Showing papers in "International Journal of Educational Management in 2001"

Image and reputation of higher education institutions in students’ retention decisions

Abstract: With data collected from 395 students of a business school, investigates the role of institutional image and institutional reputation in the formation of customer loyalty. The results indicate that the degree of loyalty has a tendency to be higher when perceptions of both institutional reputation and institutional image are favourable. The results also show that the addition of the interaction term between both constructs helps to explain more customer loyalty. Discusses research and managerial implications.

Higher education institution image: acorrespondence analysis approach

Abstract: “Create an image for your company or your competitors will do it for you.” In the higher education sector this statement by Keever is equally true; as competition for students increases and funding decreases universities and technikons need to create and maintain a distinctive image in the market place. Higher education institutions are becoming increasingly aggressive in their marketing activities to convey an image that is favourable to their public, be they prospective students, employers, funders etc. Investigates how marketing is used to convey higher education institution type image in the UK and South Africa. Using correspondence analysis, shows the unique positionings that have been created by the old UK universities, the new UK universities, South African universities and technikons. Also identifies which marketing tools these institution types use in conveying their institutional image.

Building school capacity through professional development: conceptual and empirical considerations

Abstract: Situates current research on professional development within an organizational perspective. Offers a framework for the study of professional development, and proposes that key factors that affect student achievement be conceptualized as school capacity. Argues that increases in school capacity will lead to gains in student achievement, and that professional development should, therefore, be designed to enhance the following three dimensions of capacity. First, school capacity includes the knowledge, skills, and dispositions of individual staff members. Second, the diverse human and technical resources of a school need to be put to use in an organized, collective enterprise termed school professional community. Finally, a school’s capacity is enhanced when its programs for student and staff learning are coherent, focused, and sustained. To illustrate comprehensive professional development that addresses all aspects of school capacity, describes one school from a current study.

Personal characteristics and job satisfaction of Greek teachers

Abstract: The purpose of this study was to examine the level of job satisfaction experienced by a sample of Greek teachers and to examine the relationship between personal characteristics and specific aspects of job satisfaction. The sample consisted of 354 teachers, 28 to 59 years of age, from 40 state schools. The results of the present study suggest that teachers were satisfied with the job itself and supervision, whereas they were dissatisfied with pay and promotional opportunities. The results of standard multiple regression showed that certain personal characteristics (e.g. gender, age, etc.) were significant predictors of different aspects of job satisfaction. Variables other than the personal characteristics, such as organizational variables, should be included in future research in order to explain better the teachers’ job satisfaction.

Leadership development and reflection: what is the connection?

Abstract: Examines the relevance of critical reflection practices in leadership development. The article provides suggestions for incorporating critical reflective practices in a leadership development program. A constructivist approach is adopted from educational literature which advocates using critical lenses to enable students to build on previous experiences of leadership and to incorporate new learning. Reflective processes encourage multiple perspectives to be generated that challenge teachers and future leaders to excel in complex and uncertain environments. Consequently, leadership development and good teaching practices depend on reflection‐in‐action.

Organizational Change, Leadership and Learning: Culture as Cognitive Process.

Abstract: Examines the claim that we need to change the organization’s culture if we want to bring about organizational change Concerns itself with the mainstream conception of (organizational) culture, especially in relation to what is called “the paradox of culture”, its twin tendencies towards stability and variability In the process, the role of the leader and organizational learning are reassessed in their purported causal interrelation Develops the notion of culture as cognitive process based on recent research in both cultural anthropology and the new cognitive science

A stress management course to prevent teacher distress

Abstract: The question of teacher motivation is of paramount concern for educational leaders and managers. Both the commonly observed deficiency in teacher motivation and the abundance of teacher stress are serious problems that can be mitigated through teacher education. This study describes a relational‐training stress‐management course that was prepared and implemented in an attempt to reduce teacher stress. The 30‐hour programme was divided into ten sessions that included thematic exercises on a variety of topics: sharing professional experiences with colleagues, identifying specific stress factors and possible coping strategies, replacing irrational beliefs with more appropriate beliefs, analysing strategies for dealing with student discipline and motivation problems in the classroom, and practising assertiveness and relaxation. Following the course, participating teachers showed a significant decrease in their irrational beliefs and professional distress, as well as an increase in professional motivation and the perception of wellbeing.

