Showing papers in "International Journal of Educational Management in 1999"

Listening to the customer’s voice: examining perceived service value among business college students

Abstract: This article examines the concept of service value in business education with data collected from 402 students of a small business school. A set of factors were found to impact on students’ evaluation of value during their educational experience. More precisely, the results indicate that the relationship between price and quality, the knowledge acquired, the economic utility of a business degree, image, as well as social and emotional value, are important drivers of value in business education. Moreover, when comparing value judgements on the basis of gender and year of study, the results show that male students are more inclined to focus on social value during service consumption, and that females are more critical of the price/quality relationship as it relates to value. Overall, the results show that as students progress in their studies they are less likely to believe that a business degree will guarantee a good salary and career advancements. Conversely, a positive affective response toward the business school is observed over time. Implications for formulating strategies that promise to create and foster service value in business education are given.

Sustainable Competitive Advantage for Educational Institutions: A Suggested Model.

Abstract: This paper outlines a model of the factors that are critical to the establishment and maintenance of sustainable competitive advantage for education services enterprises in international markets. It draws together theories of competitive advantage developed by industrial economics and management theory, with literature relating to services marketing. In examining a theory of sustainable competitive advantage for services exports, the paper discusses the concepts involved and presents a model of the process involved in achieving it. The model seeks to explain the strategic decision making environment in which the education exporter operates, and the outcome ideal to achieving a competitive advantage.

The marketing strategies of universities in the United Kingdom

Abstract: Universities in the UK are facing huge changes to their environment, in terms of both supply of funding and level of demand for their courses. One of the most dramatic recent changes has been the alteration in status of the former polytechnics to fully fledged universities. In order to find out how both old and new universities are responding to this rapidly changing environment, we sent questionnaires to a number of senior staff. Based on 131 responses (81 from old universities, 50 from new), we have been able to paint a picture of how marketing is undertaken in these two segments. We report on how these institutions perceive their marketing task, and also the extent to which these two traditionally different sectors agree on the role marketing plays in their sector. Our research clearly indicates these two groups of institutions have fundamentally different approaches to operationalising their marketing strategies.

Changing Teachers’ Work: The “Reform” of Secondary Schooling

Abstract: Changing discourses for new times changing teachers' work -structure, culture and agency changing framework, changing systems changing what teachers teach changing how teachers teach changing patterns of association changing pace of work changes in accountability changes in school organization and management changes in teachers' professional development conclusions.

The Relationship between College Experience and Academic Performance among Minority Students.

Abstract: A number of factors have been identified as important to the retention and success of minority students in American higher education. Foremost among these factors are college experience variables like academic integration and social integration. The purpose of this study was to model the relationship between college experience and academic performance for minority students enrolled in an American institution of higher learning. Using structural equation modeling techniques, a model of the college experience consistent with past research was proposed and tested. The results provide support for the proposed model. Implications of the findings for improving research and practice in the field of educational management are outlined.

Total quality management in education: problems and issues for the classroom teacher

Abstract: Total quality management (TQM), a management philosophy developed for industrial purposes, is now attracting increasing attention in the field of education. Different interpretations of TQM in industry, however, may result in contrasting outcomes when TQM is applied in schools. Briefly reviews how TQM operates in the industrial context and clarifies how the philosophy of TQM may be translated into the context of education. Examines one inter‐pretation of TQM which aims at improving the quality of the production system in order to produce a quality product with “zero defects”. This may lead to a teaching and learning process which focusses exclusively on achieving good examination results. This is contrasted with a second interpretation of TQM as a never‐ending cycle of improvement in the system of production. In the context of education, this may lead to continually improving the quality of instruction in order to encourage students to become critical and creative thinkers in a fast‐changing technological world.

The president and the college bottom line: the role of strategic leadership styles

Abstract: Examines university presidents’ strategic style and relates it to the college bottom line. Eight different presidents’ profiles of strategic leadership style are discussed and analyzed (integrator, net caster, focused visionary, focused performer, prioretizer, dreamer, implementor and maintainer). Three college outcomes are explored (enrollment growth, resource growth and quality improvement). The conclusion of the study is clear: presidents’ strategic leadership style is associated with the college bottom line. The pattern is very distinct: maintainers are directly associated with declining institutions while integrators and net casters are associated with successful institutions. The implications of these findings are discussed.e abstract, this is the abstract.

