Journal articles on the topic 'School management and organization – Decision making – Botswana'

The rise of for-profit EMOs often becomes evidence of substantial shifts in the governance of education, through which schooling may become privatized and commercialized. This study is designed to understand the economic behavior of for-profit educational management organization charter schools, by focusing on their site selection decisions as a critical factor in making a profit. Using the locations of for-profit EMO charter schools in Michigan, the study examines determinants of the location decision on charter school markets, with the choice set of potential school districts. This research finds changes of the odds ratio in the percentage of for-profit EMO charter schools, logged expenditures per pupil, and in the proportions of African-American populations, populations who have experienced higher education, and unemployed populations. Provided that for-profit EMO charter schools make a site selection decision according to areas with certain characteristics, the spatial disparity of access to charter schools can raise issues concerning unequal educational opportunities.

Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.

The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change. It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.

A decision-making process in an organization is more effective if it is supported by reliable and valid information systems. Management Information System (MIS) and Decision Support System (DSS) are two systems commonly used by organizational leaders to collect information for making the Quality of Decision (QD). This study aimed to empirically investigate MIS influences on vocational high school principals’ QD. Besides, this study examined the moderation effect of the DSS on the decision-making processes. This quantitative research employed the survey method and purposive sampling technique. As many as 60 vocational high school principals and vice-principals in Yogyakarta, Indonesia were the participants of this study. They filled in questionnaires consisting of 19 items that were developed using the Likert scale. The quantitative data obtained were analyzed using Structural Equation Modeling. The research findings show that MIS has a significant effect on the quality of the decision-making process by vocational high school principals. However, for improving the decision quality, the model must be assisted by DSS as the moderator variable. MIS carries information required for principals while DSS provides data, model, and analysis instruments used for special cases in vocational high schools.

Organizational values characterize every activity, including the behavior of the members of an organization, and their decision-making. However, there are moments in which the members of the organization violate the values, even though they know they should not. It also happens to university students. This fact brings us to reflect on how the values are interpreted in value orientation. By employing the phenomenological method using Kohlberg’s constructivist theory of moral development stages, this study explored the value orientation towards integrity in business school students’ decisions to cheat or not. The result indicates that even for students who face the same decision to cheat or not, their decision is affected by how they understand the value of integrity, which depends on their value orientation and their cognitive moral development. Most respondents had a mindset of egoistic value orientation, which is more concerned with the benefits and payback when making a decision. Most cases happened without there being a prior decision to cheat; the decision is made at the time of the exam by considering the emerging internal or external situational factors.

Purpose The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a distributed decision-making process is addressed through this paper. The position taken suggests that leadership does not reside solely with principals or other education leaders, but sustains the view that the actions of various actors within a school setting contribute to fuller and more comprehensive accounts of distributed leadership. Design/methodology/approach While the application of rational/analytical approaches to organizational problems or issues can lead to effective decisions, dilemmas faced by principals are often messy, complex, ill-defined and not easily resolved through algorithmic reason or by the application of rules, as evidenced by the two stories provided by Agnes, a third-year principal in a small countryside elementary school in a small northeastern community, and by John, a novice principal in a suburb of a large Southwestern metropolitan area. Findings The value of the objective knowledge growth framework (OKGF) process is found in its ability to focus Agnes’s attention on things that she may have overlooked, such as options she might have ignored or information that she might have resisted or accepted, as well as innumerable preparations she might have neglected had she not involved all the teachers in her school. Research limitations/implications The implementation of the OKGF may appear, occasionally, to introduce unnecessary points along this route and may not be laboriously applied to all decision-making situations. However, the instinctively pragmatic solutions provided by this framework will often produce effective results. Therefore, in order to reduce potentially irrational outcomes, the systematic approach employed by the OKGF is preferable. The OKGF must be managed, implemented and sustained locally if it is to provide maximum benefits to educational decision makers. Practical implications Given the principals’ changing roles, it is abundantly clear that leadership practice can no longer involve just one person, by necessity, and it is becoming increasingly difficult to imagine how things could have been accomplished otherwise. Expecting the principal to single-handedly lead efforts to improve instruction is impractical, particularly when leadership may be portrayed as what school principals do, especially when other potential sources of leadership have been ignored or treated as secondary or unimportant because that leadership has not emanated from the principal’s office (Spillane, 2006). In this paper, the authors have striven to reveal how a perspective of distributed leadership, when used in conjunction with the objective knowledge growth framework, can be effective in assisting principals in resolving problems of practice. Social implications Different school leaders of varying status within the educative organization benefit from obtaining different answers to similar issues, as evidenced by John’s and Agnes’s leadership tangles. Lumby and English (2009) differentiate between “routinization” and “ritualization.” They argue, “They are not the same. The former erases the need for human agency while the latter requires it” (p. 112). The OKGF process, therefore, cannot provide school leaders with the “right” answers to their educative quandaries, simply because any two school leaders, facing the same issues, may utilize differing theories, solutions, choices or options which may satisfy their issues in response to their own individual contextual factors. Similarly, in a busy day or week, school leaders may be inclined to take the shortest distance between two points in the decision-making process; problem identification to problem resolution. Originality/value Should the OKGF process empower decision makers to obtain sound resolutions to their educative issues by assisting them in distancing themselves from emotions or confirmation biases that may distract them from resolving school problems, its use will have been worthwhile.

The boarding school information system is a system that provides information to support the operational, management, and decision making functions of an organization. Information sources within the information system that support day-to-day management operations such as transaction processing, status clarification, and so on. Boarding school information systems generally consist of a variety of systems, including welfare systems, management, premises, procedures and policies, and staffing. With a variety of systems in a boarding school information system, it is necessary to integrate between systems that aim to avoid data duplication in each system and increase system flexibility which can be achieved by utilizing web service technology. The purpose of this study is to design a web service on boarding school information systems that conform to 52 boarding school minimum standards set by the Welsh Assembly Government. The results of the development of an information system web service design is to map class diagrams that will be made on the web service design.

Penelitian ini bertujuan untuk menganalisis akuntabilitas kepemimpinan sekolah dalam proses pengambilan keputusan. Pengambilan keputusan berkaitan dengan tipe personalitas dan gaya kepemimpinan. Dalam lembaga pendidikan, pengambilan keputusan adalah bagian dari pengelolaan yang berorientasi pada perwujudan roda organisasi dan manajemen ekosistem pendidikan. Penelitian menggunakan pendekatan kualitatif dengan studi kepustakaan. Penelitian dilakukan dengan merekam literatur primer yang berkaitan dengan pengambilan keputusan secara partisipatif. Hasil penelitian menyimpulkan bahwa implementasi akuntabilitas didasarkan pada adanya otoritas kepemimpinan dan responsibilitas bawahan. Dalam hal ini, pengambilan keputusan secara partisipatif didasarkan pada peran pemimpin dan adanya persepsi dan aspirasi bawahan dalam pemecahan masalah, mencari alternatif, memformulasi dan memberikan informasi. This study aims to analyze the accountability of school leadership in the decision-making process. Decision making is related to personality types and leadership styles. In educational institutions, decision making is part of management that is oriented to the realization of the wheels of the organization and management of the education ecosystem. The research uses a qualitative approach with a literature study. The study was conducted by recording primary literature relating to participatory decision making. The results of the study concluded that the implementation of accountability was based on the existence of leadership authority and responsibility of subordinates. In this case, participatory decision making is based on the role of the leader and the perception and aspirations of subordinates in problem-solving, finding alternatives, formulating, and providing information.

We report on a playful introduction of optimization in a high school. The final event of this experience has been an orienteering competition, in which the decision-making component plays a central role. This type of event has been very involving, and it boosted the interest of the students toward operations research. After summarizing the activities in class that preceded the competition, we describe in detail the organization aspects and the outcome. We also provide a simple AMPL code that compares the choices made by the participants with their optimal trajectory, that is, the one maximizing the score with the same traveled distance.

This study aimed to analyze the factors that influence the variables of Leadership Training (TL), Work Experience (WE), and Student Achievement (LA) in terms of Principal Leadership (PL), and their impact on Learning Quality (LQ) and Learning Outcomes ( LO). The research sample was 120 teachers from six State-level high schools that were categorized as well in three provinces. Data were collected through questionnaires, interviews, and focus group discussions. Specifically, the questionnaire was first tested to determine the level of validity and reliability using the Pearson and Cronbach Alpha product moment test criteria. The study uses structural equation modeling (SEM) analyses. The results show that TL, WE, and LA have positive effects on PL, whereas PL has positive effects on LQ and LO, and LQ has a positive effect on LO. It is recommended that the selection and the recruitment of principal be necessary to consider these variables, in particular the implementation of leadership training and funding assistance to participate in the principal's professional organization. Efforts to develop leadership knowledge and skills need to emphasize the importance of decision-making and risk in school management to make change and progress in the school, increase staff openness and involvement in decision making, open access to school education, and build collaborative relationships within and outside the school.

