Browsing by Subject "Accountability"

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  • Huilla, Heidi (2020)
    This study analyses how studies on disadvantaged schools, improvement and test-based accountability relate to each other. The analysis covers 69 studies on disadvantaged schools reported in prestigious educational journals and conducted in 1995–2015. Educational policies related to evaluation and accountability define the official goals of schooling, and the aim in this article is to analyse how the chosen studies discuss these educational policies and understand school success and failure. The following questions were asked: What typologies related to test-based accountability can be constructed in research on disadvantaged schools? What understandings of good schools are embedded in the identified typologies? Disadvantaged schools are at the centre of improvement and therefore also the target of evaluative policy practices. The results show that research supports test-based accountability practices, and that critical studies on school improvement are in the minority.
  • Heusala, Anna-Liisa (2014)
    This article discusses the dynamics of transitions and security within the framework of the development of administrative accountability in Russia. It considers both the legal and administrative culture in Russia on the basis of the formation of administrative accountability and challenges found in this process. During the three periods of Russian transitions under study in this article, administrative accountability has developed as a result of attempts to institutionalize new ideals in an old administrative culture. The article shows that, during these transitions, uncertainties and unintended effects of administrative changes have intensified traditional security concerns that have exceeded other considerations in the implementation of reforms. As a result, the institutionalization of new professional practices and ways of thinking has been diffuse and administrative accountability remains legalistic.
  • Garcia Torres, Yvette Maria Vanessa (Helsingin yliopisto, 2021)
    This study aims to analyze institutional change and transparency practices of the National Audit Office of Peru (NAO), whose job is to promote accountability in public administration but paradoxically faced an accountability crisis in 2017. This study analyzes the combination of logics of explanation that fostered the changes in the NAO during 2010 to 2020, and the role of transparency practices in institutional change. This study answers two research questions about the logics of explanation that were decisive to promote institutional change and the role of transparency in institutional change at the National Audit of Peru during the ten-year study of 2010-2020. In that regard, this theory-based qualitative research is based on institutional change theories and the four logics of explanation proposed by Vivien Schmidt: institutional design, evolutionary, appropriateness, and communication, the perceptions of seven decision-makers, managers, authors, or participants who worked during the time of the study frame of ten years, plus the analysis of statistical data. Since only one logics of explanation cannot explain the changes, a combination of the four logics of explanation were necessary. Each of the logics of explanation merge with thematical axis proposed after coding the interviewees' perspectives to explain how the changes were produced and the role of the transparency practices that fostered the changes within an accountability public institution between 2010 2020. Moreover, theories of accountability, trustworthiness, transparency and communication are presented to answer the research questions. This study uses the content analysis method and other qualitative research tools such as document review, website review, and information from the organization, which is of public domain. Finally, the conclusions of this study show that the combination of the four logics of explanation was crucial for the changes at the National Audit Office, and the practices of transparency were effects of those changes.
  • Karambiri, Mawa; Brockhaus, Maria (2019)
    Based on an empirical study of struggles concerning access to land and political inclusion (and exclusion) in the context of a forest conservation project in rural Burkina Faso, this paper analyses environmental politics through the lens of citizenship. In Centre-east Burkina Faso, a peasant resistance to a newly demarcated forest conservation zone turns into an identity and political conflict involving an international conservation organization, the state, decentralized and customary authorities. Based on shared history and residency, a new citizenship of migrants had emerged. These new citizens, finding their given lands within the new forest conservation area, rejected the project-proposed forest boundaries, put forward their citizenship entitlements and engaged in resistance. Eventually they also found themselves in conflict with their polity, lost their claims along with their still-fragile citizenship. Consequently, they were evicted from the forest and labelled as les deguerpis, denied citizenship and became denizens. Beyond confirming the fragile, processual, nature of citizenship these findings also bear theoretical and conceptual implications, challenge the mainstream way environmental politics are analysed and suggest the need to understand political belonging and citizenship as the very basis of environmental struggles.