Abstract

While Public-Private Partnerships (PPPs) are a popular public policy tool, there is evidence to suggest that they often fail to deliver value for money, a key objective. Focusing on the use of PPPs in education in Ireland, this paper draws on perspectives from institutional and isomorphic theories to illuminate the use of PPPs as a modernisation tool of government. It finds that, while the adoption of PPPs has been characterised by difficulties, policy makers persist with its use. This is attributed to coercive isomorphic pressures in the case of Northern Ireland and mimetic isomorphic pressures in the Republic of Ireland.