ABSTRACT Decision support systems (SPK) are part of computer-based information systems including knowledge-based systems or knowledge management that are used to support decision making within an organization or company. Teachers and professional teaching staff are a must for both elementary, middle and high school in implementing the quality education process. Likewise with SMP 17 1 Pagelaran, it always encourages the improvement of teacher professionalism by monitoring the performance of teachers in implementing their duties and responsibilities, so that they can achieve specified competency standards. Making the support system decision is one way to help in determining the assessment junior high school teacher at 17 1 show expected the system could detect whichever alternative based on the upper best multiplication weights every criteria. The criteria rated in the performance of teachers are loyalty , work performance , responsibility , obedience , honesty and cooperation he model used for spk this is fuzzy multiple attribute decision making ( fmadm ) .The simple additive weighting ( saw ) was chosen because this method determine the value of weights to any attribute , then continued with a perankingan who will select alternative best of a number of alternatives , in this case the alternative referred to was teachers who has the highest petrokimia based on the criteria With the ranking method, it is expected that the assessment will be more appropriate because it is based on the criteria and weight values ​​that have been determined so that it will get more accurate results on who will receive the reward

This study examines the concepts of conflict and constraints and their antecedents in tertiary institutions in Nigeria. It makes a clarification of causes, and types and conflict management in higher institutions of learning. The paper observes that management staff, students, teachers, government. Trade Unions may be sources of conflict for one reason or the other. Nevertheless, the outcomes of such conflicts causes prolong of academic activities, destruction of life and properties and in some cases render school environment completely insecure for serious academic activities not beneficial to students, institutions and the society at large. It recommends that the way forward should be proper handling of higher institutions by management and government to be more democratic in handling conflicts by creating avenues for discussing and designing. The paper concludes that conflict is an attendant feature of human interaction in every organization which cannot be eliminated, therefore, maintaining a cordial relationship between staff, students by school authority, is necessary, also involving students and trade unions in decision making process appeared to be the most effective way forward for effective management of tertiary institutions.

The article, based on the analysis of scientific and pedagogical literature, substantiates the basic pedagogical conditions of professional adaptation of teachers in the reform and modernization of secondary school and in the process of their lifelong learning, development of a national management system for professional adaptation of teachers. new conditions for the functioning of the educational sector. It is established that the teacher's advancement to mastery is an endless cycle in which each step is performed in accordance with the general management technology - setting goals for adaptation management is to accelerate the achievement of productivity, value for money, skill, readiness for innovation, satisfaction; positively includes the individual in the system of interpersonal relations, planning - a system of pre-determined decisions, the essence of which allows to coordinate individual efforts of employees to achieve goals, predict measures to improve professional adaptation, establish the desired end results in terms of employee adaptation goals by the adapter (formation of values, introduction to the course of the case, setting tasks in time)., decision-making - dynamic decision-making on the adaptive load. The components of decision-making include - identifying opinions, analyzing the situation, evaluating decisions and situations, generating ideas, organization and implementation - includes building work to effectively and optimally achieve the goal of professional adaptation of teachers, control - a function manifested in effective professional conditions adaptation in the need to ensure the advancement of goals. It is revealed that the problem of ensuring the effectiveness of management of educational institutions requires the need, simultaneously with the achievement of the main goals of organizations, to create favorable conditions for professional development and development of the teacher's personality. One of the most important steps in the professional development of a teacher's personality is the stage of professional adaptation. The main functions of management of professional adaptation of teachers in the system of secondary education are clarified. A model for managing this process has been developed.

School information system is a system that provides information to support the operational, management, and decision making functions of an organization. Information sources within the information system that support day-to-day management operations such as transaction processing, status clarification, and so forth. School information systems generally consist of a variety of systems, including academic, financial, library and staffing systems. With a variety of systems in a school information system, it is necessary to integrate between systems aimed at avoiding data duplication in each system and increase system flexibility which can be achieved by utilizing web service technology. The purpose of this research is to design a web service on information systems schools that comply with the National Education Standards (SNP) use the REST web service architecture. The results of the development of an information system web service design that is by mapping class diagrams that will be made in the design of school web services by adding modules to JIBAS with the Minister of National Education Regulation in accordance with 8 BSNP standards.

This historical case study examines the rhetoric, action, and outcomes of educational policy reforms in Egypt during the first quarter-century of the presidency of Mohamed Hosni Mubarak. The findings are based on an extensive review of Egyptian government, international organization, and project documents as well as interviews with key stakeholders. The study focused on proposed and implemented changes in the organization and distribution of various governance and management functions across school/community, district/idarra, governorate/muddiriya, and national/central levels of the education system. During the period under review Egypt experienced movement though uneven toward increased decentralization, with calls for deconcentration of responsibility in 1981, Ministry of Education actions that restricted local decision-making authority in the 1990s, and some concerted efforts toward delegation and devolution of authority as well as responsibility after 2001. In terms of community participation, during this period there were calls for and actions toward implementing broader and deeper forms and degrees of involvement by parents, civil society, and businesses. We draw on the following concepts to analyze a develop an account of these developments: institutional framework, financial resources, system leaders' capacity and political will, civil society's leaders' capacity and political will, global dynamics, and the role of international organizations

The unity of conceptual apparatus in all management schools is an essential element for a progressive development of the science. The paper describes the aspect of dividing most resonant theorists of management into schools and the searching for a managerial decision idea in each of those schools. The aim of the work is to develop a generally accepted holistic view of the managerial decision through the analysis of the heritage of the classic theory of management. The research is of a theoretical and general nature, the authors use general scientific methods, including the historical method, analysis and synthesis, methods of analogy and generalization. Here you can find the approach based on the identification of a paradigm including the historical method, analysis and synthesis, methods of analogy and generalization. For the first time, schools of management have been compared from the point of view of their understanding of the essence of management decisions. The paper pays equal attention to the representatives of both world and domestic management theory. The conclusion is about the lack of a common understanding of management decisions shared by all schools. It also revealed the need to formulate its universal idea. As a study result, the sixth school has been added to the five schools identified in management theory. There has been formulated a paradigm for each one including a comparison of schools with respect to their views on a managerial decision. Also, there was compiled a table reflecting ideas about managerial essence and significance in management schools. The results of this research can be useful and relevant both for scientists, involved in management decision-making, and management practitioners who want to reasonably approach the problems and goals facing the organization. The perspective of further research lies in development of a definition that allows to get the most holistic picture of the managerial decision. The complexity of proposing that new definition lies in the need to consider all the achievements of all predecessors and it’s associated with the risk of initial rejection of the innovation by the scientific community.

The problem of communication among the participants of the educational environment occupies one of the leading places in modern pedagogical science. A natural possibility in an educational organization is the existence of conflict. This article presents the essential role of effective communication in the proper management of conflict within the school environment. It has been proved that dealing with conflicts in educational organizations executives tend to apply different styles of administrative behavior. These mainly include the integration of objectives, concession, enforcement, avoidance and compromise. The choice of conflict management-settlement style depends on organizational communication, the interdependence of individual objectives and the ability of individuals and groups to work together. The article analyses the specific type of communication the educational managers must rely on in order to achieve the collection of information, rational decision making and even the control of the expected results. Organizational communication is an important tool of effective management as executives manage to persuade, motivate and do what their subordinates want. It has been grounded that the crucial factor in effective conflict management through organizational communication is decision making. The article highlights the fact that the value of a conflict is assessed as favorable or not, depending on the participants in the conflict, the means used and the subjective criteria of the participants. The positive causes or constructive actions for the rational management of the conflict phenomenon must arise as a result of the dialectical way of dealing with disagreements, crises and conflicts. Their effective resolution is a positive potential for experience, as it provides an opportunity for stakeholders to get to know the problem, plan and implement positive changes in challenge outdated ways of thinking and develop new ways of working effectively together.

The Information Technology (IT) sector is regarded as strategic for national economy. In Brazil, this sector is formed mostly of micro and small businesses. This article aims at understanding how does the strategic management process occurs in a small IT company, according to the schools of strategy and the strategy-as-practice approach. The method applied was a single case study of a small IT company, located in Rio Grande do Sul. The analyzed data revealed that the company adopts an informal strategic management centered on its directors, which may be related to the entrepreneurial school of strategy. However, data also indicate the presence of features of other schools of strategy along the company trajectory. We analyzed the strategy as social practice at the strategic level and also at the tactical level of the organization, through the guidance of managers, their interactions with customers and suppliers, their decision-making processes, among other practices related to everyday life. The results of the article shed light on the process of strategic management in micro and small IT companies, generating insights that can be useful for managers of similar companies.

<em>The purpose of this study is provide data warehouse modeling which make executive of school can analyze data easily, the problem is executive of school are analysis list registrant list difficulty, what the most and least registrant junior high school come from and the major which most and least registrant. This study do is because how important data management on education organization and how the data can be managed better. The study use descriptive quantitative method research and use 4 step data warehouse dimensional modeling by Kimball. On building data warehouse used ETL, data be extracted and transformed into data warehouse as dimension and fact. For next data be imported and be showed by web base business intelligence app. The result of this study is an web base business intelligence app which can show sum of registrant on gender, majors, junior high school graduate come from, recommendation and register year. Data warehouse is good at data analyzing for decision making, because data warehouse can show information quickly and accurate.</em>

Purpose – This paper aims to explore the management strategies of facility managers and corporate real estate managers to align corporate real estate (CRE) with the needs of their organization and the end users in a changing context. Design/methodology/approach – The paper first outlines the theoretical issues of CRE alignment processes and the management of accommodation needs. It then presents the findings from a multiple case study in 14 Dutch Universities of Applied Sciences (UAS) from the perspective of the CRE/facility management (FM) manager. The empirical study is based on interviews and a questionnaire. Findings – The theory shows three key process activities in managing the alignment of CRE with the needs of end users and the organization as a whole: coordination, communication and decision-making. The way organizations manage these process activities can be represented by eight opposite perspectives. These eight perspectives refer to two management strategies for CREM departments: an involvement-oriented strategy and a control-oriented strategy. Practical implications – The distinguished eight management perspectives and two management strategies can be used by CRE/FM managers to reconsider their current approach for aligning CRE with the needs and requirements of the client, customers and end users. This is to improve the match between demand and supply to find future-proof accommodation solutions. Originality/value – CREM issues and the effect of CRE on students and staff and vice versa is an underexposed topic in research in the field of higher education. There is still limited understanding of how to optimally align school buildings with education. The current study combines insights from other disciplines such as management and organization and information technology-alignment with insights from CREM theory.