Improving School Attendance

Abstract: Introduction Eric Blyth and Judith Milner 1.Theoretical Debates and Legislative Framework Judith Milmer and Eric Blyth 2.Combating truancy: the Scottish approach Brian Boyd 3.School Attendance and the Role of Law in England an Wales Jon Blacktop and Eric Blyth 4.The Relationship Between Delinquency and Non-attendance at School Cedric Cullingford 5.The Effective Collection and Analysis of Attendance Data Ian Stokes and Jo Walton 6.The Essential Elements of an Effective Attendance Policy Kay Badsley, Peter Costa and Jo Walton 7.Strategies for Improving School Attendance Douglas Macildowie 8.Proactive Primary Approaches to Non-attendance Beverley Lewis 9.Raising Expectations at Don Valley High School Bob Johnson 10.Doing Better: improving the educational experiences of looked-after children and young People Eric Byth, Dorothy Jessop and Judith Milner 11.Student Support Groups Mike Haworth and Kay Bardsley

The role of the head of department in managing performance in UK universities

Abstract: The increasing scrutiny of universities has led to increasing pressure on heads of department to deliver increased performance This paper presents 14 case studies from UK institutions examining in detail and in context how heads of department manage performance It establishes that heads of department have often struggled due to a lack of options and possibilities to influence performance and a lack of management training to help them achieve it The paper concludes that the real problem facing universities in this area arises from the fact that the change in role of head of department has not been thought through but has been a reaction to external pressure, leading to ambiguity and confusion

Decision‐making assessment: improving principal performance

Abstract: The process of training and preparing principals is driven by a characteristics model. Underlying each of the components in the characteristics model is decision making. Decision making defines the work of principals. Those who prepare principals can improve the leadership quality of principals and thereby impact school effectiveness by focusing on decision making. Decision‐making assessment is a critical component to principal preparation and ongoing development. It can be used to assess the quality of decisions made by prospective and acting school administrations. Through decision‐making assessment principals can become aware of their cognitive decision‐making patterns thus allowing them opportunity to replace potentially dysfunctional patterns with patterns that are more effective and efficient.

An insight into elementary principalship in Cyprus: the teachers’ perspective

Abstract: Explores the perceptions of elementary school teachers regarding their principals and their leadership styles. The underlying and guiding) assumption for this project was that the effectiveness of a leader mainly depended on how others view him/her as a leader. As indicated in the results, teachers have a positive attitude towards their principals in general, but there are some areas where principals need to improve, such as, personnel management and professional growth and development. Furthermore, the bureaucratic and highly centralized structure of the Cyprus educational system proved to be ineffective and should be abandoned. Principals must be given motives for self‐improvement.

Managing Australia’s aid‐ and self‐funded international students

Abstract: In Australia, market‐oriented studies involving overseas students have not kept pace with the regional economic development that has freed prospective students from relying on aid money and contributed towards the commercialisation of international education. A sample of 336 Asian and Pacific Island students from a range of faculties at the University of Wollongong reported their perceptions of prejudice in the local and university communities, their attitudes towards the quality of service provided by the university, and their intentions to recommend Australia on returning home. Compared to aid‐funded students (N = 57), the self‐financing majority were more likely to discern prejudice and inferior service, but ratings on these two factors, for both groups, sharply differentiated those who later intended to recommend Australia from those who did not. Today’s business ethos suggests that techniques from managerial psychology could be applied to improve the quality of delivery of our higher educational services, thereby preventing further erosion of international social capital.

Appraisal policy and implementation issues for New Zealand schools

Abstract: The failure of schools between 1990 and 1995, to respond to the imperative to establish systems for staff appraisal resulted in the Ministry of Education in New Zealand prescribing guidelines for schools to follow from 1996 onwards. This paper explores forces which shaped national policy in the framework of the reform movement, describes the policy development process and a national training programme for its introduction and examines challenges presented for principals who are expected to be accountable for policy implementation. National policy (which frames problems and solutions in structural terms) is analysed to show how it can fail to address dilemmas at the heart of staff appraisal activity. Problems inherent in attempting to mesh dual purposes of appraisal are identified, and the requirements of a “dilemma management” approach are explained in relation to the role of the principal.

Mechanics, problems and contributions of tertiary strategic alliances: the case of 22 Australian universities

Abstract: This study reports the mechanics, problems and contributions of international strategic alliances involving 22 Australian universities. The findings suggest that the majority of Australian universities have a framework for internationalisation initiatives, with top university management being instrumental in initiating joint ventures with overseas institutions even though inadequate resources are provided especially at the pre‐negotiation and implementation phases of the partnership. Our study shows that Australian universities believe they bring to the partnership high quality higher education and reputable credentials while their overseas partners’ major contributions include financial resources and market opportunities.

