bluuebunny/crossref_metadata_2025 huggingface dataset:
THE CONSORTIUM IN HIGHER EDUCATION
Authors: WALLACE LANG DANIEL
Published: February 2008

That institutions of higher education should cooperate with one another is hardly an uncommon idea. In recent years, especially since colleges and universities began to feel pressures for growth and, later, constraints of financial stringency, the general concept of interinstitutional cooperation has been advocated with enthusiasm and near unanimity; national commissions have recommended it and governments have virtually demanded it. But what is much less common is knowledge about the formal arrangements by which cooperation has been achieved widely in the United States and now is the object of serious consideration and some application in other countries. The consortium is not the only application of the cooperative idea. Councils, coordinating boards, compacts, federations, are all forms of cooperative arrangements among colleges and universities, but the inter‐institutional lexicon is not exact and these forms are not distinct. Because the consortium is the most formal and complex organization for inter‐institutional cooperation, it represents well almost all of the characteristics and problems of all cooperative endeavor between higher educational institutions. Thus, the observations and conclusions made about the consortium have a broader applicability. This discussion will address four basic questions about inter‐institutional cooperation as represented by the consortium: What motivates colleges and universities to cooperate with one another? What are the advantages of inter‐institutional cooperation? What are the disadvantages? What are the organizational and managerial problems of the consortium?
AUTONOMY IN HIGHER EDUCATION: SOME RESEARCH FINDINGS
Authors: GRAYCAR ADAM
Published: February 2008

It is generally held that the educational programmes of any higher educational institution, i.e. what is taught and how it is taught, are determined by those in the educational institutions. In this paper the notion of autonomy is examined and a distinction is made between “subjective” and “objective” notions of academic freedom. A sample of academics in professional schools in a university and a college of advanced education was interviewed and their perceptions of their autonomy are discussed.
COLLEGE AND UNIVERSITY LEARNING ENVIRONMENTS
Authors: WARREN W.G. , REES J.A.
Published: February 2008

This report arises out of considerations to “merge” different institutions of higher education, and from preliminary work on techniques for objective assessment of “learning environments”. Analyses and comparison of results obtained from an administration of the College and University Environment Scales to College of Advanced Education and University samples are presented and discussed in terms of traditional roles and expectations of those institutions. The evidence that emerges points to a genuine difference in the learning environments of the two types of institutions. For example, second year C.A.E. teacher trainees scored significantly higher than their university counterparts on Practicality and Community factors. On the other hand University trainees scored significantly higher on the Awareness and Scholarship dimensions.
GOAL SETTING IN PUBLIC SCHOOLS: A CRITICAL ANALYSIS
Authors: HALL FRANCINE S.
Published: February 2008

Four common goal setting practices in public schools are assessed from the perspective of modern organization theory. The major thesis of the paper is that organizational goals are established through the process of committing policies and allocating resources. Thus, the paper questions the rational approach to goal setting in which goal statements are developed by ad hoc committees independent of the arena in which operative decision making occurs. The paper concludes that goal setting should be viewed as a major confrontation of values and that administrators and policy makers might better clarify school goals by examining their actions.
THE STATE AND THE PROFESSOR
Authors: CAMPBELL ROALD F.
Published: February 2008

In this, the Walter D. Cocking Lecture for 1975, the author examines the emerging relationship between the professor of educational administration and the state governance of education in the U.S.A. The paper is developed around five critical issues, (1) increasingly major decisions for education will be made at the state level, (2) educators will have less autonomy in making these decisions, (3) many professors are essentially school district oriented with little sense of state action, (4) professors need additional understanding and appreciation of state level policy making, and (5) this increased understanding and appreciation should lead to revised programs for research and training in educational administration.
THE ADMINISTRATION OF PRIMARY AND SECONDARY EDUCATION IN NEW ZEALAND AND THE AUSTRALIAN CAPITAL TERRITORY: A COMPARISON
Authors: DOSSOR PETER
Published: February 2008

The Australian Capital Territory has shaken off the bonds of the New South Wales Department of Education and instituted an Authority responsible directly to the Federal Government. The new system includes in its design for “a working partnership for local‐central control” school boards. This paper attempts a comparison of that partnership with that evolved within the New Zealand experience. The A.C.T. Authority as it is presently constituted exercises control only over government primary and secondary schools. The discussion is therefore restricted to these fields and ignores preschool and technical education and independent schools, all of which are expected eventually to be brought within the scope of the Authority. Six issues are discussed in detail: (1) the general question of centralisation, (2) the role of a centralised agency, (3) the role of the community in an education system, (4) life‐long education, (5) the appointment of staff, and (6) the control of finance.
KNOWLEDGE UTILISATION WITHIN ADMINISTRATOR PREPARATION PROGRAMS
Authors: SILVER PAULA F.
Published: February 2008

