Stakeholder engagement and its effect on the performance of a public Education policy

Abstract

Stakeholder engagement has been identified as an important management tool for both public and private organizations. Although research has advanced the discussion of the effects of engagement in different public contexts, understanding its impact on the performance of public education policies remains limited. The studies also lack clear guidance on the level of engagement required to generate more favorable performance perceptions. This study addresses these issues by analyzing the effect of different levels of stakeholder engagement on the perceived performance of a rural public education policy. The research was conducted with three stakeholder groups involved in the COMDECampo public policy, which aims to improve rural education. The results indicate that transactional, transitional, and transformational levels of engagement positively affect the perception of performance. Moreover, the higher the level of engagement, the greater the perceived performance of the public policy.

Stakeholder theory; Education; Performance; Public policy; Engagement