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Descriptors:
Instructional Leadership; Research Needs; Research Opportunities; Leadership; School Administration; Phenomenology; Personal Narratives; Accountability; Labor Supply; Educational Supply; Performance Factors; Organizational Climate; Organizational Culture; Textbook Content; Politics of Education

Abstract:
Criticisms of the field of educational leadership and management have consisted of the arguments that scholarship is generally lacking in theoretical and methodological rigour. While it is beyond the scope of this Review Essay to fully examine the terrain of critical approaches to leadership, what is important to note is what little headway much of this important research and literature has made into the broader field of educational leadership and actual leadership practices. What are still needed in "the field" of educational leadership and management are more nuanced and diverse accounts of heads' everyday work and lives, to give an understanding of the day-to-day realities and pressures they face. Without this, it is difficult to create new possibilities for different ways of working as school leaders. This is not only for the purposes of addressing the supply problem, but also to provide alternative ways of understanding school leadership and management. The need for these sorts of analyses makes the work in Pat Thomson's book "Heads on the Block" all the more important, for it not only grapples with the work of school heads in all its tainted glory, but also manages to negotiate its way through the mire of day to day life for heads without resorting to best practice fads, the latest model and heroic descriptions of great leaders. (Contains 3 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:
Needs Assessment; Doctoral Programs; Special Education; Special Education Teachers; College Outcomes Assessment; Teacher Supply and Demand; Educational Supply; Instructional Leadership; Leadership Training; Teacher Shortage; Change Strategies; Educational Change; Questionnaires; Program Attitudes; Mail Surveys; Institutional Characteristics; Comparative Analysis

Abstract:
The first article in this special issue is about the doctoral programs, the suppliers of new doctoral graduates in special education. It focuses on one component of a larger effort, the Special Education Faculty Needs Assessment (SEFNA) project, which investigated many aspects of the supply of new doctoral graduates as well as the demand for new college and university faculty members. Here, the authors present information about the characteristics of the nation's doctoral programs and their capacity to produce a sufficient supply of teacher educators, faculty for doctoral-granting universities, school leaders, federal and state officials, policy makers, researchers, and advocates. In the 10-year period since "The Faculty Shortage Study" (Smith, Pion, Tyler, Sindelar, & Rosenberg, 2001) was completed, substantial improvement in the capacity of doctoral programs (i.e., number and size) and the supply (i.e., number of graduates produced) occurred. Federal and stakeholder actions contributed greatly to progress made in addressing the special education faculty shortage identified in the previous study. These programs are at substantial risk of being understaffed in the upcoming years due to overwhelming attrition due to faculty retirements, which will impact the supply chain across the field of special education. (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 Choice; Dropouts; Family Characteristics; Public Education; Socioeconomic Status; Failure; Compulsory Education; Secondary School Students; Predictor Variables; Data Analysis; Statistical Data; Gender Differences; Age Differences; Social Differences; Performance Factors; Barriers; Competitive Selection; Educational Supply; Labor Market; Case Records; Achievement Need; Educational Quality; Social Influences; Academic Achievement; Foreign Countries

Abstract:
The aim of this paper is to analyze the selection process at work before and after compulsory schooling by assessing the determinants of school failures, dropouts, and upper secondary school decisions of young Italians. The data-set is built combining individual data by the Labor Force Survey and aggregate data on local labor markets and school supply by the Italian National Statistic Institute and the Minister of Public Education, respectively. Our results show that school failure (i.e., repetition of a year) is highly correlated with the family background, and it strongly affects later choices. Early school leaving and the upper secondary school choice are mainly a reflection of the parents' socioeconomic status. The effectiveness of the educational system when narrowing the failure risk and the scholastic outflow relies on the widespread adoption of full-time attendance in compulsory school, the quality of the school infrastructures, and the fewer teachers with temporary contracts. (Contains 7 tables and 20 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:
Unemployment; Labor Market; Metropolitan Areas; Public Policy; Educational Demand; Educational Supply; Educational Trends; Trend Analysis; Economic Change; Economic Climate; Predictor Variables; Economic Impact; Industry; Performance Factors; Urban Studies; Employment Opportunities; Comparative Analysis; Urban Problems

