Structural integration and knowledge exchange in multi-academy trusts: comparing approaches with evidence and theory from non-educational sectors

ABSTRACT This article analyses the ways in which leaders in Multi-Academy Trusts (MATs) in England work to develop shared improvement practices across the schools they operate. It draws on case study evidence gathered as part of a larger mixed methods study (Greany [2018]. Sustainable Improvement in Multi-school Groups. DfE Research report 2017/038. London: Department for Education). There are now more than 1200 MATs in England, operating anywhere between two and 50+ academies within a single organisational structure. A key question facing MAT leaders is whether, where and how far to seek integration between member schools, especially given the argument that such integration can ensure that teaching and learning practices are being consistently applied. The research reveals varying levels of standardisation, alignment and autonomy across different aspects of practice (assessment, curriculum and pedagogy). While some MAT leaders seek to standardise and regulate most areas of practice, others emphasise more organic or co-designed approaches to building shared norms and/or allow space for local contextualisation. Drawing on research into ‘Mergers and Acquisitions’ and Post-Merger Integration’ in organisational studies, we analyse the theories of action which underpin these leaders’ approaches and set out a typology aimed at strengthening understanding of MAT approaches to improvement.