School as an institution that has a primary mission to educate and develop the character of the nation through a series of learning activities. School is an organization whose success goals are largely determined by the leadership style and organizational paradigm that is shared by all school components. Schools as organizations have business processes as a collection of procedures or activities that can define business objectives or objectives, generally in the context of organizational structures that can define functional roles and relationships within the organization. The main purpose of BPMN is to provide a notation that is easy to use and can be understood by everyone involved in business, which includes business analysts who model business processes, technical developers who build systems that carry out business, and various levels of management that must be able to read and understand processes diagram quickly so that it can help in decision making. To measure the complexity of a business process, complexity metrics are measured. This study uses the Cognitve Information Complexity Measure (CICM) method. Researchers took 3 SOPs of national education standards namely SOP curriculum development resulting in a standard value of complexity 425.1496, SOP for the Learning Process produced a standard value of complexity 2091.333 and SOP for Teacher Recruitment resulted in a standard value of complexity of 1145.49.

This paper examines the management tasks that the administration of an educational organization has to solve when introducing blended learning technology. Particular attention is paid to the creation of material and technical conditions, taking into account the specifics of blended learning models implementation, the organizational and regulatory components of this process in conditions of a lack of financial resources (in particular, centralized access to the resources of the school media center). The approaches to content creation for information and educational environment are analyzed, taking into account their variability and educational organization capabilities, the analysis of management decisions is carried out. Particular attention is paid to the preparation of subjects of the educational process for the implementation of blended learning. Considering the issues of improving the qualifications of teaching staff, a comprehensive analysis of the problem and the associated need for a systematic approach to its solution are noted; variability of managerial decision making; advantages of in-house training and the creation of temporary creative teams are noted. The paper reveals the problems of preparing students for blended learning, gives recommendations for extracurricular activities organization aimed at students digital competence development in accordance with the requirements of the Federal State Educational Standard. In conclusion, it is noted that there is a need for a systematic and planned nature of measures to introduce blended learning and monitor the achievement of the set goals, which will require the development of a system of criteria and indicators of the attainability of the tasks.

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

Reputation is considered an intangible asset that provides a competitive advantage in organizations, although in the field of education, its study and, specifically, its antecedents need further study. The aim of this paper is to analyze the effect of sustainability, innovation, perceived performance, service quality, work environment and good governance on reputation in private graduate online schools. This study is based on quantitative data collected from a survey. The sample consists of 349 students from a private graduate online school. The results obtained through PLS-SEM show that sustainability, service quality and good governance have a positive and significant influence on reputation. However, innovation, perceived performance and governance do not have a positive effect on the reputation of this type of organization. Therefore, more studies covering a greater sampling variety are required to determine the generalizability of these results. This study is a useful contribution since it will help managers of the private graduate online schools to know which aspects generate more reputation and, therefore, are the most valued by the public, so that the organization has a basis for decision-making.

Sustainable Leadership of Senior Students: The Case Study of MadeiraSecondary education plays a key role in developing sustainable leadership skills in students. This research analyses the characteristics of sustainable leadership of students at 2 secondary schools in Madeira Island (Portugal) in order to determine whether the type of school or gender of the students affect eight distinct domains: 1) self management; 2) interpersonal relations; 3) problem solving/decision making; 4) cognitive critical development/analysis; 5) organization and planning; 6) self-confidence; 7) diversity awareness; 8) technology. The Student Leadership Outcomes Inventory (SLOI) (Vann, 2000) was used to measure the leadership experiences of 158 senior students in these eight areas. Participants revealed moderate levels of sustainable leadership in the eight sub-scales. The findings show that students of Madeira Island who finish secondary education possess several well-developed sustainable leadership skills.

Purpose Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns. Design/methodology/approach For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program. Findings Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program. Research limitations/implications Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists. Practical implications To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences. Originality/value This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.

<p>The most important of school organizations is to create effective and efficient teaching and learning processes in schools, which are the main task of the school. Without touching on this aspect, the school organization will have no significance in building schools in conducting the education process effectively. Some of the most effective studies that are associated with organizational processes always provide an important part of the role of school management in creating an effective school climate and culture. In this case, parent and student communities should be directly involved in the school management process, especially in the decision-making process. This is done as an effort to increase commitment, ownership and responsibility in peroses education in schools.</p><p> </p><p>Yang terpenting dari organisasi sekolah adalah menciptakan proses pengajaran dan pembelajaran secara efektif dan efisien di sekolah, yang merupakan tugas pokok sekolah. Tanpa menyentuh aspek ini, maka organisasi sekolah tidak akan mempunyai arti penting dalam membangun sekolah dalam melakukan proses pendidikan secara efektif. Beberapa penelitian yang efektif yang dikaitkan dengan proses organisasi selalu memberikan bagian penting dari peran manajemen sekolah dalam menciptakan iklim dan kultur sekolah yang efektif. Dalam hal ini, komunitas orang tua dan siswa hendaknya terlibat langsung dalam proses pengelolaan sekolah, terutama dalam proses pembuatan keputusan. Hal ini dilakukan sebagai upaya meningkatkan komitmen, rasa memiliki dan tanggung jawabnya dalam peroses pendidikan di sekolah.</p>

Abstract:The essence of participatory management is covered in all concepts, namely: First, the existence of planning, organizing, directing, and monitoring activities; Second, there is more than one person or party involved; Third, there is a goal to be achieved; Fourth, there is the use of organizational resources, both members and other resources; Fifth, the four points above lead to the achievement of goals effectively and efficiently. This article aims to analyze the implementation of participatory management in planning, decision making, implementation and evaluation for quality improvement in Madrasahs in Tulang Bawang district, Lampung Province. This research was conducted at Madrasahs in Tulang Bawang district, Lampung. This study uses a qualitative method. Data collection techniques using in-depth interviews, observation and documentation. Research sources included the head of the Ministry of Religious Affairs in Tulang Bawang district, a sample of madrasah heads, deputy head of madrasah, and students. Data analysis was carried out interactively and continued continuously to completion.The results showed that 1) planning, namely an assessment of the madrasah environment, needs to be carried out at the beginning. The environmental assessment is divided into two, the first is an analysis of the internal environment, this means an analysis that occurs within the madrasa environment. Second, external environmental assessment means parties outside the madrasah.Then the determination of the strategic direction which is an activity to formulate or review the direction of organizational goals that are contained in the vision, mission and values in educational institutions. Madrasahs in Tulang Bawang Regency have made a neat and structured draft. So that at any time it can be read or studied to implement participatory management in Madrasahs in Tulang Bawang Regency. Furthermore, quality objectives are the goals or targets of a madrasah in carrying out a process that is to be achieved within a certain period of time. The targets in Madrasahs in Tulang Bawang Regency are the achievement of an ideal study group ratio with an ideal learning space, the absorption of the number of students from various components of society as educational customers. increase in the acquisition of National exam and exam scores every year. the school institution that is the choice of the community because of the achievement that is its priority. the achievement of complete facilities and infrastructure in accordance with the ratio of the number of students, madrasah in Tulang Bawang Lampung district as the madrasah that is most loved, and in demand by the community. 3) decision making, namely, decision making in the context of implementing participatory management programs in a sub-focus to mobilize funding resource planning, administrative activities, coordination and program elaboration. In driving the planning of financial resources, administrative activities, coordination and program elaboration. The program that has been carried out by Kasi Mapenda / Penmad and external parties at Madrasahs in Tulang Bawang Regency prioritizes models, because the model is a pattern of something to be made or produced. 4) evaluation, which aims to determine the progress of the organization, as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team. as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team. as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team

This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the principals’ interpretation, as found in the semi-structured interviews conducted with a group of selected acting principals. The analysis of this management rule is based on a theory of decision-making and a theory of organizations where different assumptions on peoples’ behavior are made. We provide evidence to support the contention that each school principal acts according to its context, and that compliance with the Agreement is not facilitated by its rules design. We conclude that the rules design of the competency-based management model in question is dominated by a perspective of personal heroic leadership that assumes an omniscient and omnipresent manager and that also promotes a centralized management model for all schools. In future research, inquiry could focus on the question of whether transformational leadership based on motivation and instructional leadership based on guidance and coaching for teachers could also be nurtured by rules compatible with the pervasive normative leadership type.