The thesis of this paper is that preparation programs for educational administrators would be vastly improved if available knowledge were systematically used in the design, management and study of the instructional programs. A review of the literature revealed that (1) conceptual and empirical knowledge have been rarely and inadequately discussed as foundations for program design; (2) management systems or technologies have not been discussed with reference to preparatory programs; (3) theoretical frameworks and sound research methodologies have been disregarded in most research about preparatory programs. Recommendations are made for increased knowledge utilisation in preparing educational administrators. Specifically suggested are: (1) implementation of various management technologies in departments of educational administration; (2) application of behavioral science theories and research methodologies to the study of existing preparation programs; and (3) use of theoretical and empirical knowledge to design and evaluate innovative preparatory programs. Suggestions regarding particular technologies pertinent to program management, specific theory‐based questions to guide research, and relevant bodies of knowledge applicable to program design are included. Conceptual systems theory is recommended as a foundation for programs designed to train “perceptive generalist” practitioners.
STATUS CONGRUENCE AS IT RELATES TO TEAM TEACHER SATISFACTION
Authors: ARIKADO MARJORIE S.
Published: February 2008

The purpose of this paper is to report the findings of a study which examined the relationship between status congruence and teacher satisfaction with the team teaching situation. Using the Sampson model of status congruence, the degree of correspondence across two dimensions of status ranking was examined—personal status (as determined by age, sex, education and teaching experience) and leadership status (as determined by one's holding or not holding a position of formal leadership). Since the relationship tested was not found to be significant, this led to further examination into the dimensions of status ranking selected for this study which resulted in the elucidation of unpredicted difficulties encountered when attempting to operationalise the concept of status congruence in non‐laboratory settings.
PERSONALITY AND PUPIL CONTROL BEHAVIOUR
Authors: RAY HELSEL A.
Published: February 2008

Pupil control behaviour is conceptualized as a continuum ranging from “custodialism”, which views students as irresponsible and undisciplined needing strictness and punishment to “Humanism”, which emphasizes a democratic atmosphere in which students are capable of self‐discipline and are treated accordingly. The theoretical framework relates dogmatism, pupil control ideology and pupil control behaviour. The general hypothesis is that closed‐mindedness will be positively related to custodialism in pupil control ideology, which in turn manifests itself in custodial pupil control behaviour. The prediction was supported. The results of the investigation indicate that dogmatism and pupil control behaviour are related; but more importantly, that the association is not direct. The analysis suggests that dogmatism operates through ideology to structure behaviour.
STRUCTURE AND RATIONALITY IN EDUCATIONAL INFORMATION‐DECISION SYSTEMS
Authors: MELLOR WARRENN L.
Published: February 2008

Computer‐based educational information systems can extend the “bounded rationality” of administrative decision making. They structure the administrator's problem‐solving approach and systematize the communication linkages within organizations. They produce information for providing decision makers with a more complete knowledge, an increased range of alternatives, and an improved capability for anticipating decision consequences.
TREND IMPACT ANALYSIS AND SCENARIO WRITING : STRATEGIES FOR THE SPECIFICATION OF DECISION ALTERNATIVES IN EDUCATIONAL PLANNING
Authors: McNAMARA JAMES F.
Published: February 2008

Futures research and long‐range planning in an urban school district involve the use of a methodology having no direct answers or precise rules in terms of experimental and design alternatives. While some design options can be found in operations research and management science, futures research projects in education are more likely to follow the directions for policy analysis initially suggested by Yehezkel Dror and re‐examined in Aaron Wildavsky. They note in policy analysis, 1. Much attention would be paid to the political aspects of public decision‐making and public policy‐making (instead of ignoring or condescendingly regarding political aspects) … 2. A broad conception of decision‐making and policy‐making would be involved (instead of viewing all decision‐making as mainly a resources allocation) … 3. A main emphasis would be on creativity and search for new policy alternatives, with explicit attention to encouragement of innovative thinking … 4. There would be extensive reliance on … qualitative methods … 5. There would be much more emphasis on futuristic thinking … 6. The approach would be looser and less rigid, but nevertheless systematic, one which would recognise the complexity of means‐ends interdependence, the multiplicity of relevant criteria of decision, and the partial and tentative nature of every analysis … (Wildavsky, Aaron, “Rescuing Policy Analysis from PPBS” Public Administration Review 29. 1969. pp. 189–202. Wildavsky's reference is to Dror's “Policy Analysts : A New Professional Role in Government Service” Public Administration Review. 27. 1967. pp.200–201). The intent is to describe a single futures research project conducted in a large urban school district staff development program. It is reported here as a means to outline a general approach to policy planning that might be used or adapted by other administrators who share an interest in futures research.
SCHOOL SUPERINTENDENTS' ATTITUDES TOWARD COMMUNITY PARTICIPATION: ADVISEMENT VERSUS CONTROL
Authors: TALMAGE HARRIET , ORNSTEIN ALLAN C.
Published: February 2008

