Study of Tourism Public Governance Vis-à-vis Crisis Management

This paper,taking into consideration the tour guides’protest actions in Guilin on July,26,2012 as an example,is a study on tourism public governance vis-à-vis crisis management.It holds that the basic goal of tourism public governance is the prevention of and resolution to public crises,wherefore the need to raise its scientific level of decision-making.It discusses the internal relations between the basic goal and the appraisal of the causes and effects of public policy on tourism governance,with the aim to present theoretical guidance on future actions and decisions,to improve on the current mode of tourism governance,towards the establishment of a new scientific system in this respect.     

New Realities for Leadership and Governance in Higher Education?

This paper considers some of the new realities that are likely toaffect higher education, particularly those arising from developmentsin communication and information technologies. Four scenarios arepresented as illustrations of how higher education might change;some of the elements that make up these scenarios are alreadyemerging. The paper then explores the role that leadershipand governance play in helping institutions to address the newrealities, particularly as change impacts on institutional culture and functioning.     

Governance and decision‐making in higher education: Comparative aspects

In this paper, I shall put forward a model which highlights key issues to be taken into account in an attempt to improve academic excellence by the means of human resources management and leadership. Practices at the University of Eastern Finland and elsewhere are used as examples. It is maintained that logical and coherent human resources policies and capable leadership can support and contribute to academic performance and excellence. A key issue is not to interfere too much with active academic work, but still give sufficient support and prerequisites for academic basic tasks.     

Governance of higher education — the role of proximity in teaching quality

The starting point of this article is the relation between teaching quality and expectations by different governance actors in higher education. Managing a department in a public university is, to a large extent, about the coordination of governance actors, involving government authorities as well as the university and the faculty. Internally, the departmental management has to act strategically to achieve this coordination, especially in relation to teachers who expect resource allocation to ensure teaching quality, expressed in terms of academic requirements. To explore this, the concept of proximity is introduced. The study points out the importance of organizing teaching activities to create proximity, as well as that the context and conditions for creating proximity are important for teaching quality, thus achieving coordination with governance actors.     

The Psychology of Effective College Governance,Part 1 — The Management Skills

Summary

This is the first of two articles discussing how the thinking styles of FE college governors might affect dramatically the managerial effectiveness of the governing bodies on which they serve. In Part 1 we focus upon the topic of management skill, and in Part 2 (to be published in JFHE Spring 1993) we go on to demonstrate how every identifiable management skill depends upon a set of psychological skills to support it. This is a phenomenon which needs to be clearly understood by all those involved with FE's ongoing drive for better management standards. The position of the new ‘employment interest’ governors is found to be particularly problem‐ridden. Indeed, it is still far from guaranteed that they will be able to provide FE with the skills, energy, and flair we were once assured they would be bringing. The detailed reasoning behind this gloomy assessment is given and some practical suggestions for improvement made.     

Student Participation in Shared Governance: A Means of Advancing Democratic Values?

Student participation in shared governance of higher education institutions is considered in the context of a civic role for higher education in a democracy. Statutory provisions for the governance of Irish higher education institutions are reviewed by reference to models of shared governance. Findings from a survey of actual levels of student participation within higher institutions in the Republic of Ireland are discussed and compared with patterns in Europe. The rationale for student participation in governance is critically examined with particular attention to the consequences of the client/customer paradigm. The case is made that participation in shared governance is a necessary but insufficient condition for the realisation of the democratic ideal. The relationship between academic democracy and political democracy is explored, highlighting the key role which academics have to play in creating the conditions for the nurturing of democratic values.     

China’s International Education Initiatives and View of Its Role in Global Governance

China is becoming an increasingly important actor in global governance. This paper contends that China participates by promoting its own global governance concepts on the one hand and by complying with the established global norms on the other. The paper introduces several key global governance concepts of the Chinese government and argues that they are likely to persist due to their roots in traditional Chinese Daoist and Confucian philosophies. It then focuses on China’s initiatives in education—the creation of Confucius Institutes and China’s involvement in United Nations (UN) educational initiatives—as examples of the Chinese approach. Finally, the paper discusses China’s educational profile in relation to its broader role in global governance.     