Purpose Currently, in the education data use literature, there is a lack of research and examples that consider the early steps of filtering, organizing and visualizing data to inform decision-making. The purpose of this study is to describe how school leaders and researchers visualized and jointly made sense of data from a common learning management system (LMS) used by students across multiple schools and grades in a charter management organization operating in the USA. To make sense of LMS data, researchers and practitioners formed a partnership to organize complex data sets, create data visualizations and engage in joint sensemaking around data visualizations to begin to launch continuous improvement cycles. Design/methodology/approach The authors analyzed LMS data for n = 476 students in Algebra I using hierarchical cluster analysis heatmaps. The authors also engaged in a qualitative case study that examined the ways in which school leaders made sense of the data visualization to inform improvement efforts. Findings The outcome of this study is a framework for informing evidence-based improvement cycles using large, complex data sets. Central to moving through the various steps in the proposed framework are collaborations between researchers and practitioners who each bring expertise that is necessary for organizing, filtering and visualizing data from digital learning environments and administrative data systems. Originality/value The authors propose an integrated cycle of data use in schools that builds on collaborations between researchers and school leaders to inform evidence-based improvement cycles.

Purpose The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace. Design/methodology/approach A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes. Findings The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace. Originality/value This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.

The school principal has a specific role in the school environment, which for the most part is bureaucratic. However, given the constantly changing environment in which the school operates and given the relationship between the school and the local community, the school principal needs to undertake additional responsibilities and moreover also possess specific skills in order to fulfil his or her role as a principal-leader. The ultimate research goal is to determine the purpose of leadership within the school unit. The method adopted for the study was a review of the relevant literature. In light of the present study, it is evident that in order for educational organizations, or otherwise educational units, to accomplish their purpose, effective management is a prerequisite. As regards the factors that contribute to school effectiveness, researches have shown that there is an inseparable link between school unit leadership and school effectiveness. An effective school principal-leader assists and supports teachers, while overseeing the educational work, and also encourages and promotes the involvement of teachers and parents in the decision-making process, which leads to the commitment of teachers to the school organization and increases their job satisfaction and performance. Furthermore, teachers should be able to teach all children, both those with high cognitive abilities and those with a low level of academic skills. An important role in this process plays the principal of the school. However, teachers, on the other hand, should not simply accept the principal’s vision, especially if they want to be an integral part of the process of school change. Instead, teachers should create a vision for the school together with the principal, and not just act as executors of his/her vision. Finally, four factors characterize the successful process of improving the school unit. These factors are: recognition of the improvement process by the school leadership, interaction and communication both between school members and between the school unit and the local community, the existence of a system of values, as well as cooperation between school members, and between them and society, to design and implement the selected strategies.

The water sector in the last 20 years has undergone radical paradigm shifts arising from the crisis of global proportions that have characterized the sector, prompting many international fora, including the Dublin conference in January 1992. One of the responses from academic institutions to this crisis is the development of computer-based predictive tools for better and more accurate prediction of the variables that affect water use and management. In the School of Civil and Environmental Engineering at the University of the Witwatersrand, attempts have been made to develop software to aid planning, management, and decision making in the water sector. Two of such software are Wadessy - a water distribution network design software, and a groundwater flow modelling software GEMFLOW that is based on the Green element method (GEM). Although their engines are quite robust and have been applied in field studies in Botswana and Zimbabwe, and compare favourably with published models, their elegance in terms of graphical user interface (GUI) is still rudimentary. The cost for their development has been mainly in the training of postgraduate students who have assisted in their development. Industry uptake has been very limited, which is one of the reasons why their GUIs are still rudimentary. With greater investment into the development and marketing of these and many other software, the potential exists to have “made-in-Africa” software with capabilities comparable, if not better than, those developed in more advanced countries. This paper reports on these software, compares these with similar initiatives in more advanced countries, and discusses the challenges in development, funding, and uptake by industry. The experiences described herein are most likely to be similar with other software development initiatives in sub- Saharan Africa.

This study aims to develop the competency indicators of secondary school principals in the 21st century and to examine the consistency of competency indicators structure model of secondary school principals in 21st century with empirical data. There are two stages in the process of research. Step 1 is conducting theoretical structure model of secondary school principals in the 21st century by documentary synthesis, gathering draft models of the theoretical indicators structure and the in-depth interview with nine experts were used to formulate a theoretical model. The instrument was the interview questionnaire titled, &ldquo;the competency indicators of secondary school principals in 21st century&rdquo;. Data is analyzed by applying interview results for data organizing, data displaying and interpretation, conclusion, and the summary of theoretical indicator structure model. Step 2 is the checking the consistency of structure model of competency indicators of the secondary school principals in 21st century. The population were 933 secondary school principals under the Office of Secondary Educational Service Area 19 &ndash; 33 in academic year 2017, and 500 of them were the samples selecting by Two-Stage Random Sampling. The instrument were created by using indicators and components obtained from Step 1 to create the 5 &ndash; rating scale questionnaire. Reliability value was .996 and data analysis use Computer Software. The study findings were as follows: The competencies of secondary school principals in 21st century consisted of 6 core competencies and 23 sub-components including: 1) Modern management core components consists of 3 sub-components; Strategic change management, Empowerment of assigning decision responsibility, and Using resources efficiency, 2) Team work core components consists of 5 sub-components; Participative management, Cooperation, Accompany with assigning strategic and goal setting, Creating mutual trust and Communication, 3) Individual and personnel development core components consists of 3 sub- components; Emotional management, Self and personnel understanding, and Ethics and virtue, 4) Administrative Innovation for development core components consists of 4 sub- components; Creating innovation management, Using technology for management, Making organization of learning, and Knowledge management, 5) Thinking development core components consists of 4 sub-components; Creative thinking, Critical thinking, Analytical thinking and Systems thinking, 6) Academic leadership core competency consists of 4 sub-components; School Curriculum development, Learning process development, Supervision in school ,and Student development and then the adjusted model is good consistent with empirical data, considering from the chi-square test which is statistically significant at 176.06, with no statistical significance, df = 153. Chi-Square is 0.15 GFI, 0.97 AGFI is 0.95 CFI = 1.00 SRMR is 0.02, RMSEA is 0.02, and CN is 552.38. It shows that the Equation of Equation Consistent with empirical data.

Purpose The purpose of this paper is to examine the impact that HR departments have on alternative stakeholders when they focus on improving the organization’s information capability instead of focusing their information agenda on human resource (HR) departmental activities. Design/methodology/approach The findings are based on the 2016 offering of the HR Competency study that is sponsored by the Ross School of Business at the University of Michigan and the RBL Group. The data set consists of over 36,000 respondents from around the world. Data were gathered through a 360 methodology that includes self-ratings and HR and non-HR associate ratings. Findings The findings show that HR’s involvement in leveraging business information has more impact than any other HR department activity on creating value for key external stakeholders. When controlling for other HR activities, the analysis shows that 77.4 per cent of HR total impact on customer value and 55.6 per cent of shareholder value occurs through HR’s involvement in information management. This impact occurs as HR departments contribute to identifying important external information (including customer and competitive information), importing important external information into the firm, analyzing information through both quantitative and qualitative algorithms, disseminating key facts and findings throughout the firm and ensuring the full utilization of information in decision making. The authors provide examples of how HR departments in leading companies are contributing to each of these phases of organization information management. Originality/value These findings have potentially important implications for how HR professionals add value to their key stakeholders. It suggests that HR departments will add greater value to their firms as they shift the focus of their information agenda from application to internal HR processes and practices to creating competitive advantage through organization-wide information management capability.

The study aimed to find out the role of electronic management in improving administrative work in government schools in Buraimi Region and Al Dhahirah Region in Oman based on principals and their deputies' perspectives. The descriptive analytical design was used to analyse the data and answer the questions of the study. Researchers developed a questionnaire consisting of (55) items which were divided into two parts: availability of electronic management requirements, and administrative work. The sample consisted of (111) school principals and their deputies. The outcomes showed that the degree of availability of requirements for the application of electronic in public schools in both regions was on the average (medium) level (3.28 out of 5). More specifically, the outcomes revealed that the availability of materialistic requirements has got (3.55) which is considered 'high'. |Second, human and technical requirements have got (3.36); and thirdly, rules and regulations have got (3.16). Finally, the financial requirements have got an average level of (2.98). The outcomes have also shown that the electronic management has a role in improving administrative work with an average level (4.01) which is considered high. In terms of the fields in this part, the organization has got the highest average (4.11); planning has got an average of (4.01); supervision has got an average of (3.98); directions have got an average of (3.97); and finally, the decision-making has got an average of (3.94). In addition, the findings indicated that there is no statistically significant difference between the average responses of the study sample about the role of electronic management in improving administrative work due to the 'years of experience' variable. The study recommended allocating an appropriate budget for public schools in Oman to provide the necessary requirements (computers) and maintenance to apply electronic management effectively.