The study examines superintendents' attitudes toward community participation at the advisory and control levels in four areas of educational policy making: curriculum, student policy, finances, and personnel. Three hypotheses were posed: (1) superintendents' attitudes toward community advisement would be more favourable than their attitudes toward community control; (2) attitudes would differ on four selected school issues; (3) five independent variables (size, ethnic composition of system geographic location, geographic setting, and type of community involvement practiced) would influence the superintendents' attitudes toward advice and control. The names of superintendents with student populations over 15,000 were obtained from the Educational Directory. Superintendents' attitudes toward community participation at the advisory and control levels were measured on the Community Participation—Community Control Attitudinal Inventory. The results support hypotheses (1) and (2). For hypothesis (3), only size (over 50,000/under 50,000) and school setting (suburban/city) were significant independent variables. The larger the system the more favourable the superintendents' attitudes toward community advisement on curriculum issues, student policy issues, and personnel issues. However, they held less favourable attitudes toward community control of school finances than superintendents from smaller school districts. On community advisement re student policy issues, superintendents from city school districts held more favourable attitudes than their suburban counterparts; they held, however, less favourable attitudes on community control of school finance issues than suburban superintendents.
PROBLEMS RELATED TO TECHNIQUES FOR ASSESSING ORGANIZATION DEVELOPMENT AND DETERMINING INTERVENTION STYLE
Authors: STEINHOFF CARL R. , OWENS ROBERT G.
Published: February 2008

Organization Development, as widely practiced in schools, is characterised by a diagnosis of organizational problems that is carried out collaboratively by facilitator and client. The design of the Organization Development intervention is presumably based upon this diagnosis. Since Organization Development is a planned, sustained effort to change the organization's culture in significant ways one might expect the diagnostic procedures to utilise systematic techniques for assessing organization culture. Further, these diagnostic techniques should reflect a conceptually unambiguous understanding of the nature of organizational culture and its elements. An enquiry of 83 American Organization Development consultants with experience as facilitators in public schools indicated that only seven reported using one or more of the recognised assessment techniques for which there are published data concerning factor structure, reliability and validity. Others reported utilising various combinations of interviews and paper‐and‐pencil techniques developed for local use. The authors discuss the implications of their findings in terms of Organization Development technology through scientific efforts.
FACTORS RELATED TO STUDENT PERCEPTIONS OF THE HIGH SCHOOL ENVIRONMENT
Authors: PIANG FONG CHOO
Published: February 2008

The study investigates the relationship of intelligence, sex, and selected “home background” variables to student perceptions of the high school environment. In addition it also investigates the independence of the Activities Index (AI) and the High School Characteristics Index (HSCI) which are parallel instruments based on Murray's need press theory. There are two major conclusions arising from the findings of this study. Firstly, student perceptions of the school environment are influenced by a number of variables, namely, sex, intelligence, educational aspiration, mother's occupation, and personality. This influence, however, is not strong enough to affect seriously the normal use of the HSCI as a measure of the global or overall environment of the high school. But evidence points to the need for further investigation of individual differences in perceptions of the school environment. Secondly, the study shows that the parallel instruments are “factorially” independent of each other. This means that students' perceptions of the school environment are largely independent of their personality.
SOME NOTES ON RESOURCE ALLOCATION IN TERTIARY INSTITUTIONS
Authors: DUFTY NORMAN F.
Published: February 2008

The financial problems of the 1970's are forcing universities and C.A.E.'s to give increasing attention to the resource allocation process. In considering this issue one of the first problems encountered is the lack of goal clarity, a lack which makes rational budgeting a difficult task. The nature of the budgetary process is strongly influenced by the structural character of university decision‐making which is primarily political, despite the use of quasi‐bureaucratic devices such as formula budgeting. There is empirical evidence to support the political model and internal pressure groups play the major role in this although the external funding of research is also a significant factor. One of the predominant influences is the incentive system of the institution and the fact that there are few rewards for improving the efficiency of the educational process has implications for resource allocation. Modern techniques which have proved to be useful in government institutions such as program budgeting, do not appear to have wide application in tertiary education.
ANALYZING A DEPARTMENT OF EDUCATION
Authors: HEWITSON MAL
Published: February 2008

The purposes of this paper are to present the conceptualization upon which a particular task was modelled; to detail the way in which the theoretical framework was translated into practice; to report briefly on the methodology employed; and to demonstrate the success of the analytic tool adopted. The study set out to analyze a Department of Education, taking manpower utilization as its focal emphasis. It included both recording the present deployment of all employees and describing functional alternatives open to policy makers in their deliberations over the Department's future growth and direction. Systems theory provided the conceptual model selected as the framework for the study. Interviews were used to gather much of the data, though the literature also contributed a fund of ideas on possible future developments and concomitant manpower requirements. It was inevitable that certain alternative structural arrangements should come under consideration. The final section of this paper offers a few examples of the sorts of outcome which resulted from the investigation. They have been selected in order to show that a systems analysis is likely to bring to light wide‐ranging implications for manpower utilization, whether at the level of sub‐system operations and relations, or at the level of total system management.
PERCEIVED AUTHORITY AND RESPONSIBILITY OF ELEMENTARY SCHOOL PRINCIPALS IN ISRAEL
Authors: INBAR DAN E.
Published: February 2008

