Showing papers in "International Journal of Educational Management in 1996"
TL;DR: The authors argued that the methods and ideology of commercial marketing, if properly understood and correctly applied by professionals in education, can be beneficial rather than harmful, and may be imperative for schools and colleges wishing to attract students and to offer them the most relevant provision.
Abstract: States that the concept of marketing is regarded with suspicion by many in education because of its commercial implications. Marketing is seen as a potential tool for the application of market forces and is therefore regarded as ethically undesirable. Argues that the methods and ideology of commercial marketing, if properly understood and correctly applied by professionals in education, can be beneficial rather than harmful, and may be imperative for schools and colleges wishing to attract students and to offer them the most relevant provision.
105 citations
TL;DR: In this paper, the authors conceptualize a framework for understanding and implementing self-management in school from a multi-level perspective, namely, the school level, the group level and the individual level.
Abstract: Attempts to conceptualize a framework for understanding and implementing self‐management in school from a multi‐level perspective. Proposes that there are three levels of self‐management in school; namely, the school level, the group level and the individual level. Each level of self‐management follows a self‐propelling and cyclic process comprising five stages. By following these self‐management cycles, the school, the groups and its individual staff members are sensitive to environmental changes and capable of self‐learning and development. In order to implement self‐management successfully, various conditions at the three levels are to be fulfilled. Also discusses the importance of school leadership and mission. It is hoped that this framework could provide a comprehensive view of self‐management in school and consequently contribute to the worldwide ongoing school management reforms and school development research.
57 citations
TL;DR: In this article, the authors suggest that women are hindered by both internal and external barriers which keep them from advancing; internally in the main owing to the effects of socialization and sex stereotyping, and externally because organizations so structure the behaviour of their workforce that women limit their performance because they are locked into low-power, low-visibility, dead-end jobs.
Abstract: Attempts to explain women’s lack of achievement in educational management, both in countries in the developed world and in Africa, particularly Uganda. Suggests that women are hindered by both internal and external barriers which keep them from advancing; internally in the main owing to the effects of socialization and sex stereotyping, and externally because organizations so structure the behaviour of their workforce that women limit their performance because they are locked into low‐power, low‐visibility, dead‐end jobs. Points out that these barriers are particularly applicable to women educational managers in Uganda, whose advancement is further impeded by the cultural imperatives of male dominance and suppression. Highlights a number of strategies which can help Ugandan women to overcome these barriers, such as a sensitization programme to alert women to the opportunities available, and affirmative action by the government to put equality of opportunity as a high priority on the Ugandan national agenda.
52 citations
TL;DR: In this article, the authors propose a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the overall quality of teacher performance layer and the latter contributes to student learning experience layer and then to the quality of student learning outcomes layer.
Abstract: Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short‐term, long‐term and dynamic strategies. Argues that the dynamic strategy is preferable, but that all of them have strong limitations because they ignore the complexity of teacher effectiveness and narrow the concept to the individual teacher, particularly in a classroom context. Proposes a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the total quality of the teacher performance layer and the latter contributes to the total quality of the student learning experience layer and then to the quality of the student learning outcomes layer. Explains that the framework suggests a holistic approach to improving teacher effectiveness with the emphasis on the improvement of whole layers of teacher competence and performance instead of fragmentary improvement of teaching behaviour. Advises that in order to ensure total layer quality and maximize teacher effectiveness, a congruence development cycle should be established within the teacher layers to ensure congruence and pursue total teacher effectiveness. Suggests that the proposed conceptual framework can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.
50 citations
TL;DR: In this article, the authors trace the literature that discusses the application of TQM in education and discuss the differences between industry and education, and explore the relevance of employing TQMs in education.
Abstract: Points out that recent discussion has centred on the application of total quality management (TQM) in education. Most writers appear inclined to suggest that TQM is a unique solution for effective school management. Nonetheless, TQM was initiated in the manufacturing sector and its successful application in the educational setting should only be justified with ample theoretical support and concrete evidence. Attempts to trace the literature that discusses the application of TQM in education. Also addresses the differences between industry and education. Aims to explore the relevance of employing TQM in education.
43 citations
TL;DR: In this article, a validated teacher stress measure comprising role-related, task-based, and environmental stress was used to tap the nature and prevalence of teacher stress, and a positive association was found between the amount of work stress reported and poor psychological health as measured by the General Health Questionnaire (GHQ).
