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Descriptors:
Stakeholders; Adult Vocational Education; Foreign Countries; Neoliberalism; Governance; Educational Policy; Political Attitudes; Decision Making; Policy Analysis; Continuing Education

Abstract:
The paper analyses continuing vocational education and training policies in the UK in the period 1979-2010 with a focus on regulation and governance. It reviews Conservative and Labour party policies to ascertain their principal components and explore their evolution through time. More specifically, the paper reviews the paradoxical existence of three seemingly opposed accounts of recent dynamics in the management of continuing vocational training: one that sees it moving inexorably to the political right, one that emphasises the singularity of social-democratic policies and one that focuses on the difficulties of any movement, towards the political left or right. The paper concludes that while there has been a degree of convergence between right and left, differences remained in terms of their favoured institutional decision-making structures. However, Labour played a two-level game, which combined the establishment of new channels for dialogue and coordination with key stakeholders, with a limited scope for meaningful stakeholder input to policy. (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:
Self Efficacy; Citizen Participation; Adolescents; Voting; Current Events; Public Education; Correlation; Knowledge Level; Adolescent Attitudes; Student Characteristics; Surveys; Urban Areas; Regression (Statistics); Governance

Abstract:
A long-standing objective of American public education is fostering civically engaged youth. Identifying characteristics associated with likelihood of future voting, a measure of democratic participation that predicts future voting behavior, might yield targets for education programs to increase civic participation. Survey data from urban adolescents were analyzed to elucidate how civic knowledge, civic attitudes and civic behaviors are associated with self-reported likelihood of future voting. In a multivariable ordered logistic regression model with latent constructs for civic knowledge, attitudes and behavior, two civic knowledge constructs and two civic attitude constructs maintained a positive, statistically significant independent association with future voting likelihood after adjusting for race/ethnicity and advanced coursework: knowledge of American governance, current events knowledge, general self-efficacy and skill-specific self-efficacy. Further research is necessary to determine whether education programs can intervene upon these civic knowledge and civic attitude factors to increase voting participation later in life. (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:
Governance; Foreign Countries; Professional Services; Evidence; Power Structure; Educational History; Higher Education; Access to Education

Abstract:
A governance model is developed in which university governance is shared between the academic and governing bodies and is coordinated by the university executive. Viewing the university as a professional service organisation, and noting the importance of developing a flexible culture within a shifting, marketised external environment, it is argued that a degree of shared governance is necessary for the success of the modern university. Although the discussion is couched largely within the context and evolution of UK university governance over the past sixty years, it also draws on the US evidence and experience and the conclusions drawn are general. (Contains 1 figure.) 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; Educational Research; Student Experience; Global Approach; Nationalism; Researchers; Research Methodology; Governance

Abstract:
This essay argues that there is a need for higher education researchers to become aware of methodological nationalism (MN) and take steps to reframe their scholarship in new ways. It illuminates two characteristics of MN prevalent in higher education research and suggests that although a few researchers have attempted to move beyond MN in the higher education globalization literature, most remain encapsulated in a view of nation-state equates society. The authors address this gap by arguing for the expansion of analytic approach to some of the common phenomena studied within U.S. higher education (such as college student experience, diversity, and governance) and highlight how these typical objects of study would transform once we overcome MN. (Contains 10 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:
Evidence; Boards of Education; School Districts; Group Dynamics; Board of Education Policy; Formative Evaluation; Meetings; Policy Formation; Inferences; Decision Making; Governance; Advocacy; Research Utilization; Audience Participation; Context Effect; Local Issues; Conferences (Gatherings)

Abstract:
This article analyzes the use of research evidence in school-board deliberations in three school districts in Wisconsin. In these settings, the circulation, meaning, and function of research depended importantly on the interests and backgrounds of advocates, the composition of audiences, and the values and contexts of decision-making. Board members and other meeting participants sought direct connections between research evidence and local district concerns. Their use of research gainsays linear models of policymaking, demonstrating that research carries different meanings in different situations and that research may not resolve value differences that inform policy disputes. 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:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 tables and 3 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:
Equal Education; Elementary Education; Foreign Countries; Ideology; Social Status; Educational Policy; Governance; Educational Assessment

Abstract:
Meritocracy functions in Singapore as the key principle of governance and educational distribution. However, the concept of meritocracy itself contains a number of inherent contradictions, most evidently witnessed in the tension between its egalitarian and elitist strands. This tension is documented in the recommendations of Singapore's recent primary education review, already accepted by the Ministry of Education and to be implemented in the coming years. This article considers these recommendations against the backdrop of a tentative movement towards egalitarianism in educational distribution. Specifically, it provides a preliminary and provisional assessment of how far they would go towards providing for greater educational equity and, therefore, in recovering the ideology of meritocracy in the nation-state. (Contains 10 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; Masters Degrees; Masters Programs; Qualifications; Program Implementation; Comparative Analysis; Comparative Education; National Standards; Regional Characteristics; Regional Planning; Educational Legislation; Quality Assurance; Educational Policy; Governance; Postsecondary Education; Evidence; Guidelines

Abstract:
This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the national qualification frameworks, which have been verified against the Framework for Qualifications of the European Higher Education Area. Other regulations apply, however. In Denmark and Portugal, higher education degrees are tightly regulated by legislation, while the "Academic Infrastructure" developed by the Quality Assurance Agency in the UK acts as a broad reference for degree design, giving English institutions a high degree of freedom. Findings reveal the existence of contradictory requirements which have arisen further to policy adaptations, made possible by the non-legally binding character of Bologna and its loose policy mechanisms. (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:
Higher Education; Leadership; Foreign Countries; Strategic Planning; Facilities Management; Educational Administration; Professional Autonomy; Administrator Role; Colleges; Case Studies; Governance; Professional Development; Semi Structured Interviews; Department Heads

Abstract:
Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established university in Vietnam to fill this literature gap. Through 24 interviews and document analysis, the study finds that the main task areas of the Heads of Department centre on programme management, academic staff management and facilities management. Other areas such as strategic management and budget management appear to be neglected. The paper supports the findings of the existing literature that Heads of Departments' responsibilities vary in detail and the roles demanded are governed in large measure by departmental contexts. The study concludes that the Heads of Department enjoy a low level of autonomy and also act more as managers than as leaders. It is recommended that an enhanced leadership role should be given to the Heads of Department so that they can perform to the best of their ability, hence improving university performance. (Contains 1 table and 5 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:
Higher Education; Institutional Evaluation; Governance; Data Analysis; Institutional Research; Professional Identity; Institutional Characteristics; Knowledge Management; Change Strategies; Educational Change; Educational Policy; Educational Development; Policy Formation; Case Studies; Data Collection; Data Processing; Educational Environment; Performance Factors; Comparative Education

Abstract:
Recent changes in European higher education have accompanied a strong desire and need by national ministries to have comparable data across institutions and a growing recognition from campus leaders that effective planning and decision-making requires reliable institutional data and analyses. This has induced changes and restructuring of duties and roles of administration, administrative staff and academic staff. In North America, internal institutional data analysis is often referred to as institutional research. We examine the roles and functions of institutional research within North America and how the changes within European higher education have created a purpose for institutional research. Specifically, we explore the topical areas of institutional assessment, data management, institutional governance, as well as the changing identity of academic professionals within European universities. Within our examination, we explore in-depth one European country's higher education system to demonstrate how history, culture and legislative changes manifest into a need for institutional research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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