Since role images are determinants of organizational behavior, discrepancies in such images might lead to inner‐organizational social tension. This study concentrates on the inter‐relationships between Israeli elementary school principals, perceived authority and responsibility. School principals are victims of multi‐discrepancies in role perceptions. Their perceived investment in responsibility is not equivalent to expected returns in authority, it is equivalent to what they seek, but not to what they get. There are discrepancies between teachers' and supervisors' perceptions of principals' authority and responsibility, as well as discrepancies between teachers and supervisors, and between them and principals themselves. Further investigation is needed to deepen understanding of organizational leadership and organizational behavior as affected by multiple role images.
LEADERSHIP AND THE HIGH SCHOOL DEPUTY PRINCIPAL
Authors: OGILVIE DOUG
Published: February 2008

At role conferences, high school deputy principals are continually re‐examining their role in the schools. Increasingly, in school level co‐operative evaluation programmes they are analyzing their work and its contribution to school effectiveness. This paper attempts to develop a classification that would provide a useful framework within which, at both system level and school level, they might examine their behaviour and consider modifications. From a Queensland study, five dimensions of leader behaviour are identified. They are Consideration, Classroom Facilitation, Staff Utilization, Authoritarianism and Routinisation. Other behaviours identified from the literature are Teacher Classroom Contact and School Management Maintenance tasks. These seven behaviours can involve interaction with either of two groups of people; clients and colleagues, thus providing a 14 segment grid that deputies might use to classify their behaviour when considering what they are doing in schools and what might be done better.
EFFECTIVENESS AND THE ACTION ORIENTATIONS OF GROUPS OF PARENTS, TEACHERS AND ADMINISTRATORS IN PROMOTING EDUCATIONAL CHANGE IN QUEBEC, CANADA
Authors: BRASSARD JEAN R. , O'REILLY ROBERT R.
Published: February 2008

Is there a relationship between the nature and intensity of the action orientations of the members of a team and group effectiveness? This problem was explored with a sample of 21 educational workshop groups taken from a population of 138 such groups associated with elementary schools in Quebec (Canada), categorized according to their rated effectiveness. Four other Measures, test V (values), N (Norms), R (roles) and F (facilities), were administered to parents, teachers and administrators who formed each educational workshop group. Effective groups differed from less effective groups in the areas of shared values, adherence to norms related to participation, methods of participating in the work and in the area of satisfaction with the human and material resources which affected their group behavior.
ORGANIZATIONAL AND SPATIAL CHARACTERISTICS OF URBAN LEARNING ENVIRONMENTS
Authors: HOYLE JOHN R.
Published: February 2008

This study takes as its theoretical basis the models of Murray and Stern, Getzels and Thelen which hold that institutional characteristics interact in schools and determine student learning. Data obtained through observation, interview and completion of the Learning Climate Inventory (LCI) are provided by 867 teachers in 30 elementary and secondary schools. Analysis of the data revealed inter alia that (i) learning environments with 20–85 percent open instructional space contained 25–50 percent more instructional modes, student grouping patterns, team teaching and controlled student movement in the classrooms; (ii) teachers in learning environments with at least 20 percent open instructional space viewed the learning climate as significantly more open on four of five LCI factors; (iii) learning climate is generally more open in schools where student achievement is classed as high; (iv) the larger the school the more closed the learning climate tended to be; (v) teachers in schools with more frequent human relations programs perceived greater freedom to teach.
THEORY IN EDUCATIONAL ADMINISTRATION: INSTRUCTIONAL AND CONTENT CONSIDERATIONS
Authors: VAN METER EDDY J.
Published: February 2008

A review is made of several efforts to describe the instructional emphasis and curricular content of courses relating to theory in educational administration. A summary is then provided of the evolution and eventual discontinuance of one approach to the teaching of theory which has previously been cited in the literature. Finally, a course format initiated as a replacement for the aforementioned instructional approach is described, and the content of the new course is discussed in some detail. A thesis of the article is that by making explicit what is taught concerning theory in educational administration it is thereby possible to provide a greater impetus for an increased theoretical orientation within the discipline.
PPBS AND TEACHERS: RESPONSES TO AN EDUCATIONAL INNOVATION
Authors: GOLDMAN PAUL , GREGORY SUNDRA
Published: February 2008

