A case-study on the application of a business excellence model for continuous school improvement within a public primary school

Australian schools have been actively involved in school improvement over the last couple of decades and have a number of strong theoretical models and frameworks built around the importance of good practice and good organisation in the delivery of excellence in education (Drysdale, Goode & Gurr, 2009; Masters, 2012; Mulford, 2008; Reid, Cranston, Keating & Mulford, 2010; Silins, Zarins & Mulford, 2002). Gammage (Gammage, 2008: p. 665) suggests that, “since the mid- seventies, the Australian systems of education showed a keen interest towards decentralizations and that evidence of school-based management as a strategy and a major vehicle in introducing education reforms became evident.” Although much has been written around school- based management systems operational in Australian public schools there is not much documented
around the use of business excellence models and their applicability within these schools (Fernandes, 2013; Kovacs, 2009; Robinson, 1996). Betts (1992: p. 40) suggests that , “The improvement of quality involves the design of an educational system that not only optimizes the relationship among the elements but also between the educational system and its environment… this means designing a system that is more open, organic, pluralistic, and complex.” Do business improvement models ascribe to this understanding? This paper discusses how one Australian public primary school in Victoria has chosen an alternative school improvement path for approximately 15 years now. They have chosen to use a quality management model – the ISO 9001 2000 model for delivering continuous school improvement. The paper is framed around insights gained from in-depth interviews that have taken place with the school principal primarily as well as other school personnel during various times in their journey. The rationale behind the choice of a business excellence model and its effectiveness in streamlining their educational as well as administrative processes will be discussed at length. Can business excellence models be authentically implemented within schools?
Do they indeed add value to the quality of education being offered? What is the role of school leadership in these alternative school improvement processes? How have other stakeholders within the school, perceived this choice? Has the journey been worth the effort taken? Using an organisational single case-study approach, this paper will discuss the findings from this school and provide rich data for current and aspiring principals in determining alternative paths for effective self-management of public schools especially within the current culture of performance and development and high-stakes testing in Australia.