Policy communities and policy networks : educational policy making in Saskatchewan
Date
1994-08
Authors
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ORCID
Type
Degree Level
Doctoral
Abstract
The purpose of the study was to describe the policy
community within which educational policies are currently
developed in Saskatchewan.
The study used the policy-community/ policy-network
conceptual framework of Atkinson and Coleman (1985) and
Coleman and Skogstad (199Gb). The assumption was made that
within a broad policy community, policy networks will form
around specific policy issues. Further, the study used the
work of Pross (1992) which depicts a policy community as
divided into two components, a sub-government and an
attentive public. It was assumed that a policy network will
bring together actors drawn from both the sub-government and
the attentive public.
A case study was used to investigate the interaction
which occurred around one recent educational policy issue, a
review of school finance and governance commissioned by the
Saskatchewan government. Data were obtained from an analysis
of primary and secondary source documents, 25 in-depth
interviews with key actors, and numerous informal
conversations.
It was found that the policy issue of school finance
and governance did activate a policy network which brought
together the sub-government and motivated groups and
organizations from the attentive public. The study supported
earlier research that there is an identifiable and generally
stable educational policy community in Saskatchewan.
The sub-government consists of the lead government
agency (the provincial department of education) and the
organizations representing the province's school trustees,
teachers, and administrators. The attentive public comprises
groups which are interested in policy issues, but which are
not involved as consistently, nor to the same extent, as the
sub-government.
The stages heuristic model of policy making was used to
analyze the interaction within the policy network. It was
found that the network was dynamic. The level of involvement
of actors in the network varied, as did the amount of
influence which was exerted.
The conceptual framework was found to be useful in
organizing and presenting data. It was found that the
framework needed to be situated within an historical
context. In Saskatchewan, historical and cultural factors
continue to be influential in the development of
contemporary public policy.
Suggestions for further research were made. Further
analyses of other policy issues were recommended.
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Citation
Degree
Master of Education (M.Ed.)
Department
Educational Administration
Program
Education