'There's so much data': Exploring the realities of data-based school governance

Research output: Contribution to journalArticleResearchpeer-review

16 Citations (Scopus)

Abstract

Educational governance is commonly predicated around the generation, collation and processing of data through digital technologies. Drawing upon an empirical study of two Australian secondary schools, this paper explores the different forms of data-based governance that are being enacted by school leaders, managers, administrators and teachers. These findings illustrate a range of routinized ways in which digital data is being used within schools as a means of accountability. Alongside data regimes associated with the governing by numbers enforced by state and federal governments, are smaller-scale accountability procedures and practices initiated in-house by school managers and/or teaching staff. While digital technologies are clearly reinforcing wider trends in educational managerialism, the paper also considers the subtle ways that local enactments of such governance are shaped by schools relatively unsophisticated data processing technologies and techniques.
Original languageEnglish
Pages (from-to)54 - 68
Number of pages15
JournalEuropean Educational Research Journal
Volume15
Issue number1
DOIs
Publication statusPublished - 2016

Cite this

@article{08a344ed102e4ec2a7f222b77dbca37f,
title = "'There's so much data': Exploring the realities of data-based school governance",
abstract = "Educational governance is commonly predicated around the generation, collation and processing of data through digital technologies. Drawing upon an empirical study of two Australian secondary schools, this paper explores the different forms of data-based governance that are being enacted by school leaders, managers, administrators and teachers. These findings illustrate a range of routinized ways in which digital data is being used within schools as a means of accountability. Alongside data regimes associated with the governing by numbers enforced by state and federal governments, are smaller-scale accountability procedures and practices initiated in-house by school managers and/or teaching staff. While digital technologies are clearly reinforcing wider trends in educational managerialism, the paper also considers the subtle ways that local enactments of such governance are shaped by schools relatively unsophisticated data processing technologies and techniques.",
author = "Neil Selwyn",
year = "2016",
doi = "10.1177/1474904115602909",
language = "English",
volume = "15",
pages = "54 -- 68",
journal = "European Educational Research Journal",
issn = "1474-9041",
publisher = "SAGE Publications Ltd",
number = "1",

}

'There's so much data' : Exploring the realities of data-based school governance. / Selwyn, Neil.

In: European Educational Research Journal, Vol. 15, No. 1, 2016, p. 54 - 68.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - 'There's so much data'

T2 - Exploring the realities of data-based school governance

AU - Selwyn, Neil

PY - 2016

Y1 - 2016

N2 - Educational governance is commonly predicated around the generation, collation and processing of data through digital technologies. Drawing upon an empirical study of two Australian secondary schools, this paper explores the different forms of data-based governance that are being enacted by school leaders, managers, administrators and teachers. These findings illustrate a range of routinized ways in which digital data is being used within schools as a means of accountability. Alongside data regimes associated with the governing by numbers enforced by state and federal governments, are smaller-scale accountability procedures and practices initiated in-house by school managers and/or teaching staff. While digital technologies are clearly reinforcing wider trends in educational managerialism, the paper also considers the subtle ways that local enactments of such governance are shaped by schools relatively unsophisticated data processing technologies and techniques.

AB - Educational governance is commonly predicated around the generation, collation and processing of data through digital technologies. Drawing upon an empirical study of two Australian secondary schools, this paper explores the different forms of data-based governance that are being enacted by school leaders, managers, administrators and teachers. These findings illustrate a range of routinized ways in which digital data is being used within schools as a means of accountability. Alongside data regimes associated with the governing by numbers enforced by state and federal governments, are smaller-scale accountability procedures and practices initiated in-house by school managers and/or teaching staff. While digital technologies are clearly reinforcing wider trends in educational managerialism, the paper also considers the subtle ways that local enactments of such governance are shaped by schools relatively unsophisticated data processing technologies and techniques.

UR - http://goo.gl/rHAXmx

U2 - 10.1177/1474904115602909

DO - 10.1177/1474904115602909

M3 - Article

VL - 15

SP - 54

EP - 68

JO - European Educational Research Journal

JF - European Educational Research Journal

SN - 1474-9041

IS - 1

ER -