权力非意识集聚与领导决策探微

权力非意识集聚不仅是集权的一种形式,同时也是集权现象得以存在的核心支撑要素之一,它具有"非有意性"的本质特征,在上下级权力意识差异性、领导权威以及群体压力等因素作用下得以形成,它是集权现象持续存在并不断得到强化的根本原因,对领导决策产生重要影响。克服它对领导决策的负面影响必须从其本质特征入手,通过改善组织成员潜意识中对权力运作体系的相关认知来有效改善权力集聚的非意识形态。     

Perspectives on academic staff involvement in the acquisition and implementation of educational technologies

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.     

Higher education curriculum orientations and the implications for institutional curriculum change

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.     

The Roles of the Primary Head in Voluntary Aided and County Schools: A Personal View

In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively.     

The role of planning in outdoor adventure decision-making

ABSTRACT

This article explores the influential role of planning on recognition-primed decision-making. Considerable prior thinking occurs and there is a need to trace and account for the cognitive processes that precede and guide decisions in dynamic outdoor environments. Seven expert leaders from four countries were interviewed about memorable decisions made on outdoor journeys with an educational focus on land, sea and ice. Four stages of planning were identified: (1) long-term preparation; (2) formal leadership meetings; (3) day-by-day planning on route and (4) thinking immediately prior to the event. The stages sequentially capture the planning progression, illuminating the cognitive processes at each stage to culminate in option selection. In each decision situation, planned goals and actions were implemented through the creation and re-creation of micro-plans. As windows of opportunity presented themselves, the flexible execution of plans was a key feature. Planning provided the solid bedrock upon which decisions were made.     

Planning,re-bordering and setting times: a comparative analysis of European and Latin American ‘education spaces’

The article compares educational regionalisation in Europe and Latin America. This analysis unveils the influence of three social phenomena in the two case studies, namely power, fields of activity and knowledge. Mostly, it focuses on the initiatives led by the European Union and the Organisation of Ibero-American States in order to implement large strategic, multi-government educational plans in each continent. The actions of international political players, the theories (or ‘ontologies’) embedded in these devices and the consequences for sub-national politics are observed.     

Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance

In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.     

思茅河流域农村生活污水治理的可行模式

结合思茅河流域自然、社会和经济条件以及农村生活污水特点,出较分析了不同分散型污水处理技术的优缺点,得出人工湿地和土地渗滤处理技术比较适合于目前思茅河流域农村生活污水处理。     

IDMI analysis of regional low-carbon development based on system dynamic simulation

During the decision-making process, especially in multi-disciplinary complex cases, assessment technique is needed to assist policy-makers in making the right decision. Many of such assessment techniques have been developed for policy-makers, but the inevitable subjectivity of policy-makers often becomes the main obstacle in making the right or proper policy. Interlink decision-making index （IDMI） is a newly proposed assessment method with the advantages of being simple to use and having less human interference over other methods, as it does not require a weighting process of each selection criterion. This paper implements IDMI to assist with decision-making in national or regional low-carbon development, using China as a case study. The Chinese government has annotmced its carbon emission reduction target along with other development targets by 2020. Many policy settings can be chosen in order to achieve those targets. The problem is how to determine the best setting and the means by which decision-makers can avoid subjectivity and extremes. A number of policy setting options are generated carefully by a system dynamic model under different policy scenarios. The IDMI demonstrates a perfect way to assist in selecting the ＂best＂ among all the options that can achieve the goals within the acceptable range.     

客家籍与潮汕籍大学生消费决策风格比较研究

采用Sproles编制的消费者决策风格问卷(CSI)对550名客家籍和潮汕籍大学生的消费决策风格的差异进行探测。结果表明:客家籍与潮汕籍大学生在"新潮时尚"、"忠诚习惯"消费决策风格上存在差异;男女大学生在"品牌导向"、"休闲娱乐"、"新奇趣味"和"价格敏感"等消费决策风格上存在差异;农村和城镇大学生在"新潮时尚"和"重视质量"消费决策风格上存在差异;客家籍和潮汕籍与性别对大学生消费决策风格中"休闲娱乐"的交互作用明显;客家籍和潮汕籍与城乡来源对大学生消费决策风格中"口碑影响"的交互作用明显。