Abstract The need to compete and grow encourages changes in organizations. In the fishing camps are created cooperatives, which know the reality of the environment and work with the aim of contributing to the development and progress of the fishermen and their communities. It is fundamental the role of its leaders, who have a responsibility to promote change in attitude and teamwork, to achieve personal and collective goals. This paper presents preliminary results of a larger study which main objective was to identify the type of leadership that dominates in the management of the Sinaloa fishing cooperatives. The study was conducted under the qualitative paradigm; data collection was carried out with semi-structured interviews with managers and former directives of fishing cooperatives located in central Sinaloa, complemented by the application of a questionnaire covering their socioeconomic profile. The main findings show that managers are fishermen, cooperative members, elected by the General Assembly as the highest organ of administration, with an average age from 35 to 45 years old, with basic school grades. They know about the productive activity of artisanal fisheries and occupy the job of president of the board in periods of 2-3 years without administrative preparation to run them. Regarding the predominant style of leadership, managers of fishing cooperatives say their efforts are focused on the development of organizational tasks such as setting goals and targets for each fishing season. In relation with the development of human relationships among members of the cooperative, indicate that their main concern is the quality of mutual relations and the level of involvement of partners, and with that in mind they implement strategies for the integration and participation in the opinions and decision making for the members. With the above it is concluded that managers of fishing cooperatives are young fishermen who run the organization with little training for the development of their job and they practice predominantly a style of democratic leadership, because they promote the participation of partners in both contribution of opinions as in decision making, strengthening the trust deposited in him at the time of his election as leader.

ABSTRACT Cooperation is a profit-oriented and family-based social organization that aim to help in increasing the budget. This study aims to analyze: characteristics of management, employees, and members of the Cooperation, factors related to the level of cooperation member participation. This research was carried out at the KUD Tenera Jaya, Banjar Panjang Village, Kerumutuan District, Pelalawan Regency and Bina Usaha Cooperative in Benayah Village, Pusako District, Siak Regency, Riau Province, during 6 months. The method used in this study is a survey method. The respondents consisted of members, management and employees. Management and Employee Respondents were taken in a census, that is, 3 cooperatives and 3 employees' cooperatives. Respondents from the Tenera Jaya Cooperative were taken by cluster sampling, 44 were taken from 370 people. Samples of members of the Cooperative Business Development taken by stratified sampling are 60 people out of 210 people. Data were analyzed descriptively qualitative and quantitative descriptive approach. The results of the study were average of management age 51 years, employees of 35 years and 49.81 years. The average level of education of administrators was 10.5 years (not graduated from high school), 11.5 years employees (graduated from high school) and 8.45 years (equivalent to junior high school). The education level of management, employees, and members of the cooperation was relatively low. The average business experience of management was 10.06 years, employees were 10.33 years, and members were 12.45 years. The average amount of income from the management of palm oil was Rp 2.6 million per month, employees were Rp 2.28 million per month and members were Rp. 2.99 million per month. The average number of family management dependents was 3 people, 2 employees, and 3 members. Tenera Jaya cooperative business performance can be seen from the Value of Direct Economic Benefits and economic efficiency analysis. The level of overall participation of KUD Tenera Jaya members (participation in decision making in organizations, participation in the implementation of cooperative activities and services, participation in evaluating cooperative programs, participation in rights and obligations as members) received good category scores. The business performance of the Bina Usaha Cooperation was in a good category. The level of member participation in Bina Usaha cooperation was also a good category. Factors that significantly related to the level of farmer participation were the Cooperative Bina Usaha Performance and the experience of being a KUD member. While the other characteristic factors did not significantly relate. This means that the better the cooperative's business performance is felt by members and the more the level of member participation in the cooperative increases. In addition, the more experienced being a member of cooperation is the better the level of participation of cooperation members.

ABSTRACT The introduction and adoption of the Unified Command System (UCS) /Incident Command System (ICS) under the Oil Pollution Act of 1990 (Public Law 101–380, as amended) (OPA 90) has been largely effective, the ongoing training of Federal On-Scene Coordinators (FOSC) by the Coast Guard's Marine Safety School has raised the quality of spill response management, and the development of Spill Management Teams (SMT) by the private sector has also significantly improved the effectiveness of spill response. However, the role that a Responsible Party's (RP) insurance plays in an event is an aspect of marine casualty response that is not adequately addressed in the ICS or by the FOSC. More often than not, the true financial stakeholder during a casualty is not the RP under OPA 90 but rather its multiple insurers. The failure to consider multiple stakeholder interests in the ICS/UCS may result in a delayed, inefficient response or even paralysis on the part of the RP Many RP's do not have the financial resources to fund the potentially high cost of a spill response and it is only through the cooperation and prompt funding by the insurer that the RP is able to respond at all. Yet the system and organization of the response recognizes the RP, but it does not properly involve the insurers as the true stakeholders. It also fails to recognize the complexities and implications of multiple insurers. Creating a mechanism within the framework of the ICS/UCS that recognizes the insurance stakeholder interests, and requires some level of participation by insurers, would improve casualty and spill response. This paper will examine the foregoing issues and discuss why the insurer stakeholder should be included in the ICS/UCS decision making process.

Purpose – Professor Slawomir Magala is a full professor of Cross-Management at the Department of Organization and Personnel Management in Rotterdam School of Management (RSM), Erasmus University (RSM, 2015). His education stems from Poland, Germany and the USA, and has taught and conducted research in China, Egypt, Kazakhstan, Croatia, Estonia, the United Kingdom and Namibia. He is a former Chair for Cross-Cultural Management at RSM and has achieved many things, from being editor-in-chief of the Journal of Organizational Change Management (JOCM), to receiving the Erasmus Research Institute in Management (ERIM) Book Award (2010), for The Management of Meaning in Organizations (Routledge, 2009). It has received honors for being the best book in one of the domains of management research. It was selected by an academic committee, consisting of the Scientific Directors of CentER (Tilburg University), METEOR (University of Maastricht) and SOM (University of Groningen). All these research schools are accredited by the Royal Netherlands Academy of Arts and Sciences (KNAW). The paper aims to discuss this issue. Design/methodology/approach – This is a review of Professor Slawomir Magala’s contributions as editor of Journal of Organizational Change Management. Findings – Slawomir (Slawek) Magala will be known for many contributions to social, organizational, managerial research, and it will be remembered that he has created a great legacy in the field of cross-cultural competence and communication on processes of sense making in professional bureaucracies. He has authored and co-authored many publications including articles, books, professional publications, book contributions and other outputs, and is an established professor of cross-cultural management at the Department of Organization and Personnel Management in RSM, Erasmus University. He will be known for his work as editor of Qualitative Sociology Review, and one of the founding members of the Association for Cross-Cultural Competence in Management, not to mention the Journal of Organizational Change Management. Many of his articles have appeared regularly in leading refereed journals, such as the European Journal of International Management, Public Policy, Critical Perspectives on International Business and Human Resources Development International. His greatest legacy is in the field of cross-cultural management, but branches out to many other management studies. Research limitations/implications – The research is limited to his work in capacity of editor of Journal of Organizational Change Management. Practical implications – This review provides a guide for positive role model of an excellent editorship of a journal. Social implications – Magala’s legacy acknowledges this research and its power to create numerous papers and attract a lot of attention (Flory and Magala, 2014). Because of these conferences, these empirical findings have led to disseminating the conference findings with JOCM (Flory and Magala, 2014). According to them, narrative research has become a respectable research method, but they also feel that it is still burdened with a lot of controversies on with difficulties linked to applying it across different disciplines (Flory and Magala, 2014). Originality/value – The review covers the creative accomplishment of Professor Magala as editor.

Purpose The purpose of this paper is to deliver a roadmap that displays pathways to develop sustainability skills in the engineering curricula. Design/methodology/approach The selected approach to enrich engineering students with sustainability skills was active learning methodologies. First, a survey was carried out on a sample of 189 students to test the current sustainability literacy and determine the roadmap starting point. Next, a scientometric study regarding active learning methodologies was executed. A total of 2,885 articles and conference proceedings from the period 2013-2016 were retrieved from the Web of Science database. The records were then imported into text mining software to undergo a term clumping process. Annual knowledge clusters based on key terms were outputted. Finally, a roadmap was created by experts based on the annual knowledge clusters. Findings Four annual pathways were created along the roadmap to develop sustainability skills during the four-year college course in engineering. The first consisted on promoting a recycling campaign through a circular economy. The second aimed at creating educational videos regarding sustainability. The third reinforced reasoning and argumentative skills by preparing a debate on environmental issues. The last path assumed that the student is working in internship programs and prepared him/her to apply environmental management models to solve sustainability issues within the company. Research limitations/implications Roadmaps should be updated approximately every two years to reflect novelty. The proposed methodology shows an easy way to create them. Practical implications Results from this paper, as well as the proposed methodology, can be applied to any organization forming individuals: from primary school education to employee training programs in organizations. Social implications The development of sustainability skills has a direct, positive impact on professional decision-making and, ultimately, on the environment. Originality/value This paper presents a roadmapping process to develop sustainability competences throughout engineering college education.