School Education as Social and Economic Governance: Responsibilising communities through industry‐school engagement

This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post‐bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self‐governance in Queensland.     

Two Sides of the Same Coin? Analysis of Faculty and Administrators’ Perspectives on Governance

This study explored institutional governance in an Alabama public two-year community college and investigated the perceptions of faculty and administrators within this sector. To answer the research questions for this study, a quantitative cross-sectional survey utilizing inferential analysis of the collected data was employed. To analyze the perceptions of Alabama community college faculty members and administrators regarding their interactions in institutional governance, three quantitative research questions were used. The research questions were analyzed based upon participant responses from the survey instrument. Analysis of variance (ANOVA) was the statistical method used to determine if any significant differences in perception existed between faculty and administrators. The results of the study revealed that a significant difference existed between faculty and administrator perceptions with respect to institutional structure and shared governance, but no significant difference existed between faculty and administrators perceptions with respect to supervisory relationships. Considering the findings and conclusions of the present study, the researchers made recommendations related to institutional governance.     

New Modes of Internal Governance of Higher Education Institutions: The case of Göteborg University

Swedish higher education institutions havebeen given increased autonomy to organise theirinternal affairs, raising numerous demands onleadership and governance. Changes are so profoundthat institutions wanting to create an`entrepreneurial response' through a newdecision-making structure must undergo a culturerevolution, threatening existing power structures. Three organising principles are used to describe andanalyse Göteborg University. One conclusion isthat collegial decision-making bodies shouldsimultaneously be redefined, reestablished andabolished, depending on the issues dealt with.Commissions as deans and department heads must beclear and accountable to superiors or tonon-sub-optimising boards in a balanced powerstructure.     

Students’ Views Regarding their Participation in University Governance: Implications for Distributed Leadership in Higher Education

The paper examines the views of students regarding the extent of their participation in the management of their university and their satisfaction with the degree of this participation. After an examination of the literature on student participation in university governance, the author presents the results of a survey based on data collected from 135 students of the University of Cyprus in 2002. According to the findings, respondents believed that their involvement in the management of their institution was very limited. This applied to both high and low levels of decision making, even though respondents recognised that their input was greater in less important decisions. The perceived limited involvement resulted in feelings of frustration and dissatisfaction among students, with the majority of respondents demanding a higher level of participation for all three decision making situations considered in the study. The paper discusses the implications of the findings for the practice of distributed leadership at contemporary universities, with emphasis on the need to abandon outdated leadership models. Specifically, it proposes measures for increasing student participation in university governance in the framework of a distributed leadership approach designed to empower the key stakeholders of higher education.     

Universities’ Autonomy in Times of Changing Higher Education Governance: A study of the Swiss academic labour market

Although eternally debated, the issue of autonomy in higher education is rarely analysed in its complexity. To address this issue, this article uses an analytical matrix which combines the distinction between substantive and procedural autonomy and the distinction between HEI governing bodies, academic professions and individual academics. This framework allows for analysing—by the example of the Swiss academic labour market—how changes in national steering can lead to the redistribution of autonomy between the mentioned actors. Further insights relate to the observed higher education system’s decentralised character. Empirical findings—based on the examination of three special programmes initiated by the federal government—indicate that HEI actors lose some substantive autonomy in favour of the Confederation, and—against the general tendency induced by New Public Management to reinforce HEI governing bodies—procedural autonomy is rather redistributed to individual academics and academic professions.     

State Control and Governance of Schooling and Their Effects on French,German, and Spanish Learning in Swedish Compulsory School, 1996–2011

In Swedish compulsory school, students can choose to study a modern language in addition to English, i.e., French, Spanish, or German. Since 1994, instruction time for modern languages has been extended, the learning objectives have been made more attainable, and national assessment materials have been introduced. The government made these changes so that more students would study modern languages and achieve the syllabus goals. Existing statistics, however, indicate that these changes have been ineffectual compared to earlier years. Sixteen modern language teachers were interviewed about why state policies have failed. The results suggest that political intentions have not been realized for several interacting reasons. First, the state lacks a central school administration to translate political intentions into concrete goals. Second, teachers have not perceived the reforms as important. Third, government actions are not aligned with research explanations of why students do not choose to study modern languages.