Descriptive and normative research on organizational learning: locating the contribution of Argyris and Schön

Abstract: The dual purpose of this paper is to locate the contribution of Argyris and Schon to the field of organisational learning, and to discuss aspects of their work which are particularly distinctive or controversial. There are two distinct strands of research on organisational learning. The descriptive strand, with its roots in social and cognitive psychology, seeks to understand the processes by which organisations learn and adapt. The normative strand, which is sometimes referred to as research on the “learning organization”, is concerned more with how organisations can direct their learning in ways that bring them closer to an ideal. While Argyris and Schon, with their emphasis on intervention and improvement, belong to the latter normative strand, they have also contributed greatly to the descriptive strand because their normative theorising is grounded in detailed empirical study of organisational processes. The article contrasts Argyris and Schon’s account of learning as the manipulation of symbolic representations of organisational life, with the non‐symbolic, feedback‐driven account of learning offered by many descriptive researchers. It suggests how these two accounts could be integrated by recognising that differing tasks or problems require different learning processes and different types of expertise. This more differentiated approach casts doubt on the notion of a generically capable “learning organisation”. The paper concludes with a call for more researchers to bridge the divide between the descriptive and normative strands of research on organisational learning.

Models of self‐governance in schools: Australia and the United Kingdom

Abstract: The final decade of the twentieth century saw a major shift to self‐governance for schools in many countries, including the UK and Australia. This trend is underpinned by the assumption that greater autonomy will lead to improved educational outcomes. The impact of self‐management on principals and schools is now well documented but much less attention has been given to the implications for governance, a significant omission as the process of decentralisation transfers responsibilities to governing bodies rather than school principals. Reviews the main issues of governance and illustrates them from the research in England and Wales and in Australia. It joins the debate about the appropriate balance between governance and management for governing bodies and examines the lay/professional interface in school governance. It assesses governors’ role as representatives of school interest groups and concludes by setting out a research agenda for governance in self‐managing schools.

College courses in ethics: do they really make a difference?

Abstract: Ethics in business is an issue that has long received considerable attention. As a result of accreditation requirements, many universities have attempted to address this issue by making a course in ethics a part of business programs. This paper examines the values of current college students studying business with regard to professional and business ethics. Attitudes of students who have taken a course in ethics are compared with those who have not.

Business students’ perceptions of faculty evaluations

Abstract: Students are asked to evaluate faculty on a continual basis at most universities throughout the world, yet students have varying perceptions about the purpose and usefulness of these evaluations. While research has focused on the faculty issues regarding evaluations and their use in subsequent evaluation, yearly reviews, tenure decisions, and even post‐tenure review, little research has been conducted to evaluate student feelings on the evaluations. In a case study format, a random sample of College of Business Administration students from freshman to EMBA levels was polled about their perceptions of the student ratings of faculty. The results provide interesting insights into their perceptions as well as constructive ideas on how better to administer the evaluations and publish the results. Results can benefit not only business schools but also other colleges in improving the evaluation process and linking the results to other rewards and faculty improvement mechanisms.

Leadership and organisational learning in the quest for world class schools

Abstract: Reports on a study in a system of public education that is widely believed to be at the forefront of efforts to create world class schools. The aim of the study, thought to be the first of its kind, was to determine the extent to which five disciplines in the Senge model of a learning organisation are apparent in management practices of schools within the system. Concludes that Senge’s model of a learning organisation provides a helpful template for conceptualising progress towards world class schools. Implications for leadership are identified as an avenue through which to energise the quest for world class schools.

Formalization, Conflict, and Change: Constructive and Destructive Consequences in Schools.

Abstract: Meeting the demands for increased effectiveness of schools cannot occur without systemic change. But the natural reaction to change is typically tension, resistance, and conflict. This analysis distinguishes between constructive and destructive conflict. First, conflict is conceptualized in terms of cognitive and affective types. Then organizational formalization is considered in terms of enabling or coercive procedures. A typology of change is created by cross‐partitioning the two types of conflict and formalization. The framework is useful in predicting the impact of change: from situations that catalyze and facilitate change to those that frustrate and inhibit it. Finally, the analysis summarizes key factors that administrators should consider as they attempt to use conflict to facilitate rather than inhibit constructive change and as they try to avoid and limit destructive change.

