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This issue is a selected bibliography covering the subject of leadership.

HARROGATE will be notable as the venue of the Conference in one or two ways that distinctive. The Association Year is now to begin on January 1st and not in September as heretofore; and, in consequence, there will be no election of president or of new council until the end of the year. The Association's annual election is to take place in November, and the advantages of this arrangement must be apparent to everyone who considers the matter. Until now the nominations have been sent out at a time when members have been scattered to all parts of the country on holiday, and committees of the Council have been elected often without the full consideration that could be given in the more suitable winter time. In the circumstances, at Harrogate the Chair will still be occupied by Sir Henry Miers, who has won from all librarians and those interested in libraries a fuller measure of admiration, if that were possible, than he possessed before he undertook the presidency. There will be no presidential address in the ordinary sense, although Sir Henry Miers will make a speech in the nature of an address from the Chair at one of the meetings. What is usually understood by the presidential address will be an inaugural address which it is hoped will be given by Lord Irwin. The new arrangement must bring about a new state of affairs in regard to the inaugural addresses. We take it that in future there will be what will be called a presidential address at the Annual Meeting nine months after the President takes office. He will certainly then be in the position to review the facts of his year with some knowledge of events; he may chronicle as well as prophesy.

Benchmark surveys regarding talent management assessment practices and interventions of choice for organization development (OD) practitioners have shown 360-degree feedback to be a popular tool for both development and decision-making in the field today. Although much has been written about implementing 360-degree feedback since its inception in the 1990s, few longitudinal case examples exist where interventions have been applied and their impact measured successfully. This chapter closes the gap by providing research findings and key learnings from five different implementation strategies for enhancing 360-degree feedback in a large multi-national organization. Recommendations and implications for future research are discussed.

The Australian Capital Territory has shaken off the bonds of the New South Wales Department of Education and instituted an Authority responsible directly to the Federal Government. The new system includes in its design for “a working partnership for local‐central control” school boards. This paper attempts a comparison of that partnership with that evolved within the New Zealand experience. The A.C.T. Authority as it is presently constituted exercises control only over government primary and secondary schools. The discussion is therefore restricted to these fields and ignores preschool and technical education and independent schools, all of which are expected eventually to be brought within the scope of the Authority. Six issues are discussed in detail: (1) the general question of centralisation, (2) the role of a centralised agency, (3) the role of the community in an education system, (4) life‐long education, (5) the appointment of staff, and (6) the control of finance.

The chapter presents a theoretical framework that deals with the basic question of how networks and industries coevolve. We draw upon the structural and relational perspectives of networks to theorize about changes occurring in interfirm networks over time and the coevolutionary linkage of these changes to the industry life cycle. We further extend the widely accepted industry life cycle model by claiming that industry-specific evolutionary patterns impact the structure of the network’s relations, which in turn lead to diversification in the sources of innovation and to variation in the patterns of industrial evolution.

This literature review is on advanced computer analytics, which is a major trend in the field of Human Resource Management (HRM). The authors focus specifically on computer-assisted text analysis (CATA) because text data are a prevalent yet vastly underutilized data source in organizations. The authors gathered 341 articles that use, review, or promote CATA in the management literature. This review complements existing reviews in several ways including an emphasis on CATA in the management literature, a description of the types of software and their advantages, and a unique emphasis on findings in employment. This examination of CATA relative to employment is based on 66 studies (of the 341) that bear on measuring constructs potentially relevant to hiring decisions. The authors also briefly consider the broader machine learning literature using CATA outside management (e.g., data science) to derive relevant insights for management scholars. Finally, the authors discuss the main challenges when using CATA for employment, and provide recommendations on how to manage such challenges. In all, the authors hope to demystify and encourage the use of CATA in HRM scholarship.

The administrative revolution has barely touched the schools of Australia. One reason for this is the preoccupation with teaching of those who should be administering. Although schools present remarkable opportunities for staff involvement, “the power of the group” is rarely released. The post‐graduate courses in educational administration offered by the University of New England seek to challenge the administrator to look beyond the confines of his own experience, to recognize the powers inherent in group activity and to accept the existence of a discipline of administration. These goals are sought through the teaching of foundation and professional courses in which theoretical and comparative aspects of the discipline are emphasised. There is a marked paucity of research in educational administration. Administration is still largely a pragmatic process and it is likely to remain so until those teaching and researching in the area can clearly identify and organize in logical manner the content of the discipline and arrive at a common language to describe administrative behaviour.

We school administrators, like “practical” men everywhere, claim to have little use for theory. In this we delude ourselves, for we all theorize. The real distinction lies not between theory and practice, but between good theory and bad theory. Good theory is a hypothesis which has undergone verification and which has potential for explaining and predicting events, and for the production of new knowledge. The development of theory, with its constant demand for semantic accuracy and simplicity, is essential as a guide to research, and as a guide to action (e.g. in administration) where it should be regarded as a relational map rather than as an itinerary. The work of Halpin, Guba and Getzels, for example, illustrates that no theory is likely to be the theory. The development of a science of administration is dependent upon such theories. The alchemist described his observations in a half‐mythical language full of metaphors and allegories, not In scientific concepts. Today we appear to live only in an age of educational alchemy.

The centralization of power in the state and federal legislatures and in their associated professional bureaucracies is a notable feature of both educational and general political decision making in Australia. In this paper “governance” refers to the process of exercising authoritative control, “politics” to public policy making and its resolution. Formal public participation in Australian educational decision making is shown to be minimal, being limited to representation by elected members in the state and federal legislatures. There is no local governmental structure or tax for education. The existing structures and their origins are explained. Two hypotheses derived from the work of Iannaccone are tested. The first states that the longer educational issues remain unsolved in the extra‐legal social networks and lower level legal areas the more likely it is that decisions on these questions will be made by central government departments and agencies. The second states that the more that questions of educational policy are resolved by central departments and agencies the more likely it is that educational policies will become undifferentiated from other kinds of politics or from politics as relating to other policy areas of government. An examination of political developments in the nineteenth and twentieth centuries supports both hypotheses.