bluuebunny/crossref_metadata_2025_split huggingface dataset:
A park in the library
Authors: Kao Peng , Chen Kuan‐nien 
Published: January 2011

PurposeThe purpose of this paper is to present the experience of National Taiwan University Medical Library (NTUML) in changing the atmosphere of the library, catering to the needs of current users; attracting potential users to the library; and modifying the library's image from a place filled with stacks of books and clusters of computers to a place where people might relax and enjoy reading.Design/methodology/approachNTUML commenced the planning stage of the renovation of its Reference Room on the third floor in June 2007. After extensive discussions with the interior designer, the NTUML transformed an abstract idea into the concrete design of the “New Reading Paradise”, a diverse and cozy environment suitable for quiet reading, group discussion and interaction. The “New Reading Paradise” was officially open to public in March 2008. The 992‐square‐meter reading paradise houses a choice collection of books and reference materials, with comfortable, brightly‐lit discussion rooms and ergonomically designed reading tables and chairs.FindingsRecords show that from 2005 to 2008 the number of readers using the NTUML Reference Room increased by 52.60 percent. The NTUML conducted a small questionnaire survey of a random sample of its users. Of the 40 respondents, 35 were satisfied with the overall design of the space, and the remaining five thought it was acceptable. A total 37 respondents said that they were more inclined to use the library because of the “New Reading Paradise”.Originality/valueThe paper describes how the library transformed itself to become more in tune with the needs of its users. The Reading Paradise reminds the users to slow down, take a mind break, and enjoy reading and thinking. This is a responsibility of the library.
Academic libraries and information technology
Authors: Massis Bruce E. 
Published: January 2011

PurposeThe purpose of this paper is to discuss the convergence of the academic library and the information technology departments regarding whether this is, as has been suggested, “an arranged marriage” or a synchronous melding of two related services, and to establish an awareness of the various models resulting from this concept.Design/methodology/approachThe approach takes the form of a literature review and commentary on this topic that has been addressed by colleagues.FindingsFindings suggest that there are several models of service that have been developed out of this concept resulting in varying levels of acceptance and success.Originality/valueThe value in addressing this issue is to create an awareness of the issue of convergence of the academic library with the IT entity on a college campus.
Highlights of IFLA Congress 2010 in Gothenburg
Authors: Koren Marian 
Published: January 2011

PurposeThe purpose of this paper is to provide an account of highlights of the IFLA Congress 2010 held in Gothenburg, Sweden.Design/methodology/approachThe paper provides an account of the IFLA Congress in the context of the IFLA strategic plan and midterm strategy.FindingsVarious links to IFLA information are provided.Originality/valueInformation about a major internal conference for the information and library profession is given in this paper.
A validation study of the leadership styles of a holistic leadership theoretical framework
Authors: Brauckmann Stefan , Pashiardis Petros 
Published: January 2011

PurposeThe overall purpose of the European Union‐funded Leadership Improvement for Student Achievement (LISA) project was to explore how leadership styles, as conceptualized in the developed dynamic holistic leadership framework, directly or indirectly affect student achievement at the lower secondary level of education in seven European countries. This paper seeks to address this issue.Design/methodology/approachIn its methodological design the study is a mixture of research methods and collaborative action research shared by acting school leaders and researchers. A series of statistical analyses was carried out in order to gather evidence whether the data from the LISA project supported the initially developed holistic leadership theoretical framework. Consequently, first some descriptive statistics are introduced in order to acquaint the reader with the kind of data the survey used from the schoolteacher questionnaires. Further, some explanations are laid out with regard to the methodologies employed in order to analyze the data, such as the treatment of missing data and exploratory and confirmatory factor analysis structural equation models (SEM); then, a description of the main findings is offered through the analyses, which were conducted in order to predict school performance level from the relevant leadership style, followed by between‐countries comparisons and analyses. Finally, an in‐depth discussion and interpretations of the main findings – both integrative and concludive in nature – are offered.FindingsThe quantitative analyses stemming from confirmatory factor analysis and SEM identified five robust underlying dimensions of practised leadership styles across the seven participating European countries. Furthermore, the findings stemming from the logistic regression analyses pointed out clearly the complementary inter‐relationships of the main research questions of the study and analytical strands, especially with regard to the impact of certain intermediate variables on student achievement.Originality/valueThe expected results of this approach are predominantly assumed/seen as an enrichment in the grounding of hypothetical and theoretical ideas as well as professional development for both school principals and researchers. Such an equal contribution of school leaders and school leaders' organizations and researchers could probably provide a model for future professional development programs for both groups of professionals.
Leadership effects on student achievement and sustained school success
Authors: Jacobson Stephen 
Published: January 2011