RESUMEN Este estudio tiene como objeto analizar, desde una perspectiva crítico-reflexiva, la labor del tutor/a en las relaciones familia-escuela en centros educativos de Educación Infantil y Primaria a través de los discursos de 45 maestros en formación de la Universidad de Cantabria. Metodológicamente, el trabajo se enmarca en la tradición de la investigación cualitativa. Se caracteriza por la pluralidad de estrategias y técnicas de obtención de datos llevadas a cabo. A las tradicionales de la investigación cualitativa, como la observación participante y los grupos de discusión, se incorporan metodologías participativas como: el diamante 9, las frases inconclusas y la construcción de narraciones escritas. Entre los resultados obtenidos destacan: la alta valoración de la participación de las familias en los procesos educativos y el reconocimiento del papel del tutor como mediador, que contrasta con su ausencia en el diseño y desarrollo curricular, así como con la promoción de espacios puntuales y acotados, predefinidos por los docentes; el intercambio unidireccional de información; la presencia de una participación familiar en la gestión y organización del centro a través de órganos de representación. Como conclusión emerge la necesidad de explorar buenas prácticas ligadas a la implicación de las familias en los procesos de enseñanza-aprendizaje que trasciendan las actuaciones puntuales; desarrollar de iniciativas que aumenten la toma de decisiones de las familias más allá de los espacios formales; y, ampliar el uso de las nuevas tecnologías como canal de comunicación y participación de las familias en la escuela.ABSTRACT We present a study that aims to analyze, from a critical-reflective perspective, the tutor role in family-school relations in early childhood and primary schools through the discourse of 45 initial training teachers at the University of Cantabria who are taking the subject of Tutorial Action. From a methodological framework, the research is is based on the tradition of qualitative research. It is characterized by the plurality of data collection strategies and techniques carried out. Beside the traditional ones traditionally used in qualitative research, such as participant observation and focus groups, we incorporate participatory research methodologies such as: diamond 9, unfinished phrases and the construction of written narratives. Among the results obtained, we highlight: the value of the participation of families in the educational processes and the recognition of the role of the tutor as mediator, which contrasts with his absence in the design and development of the curriculum, as well as the promotion of specific and limited spaces predefined by the teachers; the unidirectional exchange of information; the presence of family participation in the management and organization of the schools through formal spaces. As a conclusion, the need to explore good practices linked to the involvement of families in teaching-learning processes that transcend punctual actions; to develop initiatives that increase family decision-making beyond formal spaces; and, expand the use of new technologies as a channel of communication and participation of families in the school.

Purpose Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable by experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). The purpose of this paper is to understand the scope of project management curriculum in universities’ hospitality programs, to understand the scope of project management skill requirements in hospitality firms and to narrow the disconnect between project management in academia and in hospitality firms. Design/methodology/approach The study used a mixed method approach. On the side of academia, a quantitative collection method was used to gage which universities offered a project management course, how many universities offer these courses and how many project management courses each university had. On the side of industry, a survey was administered to industry professionals in senior management positions. It was a quantitative survey designed to gage the importance of having project management as part of university curriculum. The aim was to show what was expected to be a disconnect between the two sides – academia and industry. A total of 57 responses were collected. Out of them 49 were usable. The Human Subjects consisted solely of two populations: individuals who worked in the hospitality industry. This accounted for 12 of the responses; individuals who worked in academia – more specifically in higher education at schools that offer Hospitality Management curriculum. This accounted for 37 of the responses. The subjects were identified and recruited through the professional networking site LinkedIn (for subjects that were industry professionals) and through both LinkedIn and American Hotel Lodging and Educational Institute databases for the subjects in academia. There were no direct potential benefits to the subject. The potential societal benefits of the study were the advancement of knowledge within the disciplines of both Hospitality Management and Project Management. The authors used the University of Memphis’ Qualtrics system and changed settings to anonymize responses so IP addresses would not be collected. The Qualtrics’ default is to collect IP addresses and GPS coordinates of those who responded. By setting the survey to anonymized responses the investigators were not able to collect this identifiable information. This information was included in the confidentiality, methods/procedures and in any other necessary sections/documents noting that the investigators would set Qualtrics to anonymize responses. Findings H1 was supported. The findings showed that most colleges and universities did not require project management classes for degree completion. Preliminary research showed that of 68 of the top hospitality programs in the world that were researched, only 7.5 percent required taking project management centric courses in order to graduate (College Choice, 2019; The Best Schools, 2019; Top Universities, 2018). In total, 43.2 percent of respondents answered “yes” when asked if their school offers courses in project management based on this definition of project management: “A project is temporary in that it has a defined beginning and end in time, and therefore the defined scope and resources. And a project is unique in that it is not a routine operation, but a specific set of operations designed to accomplish a singular goal. A project team often includes people who do not usually work together – sometimes from different organizations and across multiple geographies. Project management, then, is the application of knowledge, skills, tools, and techniques to project activities to meet the project requirement” (Project Management Institute) (See Table A1). Of 43.2 percent that answered yes, 64.3 percent said that the courses were required for graduation (See Table AII). Meaning, only 27.8 percent of schools surveyed offered and required completing project management courses for graduation. It should be noted that this number may be lower as bias may have played a factor. It is evident that hospitality programs understand the importance of project management because 85.7 percent of the colleges and universities surveyed are teaching project management concepts in courses that are not project management centric, like Meeting and Event Planning (See Table AIII). H2 was supported. Only 9.1 percent of respondents believed that project management skills are not at all important to line level employees. Most, 54.6 percent, believed that project management skills are important to some extent for line level employees. In total, 9.1 percent believed that project management skills are not at all important for supervisory level employees; 27.3 percent believed they are needed to some extent and 36.4 percent believed they are needed to a moderate extent. As for management level employees, it was found that 63.6 percent believed project management skills were needed to a great extent. For director level employees, 63.6 percent believed project management skills are necessary. Finally, 72.7 percent of respondents believed project management skills are necessary for both VP level employees and executive leadership (See Table AIV). It should be noted that one person did not believe themselves qualified to answer questions regarding project management within their organization. More than half of respondents said that project management skills are used to a great extent within their organization. H3 was not supported. Both hospitality schools and hospitality companies agreed that project management skills have some level of importance in academia and in industry – most believed the skills were very important at both junctions (See Tables AV and AVI). However, in the preliminary research the authors found that 55 percent of the top 111 hospitality companies had project management positions, meaning that there was a potential need for project management courses in colleges and universities (Ranker, 2019). As stated earlier, only 7.5 percent of the top 68 colleges and universities required project management courses to be completed upon graduation. So, the discrepancy lies within the vastly different percentages between project management positions within companies and project management courses within schools. Research limitations/implications The data provided strong evidence that supported the idea that project management is not required in hospitality programs upon completion. This opens new avenues to research the reasons behind schools not offering project management courses or making it a requirement for degree completion. On the other hand, project management skills are considered to be needed by hospitality managers. This provides valuable information for future studies that look to close the gap between academia and industry. The results indicated that project management is important for hospitality companies and schools, but the lack of project management education in colleges and universities is evident. The results of this study provided good news to students that aim to work in hospitality companies, since they can improve their project management skills and encourage their programs to stay updated with the industry needs so that they can succeed in their professional lives. Though this was an exploratory study of the project management discipline within the hospitality industry – with a limited sample size – the data clearly justified that there is room for additional data collection and research in this area of study. Practical implications The results show that there is a disconnect between project management curriculum in schools and project management skill demand in the hospitality industry. The research should encourage schools to invest appropriate resources into required project management curriculum. The hospitality industry is vast in the types of businesses that fall under it. Project management is one skill set that can be useful across most of the different businesses in the hospitality industry. From a practical standpoint, providing students with a solid background in the project management discipline provides them an advantage in the highly competitive hospitality industry. It accomplishes this by providing the students with in-demand knowledge and competencies that are both universally accepted and highly regarded by hospitality management companies as a skill set that is widely used in the industry. Social implications There were limitations to this study. Some pieces may be improved in future research. The Qualtrics survey could have been reduced in number and order of questions for a better interaction and results. The use of the Qualtrics database might be helpful to reach a bigger population. Potential steps could be taken to reduce bias that may play a factor in the responses. For example, some respondents may have claimed that their schools offer project management curriculum when in fact they do not, or they do not know to what extent. Originality/value Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable through experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). Most graduate level curriculum at universities was found to hone skills like written and oral communications, problem solving and decision making, organization, time management and cost control (Steed and Schwer, 2003). It has been suggested that universities add project management curriculum and experiential learning to their programs for a more streamlined transition from academia to industry (Steed and Schwer, 2003). Existing research on this subject is a bit dated, so the objectives were: to understand the scope of project management curriculum in universities’ hospitality programs; to understand the scope of project management skill requirements in hospitality firms; to narrow the disconnect between project management in academia and in hospitality firms.

