Doing Educational Administration is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, Knowing Educational Administration , established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in Exploring Educational Administration, where the authors' theories were considered (...) in an applied context. In this, the third and final volume, the authors conclude their presentation of their post-positivist theory by demonstrating how their account of knowledge and cognition shapes the content and structure of administrative practice. Built around a set of basic issues in the practice of educational administration where the role of condition is of primary importance, Evers and Lakomski produce a comprehensive and persuasive applied theory of administrative practice. (shrink)

In this book Reynold Macpherson initiates a politically-critical theory of educative leadership as a fresh line of inquiry in the practice, research and theory of educational administration and educational leadership. Divided into four parts, the book introduces the sub-discipline of political philosophy to the field of educational administration, management and leadership. It does this by clarifying the knowledge domain of each and identifying how four political ideologies, specifically pragmatism, communitarianism, communicative rationalism and egalitarian liberalism, have (...) primarily informed and surreptitiously provided contestable justifications for power in the development of practice, research and theory in the field of study. The book goes on to offer three case studies illustrating how political philosophy can be used to interpret how people become leaders and administrators of educational institutions and systems. Additional case studies then demonstrate how crises in governance in educational institutions and systems can be analyzed and improvements made using the tools of political philosophy. The final part uses the sub-discipline to critique the author's decades of research into educative leadership, and concludes the book by both establishing the relativity of politically-critical critique and the ideology it favours; neo-pragmatism. Political Philosophy, Educational Administration and Educative Leadership will provide practitioners, researchers and theorists in educational administration, management and leadership with a deeper appreciation of power by formally introducing them to the assumptions, limits and tools of political philosophy. (shrink)

_Ideologies in Educational Administration and Leadership_ explores ideological dimensions of educational administration in a number of Western and Central European contexts as they influence or shape the understanding, analysis, and practice in the field covering a broad range of topics, such as ethics, governance, diversity, and power. The first section, Philosophical and Theoretical Foundations, includes a range of sociological, political and linguistic approaches to examining ideology in an educational context. The second section, Ideologies of Research (...) and Teaching, includes examinations of neoliberal and technological effects on research and teaching, as well as ideological shifts and challenges, in the West and in Eastern Europe. The last section, Contemporary and International Issues, includes critiques of social media, neoliberal impact on schooling, managerial leadership, university ideologies in Finland, the rationalisation of universities, and the impact of administrative ideologies on school systems. The book will appeal to researchers, practitioners, policy-makers, academics, as well as post-graduates in educational administration theory, and related courses in the ethics and politics of education, educational leadership, and organisational studies. (shrink)

In the past 40 years there have been a number of significant developments across the fields of educational administration and history. In this volume, the authors have selected a number of key issues to illustrate and trace these changes. The seven articles by leading scholars in the field offer an analysis of contemporary educational administration, history and policy debates and how this has impacted on teachers, leaders, schools and the education sector. This book offers readers a (...) valuable insight into continuing and contemporary debates in the field and the authors offer a refreshing interpretation of these debates. This book provides a rich analysis from a range of theoretical, methodological perspectives and highlights the extent to which these debates remain a contemporary concern. This book was published as a special issue of the _Journal of Educational Administration and History_. (shrink)

In the past 40 years there have been a number of significant developments across the fields of educational administration and history. In this volume, the authors have selected a number of key issues to illustrate and trace these changes. The seven articles by leading scholars in the field offer an analysis of contemporary educational administration, history and policy debates and how this has impacted on teachers, leaders, schools and the education sector. This book offers readers a (...) valuable insight into continuing and contemporary debates in the field and the authors offer a refreshing interpretation of these debates. This book provides a rich analysis from a range of theoretical, methodological perspectives and highlights the extent to which these debates remain a contemporary concern. This book was published as a special issue of the _Journal of Educational Administration and History_. (shrink)

During the last couple of decades, there has been an expansion in a number of related and overlapping fields producing evidence of covert activities: toxic cultures, destructive leadership styles, micropolitics, ethical problems in organisations and administration, abusive power and authority, and many other topics of dysfunctional management and leadership studies that frequently make reference to secretive and deceptive behaviour.In this book, Eugenie A. Samier draws on a range of disciplines including education, psychology, administration and management studies and organizational (...) theory to provide a comprehensive examination of the ways in which organisational leaders and administrators carry out their roles in a secretive or deceptive manner. Samier presents a theory of covert administration that can be used to:provide an analysis and interpretation of secretive and deceptive activity inform decision-making both theoretically and practically offer a means of diagnosing errant management using secretive and deceptive practicesprovide a general set of guidelines for determining when clandestine activities may be legitimate and moral. Alongside a detailed presentation of the theory of covert administration, the book explores covert administration in practice, factors leading to it, and the results of attempts to combat its many forms. It will be key reading for researchers and postgraduates with an interest in the field, as well as administrators and policy makers. (shrink)