Abstract:
This report examines education gaps and industry demand in the nation's 100 largest metropolitan areas. Metropolitan areas are a natural unit of analysis given that they offer the best approximation of a regional labor market. Moreover, the wide variation in metropolitan area economic performance, as documented by the Brookings MetroMonitor series, provides a basis for analyzing the factors that explain that variation. After explaining the methodology, the report examines in turn the contribution of education gaps and weak industry demand to levels and recent changes in metropolitan unemployment rates. It concludes with a discussion of the implications of these findings for public policy. The 100 Largest Metropolitan Areas Sorted by Overall Rank of Education Matching and Predicted Industry Growth the Recession are appended. [Additional financial support was also provided by Metropolitan Leadership Council.] (Contains 5 figures, 5 tables and 38 endnotes.) 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; Universities; Private Colleges; Social Sciences; Humanities; Public Colleges; Intellectual Disciplines; Educational Supply; Educational Demand; Educational Trends; College Programs

Abstract:
The literature on private higher education has identified striking differences between the public and private sectors in terms of fields of study. For example, unlike their public counterparts, private universities have traditionally specialised in the social sciences and humanities. This paper explores the university market in Argentina to see if these differences still persist today, or if they have blurred over time. This dynamic is studied from the perspective of both supply (the percentage of institutions offering a specific degree programme) and demand (student enrolments). Clearly, both sectors are venturing further and further into each other's traditional domains. 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; Economic Development; Higher Education; Sustainable Development; Equal Education; Program Implementation; Program Effectiveness; Efficiency; Free Enterprise System; Educational Principles; Inclusion; Educational Development; Developing Nations; Educational Change; Educational Environment; Politics of Education; Educational Policy; Foreign Policy; Policy Analysis; Educational Needs; Educational Supply; Access to Education; Educational Demand; Educational Finance; Economics; Financial Support; Donors; Case Studies; Discourse Analysis; Comparative Education; International Cooperation

Abstract:
Access to higher education is a key challenge of the 21st century state. The link between higher education and personal and socio-economic development has intensified the need for ensuring that greater numbers of citizens have expanded access to and have been provided with quality higher education. The article seeks to explore how initiatives for increased access to higher education are experienced in India, Brazil and South Africa. As signatories to the IBSA declaration in the spirit of South-South cooperation, the three countries have publicly declared their commitment to enhance equity by, for example, widening access to higher education. We review the way in which the three countries have implemented key equity initiatives and draw lessons from their practice. Notions of "effectiveness" and "efficiency" are used to understand the extent to which each of the individual systems is responsive to the equity agenda. We find that while there have been notable attempts to implement the equity agenda in the quest for making their systems more "socially effective". This is countervailed by a more pervasive "efficiency" doctrine, underpinned by a market-driven economic paradigm. It is concluded that the innovative practices in each of the countries suggest important strides in the equity agenda but also that much still remains to be done. While the article represents a starting point for the much-vaunted South-South collaboration, tentative findings suggest that a more deliberately articulated policy framework characterized by greater inclusion of those previously excluded is necessary in each of the countries if significant and sustainable development is to be achieved. 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:
Employment Patterns; Labor Market; College Graduates; Employment Opportunities; Educational Supply; Labor Needs; Graduate Surveys; College Outcomes Assessment; Reader Response; Trend Analysis; Labor Force Development; Salary Wage Differentials

Abstract:
The recent response by Anthony Carnevale et al. to the authors' analysis of the fundamental shortcomings associated with their predictions of widespread college labor shortages focuses on three areas. First, Anthony Carnevale et al. suggest that the authors are educational Luddites by noting in the title of their response that the authors believe too many people have earned college degrees in New England. Carnevale et al. claim that the authors think, "New England is producing 35% more college degrees than are actually required for current and future jobs" because they recognize the real labor market problems that confront too many of the college graduates. The second issue Carnevale points to is the long-term rise until recently (2000) in the economic return to a college degree, suggesting that the authors think that college does not pay-off. Lastly, Carnevale argues that college graduates working in non-college labor market occupations earn more than their high school graduate counterparts who are employed in those same occupations--like bartenders or landscapers. This article presents the authors' critiques to this response. The authors end by urging Americans to start addressing the severe malemployment and joblessness problems confronting college graduates in the present day. They point out that the nation needs a laser focus on creating college-related employment opportunities and upward mobility pathways in today's job market. (Contains 1 chart and 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:
Evidence; College Graduates; Employment Projections; Labor Demands; Enrollment Trends; Educational Attainment; Labor Market; College Outcomes Assessment; Educational Indicators; Educational Supply; Labor Force Development; Graduation Rate

