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Article
Publication date: 1 December 2002

Heinz‐Dieter Meyer

This article briefly considers the changes in organizational thinking about schools and colleges as formal organizations over the past 40 years. While there are signs for a…

3475

Abstract

This article briefly considers the changes in organizational thinking about schools and colleges as formal organizations over the past 40 years. While there are signs for a “paradigm” shift away from earlier conceptions of “loosely coupled” organizations and even of a growing indifference of organization scholars to the particular problems of managing and organizing education, there are also indications that our ability to organize schools and universities effectively and efficiently is becoming rapidly more important in an increasingly knowledge‐dependent society.

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Journal of Educational Administration, vol. 40 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 2 February 2010

Heinz‐Dieter Meyer and Brenda Shannon

The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review.

1001

Abstract

Purpose

The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review.

Design/methodology/approach

In this method, aspiring education leaders use the writing of case studies – frequently featuring themselves as an actor in a narrative of organizational development or change – to advance their reflection in and on action. The study is then shared with members of the candidate's peer group (cohort members, faculty, or senior practitioners) as a step to building and integrating the candidate in a community of practice. To illustrate, the authors publish the case of a novice school‐leader's voyage to create unity and solidarity among a divided staff. The paper shows that case writing can enrich our arsenal of pedagogies that move the novice beyond the dualism of scholarship and practice.

Findings

Case writing uniquely facilitates reflection‐in‐action and the building of communities of practice.

Practical implications

Innovative pedagogies are required if practitioner education and training are to take their distinct place next to that of researchers and academics.

Originality/value

This paper describes the use of case writing cum peer review as a tool to develop the practical knowledge of fledgling educational leaders.

Details

Journal of Educational Administration, vol. 48 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 December 2002

Heinz‐Dieter Meyer

During the 1990s, many schools and universities had begun to phase out traditional forms of educational governance and adopted forms and practices used in private and corporate…

4748

Abstract

During the 1990s, many schools and universities had begun to phase out traditional forms of educational governance and adopted forms and practices used in private and corporate management. Yet, the meaning (and implementation) of these changes is contested. Proponents of the new managerialism in education argue that managerial methods are necessary to respond to the demands of a changed environment with dramatically increased degrees of uncertainty in a knowledge‐dependent society. Opponents view the new managerialism in the context of capitalist corporatism penetrating heretofore sacrosanct boundaries of non‐market institutions. In this paper, I argue that the ongoing changes in education management are better understood as instances of organizational learning in response to the limits of bureaucratic organization in turbulent environments.

Details

Journal of Educational Administration, vol. 40 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 October 2003

Heinz‐Dieter Meyer

Argues for the need to conceive managerial and administrative knowledge as dia‐logical (as opposed to technical) knowledge and explores the implications for the preparation of…

1152

Abstract

Argues for the need to conceive managerial and administrative knowledge as dia‐logical (as opposed to technical) knowledge and explores the implications for the preparation of education leaders. Although there is widespread agreement that knowledge‐in‐action (know how, intuition, tacit knowledge) is different from technical or propositional knowledge, the preparation of education practitioners continues to be conducted as if the acquisition of technical knowledge was all‐important. Given that the university, as an institution, is always likely to favour technical over dialogical knowledge, it is important to demonstrate that the notion of “intuition”, “experience” or “tacit knowledge” are anchored in the best traditions of pragmatism, as well as in the current surge of interest in knowledge management.

Details

Journal of Educational Administration, vol. 41 no. 5
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 5 February 2018

Karen Ashton

This chapter, drawing on my personal experience as the project manager for a large-scale survey – the European Survey on Language Competences – reflects on the aspects that…

Abstract

This chapter, drawing on my personal experience as the project manager for a large-scale survey – the European Survey on Language Competences – reflects on the aspects that influence my own research most strongly, namely the limitations of the methodology used in such surveys to produce data that can feed into policy formation and positively impact what goes on inside classrooms around the world. Future trends and directions for research in comparative education are then explored, where I suggest practical case studies focusing on comparative pedagogy within a policy learning approach as a possible way forward in providing a rich and robust supplementary source of evidence for policymakers.

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Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

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Article
Publication date: 13 February 2017

Luisa Araujo, Andrea Saltelli and Sylke V. Schnepf

Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated…

1549

Abstract

Purpose

Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it.

Design/methodology/approach

The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate.

Findings

The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain.

Originality/value

The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.