The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded. The book is divided into (...) three sections. · Section I examines various philosophical traditions in aesthetics as they inform administrative life, focussing on major modern traditions arising from Kant, romanticism and Nietzsche, Collingwood, the pragmatic school, and critical theory. · Section II explores four aesthetic sources for administrative critique - architecture, literature, film, and movement - as they serve both to understand the social construction of administration and leadership and provide a critique of values, roles, power and authority. · Section III examines more topical and applied problems of charisma, heroism, and authority in practice, concluding with a discussion of the aesthetic analysis of politics and power within the context of contemporary educational administration and leadership theory. While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on the creation, use and abuse of administrative and leadership authority from the writings of Plato through to contemporary theory. This book should appeal to school administrators and leaders and those aspiring to these roles. (shrink)

Based on over twenty years of empirical and intellectual work about knowledge production in the field of educational administration, I examine the origins and development of the canon, methodologies and knowledge workers in England. I focus on the field as being primarily concerned with professional activity and how and why this was established from the 1960s, and the way knowledge workers have variously positioned themselves over time and in context. Using a case study of knowledge production at the (...) time of the New Labour governments (1997—2010) I show how the emphasis on activity has left the field vulnerable to colonisation by markets and private interests, but how policy studies continues not only to reveal this but also to provide a model for how engagement with the social sciences can be productive. (shrink)

The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories where there is a demand that a theory needs to be context relevant, but also comprehensive. The solution is to allow context (...) to determine the scope of comprehensiveness. Second, the paper develops an argument structure employing a coherentist epistemology for how ethical claims can be incorporated into administrative theories. Finally, the paper, drawing on research in neuroscience, argues for the relevance of emotion in rational decision-making. Contrary to the belief that emotion compromises rationality, the paper argues that it is essential for rationality. (shrink)

The point of scientificity, or pos,represents a place in history whereeducational administration was founded as ascience. A pos creates a field of memoryand a field of studies. A pos isepistemologically sustained in its claim forscientific status by a line of demarcation orlod. A lod is supported by truthclaims based on various forms ofcorrespondence. As these forms have beeninterrogated and abandoned, correspondence hasgiven way to coherentism and finally to testsof falsification. As falsification has shownto contain serious flaws when compared to (...) theactual history of scientific discoveries, theentire project of a distinct and unitaryfield known as educational administration isseriously cast into doubt. Contemporaryexaminations in educational administrationdiscourse show that even when the lod hasbeen undermined by epistemological shifts, theinitial pos has remained to supportclaims regarding the project of a ``science ofleadership.'' The analysis contained in thisarticle show, however, that when claims of thelod are demonstrably unsustainable, theinitial pos must be similarly abandoned. With that collapse the concept of a fieldis likewise effaced. The epistemologicalalternative is to envision fields ofstudy which do not require a lod, excepton a longitudinal basis to ascertain whether aresearch program shaped and sustained by it isprogressive or regressive. In short, there areno aprori meta-criteria to separate sciencefrom non-science in educationaladministration. (shrink)

The emergence of postmodernism has stimulateddiscourse on the potential for using reason tocreate a just society. The discourse hascaused confusion and dissension in the field ofeducational administration as scholars seek tofind a means to blend concepts inherent in themodern and postmodern. The works of JürgenHabermas provide a means of dealing with thisdilemma and have some specific applications tothe practice of educational administration.

In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we examine how an ontology of practices might inform our (...) understandings of leadership in educational organizations, and we conclude by exploring some implications of an ontology of practices for the study of educational administration. (shrink)

The purpose of this article is a critical reflection on the field of educational administration and its varied and often conflicting epistemologies. It is argued that the field of educational administration is a community of diverse epistemologies. Although epistemological heterogeneity has been persistently vilified by both theorists and pragmatists with their own discursive agendas, it is this precise environment of critical dialogue and diversity that is conducive to new frontiers in the field. A phenomenology of recognition (...) is thus presented as a showcase for the possibility of approaching and expanding the field topically rather than treatise-like generalizations at the macro level, which are mostly dated discussions on philosophy of science. The principal value of the article is showing alternative pathways—not limited to the discussions about theory of recognition—to new frontiers in educational administration by demonstrating the possibility of thematic theory developments in the field and defending the diversity of existing epistemologies in the field as an asset rather than a liability for further development in the field. (shrink)

