J.E. Sinden, W.K. Hoy and S.R. Sweetland
Journal of Educational Administration, Vol.42, 2004, p.462-478
Structure can either hinder or enable the effective operation of schools. Healthy organisational structures guide behaviour, clarify responsibility, reduce stress and empower individuals. In this paper, six high schools, which were found to have enabling structures in a large quantitative study of Ohio schools, are analysed in depth using semi-structured interviews. Based on these interviews, the article describes enabling school structures in terms of their formalisation (formal rules and procedures), centralisation (hierarchy of formal authority), and functioning.
T. Li-Ping Tang, D. Shin-Hsiung Tang and C. Shin-Yi Tang
International Journal of Education Management, Vol.18, 2004, p.304-316
The article explores the relationship between tuition fees and certain predictor variables (the type of institution, the existence of professional schools, geographic region, average SAT scores, etc.) in 190 private U.S. colleges and universities. Results show that these variables account for 70% of the variance in college tuition and that "you get what you pay for" in American higher education. Institutions with higher fees attract the brightest students, have better facilities, and produce the highest earning graduates. The implications of these findings for students and their parents, the institutions themselves and human resource management are discussed.
N. McBride, T. Morrow and C. Ackah
Journal of European Industrial Training, Vol.28, 2004, p.519-532
The paper considers whether the Jobskills Training Programme in Northern Ireland provides social or economic benefits to young people. Although the programme has helped some young people, it is questionable whether it prepares the majority for jobs that are actually available in the real world. In order to assess the scheme's effectiveness it is compared to the Danish vocational training model. A number of differences are noted and, in light of this, a new vocational model is suggested.
H.A. Goldstein and C.S. Renault
Regional Studies, Vol.38, 2004, p.733-746
The research showed that, in the USA, the presence of a top research university did not contribute to regional economic development, measured by the gain in average earnings per worker, in 1969-86. However, it was a significant factor in the period 1986-98, when universities became more entrepreneurial. Overall, results support the view that universities' research and technology development activities generate significant knowledge spillovers that are captured within the regional environment and result in enhanced regional economic development.
Educational Review, Vol.56, 2004, p.297-312
The study reveals that despite a child centred Korean National Curriculum, and the teachers' beliefs, the actual practices in Korean settings are significantly different from child-centred philosophies. Even though a child-centred National Kindergarten Curriculum emphasizes individuality and creativity, in reality, lessons are mainly teacher directed rather than children being encouraged to explore their own interests. Teachers use approaches, including extrinsic motivation, separation of play time from work time, and use of worksheets, which are considered inappropriate in Western early years education. This discrepancy could be explained by factors such as the reflection of traditional Korean education values, low adult to child ratios, and parental pressure.
M. Olssen, J. Codd and A-M. O'Neill
London: Sage Publications, 2004
This book provides an international perspective on education policy, and on
the role and function of education in the global economy. It presents a Foucauldian
perspective on the politics of liberal education within a theoretical framework
necessary for the critical analysis of education policy.
Its authors set out analyses necessary for understanding the restructuring of education and social policy that has occurred in many countries affected by the rise of neo-liberal political theory. The authors argue that globalization is an extension of neo-liberalism and is destructive of the nation state, community and democracy, whilst highlighting the importance of building strong democratic nation states and global communities based on cultural identity and inter-cultural awareness.
P. Méhait and C. Perez
Public Management Review, Vol. 6, 2004, p.333-352
The article begins by describing the further and vocational education and training institutional framework in France for the public and private sectors. It goes on to present a case study of training policy in a large public research organisation, focusing on the tension between the concept of training as an individual right and the notion that it is a tool for organisational learning. It then compares training policy at the case study organisation with the public sector as a whole and with private organisations, identifying some characteristics that are specific to the public sector.
P. Constanti and P. Gibbs
International Journal of Education Management, Vol.18, 2004, p.243-249
Higher education institutions are being seen more and more as businesses, with staff being expected to perform emotional labour in order to achieve both customer (i.e. student) satisfaction and profit for the management. The article uses data taken from interviews in a higher education institution in Cyprus to explore the effect this policy has on academic staff.
C. Nutbrown and P. Clough
European Journal of Special Needs Education, Vol.19, 2004, p.301-315
The paper reports findings from the Comparative Approaches to Preschool Education: Special Educational Needs Project. This survey of 113 European early childhood educators working in mainstream schools gathered data from questionnaires, e-mail conversations and face-to-face interviews. The paper draws on extracts from the data to explore the themes of educators' personal/professional experiences, professional development, and the role of parents.
N. Richards and D.L. Ross
International Journal of Education Management, Vol.18, 2004, p.260-265
The article explores two different offshore provisions of business degree programmes at James Cook University in Singapore. It argues that combining the two models to help ensure a flexible and enterprising approach to learning and teaching will lead to the most positive educational outcomes. The importance of cultural context to the success of such enterprises is also stressed.
E. Petridou and P. Chatzipanagiotou
International Journal of Education Management, Vol.18, 2004, p.215-223
Education is a gateway into organised society, and thus contributes to individual, social and national development. New educational services and products are in constant demand in order to ensure users' needs are met, and yet financial resources are limited. The article offers a framework model for planning the activities of continuing education institutions which will allow them to determine their mission, seek specific aims and develop resources. The authors argue that applying this method will help organisations adapt to the changes and challenges of the contemporary education environment.
Globalisation, Societies and Education, vol.2, 2004, p.377-390
The paper examines a US foreign aid project to promote the use of new technologies in Egyptian education. Though the project sought to improve teaching and learning, an examination of its implementation indicates how goals of Westernisation ended up taking precedence. This underlying emphasis on Westernisation weakened the project's potential contribution to educational improvement. However, grass roots Egyptian teachers used the training they received under the programme to develop their own educational technology initiatives outside of the control of the programme.
Education and the Law, Vol.16, 2004, p.21-31
International human rights instruments stipulate that the child's right to education involves the right to develop their full potential. This is unlikely to occur for most children until they complete their secondary education. The article argues that States have an obligation under international law to ensure access to inclusive school systems that facilitate secondary school completion by extending free, compulsory education to the end of secondary.
G. Srikanthan and J. Dalrymple
International Journal of Educational Management, Vol.18, 2004, p.266-279
The article attempts to create a model for quality management in higher education based on four methodologies, each with a different perspective on learners' and institutions' views of education. The model has an overall "transformative" approach, seeking to bring about changes in students' understanding. The authors believe these methodologies can be combined to form the model, providing the basis for quality in education in universities.
C.J. Carter and W.K. Hoy
Journal of Educational Administration, Vol.42, 2004, p.539-554
The article describes a test of the hypothesis that schools will be effective when the needs of the individual are consistent with the formal demands of the work in a culture that supports collective effort and reduces political conflict. It finds that highly motivated teachers in a supportive structure directly improve student learning. The challenge is to build administrative structures that support teaching efforts so as to overcome the adverse effects of deprivation on pupils. From the teacher's point of view, a school functions effectively where there is a culture of trust without debilitating internal politics.
International Journal of Educational Management, Vol.18, 2004, p.292-296
Appraisal has been compulsory in schools in New Zealand since 1997 but its purpose remains vague. The article examines teachers' perceptions of the purpose of the appraisal system, and how these affected its implementation. Staff at a large urban secondary school were questioned regarding their appraisal system. Results showed that the teachers had no clear idea of the purpose of appraisal and felt that it was a waste of their time, with a few seeing it as a threat. The article concludes that improvements must be made as soon as possible, as the system at present is totally ineffective.
Globalisation, Societies and Education, vol.2, 2004, p.355-376
The article explains some of the constricting rules and power-plays of the policy game of wiring US state schools for Internet access. It first traces the development of the Federal government's E-Rate programme in Los Angeles Unified School District, illustrating how translation of rigid E-Rate policies generated uncertainty, stress and poor design outcomes. It then relates disputes across two of the organisation's social worlds (central and local technologists) over which group should set technical specifications for California's technology grant AB2882. The argument is that the design of technological infrastructures in state education embed globalisation ideologies and logics into institutional and material forms such that individuals are forced to adapt to inflexible structures.