This paper is a response to Riffel's “The Theory Problem in Educational Administration” published in the October 1978 issue of the Journal. The article seeks to establish that…
Abstract
This paper is a response to Riffel's “The Theory Problem in Educational Administration” published in the October 1978 issue of the Journal. The article seeks to establish that perhaps we really do not have to make “illumined choices” as Riffel insists, because neither the phenomenological style of inquiry nor theory generation nor hermeneutic and critical science exists well without the others. To pose their contradiction stylistically should not be construed as an imperative to choose among them, but rather to recognize and strengthen their dialectic.
It is over twenty years since March and Simon launched their attack on “classical” organisation theory. At the time their castigation of Gulick and Urwick for enunciating what…
Abstract
It is over twenty years since March and Simon launched their attack on “classical” organisation theory. At the time their castigation of Gulick and Urwick for enunciating what Simon and March recognized as homely proverbs, myths and slogans seemed quite brilliant. The major purpose of this paper is to demonstrate that, in retrospect, it was not: myths, rituals and medicine men should not be spurned, but the significance of the part they play in ordering experience and action in educational organisations should be fully explored. This is what this paper attempts to do, taking the Doyle/Newbould case for marketing, published in 1980 in this journal, as a case in point.
A.J. NEBAUER and H.M. SUNGAILA
The Disadvantaged Schools Program was one important outcome of the Karmel Report, commissioned by the Whitlam Government in 1972. This report identified several deficiencies in…
Abstract
The Disadvantaged Schools Program was one important outcome of the Karmel Report, commissioned by the Whitlam Government in 1972. This report identified several deficiencies in Australian education, relating generally to marked inequalities in educational opportunities for certain children, particularly those belonging to ethnic groups, poor families, and economically depressed urban or isolated rural areas. The disadvantage experienced by female children was also identified. In addition the report stressed the lack of material resources, the poorly prepared teachers, and the highly bureaucratic, centralised, administration of education leading to the virtual exclusion of parents, teachers and the community from any real decision making in educational policy.
An emerging synthesis between natural and social sciences isdiscussed and the new science of “chaos” which originates inchemical researches is introduced. Educational systems are…
Abstract
An emerging synthesis between natural and social sciences is discussed and the new science of “chaos” which originates in chemical researches is introduced. Educational systems are seen to be dissipative structures allowing analysis of them in “chaotic” terms. Such structures have a self‐organising dynamic which produces “second order” changes to a new regime. This has long been associated with analysis of leadership. The creative input of a single individual, though small, may lead to far‐reaching effects if guided by vision.
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Current orthodoxy in management text and training is the humanresource management model which has its origins in the excellence andquality models of US business writings…
Abstract
Current orthodoxy in management text and training is the human resource management model which has its origins in the excellence and quality models of US business writings. Investigates the failure of “Jurassic management”: visioning, consensus value systems, proactively created teams, and development planning. Just as Jurassic Park failed, so will self‐managing schools and colleges unless they recognize that certain management development programmes are leading them into disaster. Argues that organizations should not be seeking stability with the environment and meeting the needs of customers, but should be creating the environment and celebrating professional competence. Shows that Chaos Theory can be applied to educational institutions in order to identify that survival in turbulent times is based on the capacity of educational managers to make rather than control the future. Management development is at a critical point whereby the choices will create the future: the key learning outcome from Chaos Theory is that self‐organization and micropolitics are essential to understanding organizational survival and development.