Teacher attitudes towards the implementation of SPECS, a planning‐programming‐budgeting system designed for schools, were measured for a three‐year period in River Park School District. Researchers hypothesized that many teachers would resist SPECS since the paperwork required might detract from instructional time and detailed specification of their activities might threaten professional autonomy. Indeed, by the time data were analyzed, many dissatisfied teachers were actively organizing to suspend the use of SPECS. Results showed that supporters of SPECS among the teaching staff were few in number when compared to its critics, but that fully half the teachers surveyed were indifferent to the program. Over the three‐year period attitudes became slightly more negative towards SPECS. The most striking finding was the strong negative feeling in the high school and the strong positive feeling in the junior high. Differences in administrative effort and commitment and the development of structural effects within each school seem to explain part of this difference.
SECONDARY SCHOOL SIZE: A CONTINUING CONUNDRUM FOR ADMINISTRATORS AND PLANNERS
Authors: SMITHSON A.
Published: February 2008

In recent years the credo that small schools are superior to large schools has gained wide, and often uncritical support. The purpose of this paper is to indicate serious shortcomings in the case for small secondary schools as presented in the past several years in South Australia. Moreover, in the light of these shortcomings, the need for a reappraisal of the concept of school is emphasized, particularly in view of the fact that an unwarranted acceptance of the argument in favour of small secondary schools could exert a deleterious effect on secondary school provision.
UNDERSTANDING DECISION‐MAKING IN A UNIVERSITY FACULTY
Authors: EASTCOTT LESLIE R.
Published: February 2008

This paper describes several structural models and a process model as tools for understanding decision‐making in universities. The validity of each is discussed in terms of the results of a case study of faculty decision‐making in a large university, and some perspectives for describing, analysing and understanding faculty decision‐making are proposed.
A STUDY OF THE ATTITUDES OF MALE GRADUATE STUDENTS TOWARDS PROFESSIONAL WOMEN
Authors: JOHNSTON HUBERT , STYLES JOHNSTON GLADYS , CAMP YEAKEY CAROL
Published: February 2008

Male graduate students of departments of Educational Administration and Professional Schools are members of an elite group who significantly comprise and control the leadership positions in the United States. Their attitudes toward women will affect the future role of women in professional positions in society. This study tested male attitudes towards women as an indicator of future behavior in the hiring process. Attitudes and overt behavior were found to be related. Until such time as the male students came into direct competition with females for employment, their attitudes towards females were favourable.
GOAL DISSENSUS AND EDUCATIONAL CHANGE
Authors: PREBBLE THOMAS K.
Published: February 2008

Most theories and strategies of educational change are based on organizational models which assume a high level of goal consensus among organizational members. Current developments in organizational theory suggest that the degree of goal consensus within many organizations may be problematic. This study explores the implications of goal dissensus for the process of educational innovation. An intensive case study was made of the introduction of a four day teaching week into a Western Canadian high school. Particular attention was paid to the perceptions held by school staff concerning the objectives of the innovation; the patterns of communication, involvement and social relationships among the staff; and the interrelationship between the two classes of phenomena. In conclusion, the study questions the universal appropriateness of innovation strategies based on a rational problem‐solving theory of change, and suggests some implications of goal dissensus for administrators attempting to introduce change.
DECISION CONGRUENCE AND THE SEX OF SCHOOL ADMINISTRATORS
Authors: TELFER ROSS
Published: February 2008

It has been suggested in the literature that the sex of an educational administrator may affect decision‐making. In this study two hundred and ninety‐two respondents in forty‐one New South Wales secondary schools completed the Decision Point Analysis instrument on two independent occasions, three years apart. The results did not justify affirmation of the hypothesis that schools with only male administrators would have higher agreement in perception of decision points than would schools with both male and female administrators.
VARIATIONS IN TEACHERS' VIEWS OF SCHOOL
Authors: STANTON MICHAEL
Published: February 2008

The purpose of the study was to ascertain perceptions, by teachers, of some features of secondary school functioning. Eighty‐nine teachers responded to a question‐schedule dealing with various aspects of school life. Results showed that, while there were differences in perceptions between those classified as having low or high status, there were also differences associated with particular interests. It was concluded that a universalistic view of schools as organizations would not appear to have a firm foundation.
CULTURE‐CHANGE AND EDUCATIONAL ADMINISTRATION IN MELANESIA: A CONCEPTUAL MODEL
Authors: FRANCIS RUSSELL
Published: February 2008

Perhaps it is academically improper to base a conceptual model upon personal conviction. This article develops a conceptual terminology for the interaction between educational administration and the dynamics of culture‐change in the Third World, Melanesian context of the 1970's. It is also the product of a growing conviction that educational administration sees itself, far too often, as an area of knowledge, western‐based, but yet capable of application to non‐western and Third World countries. Some western educational administrators, both scholars and practitioners, seem guilty of a latter‐day cultural imposition reminiscent of the middle‐class. Christian imposition of earlier colonial education systems. The alternative philosophy is that educational administration should be promoted and evaluated not according to “absolute” criteria but according to its appropriateness or inappropriateness for a particular, different and dynamic cultural context. In what follows this philosophy of cultural relativism is tested by arguing the hypothesis that traditionalist educational policy is inappropriate for Melanesian schools whereas local educational policy is appropriate.
POWER AND PARTICIPATORY DECISION MAKING IN SELECTED ENGLISH SCHOOLS
Authors: CONWAY JAMES A.
Published: February 2008