Abstract: Suggests that although stress research has burgeoned in recent years, little attention has been paid to the relationship between leisure satisfaction, work stress and psychological wellbeing. Presents data from secondary school teachers in a major UK city. A validated teacher stress measure comprising role‐related, task‐based, and environmental stress was used to tap the nature and prevalence of teacher stress. Results showed that overall teacher stress arose from five main areas: role‐related issues (e.g. overload, conflict, ambiguity); general job satisfaction; life satisfaction; supervisory support; and student discipline problems. A positive association was found between the amount of work stress reported and poor psychological health as measured by the General Health Questionnaire (GHQ). While no strong relationship was found between leisure satisfaction and stress, overall leisure satisfaction was significantly correlated with life satisfaction. The findings provide evidence that relaxational leisure satisfaction could well be a moderator of occupational stress for some teachers.
43 citations
TL;DR: In this article, the integration of information technology into higher education teaching in the UK is examined and the authors argue that IT is only valuable if it is used in educationally sound ways and highlight the barriers to the integration and ways in which it could be more effectively adopted.
Abstract: Examines the integration of information technology (IT) into Higher Education teaching in the UK. Looks at the current status of IT in universities and states that IT is only valuable if it is used in educationally sound ways. Highlights the barriers to the integration of IT and ways in which it could be more effectively adopted. States that the majority of staff need support if they are to use IT to its full potential and suggests ways of bringing this about. Concludes that this has to be a long‐term goal and that it requires many resources.
40 citations
TL;DR: In this paper, customer compatibility management supplements other approaches to quality management, such as TQM, and emphasizes the controllability of customer-to-customer interaction in the higher education environment.
Abstract: Emphasizes the controllability of customer‐to‐customer interaction in the higher education environment. Argues that students′ satisfaction or dissatisfaction with their experience of a university may be significantly influenced by their experience of other students. Customer compatibility management supplements other approaches to quality management, such as TQM. Tutors and managers of the educational environment have always recognized that some features of student‐to‐student interaction need to be managed. Borrows some concepts from the services marketing literature and proposes a more focused and comprehensive customer compatibility management programme. Uses the theatrical metaphor to illustrate the roles and functions that need to be adapted in a compatibility management programme.
39 citations
TL;DR: In this article, the authors present up-to-date information on environmental scanning and how it can be used to benefit educational organizations and suggest that, in today's world of uncertainty, it is of vital importance for an individual or an educational institution to stay abreast of environmental changes which may affect their future.
Abstract: Suggests that, in today’s world of uncertainty, it is of vital importance for an individual or an educational institution to stay abreast of environmental changes which may affect their future Presents up‐to‐date information on environmental scanning and how it can be used to benefit educational organizations For modern educational institutions, it is necessary to establish a systematic method of collecting information regarding external influences on educational institutions However, it is quite difficult for any individual to be knowledgeable about all occurrences that may affect an institution, and it often requires special expertise to realize how an event or trend might affect an institution in the future An institution must tailor specific sources of external information, devise a method to collect the information, and use the information effectively in the planning process and in building the future Argues that environmental scanning has proved to be successful for school systems and should be accorded the importance it deserves Furthermore, scanning provides all individuals with the opportunity to contribute to the strategic planning process which is of vital importance for the survival of an organization
37 citations
TL;DR: In this paper, the emphasis on developing competence in problem-solving processes, using action research, is supported by the literature and this is illustrated by several examples of institutional projects and award-bearing programmes.
Abstract: Outlines how an action research approach can be used for management training and education. The emphasis on developing competence in problem‐solving processes, using action research, is supported by the literature and this is illustrated by several examples of institutional projects and award‐bearing programmes. Details how the authors’ interpretation of action research, in the school management training context, can both challenge and develop educational leaders.
35 citations
TL;DR: In this article, the authors explore strategies which can be adopted to support the development of a research ethos in a teaching institution, such as writing textbooks, publishable action learning materials and other publishable learning material; generating projects based on students' work; encouraging research students to publish; experimenting with and evaluating different teaching and learning approaches; and integrating data collection into student learning or assessment activities.
Abstract: Indicates that many universities are revisiting the issue of the development of an integrated teaching and research environment. Explores strategies which can be adopted to support the development of a research ethos in a teaching institution. These include: writing textbooks, publishable action learning materials and other publishable learning material; generating projects based on students’ work; encouraging research students to publish; experimenting with and evaluating different teaching and learning approaches; and integrating data collection into student learning or assessment activities.
