The Baseline Study of School Business Managers
The Baseline study has been commissioned to:
- Assess the extent of any changes in the role of school business managers (SBM’s) since the baseline study 2003-04.
- Explore how school business management is currently carried out in schools.
- Consider how this data might inform future thinking.
Full report 2007
Key findings
- There has been a 21 per cent increase in the number of business managers employed in schools, with 91 per cent of secondary, 49 per cent of primary and 31 per cent of special schools now employing SBM’s.
- 81 per cent of SBM’s are female.
- 72 per cent of SBM’s come from the following four sectors: finance, education, government and industry with the biggest increase between 2004 and 2007 being in finance.
- There is a shift in the number of minimum qualifications held by SBM’s. 38 per cent gained their highest qualification at school, 32 per cent hold FE level qualifications and the number holding bachelors and masters degrees has remained constant between 2004 and 2007.
There are three career categories emerging:
- Emergent role – professional development specialises in one of the school business management responsibility areas
- Established role – often hold CSBM/DSBM, HE certificates, foundation degrees or bachelor’s degrees
- Expert SBM’s – usually hold doctoral or masters qualifications, NBA licentiate or other executive diplomas from professional associations.
Recommendations
- Provide further management training for key skills eg project management, reports writing, negotiating skills, team development and customer awareness.
- Develop higher level courses in response to the complexity of the educational environment in which school business managers operate and facilitate access to a consultant leader programme linked to that of headteachers.
The recommendations and evidence from this report supports the School Business Director (SBD) developments that have recently been announced at the NCSL New Heads Conference. The SBD project is responding to the changing and more complex contexts identified. For more information on this please see the announcements made at the new heads conference.
Further information
(40kb, 3 pages)