This study attempted to clarify the relationship of power of school heads and participation of English teachers in school decisions. A deliberate sample of eight schools was drawn from the schools in the northwest of England. The major criteria for selection were: size (medium to large); location(urban‐suburban and reasonably accessible from Manchester); and representatives of the types of schools found in that geographic area. A descriptive analysis indicated that English teachers do perceive themselves participating in most decision areas. At a second level of analysis the relationship between status and intensity of participation was computed with r = .544 for the 103 members of staff (p<.001). An implication is that competence is a criterion for status position, leading to involvement and hence power in the social system. The final analysis dealt with implications of use of power from a description of participation patterns. The clusterings found lend credence to the belief that English heads are controlling those areas of power where tangible rewards and punishments are evident. They appear to be supporting participatory management in such other areas as those where teachers do not desire involvement or those which carry minimal expenditure of organizational resources.
THE LOCUS OF POWER IN GOVERNMENT ADMINISTRATION OF EDUCATION IN NINETEENTH CENTURY WESTERN AUSTRALIA AFTER 1871
Authors: FLETCHER LAADAN
Published: February 2008

This article provides a brief account of the role of district boards of education in Western Australia, especially during the years 1871 to 1895. These boards were modelled on the English school boards set up under the Forster Act of 1870 and some attempt is made to explain why the original aim of decentralized decision‐making, along similar lines, eventually failed in the colony. The discussion is briefly placed within the context of other discussions of the early development of centralized administration in the eastern colonies and in Australia generally. An assessment is also made of the relevance to the particular case of Western Australia of some of the arguments previously advanced to account for the growth of centralized administrations.
THE THEORY PROBLEM IN EDUCATIONAL ADMINISTRATION
Authors: RIFFEL J.A.
Published: February 2008

The study of educational administration is narrowly conceived and becoming moribund. It has come to his condition because of an overreliance on, and an uncritical acceptance of, structural‐functionalism as its world view and value freedom, objectivity and nomothetic analysis as the guiding principles of its inquiries. The recent phenomenological critique has focussed attention on these matters and has stimulated some debate. This debate is much needed and to be welcomed, for it opens new avenues for pursuing the study of educational administration, avenues which may prove to be more productive than those travelled during the last twenty five years.
NON‐RESPONSE IN SURVEY RESEARCH: EXPLICATION OF A TRANSLATIONAL TYPOLOGY
Authors: NASH NICHOLAS , DAVIS WILLIAM J.
Published: February 2008

A continuing limitation of survey research is the problem of non‐response. Survey research is also likely to be more, rather than less, troubled by the surprising upsurge in the use of more complex prevarication systems. In a searching examination of the results of their survey authors Nash and Davis categorize prevarication statements made by professors and by their secretaries. More detailed analysis reveals three categories of prevarication systems—the red tape rationale, the elegant kafuffle and the competency‐based cookie crumbier.
DETERMINANTS OF ASPIRATION IN SECONDARY SCHOOL STUDENTS
Authors: PUNCH KEITH F. , SHERIDAN BARRETT E.
Published: February 2008

This paper examines the relationship between the reference group, influences of parents, teachers and peers, and the vocational aspirations of secondary school students, taking account of differences in sex, social class, mental ability and home environment. It uses a sample of 704 student, of ages 16 and 17 years, drawn from four metropolitan senior high schools in Western Australia. Regression analysis indicates that approximately two‐thirds of the variance in boys' vocational aspirations, and half the variance in girls' vocational aspirations, is accounted for by a model which uses as predictors social class, mental ability, home environment, teacher and parent expectations and peer aspirations. Further analysis, using step‐wise techniques, shows that the influences of parents and teachers—in that order—are most important, as intervening variables, between the contextual variables of social class, mental ability and home environment, and the dependent variable of aspirations.
CONTRACTION AND MERGERS OF UNITED KINGDOM COLLEGES OF EDUCATION: SOME LOGISTIC COMMENTS
Authors: SHAW K.E.
Published: February 2008

Contraction in Colleges of Education in Britain has been complicated by their role in catering for university overflow candidates. Evolution in the structures of higher education affected the chances of survival of non‐university institutions differentially. The Department of Education and Science exercised both direct and indirect powers to manage the situation in the teacher education sector; the colleges were put in the position of having to make changes in their internal structures and course patterns in a situation of considerable uncertainty, sharpened competition and reduced resources. Unit‐structured diversified courses, often certificated by non‐university bodies do not easily square with the traditional pattern of concurrent training.
THE CONSORTIUM IN HIGHER EDUCATION: A SECOND LOOK
Authors: FOX JAMES W.
Published: February 2008