Managing progress monitoring in United Arab Emirate schools

Abstract: This paper examines managerial and associated aspects of monitoring pupil progress in United Arab Emirate state schools, based on an empirical study carried out over five years in the Dubai Educational Zone. Such monitoring has been recognised as of importance to school effectiveness and improvement. It is of special concern in the Gulf because of the prevalence of underachievement and drop‐out there. The Ministry requires only raw data of test and examination performance. Gathering this consumes much time and energy but contributes little to student learning. Data concerning “at‐risk” students are not shared. Recommendations are made. Study of this aspect of schooling allows the opportunity to examine other significant managerial aspects of UAE schools.

The importance of department heads in the development of teacher support for school vision

Abstract: Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position of the high school as a loosely‐coupled system consisting of departments with distinct subcultures and department heads who are influential leaders is reported. As expected, principal components and multiple regression analyses suggest that behaviours of the principal which emphasise and reinforce the school vision, predict the extent to which teachers support the principal’s vision. However, the congruence of department heads and the principal, in terms of school vision, is a much stronger predictor of teachers’ support for the vision. To a lesser extent, stronger structural coupling between departments also contributes to teachers’ support of the school vision.

Effects of stay‐back on teachers’ professional commitment

Abstract: This study investigated the effects of stay‐back on teachers’ professional commitment, in order to develop an effective means to measure teachers’ commitment to the teaching profession which, according to various studies, contributes to “quality education”. Other possible factors, such as age, gender, marital status, tenure, educational level and position, were also studied. Suggestions on ways to increase commitment, based on the statistical findings, were also made. The results of causal‐comparative, correlation and multiple regression analyses revealed that stay‐back was the one factor which was found to be the most highly and significantly related to commitment. Apart from educational stay‐back, marital status, age and tenure were also proved to relate significantly to commitment. In this research, the accuracy and reliability of the stay‐back data were improved through adjustment for a secondary analysis.

In charge? (Absent) academic leadership during external assessments

Abstract: Evaluation literature often emphasises the involvement and interest of local academic leaders as vital conditions for organisational improvement and change during and after assessment processes. Careful planning, organising, staffing and decision‐making in relation to the assessments are in particular highlighted as basic and important responsibilities for academic leaders. By studying a series of external quality assessments of educational programmes at universities and colleges in Norway, and analysing to what extent local department heads influenced the assessment processes, this article suggests that even if such basic leadership responsibilities are taken, a successful outcome of the assessment process is very much related to academic leaders’ ability to translate, interpret and give meaning to the assessment process. This result points to the significance of the cultural and symbolic sides of academic leadership during assessment processes.

Semi‐autonomous study groups

Abstract: Many innovations have taken place in the teaching‐learning strategies for organisational behaviour (OB), in the School of Management over the past 18 months. This paper describes the impetus for these changes (i.e. budget pressures) and the search for alternative teaching‐learning strategies suitable for organisational behaviour. It documents the journey of lecturers, part‐time staff and students who took part in this adventure. The change process involved a team of eight full‐time and ten part‐time staff members and over 800 students in a multicultural environment. During the first meeting, students had to negotiate their roles, desirable group norms and the gradations of penalties they would use if these ground rules were not adhered to. Each week the roles of facilitator, facilitator’s buddy, time‐keeper and scribe were rotated. Students learnt to work with “dominators”, “quiet members”, “social loafers”, “poor timekeepers”. Some learnt to confront conflict, others decided to ignore it. Student assignments included a creative learning log and a report describing in depth what they learnt themselves and working in groups and relating their experiences to models and theories of organisational behaviour.

Developing research capacity: the second step

Abstract: This article suggests some strategies for the second stage of building research capacity. Research planning becomes a more central activity in this phase of development. Key issues for such planning are ownership, objectives, outcomes and organisation. Successful development depends both on effective team working and individual achievements. Research networking and quality are at the centre of individual strategies in this second phase of development. A model which identifies the different stages of research networking is offered; this may assist in mapping progress and establishing objectives of individual members of a team.

Dimensions of teacher in‐service training for school improvement

Abstract: Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training; and what principals do in regard to teacher follow‐up activities in the classrooms. Using interview and observation techniques, relationships are found which reflect successful efforts extended towards school improvement.