Este artículo analiza y revela las claves de una propuesta de proyecto de innovación educativa, ideada y planeada por mí para ser desarrollada, como profesora e investigadora postdoctoral, en la Escuela de Arquitectura integrada en la Royal Danish Academy of Fine Arts de Copenhague (KADK), en el Instituto de Arquitectura y Diseño (IAD). El proyecto, donde el aula se concibe como un laboratorio de arquitectura lugar de encuentro entre las asignaturas de Diseño Arquitectónico y Construcción de Edificios, integra una variedad de metodologías educativas innovadoras: Gamificación, Aula Invertida (Flipped Classroom), Aprendizaje Basado en Retos, Pensamiento de Diseño (Design Thinking), Inteligencia Colectiva, etc… A través de él, los estudiantes de arquitectura son capaces de mejorar su creatividad y adquirir diversos conocimientos, fortalezas y habilidades complementarias, entre ellas: La creación de un espacio privado, la reflexión sobre la idea de habitar; la exploración del diseño arquitectónico conectado con la naturaleza; nociones acerca de diseño sostenible y reciclaje; la progresión de su pensamiento crítico y creativo; el desarrollo de sus habilidades de comunicación gráfica, escrita y oral; la activación de su pensamiento independiente y original; y la mejora de sus habilidades de liderazgo y organización, co-diseño, gestión del tiempo, habilidades de resolución de conflictos/problemas y toma de decisiones. El artículo ofrece recursos para la buena práctica e implementación de la innovación educativa, y, por lo tanto, para facilitar la innovación a nivel del aula. Facilita herramientas para superar los desafíos que enfrentan los modelos de aprendizaje innovadores en la educación de Arquitectura. Pero sobre todo tiene como objetivo fomentar la innovación en la educación del diseño arquitectónico al empoderar e inspirar a los profesores y otros miembros del personal educativo para que utilicen métodos de enseñanza innovadora, mientras comparten su mejor praxis y experiencia con sus colegas.AbstractThis article analyzes and reveals the keys to an educational innovation project proposal, conceived and planned by me to be developed, as a professor and postdoctoral researcher, at the Integrated School of Architecture at the Royal Danish Academy of Fine Arts in Copenhagen (KADK) , at the Institute of Architecture and Design (IAD). The project, where the classroom is conceived as an architecture laboratory, a meeting place between the subjects of Architectural Design and Building Construction, integrates a variety of innovative educational methodologies: Gamification, Flipped Classroom, Challenge-Based Learning, Thinking of Design (Design Thinking), Collective Intelligence, etc ... Through it, architecture students are able to improve their creativity and acquire various knowledge, strengths and complementary skills, including: The creation of a private space, reflection on the idea of inhabiting; the exploration of architectural design connected with nature; notions about sustainable design and recycling; the progression of your critical and creative thinking; the development of your graphic, written and oral communication skills; the activation of your independent and original thinking; and improving your leadership and organization skills, co-design, time management, conflict / problem solving skills, and decision making. The article offers resources for good practice and implementation of educational innovation, and therefore to facilitate innovation at the classroom level. It provides tools to overcome the challenges faced by innovative learning models in Architecture education. But above all it aims to foster innovation in architectural design education by empowering and inspiring teachers and other educational staff to use innovative teaching methods, while sharing their best practice and experience with their colleagues

Objective – To examine the human resources environment in Canadian libraries in order to assess readiness to accommodate change and to identify opportunities for human resources planning. The “8Rs” of the study were defined as recruitment, retirement, retention, remuneration, repatriation, rejuvenation, re-accreditation, and restructuring. Design – This study was undertaken in three phases over nearly three years through the use a variety of methods including literature review, analyses of existing data (Statistics Canada and library school graduate data), telephone interviews (with senior library administrators), focus groups (with representatives from Canadian Association of Research Libraries, Canadian Urban Libraries Council and Alberta Association of Library Technicians), print surveys (library institutions) and web-based surveys (of professional librarians and paraprofessional library staff). Setting – Canadian libraries that are not component branches of a system, and that employ professional librarians. Subjects – Stage I: 17 senior library administrators participated in telephone interviews and three focus groups were conducted. Stage II: Surveyed library administrators representing institutions. A multi-stage stratified random sampling technique was used to ensure geographical representation from each of Canada’s provinces and territories. Full census participation was conducted for members of the Canadian Association of Research Libraries and the Canadian Urban Libraries Council. The print survey instrument was distributed to 1,357 subjects; 461 completed surveys were returned (response rate of 34% with results for the total sample accurate within plus or minus 3.8 per centage points, 95 times out of 100). Stage III: Surveyed professional librarians and paraprofessional staff. Multi-stage random sampling was used to ensure representation of library staff from all library sectors and sufficient sub-sample sizes. Of the 12,472 individuals in the sampling frame, 8,626 were notified of their selection to participate in the web-based survey. Corrections were made to e-mail addresses and 7,569 e-mail invitations with the survey URL were sent successfully. Of the 8,626 potential respondents, 3,148 librarians and paraprofessionals participated (for a response rate of 37%). A non-random Canada-wide call for participation was distributed to library staff who had not been represented in the sampling frame via the listservs of 56 library associations. This provided an additional 1,545 respondents and the total sample size increased to 4,693 for a confidence interval of plus or minus 1.2%, 95 times out of 100. The non-random data from the Canada-wide call was kept in a separate dataset file. Methods – Stage I began with a literature review and analysis of existing Statistics Canada and library school graduate data. Three focus group sessions with representatives from Canadian Association of Research Libraries, Canadian Urban Libraries Council and Alberta Association of Library Technicians were held and in-depth telephone interviews were conducted in May 2003 with 17 senior library administrators. Transcripts were thematically coded and summarised. The interview guide is available as Appendix E of the report. The results of Stage I were used to inform the design of the two survey instruments (Stages II and III). Stage II was a 17-page print survey informed by insights gathered in Stage I and was sent to library directors in the summer of 2003. The print mail-out of the institutional survey was sent to libraries that employed at least one librarian and were not a component branch of another system. A copy of the institutional survey is available as Appendix C of the report. Stage III was a web-based survey of librarians and paraprofessional library staff undertaken in the summer of 2004 using random and non-random sampling methods. This survey was developed from insights gathered in Stages I and II. A copy of the individual survey is available as Appendix D of the report. Main results – The analytical focus of the 275-page report is on the broad Canadian library sector. Data and analysis are provided by type of library, type of staff, and by geographical regions where sufficient response rates have allowed reporting. Although the role of the paraprofessional is examined in many sections of the report, the principal focus is on the professional librarian. Nine sections of the report present results, analysis and strategic human resource planning implications. Highlights for the broad Canadian library environment are briefly described below. Each section of the report provides further breakdown by library sector, type of position, career stage and other variables that provide significant insight. Workplace Demographic Characteristics (Section C) This section provides demographic information about those in supervisory or management roles (62% of librarians), union density (67% of librarians and 79% of paraprofessional staff), longevity in career, part-time employment, and gender, along with other characteristics. Results conclude that visible minorities and Aboriginal staff are under-represented across all types of libraries and that few libraries recognise the credentials of immigrant librarians. Recruitment to the Profession and to the Organization (Section D) Positive exposure to libraries and librarians is the best predictor of librarianship as a career choice and there were no significant differences in the original motivations for choosing the professional librarian career between new professionals and senior librarians. In response to the open-ended question about motivation for choosing librarianship, none of the librarian respondents (n=1,823) indicated leadership, managing libraries or supervising others as their reason (p. 52). Many respondents indicated reasons for choosing the profession that are in alignment with the values of librarianship, but few indicated reasons that reflect the real nature of the librarians’ role. The average age of new librarian recruits is 37 (with little variation between sectors). Thirty per cent of paraprofessionals are interested in pursuing an MLIS degree; 29 per cent are not interested because they are satisfied with their current role. The major barriers for paraprofessionals wishing to pursue the MLIS degree are inadequate or unrecognised credentials (21% - although 45% of paraprofessionals have an undergraduate degree), geographic distance (33%), lack of money (48%), and lack of time (49%). Eighty per cent of libraries report that the major barrier to recruiting is budget constraints; other barriers include small size of library (60%), organizational hiring freeze (54%), inadequate librarian pay (54%), geographic location (52%), inadequate pool of qualified candidates (51%), and inadequate pool of interested candidates (50%). The ten most important and difficult-to-fill competencies when recruiting varied significantly for each sector: leadership potential, ability to respond flexibly to change, and ability to handle high-volume workload were the three highest-ranked competencies across all libraries. Retirement (Section E) Canadian libraries experienced librarian retirements (11% of total current workforce) and paraprofessional retirements (7% of total current workforce) between 1997 and 2002. During this period, 79 per cent of librarians retired before age 65. Forty per cent of librarians over age 50 estimate that they will retire between 55 and 60. Only 9 per cent of libraries have a succession plan. Staff Retention: Inter- and Intra-organizational Mobility (Section F) Librarians are satisfied with their work and stay in their organization because they like the job (85%), co-workers (84%), and workplace (79%). Seventy-seven per cent of senior librarians and 87% of senior paraprofessionals have been at their current library for more than 10 years. Sixty-nine per cent of librarians believe they are qualified to move to higher level positions, but 69% of institutions state that limited librarian turnover contributes to a lack of promotional opportunities. Education (Section G) Seventy-five per cent library administrators agree that MLIS programs equip graduates with needed competencies, but 58% recommended that the programs provide more management, business and leadership training. Seventy-six per cent of administrators believe that they have little or no input into curriculum content of MLIS programs. Overall evaluation of MLIS education by recent librarian entrants is not positive. Only forty-four per cent indicated that the program provided a realistic depiction of the job, while only 36% said the program provided a realistic expectation of work in their library sector. Recent librarian entrants (67%) were satisfied with the overall quality of their MLIS program, but few indicated that their program provided them with the necessary management skills (25%), leadership skills (20%), or business skills (12%) for their position. Recent library technician entrants were more satisfied (81%) with their programs’ success in providing general skills (87%), and providing a realistic depiction of the job (72%). Continuing Education (Section H) New librarians (72%) need a significant amount of ongoing training, but only 56% believe that their institution provides sufficient training opportunities. Only 30% of libraries have a routine method for determining training needs of librarians and fewer (13 %) have an evaluation method for training outcomes. In most cases, about half of those who received training reported that it improved their job performance. Quality of Work and Job Satisfaction (Section I) Librarians and paraprofessionals are satisfied with their jobs (79% for each) and librarians (72%) and paraprofessionals (61%) agree that their salary is fair. Most libraries offer a wide range of benefits to their employees, including life insurance (95%), pension plan (92%), and medical benefits (88%). Librarians (80%) and paraprofessionals (70%) are satisfied with their benefits. Although a low percentage of librarians agreed that they have little job stress (24%) and only 39% found their workload to be manageable, 62% of librarians agree that their work allows work, family and personal life balance. The statistics are slightly more positive for paraprofessionals. There is a gap between the desire to be treated with respect (98% for all workers) and the perception that respect is conveyed (77% of librarians and 75% of paraprofessionals). A similar gap exists between desire to be involved in decision-making and actual involvement. The two most important factors for job satisfaction for all library workers are respectful treatment and a job that allows them to learn new skills and grow. Numerical Librarian Demand-Supply Match (Section J) Libraries hired more librarians than they lost in 2002, for a net three per cent increase. Many library administrators believe that there will be a five-year increased demand for librarians (77%) and paraprofessionals (81%). The short-term supply (next 5 years) of new librarians to replace departures due to retirements is predicted to have the capacity to fill 98 per cent of the current librarian positions; the capacity to replace library technicians is 99 per cent. The long-term supply (next 10 years) of new librarians to replace departures due to retirements is predicted to have the capacity to fill 89 per cent of the current librarian positions; the capacity to fill technician positions is identical. These predictions are based on no growth in the number of positions in the future. Match Between Organizational Job Function Demand and Individual Staff Supply of Skills, Abilities, Talents, Interests (Section K) Libraries report that increased use of information technologies (87%) and re-engineering (61%) have contributed the greatest change in the roles of librarians. Libraries report that more librarians have been required to perform a wider variety of tasks in the past five years (93%) and that this trend will continue over the coming five years (94%). A high percentage of libraries (86%) reported that over the past five years librarians have been expected to perform more management functions and 56% of mid-career and senior librarians believed this had occurred. Libraries (88%) believe that this trend will continue; only 44% of librarians indicate interest in performing management functions. Mid-career and senior librarians report that job stress has increased over five years ago. Requirements to work harder (55%), perform more difficult tasks (56%), perform a wider variety of tasks (69%), and perform more managerial functions (56%) are the contributing factors. The performance of a wider variety of tasks and more difficult tasks was significantly related to the assessment by librarians that their jobs were more enjoyable, interesting, rewarding and challenging. Institutions (78%) reported the increased need for paraprofessionals to perform librarian tasks over the past five years and believe that this will continue (77%). Only 28% of paraprofessionals believe they are currently required to perform more librarian tasks. Conclusion – The need to confirm the existence and magnitude of the crisis that will be created by upcoming retirements in Canadian libraries was a primary motivator for this study. Conclusive results were obtained that should inform each sector and geographic area in Canada. The percentages of staff over the age of 55 (librarians: 25%; paraprofessionals: 21%) is much greater than that of the Canadian workforce (11%). If there is no growth in the number of positions needed, there will be no short-term supply-demand crisis to fill the gaps left by retirements. There will be a librarian and technician shortage in ten years (a shortfall of 11% of the current supply) and a more significant crisis if the predicted growth in staffing is factored in. Recruitment to the librarian and technician professions is critical and the paraprofessional staff may be a potential pool of future MLIS candidates if the accessibility issues associated with the programs are addressed. Only nine per cent of organizations have a succession plan in place. There is great opportunity for the development of strategic solutions. In response to the open-ended question about motivation for choosing librarianship, no respondent indicated leadership, managing libraries or supervising others as their reason. This is of concern when 62% of librarians today work in a managerial role. Management and leadership skills are a significant concern for recent graduates, administrators, and librarians, with all indicating that the workplace needs are greater than the current preparedness. More cooperation with MLIS programs and professional associations is essential to ensure that leadership and management skill development are supported through the curricula and continuing education planning. Organizations must also develop and support a culture where leadership is encouraged and expected, and recognised. There is a need for further development of continuing education opportunities, and training needs assessment and outcome assessment programs may be beneficial. Paraprofessionals and new librarians are less satisfied with the workplace training opportunities available to them than librarians in later stages of their careers. Role change will continue in libraries and planning will be essential to ensure that restructuring reflects the competencies that will be needed in the new mix. Workload and job stress appear to be rising and will require careful monitoring. There may be opportunity to define roles for “other” professionals in libraries. Library staff have a tendency to stay in their institution for much of their career, making decisions in the recruitment and hiring processes of critical importance. Loss of employees due to turnover is not a problem for most libraries, but the lack of turnover has affected the promotional opportunities for those who desire upward mobility. An interesting recommendation was made that two or more libraries may realise both cost savings and benefits through the sharing of staffing resources. If issues surrounding credentials can be addressed, there may be a potential pool of future immigrant librarians.