This paper states the case for the consortium in higher education and then examines a consortium with which the writer has familiarity. The study of Manitoba's Inter‐Universities North raises questions about the applicability of the consortium idea to the offering of academic programs. It also suggests that a consortium can become a disjointed, direction‐less organization. Recommendations are made for other institutions contemplating the establishment of a consortium.
A CASE FOR AN OPEN SYSTEM APPROACH TO ORGANIZATIONAL BEHAVIOR
Authors: SARTHORY JOSEPH A.
Published: February 2008

The purpose of this paper is to argue that organizational structure behavior cannot be explained by considering the organization as a separate entity. Three types of evidence are offered to support this viewpoint. Additionally, a case is made for open systems theory development to explain behavior in schools and to stimulate the theory movement in Educational Administration.
PARTICIPATION IN DECISION‐MAKING
Authors: DUFTY N.F. , WILLIAMS J.G.
Published: February 2008

An analysis of decision‐making procedures and managerial styles of department heads in an academic institution is used to test the contingency model of managerial leadership. The procedures and styles of thirty academic heads are compared with those reported in other studies of managers in private enterprises and public bureaucracies. In both the academic and non‐academic situations, decisions and styles range over autocratic, participatory and delegative approaches. Evidence is put forward that the academic heads are, on average, as effective as managers in the other sectors but that they tend to use participatory and power‐sharing procedures more than their counterparts in private industry and public service. The contingency theory of managerial leadership seems therefore to be supported by this study.
PROFESSIONAL LEADERSHIP WITHIN SOME SOUTH AUSTRALIAN HIGH SCHOOLS
Authors: MADDOCK JOHN , HYAMS BERNARD
Published: February 2008

In recent years a noticeable policy trend in South Australia has been towards according to state high schools a greater measure of autonomy in the conduct of their affairs, a phenomenon which has prompted a study of the power structure of high schools in that State. Much of the research into this subject focussed on the question of professional leadership within individual institutions. While many investigations in the past have concentrated on the role of the principal as a professional leader, this examination sought in addition to include, for the purposes of comparison, teachers' perceptions of the professional leadership roles of deputy principals and senior subject teachers. The results indicated that while the influence of the principal in professional matters tended to be greater than that of the deputies, it was less than that of the subject seniors.
ROLE SET CONFLICT AND ROLE BEHAVIOR IN AN EDUCATIONAL SYSTEM: AN EMPIRICAL STUDY OF THE ISRAELI GENERAL INSPECTOR OF SCHOOLS
Authors: GAZIEL H.H.
Published: February 2008

The foci of this article are upon the conflict at supervisory level in a centralized educational system and the supervisory behaviour in such situations. Using an attitude questionnaire it was found that the Inspector is in a conflicting situation. On the one hand he is expected by his superior to be a bureaucrat, on the other he is expected by his subordinates to be a professional educational leader. The Inspector has no clear self image. He attempts to resolve such situations by adopting a “Moral — Expedient” way of behaviour.
LET'S CHOOSE EVERYTHING: A RESPONSE TO “THE THEORY PROBLEM”
Authors: SUNGAILA HELEN M.
Published: February 2008

This paper is a response to Riffel's “The Theory Problem in Educational Administration” published in the October 1978 issue of the Journal. The article seeks to establish that perhaps we really do not have to make “illumined choices” as Riffel insists, because neither the phenomenological style of inquiry nor theory generation nor hermeneutic and critical science exists well without the others. To pose their contradiction stylistically should not be construed as an imperative to choose among them, but rather to recognize and strengthen their dialectic.
RESEARCH PRODUCTIVITY OF TENURED AND NONTENURED FACULTY IN U.S. UNIVERSITIES: A COMPARATIVE STUDY OF FOUR FIELDS AND POLICY IMPLICATIONS
Authors: NEUMANN YORAM
Published: February 2008

This study examines differences between the tenured and nontenured faculty in research productivity. The major hypothesis tested is that, in a given unit of time, the tenured faculty demonstrates and publishes its research more than the nontenured faculty. The study does not unequivocally verify this hypothesis for published books and articles. Policy implications of these findings in the context of designing an optimal reward system are discussed and explicated.
NOTES ON THEORY AND RESEARCH IN EDUCATIONAL ADMINISTRATION
Authors: MALCOLM MARGARET S.
Published: February 2008

INTRODUCTION In 1893 New Zealand was the first country in the world to give women the vote. The recognition was here implicit that women had the ability to discern, assess, evaluate and, if necessary administer in the same way as had men. In nearby Australia which followed New Zealand very closely in this pattern of universal suffrage, “The Champion” of May, 1890, stated:
INCENTIVE SYSTEMS FOR THE FURTHER EDUCATION OF N.S.W. HIGH SCHOOL TEACHERS: AN INITIAL ANALYSIS
Authors: HOUGH MICHAEL , HARROLD ROSS I.
Published: February 2008

