Ethics in third sector–school partnerships: a conceptual framework
| Date | 08 July 2019 |
| DOI | https://doi.org/10.1108/JEA-08-2018-0143 |
| Published date | 08 July 2019 |
| Pages | 345-360 |
| Author | Ori Eyal,Izhak Berkovich |
| Subject Matter | Education,Administration & policy in education,School administration/policy,Educational administration,Leadership in education |
Ethics in third sector–school
partnerships: a
conceptual framework
Ori Eyal
Department of Educational Administration and Policy,
The Hebrew University of Jerusalem, Jerusalem, Israel, and
Izhak Berkovich
The Open University of Israel, Raanana, Israel
Abstract
Purpose –In recent years, third sector–school partnerships have become more common and received
increasing research attention. Yet, the ethical aspects of third sector–school partnerships have not been
discussed in-depth. As a result, the field lacks a conceptual framework that makes possible in-depth
understanding of the ethical characteristics involved in partnerships between public schools and the third
sector. The purpose of this paper is to fill this lacuna.
Design/methodology/approach –An integrative review of the general literature on stakeholder theory,
corporate social responsibility, cross-sector partnerships (CSP) and strategic alliances, as well as of empirical
studies on partnerships between schools and the third sector, offers insights on ethical conduct in these
partnerships and their antecedents.
Findings –Based on the general literature on CSP and the educational literature on third sector–school
partnerships, the authors offer a conceptual model and propositions about ethical conduct in these
partnerships and its antecedents.
Originality/value –The innovative conceptual model makes possible a re-evaluation of existing knowledge
on third sector–school partnerships, and can support direct research of ethical aspects in these partnerships.
In addition, the model provides conceptual language for administrators for managing practical ethical
dilemmas in these partnerships.
Keywords Ethics, Schools, NGOs, Third sector, Cross-sector partnership
Paper type Conceptual paper
In recent decades, third sector organizations have begun playing an active role in public
education in the west. Third sector–school partnerships are a relatively new phenomenon in
education, therefore the ethical aspects of these partnerships have not been discussed at
length to date. As a result, educational research lacks a theoretical framework that permits
in-depth understanding of the ethical aspects of third sector–school partnerships. The
present work addresses this gap by building on the general literature on stakeholder theory,
corporate social responsibility (CSR) theory, cross-sector partnerships (CSP) and strategic
alliances, and on previous empirical studies on partnerships between schools and the third
sector. Our review aims first and foremost to conceptualize ethical conduct in these
partnerships and to breakdown their antecedents and potential pitfalls. Specific, we offer
formal propositions that can be used to advance future research. We intend to stimulate
interest and reflection on ethics in third sector–school partnerships.
CSP represent an important major mechanism by which the third sector delivers social
services. CSP include at least two of the three sectors (government, businesses organizations
and third sector organizations) (Selsky and Parker, 2005). These partnerships are designed
to achieve common goals by leveraging shared resources (Berger et al., 2004). Operating in
the space between government and private enterprises (Lehr-Lehnardt, 2005), third sector
Journal of Educational
Administration
Vol. 57 No. 4, 2019
pp. 345-360
© Emerald PublishingLimited
0957-8234
DOI 10.1108/JEA-08-2018-0143
Received 6 August 2018
Revised 30 October 2018
Accepted 19 November 2018
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0957-8234.htm
Both authors contributed equally to this work.
345
Third
sector–school
partnerships
organizations espouse different attitudes toward government policies: some oppose
the government and its policies, seeking to change the political agenda; others provide
supplementary and complementary services to those provided by the public sector
(Young, 2000). In both cases, the alleged legitimacy of the organizations derives from the
perception that they represent public interests and are driven by altruistic motives
(Lehr-Lehnardt, 2005). The present paper focuses on government-nonprofit partnerships
prevalent in the field of education. These partnerships involve third sector organizations
providing supplementary and complementary services to public schools. Past empirical
work suggests that school staff rarely contest the legitimacy of CSP in education. This
acceptance of partnerships by schools is apparent even when NGO agendas are perceived
by schools as deviating from their public mission, and it contributes to the general
conceptions that schools are fully aware of the underpinning agendas and can cope with
them (Author, 2018). These conceptions are based on numerous assumptions regarding the
capacity of schools to vet their potential collaborators, to regulate the shared programs
(e.g. monitor and possibly censor instructional content and pedagogical methods), and to
shape the instructional outcomes of the alliance (e.g. avoid adverse effects by setting
assessment criteria and conducting the assessment). Partnerships are therefore validated as
a positive course of action and seen as instrumental in serving school goals, without any
apparent sacrifice of the educational agenda of the school (Author, 2018).
Venture philanthropy and NGOs regard public education as a critical arena for social
intervention (Au and Lubienski, 2016; Ball, 2008). Such intervention may be driven by one or
more of the following motivations: altruism, public recognition and image, tangible rewards
(e.g. taxation benefits) (Seitanidi and Ryan, 2007), support of legal and institutional
frameworks, public legitimacy and attempting to gain influence on a large scale
(Ball, 2008; Brinkerhoff, 2002). Berliner (1997) argued that CSP in education stem from the
belief that no single organization can create successful schools and that all those
interested in the success of the education system must be recruited to take responsibility
(see also Wohlstetter et al., 2004).
The vast research on interactions between governments and third sector organizations
focuses on how-to and outcome-based explorations (Selsky and Parker, 2005). Ethical
aspects of third sector–school partnerships are seldom discussed and have not been
conceptualized. In a non-recurrent interaction, the consequences of unethical behavior and
loss of contact are minimal (Brass et al., 1998). But in frequent interactions, as in the case of
CSP, the opportunities for unethical behavior multiply, so that decisions by one party have
the potential to affect the interests, welfare or expectations of others. For example, frequent
cross-sectional interactions often expose each partner to the weaknesses of the other side,
lowering the level of inter-organizational regulation and increasing the likelihood of
opportunistic behaviors. This is because partnerships generate resource dependency and
increase vulnerability (Babiak and Thibault, 2009). As a result, in continuous relationship,
when self-interests are promoted, the potential for damaging one’s partner increases
(Brass et al., 1998). Thus, in partnerships, the probability for unethical conduct, defined as
behavior that has a harmful effect on others ( Jones, 1991), is high. Even more harmful is
losing the relationship (Brass et al., 1998). In education, NGOs often embrace an ideological
agenda (e.g. promoting human rights or twenty-first century skills), but ideological zeal may
not be similarly prioritized and can become an interest of one partner more than of the other.
For example, ideological commitment may suppress local considerations or constraints
(Mumford and Fried, 2014).
It is therefore possible to ask whether organizational and environmental features shape
the nature of partnerships in a manner that leads to a preference for the interests of one of
the stakeholders. In other words, do the organizational and environmental characteristics of
an emerging partnership shape the ethical conduct of the partners. Brinkerhoff (2002)
346
JEA
57,4
To continue reading
Request your trial