Resumen de Comparing schools in the U.K. and New Zealand: individualizing and socializing accountabilities and some implications for management control
Jane Broadbent, Kerry Jacobs, Richard Laughlin
This paper contrasts educational reforms in New Zealand and the U.K. exploring the role of accountability in processes of management control. The paper focuses on the use of performance measurement in schools. Performance evaluation in the U.K. is, arguably, individualized, in New Zealand an organizational focus is retained The paper will seek to provide an account of the way that individuals have been called to account for their performance (Townley, 1996). Roberts' (1996) discussion of individualizing and socializing accountability is central because of its key claim that some forms of organizational accountability provide a separation of the strategic and moral consequences of action. This is seen as potentially damaging as it may free instrumental action from any form of ethical constraint, equally it may undermine any potential for collective action. In exploring this dimension we will examine the technologies of both financial accounting and management accounting which promote particular approaches to performance evaluation, accountability and control. Our argument raises questions as to the relevance of management accounting as a tool of control and whilst recognizing that financial accounting is also limited suggests that it is worth reconsidering its role in the context of a broader approach to performance evaluation.