A theory of self‐learning in a networked human and IT environment: implications for education reforms

Abstract: Aims to develop a theoretical model for understanding and enhancing effective self‐learning in a networked human and information technology (IT) environment. Recent educational reforms in different parts of the world emphasize that independent self‐learning throughout the life span is a sine qua non of education. Parallel to this is the development that the Internet and information technology have changed the modes of teaching and learning fundamentally and created unlimited opportunities for learning. There is an urgent need to develop a theory or model that can be used to deepen the understanding of the nature and process of self‐learning and facilitate students becoming highly motivated and effective self‐learners with the support of a networked human and IT environment. The implications drawn from the theory can contribute to the paradigm shift of education in current worldwide education reforms.

TQM principles and their relevance to higher education: the question of tenure and post‐tenure review

Abstract: Total quality management (TQM) programs have been popularized for changing the culture and performance of service and manufacturing firms. These ubiquitous techniques have also been applied to educational settings to improve administrative processes but have found little success in improving the quality of faculty teaching, research, and service. Some colleges and universities have faced difficulties implementing TQM in these areas because of strong tenure systems in place. This article will review the history of tenure and post‐tenure review, the theory of TQM, the role of TQM in higher education, and finally how TQM can be implemented and even supported by tenure and post‐tenure programs. The article concludes with suggestions and changes educational institutions can adopt so tenure, post‐tenure review and TQM can work compatibly together.

Industry‐university “consulternships”: an implementation guide

Abstract: Describes an innovative approach to building and utilizing industry‐university partnerships which we titled “consulternships”. Consulternships reflect a blend of professional consulting engagements, student internships and faculty externships. These consulternships typically last longer than a single academic term, they are financially supported by a firm or organization, and they reflect intensive project management involvement by the firm’s staff, a student team and university faculty members. This article describes the need for consulternships, their advantages and disadvantages and how to establish them. It also describes a specific case study at the University of Colorado at Denver as a model for such consulternships.

Evolution of Web‐based distance learning strategies

Abstract: Strategies for implementing distance learning coursework have evolved and expanded with the growth and maturation of the World Wide Web. The requirements, advantages, and disadvantages of the most common strategies are compared and contrasted. Initially limited to individual efforts, software development has eased the burden of individual faculty and has opened up strategies for greater participation. Institutions attempting large‐scale implementations, however, may find infrastructure requirements overwhelming. An emerging large‐scale strategy involves an institutional partnership with a for‐profit application service provider (ASP). The ASP specializes in total systems solutions for developing and delivering Web‐based distance learning programs. Recent experiences at California State University, Fullerton, with an ASP are discussed.

Looking at multiculturalism in international logistics: an experiment in a higher education institution

Abstract: This article is an experiment carried out in a Brazilian higher education institution. It focusses on the participants’ perceptions and assumptions concerning multiculturalism before and after the exposure to a multicultural seminar, held during an international logistics module. It deals with the theoretical approach to logistics and multiculturalism, and its relevance in the contemporary world. It discusses the data gathered. It argues that a multicultural approach should be developed in organisations, pointing out that the handling of cultural differences seems to be one of the most relevant factors in the success or in the failure of companies in a globalised setting. It also contends that the university is a privileged arena for the development of this approach. Points are raised for a multicultural approach to logistics and management education.

Toward reconceptualizing organizational learning: a multidimensional interpretation

Abstract: Reflecting on the massive literature available on “organizational learning” which tends to conceal rather than clarify this important concept, the author reorders Senge’s five capacities to show how individual learning can normally be developed into collective learning. Attempts have been made to transform Senge’s work into a three‐dimensional configuration, making it more explicit as to how the process of critical information/knowledge spreads throughout the system, and to the ultimate motives that drive an organization into such a process. Further postulation of the stages that an organization might have gone through during such a process is advanced. The important roles played by external environment and by internal organizational conditions, which may facilitate or deter the process, are also identified.