TL;DR: In this paper, the authors argue that the quest for quality is international in scope, with many nations adopting the total quality management (TQM) principles as a way of achieving educational reform.
Abstract: Argues that the quest for quality is international in scope, with many nations adopting the total quality management (TQM) principles as a way of achieving educational reform. Early indicators of TQM’s success are increases in student achievement, student self‐concept and teacher morale. However, quality programmes are not free and the concept of accountability is ever‐present in the minds of stakeholders who demand positive returns on their investments. Without a means to demonstrate successful returns on quality investments, public support and confidence in the schools may drastically decrease and TQM may be perceived as too expensive for public support. For those implementing TQM, the question is: how do I demonstrate the return on quality investments? The answer lies in measurement. This involves assessing customer need and expectations; producing quality outputs which meet or exceed customer satisfaction, and then documenting these returns by directly linking quality education outputs with the inputs of time, money, and effort.
TL;DR: In this article, the authors examined expectations for academic leadership of, and sharing of authority by, departmental heads in a community college, a technical institute, and a university in Alberta, Canada.
Abstract: Describes a study which examined expectations for academic leadership of, and sharing of authority by, departmental heads in a community college, a technical institute, and a university in Alberta, Canada. Information was obtained from questionnaires completed by 20 deans, 123 incumbent department heads, and 17 faculty association executive members; and also from interviews with 17 department heads and three senior administrators. Several substantial differences were noted in the information provided by respondents classified by position and type of institution.
TL;DR: In this article, the authors argue that a re-engineering approach is a valuable way of rethinking the nature of school leadership and management to meet the challenge of the twenty-first century.
Abstract: Re‐engineering, or, to call it by its correct name, business process re‐engineering, has been sweeping the business world for the last few years. But does it have any implications for education? Puts forward the view that a re‐engineering approach is a valuable way of rethinking the nature of school leadership and management to meet the challenge of the twenty‐first century. Suggests more appropriate ways of leading and managing to meet the challenges ahead.
TL;DR: In this article, the authors used data from an ambulatory blood pressure monitor (ABPM), structured close-quarters observation, personal questionnaires, participant interviews and staff interviews to observe, describe and analyse the physiological, psychological and work stress of primary school principals.
Abstract: Data from an ambulatory blood pressure monitor (ABPM), structured close‐quarters observation, personal questionnaires, participant interviews and staff interviews to observe, describe and analyse the physiological, psychological and work stress of primary school principals. Looks at previous research which identified certain managerial tasks, as being more stressful than others. Finds that, while the physiological testing of principals in this study showed a wide range of blood pressure movement, the results differ somewhat from earlier research. Presents evidence to show that other factors are at work in influencing a principal’s stress levels apart from the managerial task. Posits that the intensity of the situation is dependent on more than the managerial task engaged in at the time.
TL;DR: In this paper, the history of formal education in China from the beginning of the twentieth century and explains the national system of administration of higher education is described. And ten major aspects in which Chinese higher education has to be reformed in order to meet the demands of the twenty-first century are discussed.
Abstract: Describes the programme of reconstructing higher education which is currently under way in China. Outlines the history of formal education in China from the beginning of the twentieth century and explains the national system of administration of higher education. Sets out ten major aspects in which Chinese higher education has to be reformed in order to meet the demands of the twenty‐first century
TL;DR: In this paper, the authors analyse the experience of partnership in social work education between the University of Ulster and external social work organizations between 1990•1995, and consider key issues associated with this collaborative process, all of which are of fundamental relevance to managers in education.
Abstract: Analyses the experience of partnership in social work education between the University of Ulster and external social work organizations between 1990‐1995. Using a historical perspective, considers key issues associated with this collaborative process, all of which are of fundamental relevance to managers in education. Draws on the author’s own experience as chairperson of the USSET Partnership for four years, making extensive use of documentary evidence such as minutes and policy statements, and consults widely with key personnel in other organizations within the partnership framework. Affords a glimpse of the troubled socio‐political Northern Irish context within which the partnership functions.
TL;DR: In this article, university-based training programmes for school management in the USA were examined and opinions about them were surveyed and a change in one institution used global information to design changes in its training programme.