Abstract:
The Georgetown Center on Education and the Workforce has engaged in a highly publicized campaign claiming that the nation will face a very substantial deficit of college graduates by 2018 if the American postsecondary system fails to rapidly expand the number of college degrees it awards each year. Indeed, the employment projections developed by Anthony Carnevale and his colleagues at Georgetown University suggest that there will be a shortfall of 3 million college graduates by that year. Such a labor shortage, if it were to actually materialize, could result in an enormous amount of lost production, reduced incomes in the U.S. and a deterioration in our competitive position in the world economy. So what is the evidence of future labor shortages in college labor markets? Should higher education institutions place some bets in terms of organizational structures and resource allocation in response to this projection of a serious labor shortfall? These are important questions since the higher education system has been burned by faulty projections in the past. The authors state that the most egregious example of this was the "college enrollment crisis" that was forecast by a number of observers in the early 1980s. While decline, consolidation and merger were the watchwords of the "enrollment crisis" proponents, the authors contend that colleges and universities in fact prospered over the period when shortfalls in enrollment were expected. While the forecasters got the demographics right, they didn't account for changes in the nature and magnitude of job growth that favored those with more years of formal schooling. (Contains 1 table and 1 endnote.) 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:
Higher Education; Intellectual Disciplines; Evidence; Foreign Countries; Education Work Relationship; Labor Market; Career Choice; College Choice; Majors (Students); Student Educational Objectives; College Outcomes Assessment; Educational Indicators; Economic Impact; Graduate Surveys; Enrollment Rate; Enrollment Trends; Enrollment Influences; Educational Demand; Educational Supply; Educational Needs; Labor Needs; Employment Opportunities; Employment Potential; Debt (Financial); Attitude Change

Abstract:
This report provides an comprehensive analysis of the way recession is impacting upon graduate outcomes. Data used in this report reflects the current level of applications to higher education (HE) for 2010 entry, but, due to data collection timing differences, the employment and training destinations of the graduating cohorts of 2005/06-2008/09. Data for the employment and training destinations of the 2008/09 graduating cohort became available in July 2010, making them relevant to this analysis. There is evidence that the emergence and experience of the recession is having an impact upon student choice and take up of subjects. However, this impact is not universal across all subject disciplines. The level of applications to subjects may provide a more accurate reflection of met (and unmet) demand for HE than enrolments, because the former appears to be sensitive to changes in the employment market but the latter is regulated at institutional and/or policy level. Knowledge of employment outcomes may be affecting subject choice, which suggests that information about the employment of graduates and graduate-level jobs is reaching applicants. However, whilst information is available, there is evidence that prospective students may not look for it. How to ensure that information is available and readily interpreted remains a challenge. Appended are: (1) Percentage of UK employment six months after graduating by broad subject discipline; (2) Change in graduate first destination outcomes 2005/06-2008/09 by broad subject discipline; (3) Numbers of graduates employed between 2005/06-2008/09 by occupation; and (4) Work placement provision in higher education: exploring recent changes in supply and demand. (Contains 58 figures, 9 tables, and 8 endnotes.) 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; Evidence; Charter Schools; Educational Objectives; School Choice; Educational Research; Economics; Commercialization; Educational Policy; Policy Analysis; Competition; Outcomes of Education; Case Studies; Glossaries; International Education; Parent Role; Academic Achievement; Research Reports; Literature Reviews; Supply and Demand; Educational Demand; Educational Supply; Program Effectiveness

Abstract:
In the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. Appended are: (1) Country Case Studies; and (2) Terminology. Notes are also included. (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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