The inter-dependence of powering and participation in policy implementation in the educational setting

• Main Author: Holmes, Sara
• Published: University of Brighton 2012
• Subjects: 362.1976; X000 Education
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590038

Using a case study approach this research explored the research question 'How did the powering and participation of a group of actors tasked with implementing a School for Dental Care Professionals influence implementation?' The School, an important case, changed the nature of Dental Care Professional education in the United Kingdom being the first of its kind to be based on a University campus, remote from a traditional dental school and in the primary care dental setting. Partnership characterises the nature of modern day health and education policy-making in the United Kingdom and the implementation of the School, a complex multi-agency project between a University, a National Health Service education commissioning body, the local dental profession and the Department of Health, was no exception to this. Ten actors tasked with implementing this policy episode took part in the study. A body of knowledge associated with policy implementation, powering and participation (specifically group development theory) underpinned the conceptual framework informing this research. Data were captured via participant observation and semi-structured, one-to-one interview. Data were analysed using a long table qualitative approach. Vignettes or extended quotes are given as meaningful support in terms of making explicit the conceptual grounds that informed the interpretation of this case. The findings of this research offer three original contributions to the body of policy implementation literature. The first is that powering and participation are inter-dependent in the puzzling of policy implementation; previously a theoretical assumption alluded to in the literature. The second is that the processes of group development do not necessarily follow the theoretical hypotheses of development previously described within the literature. The third is that complex multi-agency implementation partnerships can successfully implement policy outcomes under certain conditions. The thesis argues the need for further research which recognises the inter-dependence of powering and participation on implementation. Key words: policy implementation, dental care professional education, powering and participation.