Abstract: Examines university‐based training programmes for school management in the USA Surveys these programmes and opinions about them Demonstrates how one institution used global information to design changes in its training programme Describes selected changes in the programme of this institution and draws selected implications for school management training programmes in other nations
TL;DR: In this paper, the authors evaluate the impact of local management of schools on the ethos of the four London schools and its effects on staff attitude, thus enabling an examination of the success of LMS as an agent of change.
Abstract: Reports that the introduction of the local management of schools (LMS) was one of the main features of the Education Reform Act (1988). Considers the effects of LMS on four London schools in contrasting socio‐economic areas, in order to evaluate the impact of of LMS on the ethos of the four schools and its effects on staff attitude, thus enabling an examination of the success of LMS as an agent of change.
TL;DR: In this paper, the authors suggest that one avenue receiving considerable attention to meet the reform agenda is school-based management through shared decision making, which is based on the practices of successful organizations in the private sector, where decisions are made collectively by frontline personnel, as well as by supervisors and corporate department heads.
Abstract: Highlights the fact that the call for educational reform in the USA remains a persistent concern for educators. Suggests that one avenue receiving considerable attention to meet the reform agenda is school‐based management through shared decision making. Shared decision making is based on the practices of successful organizations in the private sector, where decisions are made collectively by front‐line personnel, as well as by supervisors and corporate department heads. Argues that this practice allows for decisions to be made as close as possible to the actual locus of implementation. Staff members involved in such decision making generally exhibit a high level of job satisfaction. This decentralized decision making is characteristic of schools identified in the literature as being effective.
TL;DR: The authors discusses the poor applicability of conventional (formalized, comprehensive, linear) planning techniques to the situation of the service and outlines the development of an alternative model, based on a more informal, holistic approach.
Abstract: Contends that, although strategic management and marketing techniques have been widely recognized as useful outside the profit‐making sector, strategic planning is one technique which does not appear to have been widely adopted. Reports the development of strategic plans in an educational service for the hearing‐impaired. Discusses the poor applicability of conventional (formalized, comprehensive, linear) planning techniques to the situation of the service and outlines the development of an alternative model, based on a more informal, holistic approach.
TL;DR: In this paper, the value of visual representations of geographical information remains largely unknown in educational management, and several illustrations of how GIS mapping procedures can be applied to school site management, planning and policy analysis.
Abstract: Observes, while most school site management personnel are familiar with the multitude of visual representations of statistical data, via graphs and charts, the value of visual representations of geographical information remains largely unknown in educational management. Explains that geographical information systems (GIS), in addition to determining the exact geographical street address location of a client, can also overlay important SES, thematic information such as demographic characteristics (per capita household income, percentage, minority, etc.), and man‐made, and when natural geographical barriers are combined a powerful visual representation or picture of a client service area emerges. Describes how these visual representations of educational service areas can then be used to support educational policy analysis and school site management. Presents several illustrations of how GIS mapping procedures can be applied to school site management, planning and policy analysis. Draws three illustrations of GIS mapping from the school management areas of co‐ordination of school site outreach services to educational policy areas of ensuring “equity” in access to instructional services. Explores extensions of GIS mapping procedures to other areas in educational policy analysis and school site management.
TL;DR: In this paper, the authors define student outcomes assessment as any institutional action which attempts to determine the degree to which students collectively attain the intended learning outcomes of the institution and develop a conceptual framework based on Simon's bounded rationality decision-making model and Provus's discrepancy evaluation model.
Abstract: Considers how higher education administrators can utilize student outcomes assessment information in decision making. Defines student outcomes assessment as any institutional action which attempts to determine the degree to which students collectively attain the intended learning outcomes of the institution. Develops a conceptual framework based on Simon’s bounded rationality decision‐making model and Provus’s discrepancy evaluation model. Identifies specific constraints involved in the process of gathering, analysing, reporting and using student outcomes assessment information in decision making at the strategic, managerial and operational levels. Discusses various uses to which student outcomes assessment information can be put, as identified in the literature, such as identification of problems, development of a context for a decision, inducing closure, and promoting or selling a decision. Finally, discusses several factors affecting the utilization of such assessment information and develops implications for administrative practice.
TL;DR: In this article, an independent evaluation of one large company's partnership from the perspective of the education side of the equation is presented, providing insights of the strengths and potential weaknesses of such arrangements, and making suggestions as to how improvements may be achieved.
