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The Experience of Being a Minister Responsible for Education

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The Experience of Being a Minister Responsible for Education University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2018-10-17 Anxiety, Authority and Accountability: The Experience of Being a Minister Responsible for Education Rouble, Patrick James Rouble, P. J. (2018). Anxiety, Authority and Accountability: The Experience of Being a Minister Responsible for Education (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/33215 http://hdl.handle.net/1880/108902 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Anxiety, Authority and Accountability: The Experience of Being a Minister Responsible for Education by Patrick James Rouble A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE DIVISION OF EDUCATIONAL RESEARCH CALGARY, ALBERTA OCTOBER, 2018 © Patrick James Rouble 2018 ii Abstract Literature related to education leadership, governance, and political science provide a legal and process understanding of the position of minister responsible for education, but lack detail related to how the phenomenon is experienced by those in the position. Using a hermeneutic phenomenological approach, I explored the experience of being a minister of education in a Canadian province and present a nuanced interpretation of the position. This inquiry examined the lived experience of 5 former ministers of education and provides a greater understanding of this important, complex, and challenging position through the lens of the emergent themes: changing identity, voicing identity, educating identity, and trusting identity. The study concludes with interpretations and implications of these experiences and demonstrates how issues such as anxiety, authority, and accountability play important roles in Canadian education. Keywords: minister of education, education, education governance, education leadership, politics, hermeneutic phenomenology ii iii Acknowledgements I wish to acknowledge my sincere thanks to the five participants who generously shared their insightful and candid stories with me. I would like to thank my supervisor, Dr. Dennis Sumara, for creating the conditions necessary for me to learn from this experience, and the members of my committee, Dr. Jim Brandon and Dr. Brenda Spencer, for their wisdom and support. And, the work of Karen Crosby of Editarians should also be noted. Her careful attention to detail in copy editing this document has improved its readability and accessibility. I intentionally strayed from strict APA formatting on several occasions but benefited from her advice. iii iv Dedication To my wife, Sophie, without whose enduring support this journey, and others, would not have been possible. iv v Table of Contents Abstract .......................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii Dedication ...................................................................................................................................... iv Table of Contents ............................................................................................................................ v Chapter 1: Overview of Study ........................................................................................................ 1 Clarification of Terms ................................................................................................................. 5 Context of the Researcher ........................................................................................................... 5 Chapter 2: Literature Review .........................................................................................................11 The Position of Minister Responsible for Education .................................................................11 Becoming the minister .......................................................................................................... 12 Learning the position ............................................................................................................ 20 Summary ................................................................................................................................... 29 Chapter 3: Methodology ............................................................................................................... 31 Hermeneutic Phenomenology ................................................................................................... 32 Research Structure..................................................................................................................... 40 Study Participants ...................................................................................................................... 41 Data Collection Method ............................................................................................................ 43 Rationale for Method Choice .................................................................................................... 46 Limitations of the Study ............................................................................................................ 47 Credibility, Trustworthiness, Dependability, and Reliability .................................................... 48 Researcher’s Perspectives and Context ..................................................................................... 49 Chapter 4: Data From the Interviews ............................................................................................ 51 Becoming a Politician and Being Appointed Minister .............................................................. 52 Becoming the Minister .............................................................................................................. 55 The Activities of Being the Minister ......................................................................................... 56 Making Decisions ...................................................................................................................... 57 Being in Education .................................................................................................................... 74 Being the Voice of the Ministry of Education ........................................................................... 76 Being a Public Figure ................................................................................................................ 78 What Is It That You Wish More People Understood? ............................................................... 79 Heroic Expectations .................................................................................................................. 83 Being Changed by the Experience ............................................................................................ 84 v vi Summary ................................................................................................................................... 85 Chapter 5: Thematic Analysis ....................................................................................................... 86 Changing Identity ...................................................................................................................... 89 Voicing Identity ....................................................................................................................... 104 Educating Identity ....................................................................................................................110 Trusting Identity .......................................................................................................................116 Summary ................................................................................................................................. 123 Chapter 6: Insights, Implications, and Conclusions.................................................................... 127 Anxiety and the Future ............................................................................................................ 127 Authority and Education ......................................................................................................... 130 Accountability in Education .................................................................................................... 132 Conclusions ............................................................................................................................. 134 References ................................................................................................................................... 137 Appendix A: Project Description ................................................................................................ 144 Appendix B: Informed Consent .................................................................................................. 146 Appendix C: Interview Questions ..............................................................................................
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