Details

International Journal of Comparative Education and Development, vol. 19 no. 1
Type: Research Article
ISSN: 2396-7404

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Book part
Publication date: 14 September 2010

S. Karin Amos

Against the background of a changing relation between the state and “its” education system, the present contribution focuses on two concepts that can be used as tools in order to…

Abstract

Against the background of a changing relation between the state and “its” education system, the present contribution focuses on two concepts that can be used as tools in order to explain the current transformations. “Governance” is more concerned with technical issues: with instruments and modes, procedures and actors, and with their constellations and forms of cooperation. It focuses research on questions such as: who provides educational services or what is the connection between public and private education. It has been employed to investigate the relation between the various levels of analysis and has proven particularly useful in creating an adequate theoretical understanding of the role of international organizations in shaping educational policies. Sociology and political science are the two disciplines most prominently associated with elaborating the concept under various perspectives. Governmentality, although sharing many characteristics with governance, is a Foucauldian term concerned with the generation of different subjectivities and collectivities through techniques and modes of ruling and guiding in an encompassing sense. A governmentality perspective thus focuses investigations on the typical Foucauldian knowledge/power nexus. While “governance” may be said to be more descriptive, more concerned with the “how” of current transformations, “governmentality” may be drawn on to argue that the changes are related to a reworking of the very modern Weberian notion of rationality, thus stressing the morphodynamics but not the reinvention of education. At stake is the increase of effectivity in order to augment and increase the “usefulness” and thus the value of the population.

Details

International Educational Governance
Type: Book
ISBN: 978-0-85724-304-1

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Article
Publication date: 22 March 2011

514

Abstract

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 27 January 2012

A. Ross Thomas

The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of…

1392

Abstract

Purpose

The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the Journal of Educational Administration.

Design/methodology/approach

This paper is historical in design. Information relevant to its 50 years of publication has been obtained from the JEA's 172 Editorials and from minutes of Editorial Advisory Board and Management Committee meetings, supplemented by personal editorial memoranda.

Findings

Recognised as one of the leading generalist international journals in its field, the Journal of Educational Administration has until recently been edited in Australia. The most eminent international scholars in the field have published in the JEA throughout its lifetime. Esteemed scholars have also occupied positions on its Editorial Board. The JEA has enjoyed close and supportive associations with several prominent professional organisations including UCEA and CCEA.

Research limitations/implications

This paper does not include detailed information about the content of the almost 1,000 articles published throughout its history. This is the subject of other specific research undertakings.

Originality/value

The JEA was the first generalist international journal in the field of educational administration. Its first volume appeared in 1963. It has reached the age of 50 years and hence this paper's report of such may provide a basis for similar studies of other journals as they achieve significant milestones.

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Article
Publication date: 30 June 2020

CM Hugues D. Gill and Elizaveta Berezina

The three neighbouring nations of Indonesia, Malaysia and Singapore participated in the 2009, 2012 and 2015 Programme for International Student Assessment (PISA) cycles. Despite…

1076

Abstract

Purpose

The three neighbouring nations of Indonesia, Malaysia and Singapore participated in the 2009, 2012 and 2015 Programme for International Student Assessment (PISA) cycles. Despite many similarities between the three nations, Singapore has consistently been a top PISA performer, with Malaysia and Indonesia in the bottom third of the international league tables. This paper aims to sketch the comparative Association of South East Asian Nations (ASEAN) context and uses PISA-derived metrics to contrast how differences in decision-making and school leadership, particularly in relation to staff development and training practices, may impact school performance across Indonesia, Malaysia and Singapore.

Design/methodology/approach

Ten scales from the 2015 PISA School Questionnaire for Malaysia, Singapore and Indonesia were analysed using ANOVA and t-tests as an aid to exploring the extent to which different approaches to teacher training, school leadership and governance may impact student performance.

Findings

Although Malaysian and Indonesian school principals report higher levels of autonomy than Singaporean peers, other evidence suggests that schools in Singapore may actually have greater decision latitude. Most significantly, Singaporean teachers take responsibility for key staff development decisions and skills transfer, whereas in Indonesia and Malaysia, teacher training is controlled by government administrators, a factor that may be a critical differentiator between the school systems.

Practical implications

In Singapore, teacher training is controlled by and for teachers through professional learning teams within schools and professional learning communities across schools; in Malaysia and Indonesia, similar decisions are taken by external administrators. Giving Malaysian and Indonesian teachers control over their own training could be a simple and powerful reform to target skills gaps and to generalise improvements in pedagogy quickly across schools and thus to lift school performance in these countries.

Originality/value

This paper highlights how differences at systemic and school levels, particularly in approaches to teacher training and leadership and may explain differentials in school performance in three ASEAN education systems.

Details

European Journal of Training and Development, vol. 45 no. 2/3
Type: Research Article
ISSN: 2046-9012

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