International school accreditation: An isomorphic force against creativity in a growing competitive market

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2022-08-01 DOI:10.1177/14752409221117252

Karl Coutet

引用次数: 0

Abstract

Despite the large number of new international schools opening each year, very little innovation is evident in the market. DiMaggio and Powell (1983) use institutional isomorphism to explain the phenomenon of organisations in a field being similar and this paper investigates the extent to which accreditation contributes to that phenomenon. By reviewing the handbook, standards, and lesson observation tool of one large, global accreditor, a picture is built in this paper of the ‘ideal school’ that would perform well in an accreditation review. Accreditation was found to restrict how the school is managed, narrow the learning philosophy of the school, and prescribe the practices that take place in the classroom. Opportunities for limited creativity were found in teachers’ design of learning activities, with the caveat that those activities must be aligned to prescribed curriculum standards.

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国际学校认证:在竞争日益激烈的市场中，一股对抗创造力的同构力量

尽管每年都有大量新的国际学校开学，但市场上几乎没有明显的创新。DiMaggio和Powell（1983）使用制度同构来解释一个领域中组织相似的现象，本文研究了认可在多大程度上促成了这种现象。通过审查一家大型全球认证机构的手册、标准和课程观察工具，本文对在认证审查中表现良好的“理想学校”进行了描述。认证被发现限制了学校的管理方式，缩小了学校的学习理念，并规定了课堂上的做法。在教师的学习活动设计中发现了有限创造力的机会，但需要注意的是，这些活动必须符合规定的课程标准。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.