External Accountability Mechanisms Research Articles

Police oversight in the Republic of Botswana: Challenges and prospects

ABSTRACT Notwithstanding Botswana’s reputation for adhering to democratic ideals and good governance, the nation has not established sound oversight mechanisms for the police service. Over the years, the Botswana Police Service has faced criticism over allegations of abuse of powers and functions, manifesting through violation of citizens’ rights. Various media houses have reported police excesses such as unlawful arrest and detention, illegal searches, torture and death of suspects while they are in police detention. Amidst all these allegations, there are no independent mechanisms in place to hold the Botswana Police Service to account. In the absence of external accountability mechanisms, citizens whose rights are violated by the police will have to depend on the same violators to investigate. In this paper, we explore the current police oversight systems in the Republic of Botswana. We also present arguments for the creation of an independent police oversight body in the nation.

Use of Performance Information and External Accountability: The Role of Citizen Oversight in Mitigating the Motivated Evaluation of Body-Worn Camera Evidence

Despite being touted as a game-changing technology, studies on the influence of body-worn cameras (BWCs) on policing outcomes have produced mixed results, with the underlying reasons for such findings unclear. Drawing on the sociology of culture and organizational theory, we argue that BWCs often have mixed impacts due to deeply ingrained, valued occupational assumptions and practices shaped by the structural and organizational context. These assumptions and practices, collectively known as the police métier, are not politically neutral and can lead to motivated decisions rather than accurate ones. We suggest that such motivated reasoning can be mitigated by changing the structural or organizational context, such as establishing a citizen oversight agency (COA), which could decrease racial disparities in policing outcomes. To test these arguments, we examined the impact of BWCs on racial disparities in two types of policing outcomes: police homicides of citizens and disorderly conduct arrests (DCAs). Our findings indicate that while the adoption of BWCs does not impact racial disparities in DCAs or police homicides of citizens, there is a significant decrease in racial disparity in DCAs when BWCs and COAs are used in conjunction. Additionally, while the racial disparity in police homicides of Blacks and Whites does not decrease when BWCs and COAs are used together, there is an overall decrease in police homicides across both racial groups. Overall, our study demonstrates that technology's impact on bureaucratic performance is influenced by occupational assumptions and practices, which can be altered by external accountability mechanisms such as COAs.

Global Perspectives on Teacher Professional Development: Navigating the Pandemic

Abstract Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have teacher PD infrastructures (policies, practices, theories) responded? For this Special Issue, we put this and other questions before a panel of PD scholars in six contexts: United States, Scotland (United Kingdom), Uruguay, Australia, United Arab Emirates, and Hong Kong (SAR China). In their respective contributions, authors discuss issues such as the limitations of PD systems based on compliance and external accountability mechanisms, the need to center teacher motivation in existing PD frameworks, matters of access and equity, the importance of developing technological infrastructures for online and hybrid learning, problems of online safety and wellbeing, and more. The Special Issue shows that the uncertainty of today’s times requires new, global perspectives on PD design, implementation, evaluation, theory, and scholarship. To nurture agentic, highly motivated, and effective teachers for the pandemic era and beyond, countries and jurisdictions should think more creatively about how to best support teacher learning. Keywords: Teacher professional development, in-service teachers, COVID-19, comparative education

Teacher Professional Development in Hong Kong: Describing the Current Infrastructure

Abstract This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the literature. The article shows that Hong Kong has developed a solid PD infrastructure with hybrid characteristics. While the system is based on compliance and external accountability mechanisms, teachers are encouraged to design their PD journeys based on their interests, needs, and career aspirations. Every three years, teachers are required to complete 90 to 150 hours of PD (depending on seniority), including core and elective training (approximately 1/3 and 2/3 of the PD allotment, respectively). Structured, on-the-job, project-based, whole-school, and individual PD activities are available. The article also describes the strategies recently adopted to tackle the challenges of COVID-19. We conclude that Hong Kong has made great efforts to design a high-quality PD infrastructure within a hierarchical educational system, in which quantity of provision and content coverage have been prioritized over teacher agency and autonomy. More research is required to investigate the actual impact of PD on teachers’ practices and students’ learning. Keywords: Teacher Professional Development, continuing education, system analysis, educational policy, effective professional development, Hong Kong

