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The expansion of alternative education, globally, has coincided with a shift towards greater accountability for ensuring educational access and opportunity, high academic standards and increased graduation rates. While studies suggest the pervasive influence of accountability may be redefining how school leaders provide meaningful learning experiences and facilitating high achievement, little is known about school leaders of alternative schools administering accountability polices. If there are inconsistencies between meaningful learning experiences for at‐risk students and performance‐based standards outcomes, this may suggest issues around equity and alternative schools that should be evaluated. Using a theoretical frame of policy implementation, specifically the authoritative design of policy and social constructs of compliance, this study aims to examine how alternative school leaders implement accountability policies.

This cross‐case study employs a qualitative thematic strategy of data analysis in conjunction with Fairclough's three‐dimensional framework of discourse analysis to examine how seven school leaders at five alternative schools in California and Texas interpret and administer accountability policy.

The theme of reconciliation: tension between compliance and innovation was revealed from the data. The discourses surrounding the nature of students at risk and policy compliance converged, creating a notion that alternative school leaders were losing their autonomy as knowing what is best for their students amidst increasing accountability standards.

While many of the administrators are positioned by their districts to act as an at‐risk student expert when designing or sustaining academic and social programs at their respective alternative schools, they are in the process of losing some of their autonomy because of the pressures derived from accountability standards. However, school leaders continue to take responsive and reflexive actions to create distance between their settings and accountability policy in order to protect their students and schools from external pressures.

The study presents original findings in the area of accountability policy implementation in alternative school settings. This work suggests that the social constructs of compliance and student risk factors converge with the authoritative nature of accountability policy. In turn, tension was created for alternative school leaders as they consider what is best for at‐risk students.

This paper reports a policy research project intended to clarify the accountability processes and criteria that should be used to collect data, report and improve the quality of learning, teaching and leadership in Tasmania. Its outcomes informed the design of a new three‐year school review process that seeks to integrate local governance, school planning, action research evaluation, external reviews, and systemic performance monitoring. Behind the recommended policy is a touchstone set of processes and criteria that comprise a theory of mutual and educative accountability. This theory represents an attempt to reconcile centralism with pluralism, exhibits liberal, democratic and limited forms of community government, anticipates educative forms of leadership, and values communitarian over collegial and individualistic forms of professionalism.

The purpose of this paper is to examine how US school leaders make sense of external mandates, and the way in which their understanding of state and district accountability policies affects their work. It is posited that school leaders’ responses to external accountability are likely to reflect a complex interaction between their perception of the accountability policies, the state and district contexts in which those policies are situated and their own leadership beliefs and practices.

The authors use both principal and teacher survey data to explore the question of how perceptions of external policy are associated with instructional leadership behaviors. Cases of seven principals are employed to flesh out the findings from the survey analysis.

It is concluded that external accountability policy may have a positive impact on instructional leadership – where they see those policies as aligned with their own values and preferences, and where they see their district leaders as supportive of school‐driven accountability initiatives. In these cases, school leaders internalize the external accountability policies and shape them to the particular needs that they see as priorities in their own school. Where one or the other of these factors is weak or missing, on the other hand, leaders demonstrate more negative attitudes to external accountability and weaker instructional leadership.

This analysis draws on a unique, large‐scale data base and uses a mixed methods approach to answer the question.

The purpose of this paper is to investigate the ways in which charter school leaders influence the understanding and conception of accountability policy and how that understanding translates into practice. In particular, this paper draws from sense-making theory and research on charter school leaders to identify their pre-existing understandings, their shared interactions, and their interpretations of accountability policy as they relate to professional development and instructional practices.

This paper uses the qualitative case study approach to document the organizational processes of charter schools. Data for the study were collected in two elementary charter schools over the course of 18 months. The constant comparative method was used to analyze the data because this method is compatible with the inductive, concept-building orientation of all qualitative research. Semi-structured interviews were conducted with two charter school leaders and twelve charter school teachers. In-depth interviews with the leaders were also conducted to gain a deeper understanding of sense-making. In addition pertinent staff meetings, professional development sessions, and informal interactions between charter leaders and teachers were observed.

