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

Greany, Toby; McGinity, Ruth

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 by the authors (Greany, 2018). There are now more than 1200 MATs in England, operating anywhere between two and 50+ academies within a single organizational structure, overseen by a board and Chief Executive. 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 categorisation framework and typology aimed at strengthening understanding of MAT approaches to improvement.

Citation

Greany, T., & McGinity, R. (2021). Structural integration and knowledge exchange in multi-academy trusts: comparing approaches with evidence and theory from non-educational sectors. School Leadership and Management, 41(4-5), 311-333. https://doi.org/10.1080/13632434.2021.1872525

• Journal Article Type: Article
• Acceptance Date: Dec 23, 2020
• Online Publication Date: Mar 25, 2021
• Publication Date: Mar 25, 2021
• Deposit Date: Jan 5, 2021
• Publicly Available Date: Sep 26, 2022
• Journal: School Leadership & Management
• Print ISSN: 1363-2434
• Electronic ISSN: 1364-2626
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 41
• Issue: 4-5
• Pages: 311-333
• DOI: https://doi.org/10.1080/13632434.2021.1872525
• Keywords: Strategy and Management; Arts and Humanities (miscellaneous); Education
• Public URL: https://nottingham-repository.worktribe.com/output/5200522
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/13632434.2021.1872525