Exploring the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms

PurposeThis paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, how are strategic learning plans embedded in small firms?Design/methodology/approachInsights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.FindingsFindings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.Research limitations/implicationsThis study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.Practical implicationsThe study may be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.Originality/valueThe research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

Exploring the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms

PurposeThis paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, does an external learning intervention influence how strategic learning plans are embedded in small firms?Design/methodology/approachInsights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.FindingsFindings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.Research limitations/implicationsThis study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.Practical implicationsThe study will be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.Originality/valueThe research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

Tipping the scales: The causes and consequences of administrative spending

The public administration literature once devoted great effort to identify the determinants of administrative intensity in organizations. While this literature has received some renewed attention, there remain questions about what aspects of organizational environments generate growth in administrative intensity, particularly as related to political oversight and external accountability mechanisms. This article aims to expand current theory on the determinants of administrative personnel and costs using data on four‐year public universities in the United States from 1998 to 2011, as this setting has received considerable criticism for perceived administrative bloat. Findings suggest that which political party is in control substantially influences both administrative costs and total personnel. These administrative levels, in turn, have a curvilinear relationship with student outcomes.

Corporate Governance and Countervailing Power

The analysis of corporate governance has been a one-sided affair. The focus has been on “internal” accountability mechanisms, namely boards and shareholders. Each has become more effective since debates about corporate governance began in earnest in the 1970s but it is doubtful whether this process can continue. Correspondingly, it is an opportune time to expand the analysis of corporate governance. This article does so by focusing on three “external” accountability mechanisms that can operate as significant constraints on managerial discretion, namely governmental regulation of corporate activity, competitive pressure from rival firms and organized labor. A unifying feature is that each was an element of a theory of “countervailing power” economist John Kenneth Galbraith developed in the 1950s with respect to corporations, an era when external accountability mechanisms did more than their internal counterparts to keep management in check.

Effects of Payment for Performance on accountability mechanisms: Evidence from Pwani, Tanzania

Payment for Performance (P4P) aims to improve provider motivation to perform better, but little is known about the effects of P4P on accountability mechanisms. We examined the effect of P4P in Tanzania on internal and external accountability mechanisms. We carried out 93 individual in-depth interviews, 9 group interviews and 19 Focus Group Discussions in five intervention districts in three rounds of data collection between 2011 and 2013. We carried out surveys in 150 health facilities across Pwani region and four control districts, and interviewed 200 health workers, before the scheme was introduced and 13 months later. We examined the effects of P4P on internal accountability mechanisms including management changes, supervision, and priority setting, and external accountability mechanisms including provider responsiveness to patients, and engagement with Health Facility Governing Committees. P4P had some positive effects on internal accountability, with increased timeliness of supervision and the provision of feedback during supervision, but a lack of effect on supervision intensity. P4P reduced the interruption of service delivery due to broken equipment as well as drug stock-outs due to increased financial autonomy and responsiveness from managers. Management practices became less hierarchical, with less emphasis on bureaucratic procedures. Effects on external accountability were mixed, health workers treated pregnant women more kindly, but outreach activities did not increase. Facilities were more likely to have committees but their role was largely limited. P4P resulted in improvements in internal accountability measures through improved relations and communication between stakeholders that were incentivised at different levels of the system and enhanced provider autonomy over funds. P4P had more limited effects on external accountability, though attitudes towards patients appeared to improve, community engagement through health facility governing committees remained limited. Implementers should examine the lines of accountability when setting incentives and deciding who to incentivise in P4P schemes.