While the charter school leaders in this study were inclined to adopt approaches that reinforced their pre-existing understandings, they did so using interpretative frameworks that sought to enact policies they deemed most crucial at the school level. These frameworks included metaphors and modeling, both of which reflected the policy signals received from the institutional environment. The leaders’ use of metaphors and modeling incorporated accountability policy into messages that encouraged constructive instructional practices, including data-driven analysis, project-based learning, and technology use.

This paper broadens discussions about charter school leaders and accountability in three ways. First, it explores how school leaders interpret and adapt policy signals. Second, it delineates the frameworks used by charter school leaders to identify and make sense of accountability policy. Finally, this paper highlights the ways in which charter school leaders influence the teachers in their school buildings through shared sense-making.

The study examines the instigating factors behind the development of the local content (LC) policy in Ghana and it further investigates the accountability mechanisms that drive the LC policy implementation to promote sustainable development.

The study reports on a series of interviews with key actors using Institutional Theory and the application of Bovens’ (2010) Global Accountability Framework as a lens for discussion and interpretation of results.

The results reveal that two forces instigated LC policy enactment. One is external funding pressure from the Norwegian government and the World Bank. The other is the government’s engagement of Civil Society Organisations and other internal stakeholders to justify its activities and missions to signal adherence to impartiality, neutrality, and, to a lesser extent, solidarity. The analysis also reveals tensions in how accountability legitimacy relates to implementation of the LC policy. The study further discovers that while participation, transparency, monitoring, and evaluation are frequently invoked as de jure institutional legitimacy in oil and gas contracts, actual practices follow normative (de facto) institutionalism rather than what the LC policy law provides.

The interview had a relatively small number of participants, which can be argued to affect the study’s validity. Nevertheless, given the data saturation effect and the breadth of the data obtained from the respondents, this study represents a significant advancement in LC policy enactment knowledge, implementation mechanisms and enforcement in an emerging O&G industry.

The findings of this study suggest that future policy development in emerging economies should involve detailed consultations to increase decision-maker knowledge, process transparency and expectations. This will improve implementation and reduce stakeholder tension, conflict and mistrust.

The findings of this study build on earlier investigations into legitimacy, accountability and impression management in and outside the O&G sector. Also, the findings reveal the legitimising tactics used by O&G actors to promote local content sustainable development targets.

The purpose of this paper is to examine the policy process that led to the passage of the No Child Left Behind (NCLB) Act in the United States and the Bush Administration's role in this process.

The research design is historical and archival. A description of the NCLB Act is given and the major provisions and implementation are focused upon. How the Bush Administration helped create the opportunity to pass the NCLB Act by building coalitions, and how public opinion affected the evolution of the policy process is focused upon. Finally, a description is given on how policy ideas like the concept of “accountability” shaped the policy process, and both inspired and constrained the Bush Administration.

The paper argues that the Bush Administration helped create the opportunity to pass the NCLB Act by building coalitions, and public opinion affected the evolution of the policy process. Policy ideas like the concept of “accountability” shaped the policy process, and both inspired and constrained the Bush Administration.

The case is limited to the United States and NCLB, although those cases are particularly important in North America and in evaluation‐based research.

The paper shows how a policy designer can be limited both by political initiatives and his or her own conceptual grounding.

This paper is one of the first to connect the policy process that guided President Bush's design of the NCLB legislation with the concept of “accountability”. Accountability is a foundational concept in the design of quality assurance systems.

Public accountability was formally imposed on the Thai Government in 1997 when the World Bank compelled public sector reforms as a condition for bailing the country from bankruptcy. Despite regulating to promote public accountability for 20 years, the public accountability of Thai Government is still criticized as poor. However, the specific areas of public accountability needing improvement have not been clearly identified in Thailand. The purpose of this paper is to investigate how the Thai Government discharges its public accountability.

Prior literature supported annual reports as essential means by which public sector entities discharge their public accountability, and addressed the desirable aspects of reporting which permit the public’s monitoring of their government’s performance. That is: the account must be publicly accessible, timely, reliable and adequate. This paper evaluates the 2016 annual reports of the Thai Central Government departments against these aspects in tandem with the reporting regulations.