PurposeThe purpose of this paper is to examine the effects of leadership on student achievement and sustained school success, especially in challenging, high‐poverty schools.Design/methodology/approachThe paper combines a review of the leadership literature with findings drawn from longitudinal studies of the International Successful School Principalship Project (ISSPP).FindingsDirection setting, developing people and redesigning the organization were practices common to successful principals in all contexts, including those in challenging, high‐poverty schools. How these practices manifested varied in relation to national context and tradition. Distributed teacher leadership and professional self‐renewal emerged as processes central to sustaining success, and, in at least one US case, a change in organizational governance was necessary to allow these processes to continue over time.Originality/valueThe paper adds to the literature on leadership effects on student achievement and sustaining school success, especially in challenging high‐poverty schools.
Revised models and conceptualisation of successful school principalship for improved student outcomes
Authors: Mulford Bill , Silins Halia 
Published: January 2011

PurposeThis study aims to present revised models and a reconceptualisation of successful school principalship for improved student outcomes.Design/methodology/approachThe study's approach is qualitative and quantitative, culminating in model building and multi‐level statistical analyses.FindingsPrincipals who promote both capacity building and systems of accountability and evaluation, to the extent that their teachers perceive these two factors as characterising their schools, advance student empowerment, social development and academic achievement. Other success factors include student home educational environment, the values and beliefs of teachers, and principals' years in a school and hours worked. It is demonstrated that the negative effects of socio‐economic disadvantage can be moderated.Practical implicationsInsights are provided into how schools and their principals can best achieve a broad range of student outcomes. For example, the most direct route for a school to achieve academic success is the indirect route through fostering student social development. For successful practice, the challenge is to create synergistic effects; the accumulation of a number of effects developed with others over time in the same direction.Originality/valueThis study represents the culmination of a five‐year research journey on school principalship that improves student outcomes. It employs an in‐depth qualitative and quantitative methodology culminating in model building and powerful multi‐level statistical analyses. It is one of few studies available that examines most of the factors that may influence a school's success in three categories of student outcomes: academic achievement, social development, and student empowerment.
Exploring the impact of school leadership on pupil outcomes
Authors: Sammons Pam , Gu Qing , Day Christopher , Ko James 
Published: January 2011

PurposeThis study aims to explore the impact of school leadership, particularly that of the principal (head teacher), on school improvement in England.Design/methodology/approachThe study adopts a mixed‐methods (MM), longitudinal design to investigate the leadership of a sample of academically effective and improving schools identified from analyses of national assessment and examination data sets. In addition, questionnaire surveys of principals and key staff and 20 qualitative school case studies were conducted. The paper reports results from the questionnaire analyses and changes in measures of school performance over three school years using data from 378 primary and 362 secondary schools. Confirmatory factor analysis and structural equation models (SEM) test direct and indirect effects of school leadership and school and classroom processes in predicting changes in schools' academic results.FindingsThe analyses identified robust underlying dimensions of leadership and school and classroom processes and highlighted strategies and actions that school principals and staff had adopted to raise pupil attainment. The SEM models reveal both direct and indirect effects of leadership on a range of school and classroom processes that in turn predicted changes (improvements) in schools' academic performance.Originality/valueThis original empirical study presents new results on the leadership of a large sample of effective and improving primary and secondary schools in England. A dynamic model is presented predicting changes in schools' academic performance over three years and identifying direct effects of leadership on school and classroom processes and indirect effects on improvements in schools' academic results.
Staff bullying in Australian schools
Authors: Riley Dan , Duncan Deirdre J. , Edwards John 
Published: January 2011

PurposeThe purpose of this paper is to estimate the prevalence of staff bullying in Australian schools, to identify bullies and targets and to examine some implications for school leaders in dealing with staff bullying.Design/methodology/approachThe quantitative research design survey instrument contained 11 demographic items, 44 questions of bullying experience, two lists of possible bullies and targets, plus three open‐ended questions.FindingsData revealed that 99.6 per cent of respondents had experienced some form of bullying during their employment. Half the respondents experienced 32 or more of the 44 listed survey items, while their health was adversely affected by persistent and frequent bullying.Practical implicationsThe research revealed the existence of workplace bullying in Australian schools and some obvious implications for leadership. It profiled the experiences of respondents and identified strategies to eliminate or reduce bullying in Australian schools.Originality/valueThe exploratory study was the first national online survey into staff bullying in Australian schools.
Leadership practices of successful middle school principals
Authors: Leigh Sanzo Karen , Sherman Whitney H. , Clayton Jennifer 
Published: January 2011

