Types of educational leadership in a postindustrial society

As school improvement efforts shift to emphasis on restructuring, the types of leadership required to effectively develop new patterns of shool structure and relationships also are being questioned. This discussion examines transactional, transformational, cultural, and critical types of leadership, compared on the dimensions of the roles of formal school leaders, the roles of teachers and other school staff, and the value system of leadership (which would include the goals and purpose of leadership and perceptions of the standards by which performance will be evaluated). Critical leadership is suggested to be the most promising approach through combining the pursuit of democratic value with explicit examination of structural and cultural dimensions of school organization.     

构建社会主义和谐社会与高等教育发展战路研究

建设和谐社会是经济高速发展的要求，也是时代发展的要求。高等教育在构建和谐社会中具有不可替代的基础性推动作用。高等教育的发展必须充分树立以人为本的科学发展观、促进教育公平和深化教育体制改革，必须强化追求真理、培养人才、创新知识、服务社会的大学理念，从而在建设社会主义和谐社会的伟大实践中发挥更加积极的作用。     

Organizing higher education in a knowledge society

The integration of higher education systems in the Western world has led both to development of overall strategies for the organization of higher education institutions by public authorities, as well as to strategies by higher education institutions aiming to position themselves within emerging higher education systems. This article first asks whether these developments represent converging or path dependent trends before it sketches a conceptual point of departure for the analysis of the relationship between institutions in higher education systems based on the effects of integration on academic hierarchies and functional specialization. Then I discuss how recent attempts at integrating higher education systems in Europe and the US may affect the relationship between institutions in the light of conceptions of education as a process by which students learn to learn or by which they learn specific occupational skills. Thirdly, the development is situated in a wider context where the relationship between different types of institutions are considered in relation to the spread of an extended and more utility oriented concept of knowledge. Finally, I consider briefly some possible future developments based on how modern capitalist and public managerialist knowledge regimes constitute conditions for higher education integration.     

The internationalisation of American higher education: a positional competition perspective

This paper examines the potential negative consequences of the internationalisation of American higher education from the perspective of positional competition theory. This analysis suggests that internationalisation efforts undertaken by colleges and universities contribute to positional competition between students vying for admission, between graduates competing for prestigious, well-paying jobs, and between higher education institutions themselves, who compete for prestige. As positional competition necessarily involves displacing other in obtaining advantage for one’s self, the paper further describes how the positional competition engendered in part by the internationalisation of higher education contributes to the replication of social patterns of inequality.     

The writing on the wall: responses of Australian public universities to competition in global higher education

Australian public universities are struggling to maintain parity with international counterparts in an environment that is becoming increasingly competitive globally. While most universities are now heeding calls from sector leaders to become more competitive, any strategies that they implement to effect change in this regard might be too late to save some. A systematic content analysis of published strategic plans of Australian public universities, undertaken during 2005–2007, indicates that universities were not taking the threat of rapidly intensifying competition seriously enough at a time when foreign competitors were making inroads into their markets and when deregulation and new communication technologies were spawning rivals in many new forms. This research has three principal implications: all Australian public universities need to re‐examine their strategic planning processes to determine whether (1) adequate attention is being paid to rapid intensification of competition; (2) strategies already implemented in response to increasing competition are appropriate; and (3) more can be done to develop better models to guide competitive behaviour in a university sector with unique characteristics.     

The role of time in policymaking: a Bahraini model of higher education competition

ABSTRACT

This paper contributes to discussions about the nature and scope of higher education (HE) business in light of some of the emerging ways in which countries seem to be reframing the impact of globalism. In particular, it develops a discussion about spatialities and temporalities of HE policy by drawing on the Kingdom of Bahrain’s distinctive approach to free markets, transnational capitalism, trade of international services and foreign influence. The paper draws on key HE policy documents and regulatory frameworks issued by the Higher Education Council in Bahrain. In the paper, we ask about priorities that drive HE investment in Bahrain, as well as their impact on the role of international input in HE policy building. We find that policymaking in Bahrain is driven by ‘nationalisation’ as a pragmatic strategy at the time of transition to a knowledge economy. We also find that these goals are transient, thus providing suggestions for policy analysis from the perspective of time intervals in a space.     

The geography of access and excellence: spatial diversity in higher education system design

In a “settler society” such as Canada, inequalities in higher education have geo-political dimensions, necessitating a theoretical framework that considers the geographic distribution of material wealth and power. This paper explores both the economic and social implications of the geographical distribution of the higher education system in British Columbia, Canada, including the ways in which stratification by institutional type may reinforce spatial inequalities. The study shows that system expansion has not improved regional representation, which has socio-economic implications.

Micro-political practices in higher education: a challenge to excellence as a rationalising myth?