Resources, attitudes and culture: an understanding of the factors that influence the functioning of accountability mechanisms in primary health care settings

BackgroundDistrict level health system governance is recognised as an important but challenging element of health system development in low and middle-income countries. Accountability is a more recent focus in health system debates. Accountability mechanisms are governance tools that seek to regulate answerability between the health system and the community (external accountability) and/or between different levels of the health system (bureaucratic accountability). External accountability has attracted significant attention in recent years, but bureaucratic accountability mechanisms, and the interactions between the two forms of accountability, have been relatively neglected. This is an important gap given that webs of accountability relationships exist within every health system. There is a need to strike a balance between achieving accountability upwards within the health system (for example through information reporting arrangements) while at the same time allowing for the local level innovation that could improve quality of care and patient responsiveness.MethodsUsing a descriptive literature review, this paper examines the factors that influence the functioning of accountability mechanisms and relationships within the district health system, and draws out the implications for responsiveness to patients and communities. We also seek to understand the practices that might strengthen accountability in ways that improve responsiveness – of the health system to citizens’ needs and rights, and of providers to patients.ResultsThe review highlights the ways in which bureaucratic accountability mechanisms often constrain the functioning of external accountability mechanisms. For example, meeting the expectations of relatively powerful managers further up the system may crowd out efforts to respond to citizens and patients. Organisational cultures characterized by supervision and management systems focused on compliance to centrally defined outputs and targets can constrain front line managers and providers from responding to patient and population priorities.ConclusionFindings suggest that it is important to limit the potential negative impacts on responsiveness of new bureaucratic accountability mechanisms, and identify how these or other interventions might leverage the shifts in organizational culture necessary to encourage innovation and patient-centered care.

Designing accountability, international economic organisations and the World Bank's Inspection Panel

Over the last two decades, demands for greater international economic organisation (IEO) accountability have been both prominent and vitriolic. This article demonstrates how an influential IEO, the World Bank, took up concerns of its lack of accountability through creating the Inspection Panel in 1993, in response to civil society pressures and member state demands. Drawing loosely on John Campbell's argument that ideas operating in the ‘foreground’ and ‘background’ influence policy decisions, it traces how the idea of external accountability gained strength, leading to the Inspection Panel's emergence. This contrasts with competing rational design explanations that derive 16 conjectures to explain why states design the institutions they do. The article proceeds in four parts: first, the basis for examining IEO and World Bank accountability is outlined, before detailing how a rational design argument would apply to the establishment of the Inspection Panel. A constructivist account of how ideas of accountability emerged and shaped the policy formation process is then provided, which establishes a comprehensive explanation of how and why the Inspection Panel was created the way it was and not otherwise. The conclusion then reflects on the importance of the formation of external accountability mechanisms for IEOs and of ideas in shaping international institutions.

The paradox of greater NGO accountability: A case study of Amnesty Ireland

Despite mounting public, governmental and corporate interest in issues of non-governmental organisation (NGO) accountability, there are few academic studies investigating the emergence of accountability mechanisms in specific advocacy NGO settings. Drawing on the theoretical constructs of hierarchical and holistic accountability, this paper addresses this research gap by investigating recent developments in accountability practices at the Irish section of the human rights advocacy NGO Amnesty International. Through analysis of a series of in-depth interviews with managers in Amnesty Ireland, supported by extensive documentary scrutiny, this study examines reasons why Amnesty’s historical reliance on internal forms of accountability has been augmented with a range of ad hoc external accountability mechanisms. The study reveals that while managers favoured the development of holistic accountability mechanisms exhibiting accountability to a wide range of stakeholders, a hierarchical conception of accountability privileging a narrow range of (potentially) powerful stakeholders, has begun to dominate external accountability discourse and practice. It was widely perceived that this trend could, somewhat paradoxically, prove counterproductive to the achievement of Amnesty’s mission. Resolving this paradox will, at a minimum, involve Amnesty Ireland’s leadership becoming more open to and more knowledgeable about a broader, more holistic accountability conception. The paper considers the possible implications of these findings for the development of NGO holistic accountability practice more generally.

Responding to the education reform agenda: A study of school superintendents' instructional leadership.

Education reforms have affected schools and the educators who work in them. Using state-wide survey data from 1993 and 2003, this study examines how the work of school superintendents has been affected over a ten-year period by these reform initiatives, especially increased demands for accountability. The general message from our data is that superintendents are interested in curriculum and instruction and believe these are important tasks, but the daily realities of their work often subvert even the most committed professional. Further, the data indicate that superintendents may be able to use external accountability mechanisms as levers to move the internal accountability systems to support improved teaching and learning.