MA Inspection and Regulation – Interviews November 2012 Patricia Graham My background is in early years and the course has broadened my horizons in knowledge of other remits, such as social care. I looked at how it related to early years. I felt very positive about material and it was pitched at a good level. I found the residentials extremely valuable – they were fabulous. We did a lot of comparisons and looked at different countries e.g. New Zealand and how different countries do it. The course has really boosted my confidence and I have really enjoyed it. I feel it is important to get the message across that even though I am not an academic I have got so much out of it.
Mark Jackson I think this course appeals to those who want to take their career in a different direction. It is very marketable in different fields, eg benefit fraud. I think the translatable aspect is key. I found the course had applicability in a broader sense in that it allowed me to explore other inspection bodies beyond education. I would like to stress that academic work is very therapeutic. It is a way and chance to think more strategically and to look at things in a different way. .... It has enabled me to explore inspection and regulation in a strategic sense, beyond my own discipline and to investigate the social, political and economic dimensions influencing policy which is not always supported by academic research. As such, this course has further developed my analytical skills to an even higher level. The c ourse, although demanding in terms of time and academic challenge and rigour, is also therapeutic allowing me to escape from the demands of day to day regulation and inspection work, allowing time for detailed analysis of the field using academic literature and discussion to explore the history and development of policy (both nationally and internationally considering such factors as globalization) which influences inspection and regulation development and its impact. Although the course is currently tailored to the needs of a diverse workforce within Ofsted, it does facilitate an evaluation of other inspectorates and it examines the international picture and its influence on national and local policy development. A key reflection is that I have established that it is possible (with determination to succeed and support from family and colleagues) to combine study, a full time job and family commitments and that the benefits are experienced on an ongoing in developing a more enquiring mind which can be applied to the working environment and beyond.
Malini Mandalia I tussled with the difference between inspection and regulation. I suppose I was attracted by my personal enquiry and the question ‘Do we inspect to measure the measurable? Do we just measure leads to deep questions, not just about the value of inspection. I can see the power of inspection. It also leads to asking such questions as ‘ How might we do things differently?’ For example, child protection – the regulatory bit. The final module took us into accountability and now improvement. It taught me so much... The big picture ... can we do things differently in the future, how can we engage in the process. What is the value? In schools are the inspectors just picking out the boisterous and not the compliant? How active are they or simply doing what they are told? The MA is superb in enabling how we think about these things. The module I found most interesting was policy. I wish we had had more time. It allowed me to explore the politics and how we are changing things. I felt I didn’t uncover it deeply enough in 4,000 words. In my personal growth it helped me to be really critical. Do I have time to dedicate to the MA? On the preparation I really feel how well -considered and responsive Peter and Liz have been and really appreciate all the effort – that has really motivated me all the way through.