PurposeThis study aims to be one in a series examining the leadership best practices of school principals as they lead in an accountability‐ and standards‐driven school environment. The lack of research and necessity to find successful practices to improve student achievement highlight the need for this study.Design/methodology/approachAn inductive exploratory study was designed to provide insight into how successful middle school principals facilitate high levels of student achievement.FindingsCommon themes of practices enabling the principals to serve effectively in their schools emerged from the conversations and were grouped in the following categories: sharing leadership; facilitating professional development; leading with an instructional orientation; and acting openly and honestly.Originality/valueThis research contributes to the field by providing insights into the practices of leaders of successful schools in a high‐stakes testing environment. The study provides a framework on which leaders should model their own practices, as well as informing leadership preparation programs areas around which to focus their instructional content.
A systemic perspective on school reform
Authors: Pyhältö Kirsi , Soini Tiina , Pietarinen Janne 
Published: January 2011

PurposeThis study aims to gain better understanding of the perceptions comprehensive school principals and chief education officers have about the implementation of school reform and the means they use to facilitate the development of such.Design/methodology/approachThis research project was carried out using a systemic design research approach. Open‐ended questionnaires provided the data for the study and these were completed by educational leaders operating in local school districts.FindingsThe results demonstrated that pedagogy was emphasized most often as the core of school reform by principals but chief education officers considered technical and financial factors more often as the critical core of educational reform. Nevertheless, both groups had quite similar ideas on how to promote school development.Research limitations/implicationsThe findings reflect the Finnish educational system and capture only two levels of leadership within the system. Future research ought to focus on studying school reforms within different school systems as a complex of correlated events, processes, strategies, interactions and qualities.Practical implicationsTo be able to achieve a successful and sustainable school reform more attention must be devoted to creating and activating collaborative learning environments, not only for pupils and teachers, but also for educational leaders at all levels of school administration.Originality/valueThe study adds to an understanding of the often‐mentioned gap or conflict in perceptions and beliefs between different actors in an educational system.
Management by objectives: the Swedish experience in upper secondary schools
Authors: Lindberg Erik , Wilson Timothy L. 
Published: January 2011

PurposeThis paper seeks to explore how managing by objectives (MBO) has been adopted in Swedish schools and to reflect on some of the consequences in a longitudinal study. Results relate to whether introduction has increased student performance and whether it works as a tool for the principals to create more effective schools.Design/methodology/approachA comparative cross‐sectional study was made on the adoption of MBO as perceived by principals in upper secondary schools in Sweden. Initially, a mail questionnaire was distributed to every principal in Swedish upper secondary schools, which determined the extent to which mandated MBO practices were being implemented. Ten years later, the study was replicated, which made initial and subsequent practices comparable.FindingsPrincipals' perceptions suggest that the effects of MBO have diminished over the ten‐year period. Ancillary measures of student performance correlated to MBO practices appeared statistically insignificant, or perhaps even negative. Thus, the change appears to have produced unimproved student performance, frustrated principals and perhaps somewhat less stressed teachers.Practical implicationsThese findings have implications on the direction the management of upper secondary schools subject to central direction may take. Although MBO may improve efficiency in staff performance, it appears to have little effect on effectiveness, if student performance is used as a criterion.Originality/valueAdoption measures of MBO have been obtained and associated with student performance for the first time.
What role for HR during mergers and acquisitions?
Authors: Siegenthaler Paul J. 
Published: January 2011

PurposeExamines why most of what appear at first to be good merger or acquisition deals fail.Design/methodology/approachDescribes five steps through which HR can help to make a merger or acquisition a success.FindingsHighlights the importance of: making the vision tangible; getting the right integration team; good communication; ensuring that performance reviews are correctly focused for members of the integration team; and thinking about the future beyond the end of the business integration.Practical implicationsWarns HR against focusing too closely on the transactional side of resource management rather than the development of the organization.Social implicationsDetails how mergers and acquisitions can be made to add value, to the benefit of society as a whole.Originality/valueReveals how to “bring to life” a new vision and new way of working after a merger or acquisition.
Why team building does not work in a recession
Authors: Briggs Hilary 
Published: January 2011