Whereas epistemological debates raged in educational administration during the Theory Movement, or inspired by intervention from Thom Greenfield, Richard Bates or Colin Evers and Gabriele Lakomski, epistemology and the quest for the scientific study of educational administration has somewhat diminished in the era of managerialism and the pursuit of research that has a direct impact on practice. Theoretically informed by the work of the French sociologist Pierre Bourdieu, I seek to re-engage with the epistemological preliminaries of (...) scholarship in educational leadership, management and administration. In doing so, I argue that administration is central to our way of seeing the social world and raise questions about the embedded and embodied nature of the educational administration scholar and what this means for scholarship. A social ‘scientific’ approach to educational administration, as advocated for in this article, must break free of the ambition of grounding in reason, the arbitrary division of the social world and instead, take for its object, rather than getting itself caught up in, the struggle for the monopoly of the legitimate representation of the social world. (shrink)

Educational Legislation and Administration of the Colonial Governments is an unchanged, high-quality reprint of the original edition of 1899. Hansebooks is editor of the literature on different topic areas such as research and science, travel and expeditions, cooking and nutrition, medicine, and other genres. As a publisher we focus on the preservation of historical literature. Many works of historical writers and scientists are available today as antiques only. Hansebooks newly publishes these books and contributes to the preservation of (...) literature which has become rare and historical knowledge for the future. (shrink)

Followership is an important but understudied domain. This study adopted a follower-centric perspective to examine the internal process by which followership affects creative performance via work autonomy and creative self-efficacy. The study employed a 3-wave survey of 341 employees of a Taiwanese university to achieve the research purpose. This study showed that effective followership is positively associated with employees’ work autonomy and creative self-efficacy. Work autonomy and creative self-efficacy mediate the relationship between effective followership and creative performance. This study’s empirical (...) findings provide an improved way of measuring followership and broaden our understanding of how followership triggers intrinsic motivation to facilitate creative performance. (shrink)

The study aimed to identify the role of administrative procedures and systems in enhancing the performance of the educational institutions in the Islamic University in Gaza. To achieve the research objectives, the researchers used the analytical descriptive approach to collect information. The researchers used the questionnaire distributed to three categories of employees at the Islamic University (senior management, faculty members, their assistants and members of the administrative board). A random sample of 314 employees was selected and 276 questionnaires were (...) retrieved with a recovery rate of 88.1%. The Statistical Analysis Program (SPSS) was used to enter process and analyze data. The results of the research showed a positive role for the administrative procedures and systems in enhancing the performance of the Islamic University from the point of view of the members (senior management, teaching staff and their assistants and the administrative body), where the relative weight of all the paragraphs (73.728%). The analysis of the results revealed that the administrative procedures at the Islamic University in Gaza are used to an acceptable degree. The relative weight of all the paragraphs is 70%. This indicates a relationship between administrative procedures and regulations and the performance of the Islamic University in the Gaza Strip. The study found that there was a good degree of approval from the sample regarding the administrative procedures and their relationship to the job performance. There exist a sufficient degree of powers to the deans and department managers to carry out their tasks, with the use of plans as control tools. And that there are rules and procedures provided for decision-making in the University Council. It also has full powers to manage the university to improve the teaching and learning environment. The researchers also recommended a number of recommendations, including the need to follow up on the procedures and systems of management and update them continuously in the light of changes that may occur and to ensure the existence of a strong system of electronic information systems within the university. There is a need to provide mechanisms for obtaining information about the surrounding external environment, and effective mechanisms to provide managers with the necessary information in a timely manner. The importance of providing channels of communication that enables staff to communicate information about any violations and breaches. The study also recommended the follow-up, review, procedures and administrative systems, and work to modify them in line with the mission of the university and the objectives that the university seeks to reach. (shrink)

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities. The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented (...) agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field. Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders. (shrink)

This book examines leadership strategies that allow administrators to be proactive, visionary, and flexible while increasing collaboration, open communication, and closely integrating theory and practice to ensure successful administration in higher education settings.

As well as being a history of administrative staff colleges in the UK, Australia, New Zealand, Pakistan, India, the Phillipines and Ghana between 1948 and 1984, the colleges' contribution to the development of effective managers is evaluated.

As well as being a history of administrative staff colleges in the UK, Australia, New Zealand, Pakistan, India, the Phillipines and Ghana between 1948 and 1984, the colleges' contribution to the development of effective managers is evaluated.

Collected essays from a symposium on the prominent issue of conscience and how it is related to Catholic education.

First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.