A societal and educational analysis established the perspective that Australian teachers are working in a context of societal change, with concomitant pressures on their traditional approaches and methods. Further education was seen as a major method of assisting teachers to meet these pressures, and the study addressed the problem of developing policies to induce significant numbers of teachers to undertake further education.
COMBINATIONS OF EFFECTIVE LEADERSHIP STYLES IN VICTORIAN STATE HIGH SCHOOLS
Authors: BADCOCK A.M.
Published: February 2008

With the objective of identifying the combinations of principal—deputy principal leadership styles perceived to be most effective in Victoria's State high schools, style was defined in terms of task and relationship orientation. Fieldler's semantic differential scales for measuring orientation and atmosphere were adopted. The expectations of a groups of Education Department inspectors and administrators were utilised in the development of an effectiveness scale. Principal—deputy principal partnerships in which at least one of the two leaders was oriented towards tasks were perceived to be more effective than combinations in which neither was oriented towards tasks. Obversely, combinations in which relationship orientation was absent were seen as more effective than combinations in which relationship orientation was present. In the breakdown of schools by their atmosphere scores, the general finding linking task orientation with perceived effectiveness was replicated in the group of schools having the least‐favourable atmosphere.
COMPARATIVE PERCEPTIONS OF ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL PRINCIPALS ON SELECTED WORK RELATED VARIABLES
Authors: POPPENHAGEN BRENT , MINGUS JULIAN , ROGUS JOSEPH
Published: February 2008

Differences among elementary, junior high, and senior high school principals' perceptions of their administrative task competence; involvement with central office; autonomy; job satisfaction; and length of work week were investigated in relation to social forces confronting the principalship and characteristics of traditional principal preparation programs. Questionnaires mailed to a random sample of 450 principals in rural, urban, and suburban districts yielded a 64 per cent return. All principals perceived themselves competent in administrative tasks. However, suburban principals were more involved with central office and experienced greater autonomy than urban principals. Urban principals worked similar hours and were uniformly satisfied unlike suburban principals who varied significantly in level of satisfaction and hours worked. Revisions in principal preparation programs were mandated.
TOWARD ADMINISTRATIVE PHILOSOPHIES
Authors: HANNAH WILLIAM
Published: February 2008

This paper continues discussion about the philosophy of educational administration and includes what the writer suggests is a reasonable basis for such a philosophy. The writer starts from positions stated in past publications of the Journal of Educational Administration written about the same subject. C.G. Austin and E.F. Zeigler, contributors to previous Journal issues, are quoted and their views supported. The writer of the article extends their contributions with a presentation of E.J. Carnell's concept of rectitude as a necessary ingredient in the administrative process. The author treats theory in the context of mere explanation suggesting that the theory‐practice dichotomy is due to theory's exclusion of key ingredients. Further, quality administration, it is stated, must be based on culturally recognized Tightness. If this key ingredient is omitted the quality of educational administration in particular will suffer and continue to be based upon political considerations. In the article philosophy is presented as a scientific and a normative discipline which lays the foundation of scientific methods of investigation. Thus, in terms of theoretical development, it is imperative to consider and include philosophic concepts at the base, and primarily, concepts which are culturally based. An extension of this discussion includes the issue of legitimacy. In this, J. Habermas is quoted on the mismatch of theory to practice, with the consequent deterioration of legitimacy. The distinction between legal and rightful legitimacy is discussed suggesting support of the concept of cultural rectitude in administration.
THE ADMINISTRATION OF HIGHER EDUCATION IN THE GERMAN DEMOCRATIC REPUBLIC
Authors: EBBUTT KEITH
Published: February 2008

The higher education system of the GDR is a unified one, with over 50 university level institutions and about 200 technical colleges (Fachscule). At the national level the functions of minister and ministry, and the various advisory bodies, are described. This includes a variety of interlocking responsibilities since many institutions belong to ministries whose manpower needs they serve. The administration of the colleges is also complex. Superficially the old German structure is maintained. There is, however, a strong responsibility towards the students and their success. There is also a clear distinction between advisory and executive powers. The academic boards and other bodies are all consultative in nature, since the executive power is in the hands of a small group of state appointed officials with personal responsibility to the government. On the other hand the general labour laws give the trade unions considerable constraining powers and the right to intervene. The youth organisation (which also acts as student union) also has built‐in rights and duties. The executive officials therefore have to act within these constraints. The Socialist Unity Party (SED) is the major party in the country, with its members organised at their work place, unlike the other four. Since its members meet on equal terms, whatever their role as employees, they become collectively the leading force within their place of work. The interweaving of the official roles with those of the trade union and youth organisation, and these with the party, give the GDR system of higher education a character which differs markedly from that of the Western world.