Abstract: Suggests that the aim of cultivating closer links between education and business has become the accepted wisdom and practice in the UK over more than the past decade. The advantages of such education‐business partnerships are seen to be mutual, and most large and many smaller companies are now entering into them with immediate benefits to the local economy. Indeed one initiative by a larger company seeks to encourage smaller companies to become involved. It is becoming increasingly common for some evaluation to be undertaken of the effectiveness of such arrangements, but generally on a one‐to‐one basis. Presents an independent evaluation of one large company’s partnership from the perspective of the education side of the equation. Provides insights of the strengths and potential weaknesses of such arrangements, and makes suggestions as to how improvements may be achieved.
TL;DR: In this paper, an approach to teamworking was piloted and facilitated by one of the authors, in response to the major changes in the operating environment for a higher education institution.
Abstract: Describes how, in response to the major changes in the operating environment for a higher education institution, an approach to teamworking was piloted and facilitated by one of the authors. Describes the approach taken and highlights some of the issues raised in the programme, with explanations. Discusses lessons learned from the initiative.
TL;DR: In this article, the authors identify a number of recent shifts in issues affecting education and examine the impact on leadership in education with particular reference to the Canadian context and discuss implications for changes in leaders' behaviours within the context of social and leadership theories.
Abstract: Identifies a number of recent shifts in issues affecting education and examines the impact on leadership in education with particular reference to the Canadian context Discusses implications for changes in leaders′ behaviours within the context of social and leadership theories Presents some proposals which facilitate appropriate controls in educational leadership, but at the same time are supportive of increasing democratization These do not represent an abrogation of administrative responsibilities, but emphasize the need for new views of the multiple roles of leaders in education at a time when international similarities are being identified
TL;DR: Based on the first-hand experiences of two university lecturers who each spent a year lecturing at universities in the USA, this paper investigated the differences in assessment strategies between UK and US higher educational institutions highlighting the strengths and weaknesses of the two systems and assesses what the UK can learn.
Abstract: Based on the first‐hand experiences of two university lecturers who each spent a year lecturing at universities in the USA, starts with an overview of the US educational system including both high schools and universities and then concentrates on the differences in assessment strategies between UK and US higher educational institutions Highlights the strengths and weaknesses of the two systems and assesses what the UK can learn
TL;DR: The first phase of the project as mentioned in this paper focused on the forms of leadership service values in Malaysian school communities as adjudged by exemplary principals and head teachers and the interim findings of a research project intended to produce an indigenous theory of education in Malaysia.
Abstract: Summarizes the policy context, the methodology and the interim findings of a research project intended to produce an indigenous theory of educative leadership in Malaysia. Reports the findings from the first phase of the project. Focuses on the forms of leadership service values in Malaysian school communities as adjudged by exemplary principals and head teachers.
TL;DR: In this paper, a survey of candidates who completed the course was undertaken by the School of Education at the University of Ulster over a four-year period and the results showed that a significant proportion of candidates favored the use of the system and were aware of its advantages.
Abstract: Reports on how the implementation of competence‐based approaches to vocational education and training has resulted in structural changes to the delivery of courses in this sector. A vocational education course offered at the University of Ulster for lecturers in further education in Northern Ireland was radically restructured to assist teachers to develop strategies for responsive and flexible learning. One critical aspect of the restructuring was the decision to provide tutoring during the second year of the course using virtual conferencing in the form of the Caucus System provided by British Telecom through Campus 2000. A postal survey of candidates who completed the course was undertaken by the School of Education at the University over a four‐year period. The results showed that a significant proportion of candidates favoured the use of the system and were aware of its advantages. However, many candidates still showed a preference for the traditional face‐to‐face approach of teacher training. Examines the reasons for this preference and makes recommendations for alleviating the situation and enhancing the use of the Campus 2000‐based computer conferencing system.
TL;DR: The authors states that the foreseeable future scenario of Singapore suggests the need to include premisses about the future in school developmental planning and proposes a five-step process that includes a delphi survey.
Abstract: States that the foreseeable future scenario of Singapore suggests the need to include premisses about the future in school developmental planning. Outlines a futuring process taught in Singapore as a possible way of obtaining such premisses. This five‐step process includes a delphi survey. Gives results from three delphi surveys done in Singapore at the end of the article to illustrate the kinds of data that school leaders could use as premisses in developmental planning.