Indicators of presidential effectiveness: a study of trustees of higher education institutions

Abstract: Presidential performance is critical to institutional effectiveness. Therefore, to ensure institutional effectiveness, the board of trustees pays careful attention to the qualifications of individuals hired for the job. To guarantee accountability and commensurate rewards, most boards evaluate their presidents periodically. However, presidential evaluation has a potential to yield negative consequences if poorly conceived and implemented. To reduce the chances of these negative consequences, the goal of this study was to investigate indicators of presidential effectiveness as a basis for shared reasoning among trustees who are charged with the responsibility of hiring, assessing, and compensating college and university presidents. Over 600 trustees in all higher education sections participated in this study. The study shows that: knowledge of higher education; an influence that helps to attract resources; a healthy relationship with key constituents; and effective management skills are important indicators of successful presidents. Some sectoral differences were observed in terms of the significance of indicators of presidential effectiveness. The study concludes with recommendations for presidents, and college and university boards of trustees.

The promise forsaken: neglecting the ethical implications of leadership

Abstract: The actions of school leaders have direct and profound ethical implications on their organizations and corresponding stakeholders. Each action impacts the ethical notion of mutuality and either adds to or detracts from the existing social capital in the school leader’s organization and surrounding school community. Whether or not the school leader chooses to act out of self‐interest and contribute to the growth of fragmentation in the organization or chooses to act with integrity based on sound ethical principles is determined in large extent by the school leader’s character.

Client views of TESOL service: expectations and perceptions

Abstract: TESOL (the teaching of English to speakers of other languages) institutions, although inherently educational in character, are essentially service operations. Commercial success may depend on the word‐of‐mouth recommendations of satisfied clients. This study used focus group methodology to explore TESOL client expectations and perceptions of the service they received in New Zealand English language schools and thus to identify major determinants of client satisfaction with the service. The findings appear to confirm the key service role of the ESOL teacher in the minds of TESOL clients, not only as a classroom professional but also as a coach, counsellor and mentor. Other significant factors influencing client satisfaction included the nature of the English language school milieu and the homestay, as well as the quality of client feedback systems, service‐scape, and language school communication with the client. Tentative recommendations are offered for TESOL managers.

Shared Decision Making and Core School Values: A Case Study of Organizational Learning.

Abstract: This case study suggests that second‐order changes in structures and relationships do not necessarily result in second‐order changes in teaching and learning. Processes and norms that serve to govern discourse and behavior in relation to other kinds of school issues cannot be assumed to come into play when complex issues concerning curriculum and teaching are encountered. The potential of organizational learning for contributing to the improvement of teaching and learning in schools remains promising but elusive. The groundbreaking work of Argyris needs to be extended through concerted research in school settings.

Corruption in education sector development: a suggestion for anticipatory strategy

Abstract: Corruption is a major but neglected problem in international development literature. From a review of available literature and the author’s experiences within consulting services for various educational projects in developing countries, proposes an anticipatory strategy that will help professionals to protect an education project from corruption. Finds that there is no universal definition of corruption; thus, in anticipating corruption, one should be aware of possible disparities in recognising corruption, and avoid imposing inappropriate culturally defined ideas when administering a project. Suggests that an anticipatory strategy is not a direct anti‐corruption strategy, and may exist as a “hidden agenda” within the main project. Thus, attention should first be paid to diagnosing rather than redressing a system that is thought to be corrupt, adopting prevention rather than punishment, informal rather than formal approaches, and situational norms rather than formalised legislation. The protection of students from corruption should be a priority throughout the strategy.

Successful training strategies for the twenty‐first century: using recent research on learning to provide effective training strategies

Abstract: These are exciting times for training as new technologies allow us to understand how the brain functions and learns. The concept of lifelong learning is reinforced by brain research and becomes an important reality for maintaining a lifetime of health and happiness. Research confirms our belief that we all have the brain capacity to learn throughout our lives. This has important implications for the mental and physical health of the ageing population. It also has important implications for training to use strategies that will allow all learners to be successful. Now is the time and the opportunity to examine our training model. to ensure that it embraces brain‐based learning, multiple intelligence and emotional intelligence, bringing to the training environment a special attitude that provides a true understanding, empathy and respect for all learners.