Reporting on service performance: measurement and myth in the New Zealand compulsory education sector

Paper


Beattie, Claire. 2007. "Reporting on service performance: measurement and myth in the New Zealand compulsory education sector." Gupta, Atul (ed.) 7th Global Conference on Business & Economics. Rome, Italy 13 - 14 Oct 2007 Rome, Italy.
Paper/Presentation Title

Reporting on service performance: measurement and myth in the New Zealand compulsory education sector

Presentation TypePaper
Authors
AuthorBeattie, Claire
EditorsGupta, Atul
Journal or Proceedings Title7th Global Conference on Business & Economics - Proceedings
Number of Pages22
Year2007
Place of PublicationRome, Italy
Web Address (URL) of Paperhttp://www.facultyforum.com/gcbe/
Conference/Event7th Global Conference on Business & Economics
Event Details
7th Global Conference on Business & Economics
Event Date
13 to end of 14 Oct 2007
Event Location
Rome, Italy
Abstract

[Abstract]: This paper reports on the results of a case study investigating the response of New Zealand schools to the legislative requirement to prepare service performance reports. To date, the ongoing failure to successfully establish service performance reporting in schools suggests further research is warranted. Prime facie, it was expected that schools would find the output and outcome distinction underlying the Ministry of Education’s procedural guidelines difficult to apply. However, the case study findings support this expectation to a surprising extent. Schools do not apply the output/outcome distinction to their choice of objectives because they include only activities that are easy to measure in their statements of service performance. Objectives are then designed to fit these activities. In this sense, schools adopt a historical and arbitrary methodology to service performance reporting whilst government policy assumes a forward looking and purposeful approach. The research findings also suggest that schools do not prepare statements of service performance in the way intended by the reporting framework because they question its applicability and relevance. Participants expressed concerns with the language used in service performance reporting because it is informed by terminology which they perceive to be associated with commercial enterprises. Schools felt this model was incongruous with the educational environment. Overall, the research suggests that schools are not prepared to devote sufficient time and resources to developing adequate reports of service performance. If, as appears to be case, “service performance reports are [expected to be] forged in the field, by the public entities required to produce them” (Thompson, 1995, p.337) then service performance reporting in the school sector seems destined to remain a controversial and problematic issue for both the schools and the New Zealand government.

KeywordsNew Zealand, schools, service performance reports, service performance reporting
ANZSRC Field of Research 2020390403. Educational administration, management and leadership
350102. Auditing and accountability
390402. Education assessment and evaluation
Public Notes

No evidence of copyright restrictions on web site.

Byline AffiliationsSchool of Accounting, Economics and Finance
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