While research on education for sustainable development (ESD) is expanding, empirical evidence on its impact and outcomes remains very limited. Moreover, the facilitating role of the school organization, while extensively documented in literature on school management and school effectiveness, is lacking. In this study we present and qualitatively validate a framework for an ESD-effective school, previously developed via a critical review of ESD and school management literature. This framework consists of eight characteristics: sustainable leadership, school resources, pluralistic communication, supportive relations, collective efficacy, adaptability, democratic decision-making and shared vision. Via semi-structured interviews, the framework for an ESD-effective school was theoretically validated via a sample of 19 teachers and school leaders with expertise in ESD. The findings from the interviews show that the participants largely confirm the framework and the individual characteristics are recognized by the sample. There were relevant differences between the respondents in terms of positioning the different characteristics within the framework. Specifically, views on pluralistic communication differed from the initial conceptual framework.

Systems thinking (ST) is a holistic leadership approach that puts the study of wholes before that of parts. It focuses attention on how organization members act together in networks of interactions. This is done by researching organization members’ mental models, which are deeply ingrained assumptions, generalizations, or even mental pictures or images that influence how one understands the world and thus takes action in order to achieve desired results. The purpose of this study was to explore the ST of school management teams (SMTs) through mental models. The main research question leading this inquiry was: How does ST reflect and express the mental models of SMTs? Qualitative data were collected via structured open questions. Hundred and fifty-four SMT members who worked at different school levels participated in this study. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. The data analysis yielded five major themes: (a) the nature of teamwork; (b) shaping schools’ goals and policies; (c) systemic gathering of information; (d) shaping the pedagogical work; and (e) decision-making and problem-solving as one organic puzzle. These themes were found to be closely interrelated in the context of schoolwork. This study highlights the importance of understanding more fully the role of SMTs’ ST in schools. The study proposes that SMT members focus on ST characteristics that can enhance overall effectiveness. This can help SMTs achieve better cooperation with their counterparts as a leverage for school effectiveness.

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture

AbstractA principal is the highest leader in school. The operation of school library is not separated from the principal leadership. This study aimed to investigate the principal leadership of SMAN 10. The principal management was measured by the leading indicators which include decision-making, communicating, motivating, selecting people and developing people with the use of management theory of Lewis A. Allen. The organization of school library was measured through the indicators of service, collections, and budget. The population of this study was students of SMAN 10 Bandung, with a sample of 95 people. This study used descriptive method with quantitative approach. The data was collected using closed questionnaire and interview. Based on the results of data analysis, it was found that principal leadership make a positive contribution to the school organization. Broadly speaking, the principal management of SMAN 10 Bandung is in good category. The test results of principal management in school library organization show that the leading indicators are in the moderate category.Keywords: leadership, school library, principal managementAbstrakKepala Sekolah adalah pimpinan tertinggi yang berada di sekolah. Penyelenggaraan perpustakaan sekolah tidak terlepas dari kepemimpinan Kepala Sekolah. Penelitian ini bermaksud untuk mengetahui Kepemimpinan Kepala Sekolah di SMAN 10 Bandung. Manajemen kepala sekolah diukur melalui indikator leading yang terdiri dari pengambilan keputusan, pengkomunikasian, pemberian motivasi, penyeleksian orang-orang dan pengembangan orang-orang dengan menggunakan teori manajemen dari Lewis A.Allen. Penyelenggaraan perpustaka sekolah diukur melalui indikator layanan, koleksi dan anggaran. Populasi dalam penelitian ini adalah siswa SMAN 10 Bandung, dengan sampel 95 orang. Metode penelitian menggunakan metode deskriptif dengan pendekatan kuantitatif. Teknik pengumpulan data menggunakan angket tertutup dan wawancara. Berdasarkan hasil analisis data diketahui kepemimpinan Kepala Sekolah memberikan kontribusi positif pada penyelenggaraan Sekolah. Secara garis besar manajemen Kepala Sekolah SMAN 10 Bandung termasuk dalam kategori baik. Hasil pengujian terhadap manajemen Kepalab Sekolah terhadap penyelenggaraan Perpustakaan Sekolah menunjukkan indikator leading berada dalam kategori sedang.Kata Kunci: Kepemimpinan, Perpustakaan Sekolah, manajemen kepala sekolah