The results show that reliability and timeliness of annual report disclosures are the most problematic, followed by accessibility and adequacy. It was also found that the existing regulations provide only mild sanctions on government officers for their non-compliance. Further, statistical evidence suggests that larger departments report better on voluntary items than departments with smaller revenue.

These weaknesses of the reporting and regulations provide immediate suggestions for public policy regulators as to how to improve the Thai Government’s public accountability. These results are also expected to be useful to international lending institutions to be aware of particular issues when considering their foreign aid programs. Theoretically, the paper supports the necessity of public accountability mechanisms, in particular public sanctions, which need to be strong enough to motivate governments’ public accountability. It also highlights that public accountability aspects can be useful to measure or evaluating public sector reporting in emerging countries such as Thailand.

The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability. It provides research‐based guidance for entities that are developing or adopting new measures of school performance.

The study relies on literature review, consultation with expert advisers, review of state and district documentation, and semi‐structured interviews with staff at state and local education agencies and research institutions.

The research shows mixed effects of test‐based accountability on student achievement and demonstrates that teachers and administrators change their practices in ways that respond to the incentives provided by the system. The review of state and district measurement systems shows widespread use of additional measures of constructs, such as school climate and college readiness.

There is a clear need for additional research on the short‐ and long‐term effects of expanded systems of measures. In particular, currently little is known about how the inclusion of input and process measures influences educators’ practices or student outcomes.

The research suggests several practical steps that can be taken to promote effective systems of measurement, including providing supports for high‐quality teaching to accompany new measures, offering flexibility to respond to local needs, and conducting validity studies that address the various purposes of the measures.

The paper provides new information about how states and districts are expanding their systems of measures for various purposes, and informs accountability policy by highlighting the benefits and limitations of current outcomes‐based approaches to accountability and by clarifying the trade‐offs and decisions that should be considered.

This paper aims to examine the individual and combined effects of organisational and behavioural factors on employees’ attitudes and intentions to establish an information security policy compliance culture (ISPCC) in organisations.

Based on factors derived from the organisational culture theory, social bond theory and accountability theory, a testable research model was developed and evaluated in an online survey that involves the use of a questionnaire to collect quantitative data from 313 employees, from ten different organisations in Ghana. The data collected were analysed using the partial least squares-structural equation modelling approach, involving the measurement and structural model tests.

The study reveals that the individual measures of accountability – identifiability (2.4%), expectations of evaluation (38.8%), awareness of monitoring (55.7%) and social presence (−41.2%) – had weak to moderate effects on employees’ attitudes towards information security policy compliance. However, the combined effect showed a significant influence. In addition, organisational factors – supportive organisational culture (15%), security compliance leadership (2%) and user involvement (63%) – showed positive effects on employees’ attitudes. Further, employees’ attitudes had a substantial influence (65%), while behavioural intentions demonstrated a weak effect (24%) on the establishment of an ISPCC in the organisation. The combined effect also had a substantial statistical influence on the establishment of an ISPCC in the organisation.

Given the findings of the study, information security practitioners should implement organisational and behavioural factors that will have an impact on compliance, in tandem, with the organisational effort to build a culture of compliance for information security policies.

The study provides new insights on how to address the problem of non-compliance with regard to the information security policy in organisations through the combined application of organisational and behavioural factors to establish an information security policy compliance culture, which has not been considered in any past research.

This paper investigates how contemporary public policy for public-private partnerships (PPPs) deals with non-financial values and thereby shapes the way social, cultural and environmental issues are accounted for.

A case study critically analyses PPP policy in Victoria, Australia, an acknowledged leader in the area. The investigation of the policy’s approach to non-financial value focusses on the treatment of social and environmental issues, particularly in relation to indigenous cultural heritage values.

It is found that important non-financial issues are characterised as risks to be quantified and monetised in PPP project assessment. A critical analysis shows that this approach obscures many significant dimensions of social, environmental and Indigenous cultural heritage value. The resultant relegation of non-financial values in public discourse and decision-making is seen to entrench unsustainable practices.

The paper shows how public policy may shape actions and outcomes that impact directly on social, environmental and indigenous cultural heritage values.

This study provides insights into contemporary social and environmental accounting and accountability for PPPs. It adds to the understanding of the implications of public policy framings of non-financial values.