A whistleblowing code for educational institutions

Abstract: This article discusses three important aspects of assessment within schools, namely, planning, testing and policy development. From the outset, emphasis is placed on the importance of planning for teaching and learning. It is argued that the development of assessment strategies at this stage is significant in terms of establishing clear learning outcomes for lessons taught. Some of the more widely used tests are also discussed in terms of how they might assist teachers to identify specific difficulties children may have with learning. The final section considers policy development in schools and suggests a possible framework for action. Throughout the article reference is made to recent research which supports the development of formative assessment strategies in the classroom context. It is concluded that planned assessment strategies have the potential for enhancing the quality of teaching and learning within the classroom.

Nurturing innovation: how much does collaborative management help?

Abstract: Collaborative decision making and site‐based management have been proposed as essential foundations for reform of classroom instruction. Using data from the nationally‐compiled PROSPECTS Data Survey, this study analyzes the data for key variables pertaining to school organization, teacher characteristics, and classroom instruction. The purpose is to determine the degree to which innovative practice relates to collaborative decision‐making process, individual teacher background characteristics, or another combination of factors. The results surprisingly downplay the impact of collaborative management on instructional practice, identifying instead sustained inservice programs and teacher belief in student ability to learn as potentially more promising directions for future research and practice aimed at the question of instructional reform.

The in‐service training of primary school teachers in Greece: views of directors and vice directors of PEK

Abstract: Gives a brief view of the in‐service training of primary school teachers in Greece in the historical contexts as well as the current situation The major purpose, however, is to investigate the views of directors and vice directors of “regional in‐service training centres” (PEK) about the different aspects of in‐service training of primary school teachers These include: the objectives and curricula of different in‐service training programmes; the methodology of teaching and practice; the assessment criteria for trainee teachers; the criteria for the selection of trainees and trainers; the provision of daily allowance for trainees and trainers; the organizational set‐up; the financing and nature, duration and management and control of different training programmes The results showed that generally the respondents were satisfied with the existing situation The chi‐square (w2) test demonstrated that position/rank and qualification had no significant impact on the opinions of directors and vice directors regarding most of these aspects

Striving for success: assessing the opportunities

Abstract: This article discusses three important aspects of assessment within schools, namely, planning, testing and policy development. From the outset, emphasis is placed on the importance of planning for teaching and learning. It is argued that the development of assessment strategies at this stage is significant in terms of establishing clear learning outcomes for lessons taught. Some of the more widely used tests are also discussed in terms of how they might assist teachers to identify specific difficulties children may have with learning. The final section considers policy development in schools and suggests a possible framework for action. Throughout the article reference is made to recent research which supports the development of formative assessment strategies in the classroom context. It is concluded that planned assessment strategies have the potential for enhancing the quality of teaching and learning within the classroom.

Education under the municipal administration in Pakistan

Abstract: The elementary education system in Pakistan is fragmented into state controlled, municipal, and private education. The first is over‐controlled under the hierarchical structure, without any system of accountability or democratic control and is subject to political intervention. In urban areas, elementary education is totally left to the municipalities. Owing to their multi‐purpose nature, lack of clarity in the local government laws, and absence of central discipline and administrative control, the real interest of education could never be guaranteed among the municipalities. The political and administrative elite are fulfilling their educational needs from private sector, which is expanding speedily under the auspices of the government. Practically, State and Municipal education is left only to the poor people, who have no say in society. In such circumstances the only option is the establishment of the “education authorities” at division, district or the local level. This step will ensure the involvement of the related interests in planning, administration and maintenance of the educational institutions. It will also enhance a sense of participation and accountability among the educational community and equip the system with local knowledge.

The methodology of a minor miracle: killing a myth through strategic planning in the Elam School of Fine Arts

Abstract: This paper reports the planning processes used in one of New Zealand’s premier schools of fine art. Elam has a culture of exuberant individualism, high productivity and disciplinary sectionalism. There is a belief that it is cantankerously and inevitably unbiddable, and yet, paradoxically, it is well enough organised to shape New Zealand’s cultural identity, consistently producing some of its finest visual artists and designers. Processes were drawn from action research, organisational development and educative leadership theory to develop a collective purpose with goals and objectives, and program plans and budgets for 1998. It is shown that there was no “minor miracle” involved, just the death of a myth about Elam’s incapacity to learn as a School.