Abstract:

Social risks are factors with the potential to worsen negative socio-economic impacts such as exclusions, inequalities, poverty, or reduce the quality of life. They can be (re) produced during public service transformation, with potential adverse effects on beneficiaries such as school children and communities. However, there is scant research on this. This paper which is based on findings from a monograph aims to enhance understanding of social risks of inequality and its management by focusing on the transformation of Scottish School Education Services (SSES). Utilising primary data obtained from two Scottish councils, the paper analyses emerging social risks of inequalities associated with public service transformation (PST) and makes recommendations for professional practice.

This paper contributes to risk management and structuration theories. This blended theory approach facilitates effective interpretation of primary research findings. During the analysis, the agent-structure discourse has evolved beyond the concepts presented by Structuration Theory. Nevertheless, primary research findings were better explained using some of the key concepts of Structuration Theory. This includes the use of signification structures and interpretive schemes to explore social risk awareness, management, and mitigation within the context of inequality. It relates to the different guises in which social risks of inequalities can manifest during the transformation of school education services in Councils A and B.

Though social risks of inequalities were not explicitly discussed in corporate documents, respondents were keenly aware of them. Poor signification structures and weak interpretive schemes suggest that though unintentional, both Councils may not necessarily be complying with the people-focused legislation during the transformation of school education. The findings imply that governments at macro, meso, and micro institutional levels have not deliberately considered eradicating discrimination and inequality of outcomes, promoting equal opportunity, and nurturing good relations during PST and SSES transformation.

This concept was used to understand social mechanisms associated with the production/manufacture and management of social risks related to SSES transformation in Councils A and B. Thus, this paper aims to create new knowledge on how structuration theory may be empirically applied in the case of transforming school education services in Councils A and B. This new knowledge also extends to risk management theory by exploring the nature of the social risk of inequality, demonstrating how they may be (re)produced, mitigated, and/or managed during SSES transformation. The new knowledge can create positive impact in the lives of key beneficiaries, if the recommendations are effectively applied.

Please choose your submission type: Full Paper

Primary Track: Decision-Making Under Uncertainty

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Dr. Gillian Brydson