The Changing Organizational Field of Education:The Case of Canadian Supplementary Education

Janice Aurini, University of WaterlooScott Davies, McMaster University

Presentation for the International Supplementary Education Workshop

June 6, 2010

Outline•Intro: Supplementary Education in

Canada•Organizational Fields•Growing Complexity•Variation by Sector•Conclusion

Our Research Questions

1. Where does SE fit within the broadening organizational field of education of education?

2. What variations within SE reflect these trends?

3. Can this framework be used comparatively?

Organizational Field Approach• “..those organizations that, in the aggregate, constitute a

recognized area of institutional life...” (DiMaggio and Powell, 1983: 143)

• Utility of approach:▫ recognizes fuller set of organizations that compete/interact

with regular state schools▫ recognizes different organizing logics – market, state and

non-profit - within the field

Context: Canadian Supplementary Education (SE) in the Form of Private Tutoring

• Use: ▫ 25-30% of Canadian parents▫ Growth industry

• Profile: ▫ >$100,000 CDN (or 79,000 EUR; 113,000 KRW)▫ > High school educated ▫ Involved parents▫ Immigrant and Canadian born

• Rationale:▫ “Struggling” students

Most parents who have hired tutor estimate child is an A/B student

▫ Less satisfied, but not dissatisfied with public schools

Great variety•Delivery:

▫One-on-one, small and large group instruction▫Individuals, independents, online, learning centres

•Providers:▫For-profit, non-profit, volunteers, school-based

•From Shadow to Generic Forms: ▫Shadow: Homework support▫Generic skill building: Reading and math▫Newer Forms: Self-esteem, teaching kids how to

learn•Teachers:

▫Mostly non-certified

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Example: SE Businesses in Ontario, 1996-Example: SE Businesses in Ontario, 1996-20072007

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Locations

Example:

With Oxford Learning, better grades are just the beginning▫Life-long tools like high self-esteem, an

active, agile mind, and an understanding of how to study, learn and think. Only Oxford Learning puts all these outcomes within your child’s reach — along with better grades — with our cognitive approach to learning, where we focus on helping children learn how to learn.

Research Question 1:

1) Where does SE fit within the larger organizational field of education in Canada?

1) Canadian SE•SE reflects expansion/demand and org diversity •SE absorbs some of the surplus demand for ed

▫Limited nature of publicly provided instruction

•Despite popularity periphery •Weak connections to:

▫Formal schooling: Curriculum, teaching, learning▫Stratification processes: Tracking, access to PSE▫Socialization/Culture: Life course, family processes

Organizational Field of Ed: Canada

Powerful “core”: -dominant public system -stable, equalized funding-well paid teachers -less variation between schools-public confidence

And few “coupling” mechanisms : -weak tracking/multiple entry points-no high stakes tests-flat postsecondary sector

*provincial variations – formal connections

Theorizing Loose/Tight ConnectionsCharacteristic

Periphery - Looser Connections

Core - Tighter Connections

Formal Schooling

CentralizationFundingQuality

Member Support

Connections

Decentralized Ed systemStable, strong fundingConsistent Quality

Some/High confidence

No support – outsiders

Centralized Ed system Weak/varied public funding Varied quality

Low confidence

Formal connections – tutoring as a literal extension of school day

Stratification AccessOpportunityOutcomes

Low stakes testWeak trackingFlat PSE

High stakes testTrackingHierarchical postsecondary

Socialization Stability

Competition

Professional norms

Evolving/unstable cultural normse.g., lesson culture, intensive and “free-range” forms of parenting

Diffuse notions of credential competition

Professions – resist

Tradition; strong cultural norms

Coherent notions of credential Competition

Professionals – encourage?

Research Question 2:

3) Do variations within SE reflect trends in the organizational field?

Clarification: We define SE broadly to include any academic instruction not directly leading to recognized credentials, grades or credits

Variations Within SE•Education’s organizational field is

increasingly diverse, as reflected in SE, which can vary along 3 axes:

•1) sectors – whether providers are states, markets, or non-profit philanthropists

•2) degree of formalism (from individual to highly organized)

•3) whether or not it ‘shadows’ mainline education

3 Organizing Logics of SE in Canada

a) Sectors and Demand for SE

b) Degree of Formalism

c) Shadowing vs Independence

Summary:

•Concept of ‘organizational field’ captures growing complexity and diversification of contemporary education

•SE provides a window on this process: outgrowth of surplus demand generated by higher ed expansion and rise of accountability regimes

•SE varies by sectors, degrees of formalism and independence, illustrating greater variety within educational fields

3) Conclusion:Towards Comparative

Questions•Can we use this framework in other

national contexts? •Can it capture variation internationally?• Can we operationalize it in survey

questions / research agendas?