PurposeReviews the snags of typical teambuilding sessions and advocates an approach to engaging staff in practical projects that will build teamwork and deliver business results.Design/methodology/approachDescribes the typical problems that organizations may be facing in tough economic times and the kind of actions that management might take to deal with these, and their associated impacts. Offers an alternative approach, with examples from the author's experiences both in manufacturing industry and as a management consultant working with a wide variety of clients.FindingsOutlines and illustrates seven practical steps to get results: acknowledge the situation; do an initial diagnostic; create a powerful vision; set a clear timescale; organize focused sessions; ensure clear actions come out; review how it is going and adjust.Practical implicationsProvides plenty to interest HR directors and line managers with small budgets who are seeking ideas on how to improve teamwork.Originality/valueDescribes how a simple seven‐step process can be used to generate improved business results and improve teamwork in parallel.
Shedding light on a “hidden” disability
Authors: Sanderson Andi 
Published: January 2011

PurposeConsiders the training and development challenges surrounding people with a learning disability such as dyslexia and the small changes human resource specialists can make to improve the wellbeing and productivity of disabled employees.Design/methodology/approachDraws upon the author's professional experience, together with relevant literature.FindingsArgues that more should be done to ensure that organizations are disability‐friendly. Highlights the need for management‐wide awareness of disabilities and the role of training and assistive technologies to support this process.Practical implicationsSuggests that HR specialists can help disabled employees to realize their potential and improve productivity by heightened awareness of their condition by management and through the implementation of specialized training and assistive technology.Social implicationsArgues that developing an inclusive culture where disabled employees feel secure and supported should be fundamental to any HR department's role within an organization.Originality/valueHelps HR specialists and managers to think differently about dealing with disabled employees.
Interview with Karen Velasco, Chairman of the British Institute for Learning and Development
Authors: by Juliet Norton Interview 
Published: January 2011

PurposeKaren is a performance management consultant, trainer, facilitator and coach. Karen has worked in a variety of training, development and leadership roles for over twenty years; including eight years as managing director of PeopleSolve Ltd and 12 years as training, development and culture change manager with the Centrica group. Karen is Chairman of the British Institute for Learning and Development, a non‐executive director of the University of Chichester, and a director of Creative Leaders.Design/methodology/approachThis briefing is prepared by an independent interviewer.FindingsIn this interview, Karen Velasco talks about her professional background before being appointed Chairman of the British Institute for Learning and Development (BILD), highlights the vision of the BILD, and gives her thoughts on the new developments occurring within the field of learning and development.Practical implicationsProvides strategic insights and practical thinking that have influenced some of the world's leading organizations.Originality/valueLearning and development departments constantly have to change their priorities to fit with the changing economic climate. Drawing on her professional experience, Karen Velasco offers advice and guidance to L&D professionals on how to remain competitive in new markets, whilst still addressing the needs of their employees.
The dynamics of climate change: a case study in organisational learning
Authors: Wasdell David 
Published: January 2011

PurposeBased in the discipline of applied consultancy‐research, this paper seeks to present a synthesis‐review of the social dynamics underlying the stalled negotiations of the United Nations Framework Convention on Climate Change. Its aim is to enhance understanding of the processes involved, to offer a working agenda to the organizational learning community, and to act as a dynamic and interpretive intervention in the negotiation process.Design/methodology/approachThe methodological approach draws on a wide range of tools from the consultancy‐research domain including force‐field analysis of complex social behaviour, informal interviews, direct participation, existential reflection and process analysis, delineation of power dynamics, literature survey and psychoanalytic exploration of the irrational and unconscious factors involved.FindingsSeveral findings emerged from the consultancy research. The force‐field analysis revealed the intensity of polarisation experienced at every point of the negotiation. Economic vested interests and political dynamics blocked all possibility of effective decision making and drove irrational attacks on the validity of climate science as a way of manipulating public opinion. The influence of unconscious factors was paramount, rooted in the re‐stimulation of collective pre‐traumatic‐stress disorder, and mediated via a set of social defences against anxiety.Research limitations/implicationsSignificant limitations in the methodology concern the level of subjectivity involved. The development of working hypotheses was exposed to constant review to check for researcher‐specific projection and selectivity of significant data.Practical implicationsThe practical implications of the paper for the development and application of organizational learning are spelled out in the final section. Particular attention is drawn to the need to take account of irrational and unconscious phenomena driving social psychodynamics.Originality/valueThe paper represents profoundly original work, emanating from the author's wide‐ranging involvement in the content and process of the international climate‐change negotiations.