ABSTRACT

Excellence has become a ‘hoorah’ word which is widely used in higher education institutions to legitimate practices related to the recruitment/progression of staff. It can be seen as reflecting an institutionalised belief that such evaluative processes are unaffected by the social characteristics of those who work in them or their relationships with each other. Such views have been challenged by gender theorists and by those researching informal power in state structures. The purpose of this article is to raise the possibility that excellence is an ‘idealised cultural construct’ and a ‘rationalising myth’. Drawing on data from qualitative interviews with 67 men and women, who were candidates or evaluators in recruitment/progression processes in five higher educational institutions (in Ireland, Turkey, Bulgaria, Germany and Italy), it conceptualises and illustrates masculinist, relational and ‘local fit’ micro-political practices that are seen to affect such recruitment/progression. Variation exists by gender and by contextual positioning in the process (i.e. as evaluator/candidate). These practices illustrate the perceived importance of the enactment of informal power. The article suggests that the construct of excellence is used to obscure these practices and to maintain organisational legitimacy in the context of multiple stakeholders with conflicting expectations.     

建设中国特色世界一流大学的根本遵循

基于博弈论构建制度生成与演变的解释框架,分析从重点大学到“双一流”建设的历程,探讨“双一流”战略如何打破身份桎梏、重构开放竞争背后的动力机制及创新路径,厘清战略演变的制度逻辑,发现：中央政府战略目标转变等外生环境变化提供了增量资源与资源再分配的机会,为“双一流”建设提供了动力源;引入地方政府、地方大学作为主要博弈参与者克服了计划资源分配弊端,形成多方参与博弈的开放竞争新格局。在新博弈规则的驱动下,中央政府、地方政府、高等院校逐渐改变其主观博弈模式,集中增量资源大力发展优势学科,为进入“双一流”行列提供内生动力。“双一流”战略取得了较好成效,营造了开放、竞争、动态的制度环境,初步构建了中国特色一流大学和一流学科建设模式。未来将面临处理好外部治理与内部博弈之间的关系、一流大学聚集性与高等教育系统均衡性之间的关系的挑战。

     

Implementing strategy in higher education

Conclusion From the profit sector we may learn that strategy is a great challenge, but also a difficult job. There are good reasons to assume that for a large-complex non-profit organisation such as a university, with organisational features of both the nonprofit and the professional organisation, the process will be even more difficult. The implementation of the strategy process in particular may cause a lot of trouble. The model presented here can be used as a simple but proven method to control this implementation process and may serve as a good guiding principle for real strategic management in a university.     

我国高等继续教育持续发展方略

近年来,我国高等继续教育在高等教育大众化发展历程中发挥着重要作用,同时自身也取得了长足的发展,并形成目前的基本格局。随着高等教育向内涵发展方向的调整,高等继续教育要想保持发展态势,必须在坚持特色、充实内涵、提高实力上下功夫。     

Knowledge for being,a strategy for higher agricultural education

Abstract

This paper reassesses the value of the popular Greek concept of being a sistimatikos person to face rural development challenges. It dwells on fieldwork with olive growers in Western Crete, where a study was carried out to appraise the socio-economic and ecological impact on regional development of organic olive oil production. Working sistimatika turned out to be essential for organic farmers to develop their enterprise. This notion comprises knowledge about what to do, which is made up of a clear vision and technical knowledge about how to organize the work, hard work, love, and finally an ability and desire to search for and learn whatever may be needed. The aspects love and learning capacity are usually unacknowledged in Western conceptions of development strategies informed by a so-called systems approach, but are, however, essential to arrive at what is headed for: specifically, in the Cretan case, the production of organic olive oil, and in general, the conceptualization and materialization of development alternatives for rural areas.     

Interrogating global flows in higher education

The paper critically reviews the concept of ‘global flows’, beginning with the discussions of flows and networks in Appadurai (1996 Appadurai, A. 1996. Modernity at large: cultural dimensions of globalisation, Minneapolis: University of Minnesota Press.  [Google Scholar]), Castells (2000 Castells, M. 2000. The rise of the network society, Oxford: Blackwell. [Crossref] [Google Scholar]) and Held et al. (1999 Held, D., McGrew, A., Goldblatt, D. and Perraton, J. 1999. Global transformations: politics, economics and culture, Stanford: Stanford University Press.  [Google Scholar]). Emphasising the need to embed ‘global flows’ in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global ‘scapes’, impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indnesia and the Australian National University.     

知识社会:高等教育功能的重新审视

知识社会是以知识为基本要素的社会 ,如何应对知识的挑战是高等教育的重大课题。建基于“知识”这一逻辑起点 ,我们重新审视了高等教育的基本功能 ,将高等教育的功能界定为保存知识、传承知识、应用知识、创造知识、涵化知识、交流知识六个方面 ,并对传统高等教育功能进行了融合与超越。