Who takes initiative? The rise of education policy networks and the shifting balance of initiative-taking amongst education stakeholders in Israel
Bibliographic Data
| ID | 11488142 |
|---|---|
| Authors | May Amiel (0000-0002-2283-6007, Tel Aviv University), Miri Yemini (0000-0002-5633-6473, Tel Aviv University, corresponding author) |
| Year | 2023 |
| Volume | 38 |
| Issue | 4 |
| Pages | 586-606 |
| Publication date | 2023-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2022.2130996 |
| OpenAlex | W4300960786 |
| Language | EN |
| Citations received | 4 |
| References cited | 56 |
In this paper, we reveal and describe the context in which education policy networks in Israel have expanded recently, given the evolving interdependent relationships among the actors involved. We draw upon resource dependence theory, which assumes that actors’ power relations within a network depends on their own and others’ perceptions of the dependency relations among the different actors in the network. Policy documents and committee reports were identified and analyzed qualitatively, alongside transcripts of semi-structured, in-depth interviews conducted with stakeholders in Israeli education policy. We identified significant changes regarding which stakeholders take initiative for policy-making and implementation processes in Israeli education. We related these changes to the dynamics of resource dependence relationships among actors. In addition, we revealed a new stage in the evolution of educational governance in Israel – a transition from intersectoral collaboration within a top-down policy process defined and led by the Ministry of Education to a situation in which policy networks including non-governmental stakeholders initiate and subsequently lead many education policy processes. At this new stage, certain non-state actors increased their power, presence, and influence over Israeli education policy and can thus shape existing policies by leveraging their perceived control over a range of resources
Context (archaeology · Corporate governance · Economics · Education policy · Higher education · Interdependence · Management · Network governance · Policy analysis · Political science · Power (physics · Public relations · Resource (disambiguation · Resource dependence theory · Sociology · Educational Assessment and Improvement · Public Administration · Public Policy and Administration Research · Teacher Education and Leadership Studies
Power
Debating Governance
Democratic Governance
Modernising Governance
Chapter 2 Resource dependence theory
The Bologna Process in Israel as a reflection of EU-Israel relations
World Yearbook of Education 2012
Power-Dependence Relations
Governance and Meta-governance in the Face of Complexity
On structural power
Policy Initiatives towards the Nonprofit Sector
The construction of a managerial education discourse and the involvement of philanthropic entrepreneurs
Governance Network Theory
Performing Governance Through Networks
Thematic Review
Making policy with ‘good ideas’
Who ‘likes’ public education
Privatization Through Centralization in the Israeli Health Care System
Globalization, Education, and Citizenship
A Framework for Assessing Power in Collaborative Governance Processes
Policy Networks and Governance Networks
Explaining Cooperation
Lessons from Resource Dependence Theory for Contemporary Public and Nonprofit Management
Understanding Governance
Three Approaches to Qualitative Content Analysis
Qualitative Content Analysis
Understanding Educational Policy Formation
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |