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Descriptors:
Foreign Countries; International Cooperation; Research; Stakeholders; Health Sciences; Networks; Administrative Organization; Peace; Integrity; Collegiality; Sustainability; Conflict

Abstract:
Cross-border academic collaborations in conflict zones are vulnerable to escalated turbulence, liability concerns and flagging support. Multi-level stakeholder engagement at home and abroad is essential for securing the political and financial sustainability of such collaborations. This study examines the multilayered stakeholder arrangements within an international academic health science network contributing to peace-building in the Middle East. While organizational forms in this collaboration change to reflect the structural, epistemic and political expectations of various support groups operating locally and globally, the legitimacy of the international research and its contribution to the peace-building process last as long as institutional norms of academic enterprise--integrity, impartiality and collegiality--are sustained. This paper analyzes the reconciliatory strategies used by the collaborating health scientists to mitigate organizational turbulence, reduce resource asymmetries and continually build and rebuild bridges across stakeholder communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Educational Change; Instructional Leadership; Federal Legislation; Performance Factors; Institutional Mission; Organizational Climate; Educational Objectives; Decision Making; Administrative Organization; Administrative Change; Change Strategies; Organizational Change; Focus Groups; Educational Policy; Administrator Attitudes; Superintendents; Principals; Formative Evaluation

Abstract:
This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004-06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Indicators; Public Schools; Foreign Countries; Educational Change; Institutional Autonomy; Case Studies; Decision Making; Educational Policy; Administrative Organization

Abstract:
As governments strive to improve outcomes in education, and respond to the needs of an ever more diverse population, autonomy has gained increased prominence in national and international spheres. In the context of education, autonomy refers to the decision-making capacity of a school, and to the manner and areas over which those decisions can be made. In this case study of the Spanish education system and policies, we examine the level of autonomy of public schools, producing insights applicable far beyond this country. We conduct a scrutiny of Constitutional, regulative, and international frameworks, as well as an examination of the latest figures from Organisation for Economic Co-operation and Development education indicators (with special focus on Spain and the United States). The data that emerges suggests that despite general declarations of autonomy, schools are granted very little decision-making capacity in practice. Regional decentralization of the system has not translated to the delegation of enough competences to schools, particularly in the areas of personal and resource management. (Contains 3 figures and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; International Cooperation; Intercollegiate Cooperation; Partnerships in Education; Cultural Differences; Multicampus Colleges; Administrative Organization; Educational Legislation; Government (Administrative Body); Research; College Instruction; College Faculty; International Educational Exchange

Abstract:
American colleges have to be in India. After all, no other country in this century, save China, is likely to be as important geopolitically, financially, demographically, or culturally. Globally savvy students ought to study here. There are research opportunities for political scientists and public-health specialists, economists, and ethnomusicologists. And, simply put, India, where half of the 1.2-billion-and-growing population is under 30, needs help--building enough universities, wiring enough classrooms, and training enough teachers. American colleges seek to build campuses, partnerships, and research opportunities in India, but red tape, poor facilities, and other problems keep getting in the way. Opening Indian universities to international collaboration will continue to be a demanding chore, and preparing Americans to work here a challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Education; Illiteracy; Slavery; Foreign Countries; Social Change; Letters (Correspondence); Educational History; United States History; Civil Rights; Access to Education; Social Systems; Conflict; Poverty; Racial Bias; Social Bias; Educational Administration; Administrative Organization; Public Officials

Abstract:
The objective of this article is to analyse the process of institutionalisation of public elementary schooling associated with the political organisation of the constitutional monarchy and the legislation regarding citizen rights and prerogatives in Brazil, especially in the province of Minas Gerais, during the nineteenth century. During this century, two characteristics in Brazil were significant: the existence of a constitutional monarchy from 1822 to 1889 and the continuity of slavery until 1888. Paradoxically, the development of the idea of citizen rights and duties, and steps taken to provide access to elementary school, coexisted with these characteristics. Education was considered a decisive step for the effective implementation of social change. My hypothesis is that the new political structure also led to a new dynamic of interdependence between rulers and ruled as constituents of the civilising process underway. Even so, this was an extremely tense process whose results fell short of those intended by the elite governing authorities; by the end of the nineteenth century, Brazil still had an illiteracy rate of 85%. In order to understand this situation, an analysis of situations and conflicts present in the process of implementing public elementary education is essential. Important among these are poverty, ethnic and racial prejudice, political decentralisation of elementary education administration, disputes among local politicians and the definition of teachers as public servants and funding of school supplies. For this study, documents consulted included government reports, laws, official letters and correspondence among government officers, parents and teachers. The main theoretical concepts used were Norbert Elias' sociological theory for analysis of the civilising process and the dynamics of interdependence in the organisation of society, and the characteristics of postcolonial society discussed by Hilda Sabato, Marcelo Caruso and Miriam Dolhnikoff. (Contains 1 table and 27 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Holding Power; Graduation Rate; Undergraduate Students; Models; College Administration; Administrative Organization; Organizational Change; Educational Improvement; Educational Innovation; Academic Persistence; Academic Achievement

Abstract:
A 4 Ps perspective addresses immediate needs: to help institutions gain traction in their retention strategies by framing and reframing the challenges and the possible responses, by challenging some of the traditional mental models about retention that can distract or dilute those strategies, and by offering focus and coherence to institutional efforts. In conclusion, there is merit in identifying some of the key themes that emerge throughout the essays in this volume, discussing the implications for how institutions can organize their retention efforts, and outlining some ways a 4 Ps framework can be used at the institutional level. This article summarizes some of the themes that characterize a 4 Ps orientation to institutional retention strategy and offers an example of how one institution has used this approach to structure its retention efforts. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Holding Power; Graduation; Undergraduate Students; Academic Persistence; Academic Achievement; Educational Research; College Administration; College Admission; College Preparation; School Policy; College Curriculum; College Attendance; Time to Degree; Administrative Organization

Abstract:
Few words have dominated the vocabulary of college retention as has the word "persistence." Many institutions still struggle to engage faculty and administrators in building campuswide retention efforts, to find the organizational levers that translate the abstractions and complexities of retention theory into scalable and durable initiatives, and to demonstrate the effectiveness of those initiatives in terms of outcomes in general and degree completion in particular. Indeed, one of the core arguments of this book is that a 4 Ps perspective helps direct institutional attention to such challenges. It may be that the concept of persistence itself is part of the problem. Certainly, it has informed much good work on college campuses. But in directing its focus on what is the most visible marker of student retention--showing up from year to year--it has helped to shape a tradition of research that tends more to the descriptive than the analytical and has directed attention more toward interventions to minimize student departure than the policies and structures that might hinder or facilitate student success and degree completion. The second "P" within a 4 Ps framework of student retention--"progress"--focuses on ensuring that students are making satisfactory academic progress, rather than just persisting, toward degree completion. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Force Development; Role; Strategic Planning; Business Administration; Administrative Organization; Organizational Change; Organizational Culture; Influences; Barriers; Case Studies; Manufacturing; Models

Abstract:
Central to the relevance of HRD is the inclusion of HRD professionals and functions in organizational strategy. Understanding how HRD units and professionals contribute to or hinder organizational strategy is important for the field. We describe an organizational case in which a systemic strategic initiative involving "Lean strategy" is deployed and the specific contributions by HRD. We also highlight and provide themes from both extant general strategy and Lean strategy literature and key findings from thematic analysis from multilevel organizational interview data. An empirically derived model framing the strategic value of HRD in Lean strategy implementation is provided. These findings highlight HRD contributions for organizations involved in strategy implementation. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Force Development; Role; Strategic Planning; Business Administration; Administrative Organization; Case Studies; Manufacturing; Models

Abstract:
This study by Meera Alagaraja and Toby Egan provides a case study of a Lean strategy implementation in which HRD was an integrated part of the process and offers a model that can give direction for both future research and strategic advocacy on behalf of HRD practice. The case is actually more a study of the importance of cross-functional and corporate-SBU collaboration in implementing strategic business plans than of HRD per se. The HRD contribution is contextualized in the strategic implementation process. As such, it offers a comprehensive and contextualized perspective on the process through which the strategic aspirations of HRD can potentially be realized in practice. That said, there is a broader story that needs to be known in order to contextualize and further understand how the study fits into the broader discussion about SHRD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; College Admission; Data Collection; Declining Enrollment; Social Systems; Educational Trends; Administrative Organization; Educational History; Attitudes; Nationalism; Political Divisions (Geographic); Foreign Policy

Abstract:
This paper uses Universities and Colleges Admissions Service (UCAS) data on applications and entries to full-time undergraduate courses to examine the changing flows of students across the boundaries of the four countries of the United Kingdom (UK), over a period (1996-2010) that embraces parliamentary devolution. It asks whether the emergence of more distinct administrative systems of higher education, following devolution, is reflected in more distinct social systems as reflected in reduced cross-border flows of students. It reveals a declining tendency for UK applicants to apply to, and enter, higher education in another UK country. This trend is partly attributable to devolution and to consequent changes such as differential fees. However the detailed patterns vary widely across the countries of the UK, across categories of student and across types of institution and programme. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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