work is to propose a management assessment model of Rio Grande do Sul’s Executive, which makes it possible to have a diagnosis and identify improvement actions, introducing a culture of excellence. This model was built based on a study of existing models and the opinions of public servants. It was validated through the application to three state public agencies, demonstrating that it is a model adherent to the applied reality, which provides important contributions to departments development and can be used as a comparison tool among them. It is hoped that the Management Assessment Model will serve as a tool to strengthen the management of state agencies and stimulate continuous improvement and search for results.

Made available in DSpace on 2017-07-10T16:17:02Z (GMT). No. of bitstreams: 1 1Dissertacao Raquel Speck.pdf: 186618 bytes, checksum: 57eea1ba0c0f50f98d0fe962611b5fcf (MD5) Previous issue date: 2012-06-19 / This study has as objective to contribute to the understanding of managemental administration model, applied to the field of educational management. For that, it searched to evidence the main points that characterize this type of management, identifying, initially, the ways in which it reveals itself in public administration and the possible implications for educational management. The research elected as analysis object the Plan of Development of the School (PDEE), a program of the Ministry of Education - MEC for school management. By the analysis of its theoretical methodological beddings, it sought to identify to what extent the program makes use of the managerialist conception in and for education management. First of all, the study oriented itself towards the understanding of the reform of Administrative Apparatus of the State, whereas the international context of administrative reforms and capitalist restructuring. After that, it analyzed the way that education reform was conducted and the educational politics resulting of it. The accomplished study evidenced the bases of sustentation of PDEE, its entailing with the FUNDESCOLA and also with the Education Development Plan (PDE). The proposed analysis aimed to show in what dimension Brazilian education reform incorporated and materialized the most important aspects of the managerial proposal of State reform, underlying to the organization, financing and management, instituting a framework of directed politics to attribute greater responsibility to local spheres (city departments of education and pertaining to school units). Understanding the PDEE as a result of this context of reforms, this research demonstrates despite the program in analysis emphasizes technician and organizational aspects of school management, with sights to endow it with bigger &#8213;efficiency&#8214;, in detriment of that relative to education and learning. In conclusive terms, the research points that the PDEE, while proposal, presents elements that characterize the managemental model of administration, originating from practices of private sector. / Este estudo tem como objetivo contribuir para o entendimento do modelo de administração gerencial, aplicado ao campo da gestão educacional. Para tanto, buscou evidenciar os principais aspectos que caracterizam este tipo de gestão, identificando, inicialmente, as formas pelas quais o mesmo se revela na administração pública e as possíveis implicações para a gestão educacional. A pesquisa elegeu como objeto de análise o Plano de Desenvolvimento da Escola (PDEE), programa do Ministério da Educação MEC para a gestão escolar. Através da análise dos seus fundamentos teórico-metodológicos, procurou identificar em que medida o programa faz uso da concepção gerencialista na e para a gestão da educação. Primeiramente, o estudo orientou-se no sentido da compreensão da Reforma do Aparelho Administrativo do Estado, considerando o contexto internacional de reformas administrativa e de reestruturação capitalista. Em seguida, analisou a forma como foi conduzida a reforma da educação e o quadro de políticas educacionais dela decorrentes. O estudo realizado evidenciou as bases de sustentação do PDEE, sua vinculação com o FUNDESCOLA e também com o Plano de Desenvolvimento da Educação (PDE). A análise proposta procurou mostrar em que medida a reforma da educação brasileira incorporou e materializou os aspectos mais importantes da proposta gerencial da reforma do Estado, subjacentes à organização, financiamento e gestão, instituindo um quadro de políticas voltadas a atribuir maior responsabilidade às esferas locais (secretarias municipais de educação e unidades escolares). Entendendo o PDEE como fruto deste contexto de reformas, esta pesquisa demonstra ainda que o programa em tela enfatiza os aspectos técnicos e organizacionais da gestão escolar, com vistas a dotá-la de maior &#8213;eficiência&#8214;, em detrimento daqueles relativos ao ensino e aprendizagem. Em termos conclusivos, a pesquisa aponta que o PDEE, enquanto proposta, apresenta elementos que caracterizam o modelo gerencial de administração, oriundo de práticas do setor privado.

AIM - To explore the perspectives of service users and professional staff towards service user involvement within the context of a changing cultural environment at a UK hospice. METHOD - Case study and thematic analysis including interviews with 16 staff including the CEO and 6 service users at a UK hospice. FINDINGS - Three overarching themes were identified: involvement and disempowerment in decision-making; belonging and alienation in a period of organisational change; struggle to maintain wellbeing and identity in a changing culture. A key finding is that service users receiving care from the hospice wanted their voices to be heard, valued and respected for their personal care and issues affecting the hospice. Service users did not consider it a burden to be asked for their views. They felt disempowered by a consultation process about organisational changes that appeared not to take their views on board. There is a need to consider whether a reliance on surveys for involving service users is sufficient or can become tokenistic. External social-political-economic pressures plus increasing privatisation of public services could influence the way that hospices operate in future. This could involve moving from a sanctuary to a business culture and potentially towards managerialism by adopting a regulatory rather than rights-based approach with an emphasis on increasing reach, measuring numbers and hitting targets. Service users being viewed as consumers with a focus on reablement/rehabilitation activities and less on psychosocial support could also serve to push hospices to start behaving more like hospitals. CONCLUSION - More qualitative research is needed to ensure the voices of service users living with a life-limiting illness are heard. The contributions they make towards co-production of services and research should also be heard and influence practice and policy. Service users should also be more involved in education and training of staff.

The aim of this research is to identify and scrutinise current aspects of leadership in small primary schools in order to generate a new context-appropriate model of headship. The research is an in-depth study of leading the small primary school from the perspective of headteachers. There is a dearth of literature concerning leadership that is specific to small primary schools, so this research has accordingly significantly enhanced that body of knowledge. It is also timely as the newly-appointed Government is reviewing the resourcing and management of schools in England. This study has drawn on the descriptive and interpretive aspects of a case study of all the small primary schools in one Local Authority. The resulting response sample was twenty-six headteachers. The study has identified possible changes to enhance educational policy at three levels: school, Local Authority and Central Government. The research is characteristic of the realist tradition, generating rich, qualitative data which have been gathered through the use of interviews, questionnaires, Ofsted reports and ‘naturally occurring’ material. The research identified that the leadership structure in small primary schools is of a flatter and more interlocking nature rather than having a hierarchy of leaders. The headteachers used a combination of leadership styles in order to share the leadership with other members of staff. Headteachers had a multi-faceted role which included a range of both leadership and management activities, and also retained a teaching role. These features of small school headships made them ‘first among equals’ (Ironside and Seifert, 1995) rather than elevated CEOs. A new model of Leadership in Small Primary Schools has been developed which arises from the identified needs of these headteachers with regards to the perceived deficits in training, support and expected school performance and targets. This is relevant not only to all headteachers of small primary schools but also, in particular, to policymakers and educationalists in England at a point when there is an increasing loss of headteachers to retirement and an extreme shortage of applicants for these vacant posts.