Advances a model of individual teacher power using data collected in three high schools. A teacher's power resides in his/her access to various persons, information, and material resources. The resulting dependency of administrators on these resources can allow teachers to influence behavior. (Author/CS)

Conceptual and ethical guidelines for institutional evaluation are proposed that reflect higher education's inherent ambiguity and conflict, emphasizing plurality in values and perspectives, dispersion of power, the need for early negotiations about the purposes and control of evaluation, the kinds of information needed, and access to it. (MSE)

Factors common to the budgeting process in all institutions and influencing the degree and quality of faculty participation are outlined, including governance, budget cycles, levels of review, expenditure plans, sources of revenue, and hidden costs. Suggestions are given for enhancing both the substance and the timing of faculty participation.…

This digest of assertiveness training research advises principals of their professional rights and recommends assertiveness techniques for maintaining authority over manipulative staff while preserving a collegial relationship. Such techniques as broken record, fogging, negative assertion, and negative inquiry are illustrated. (MJL)

Three issues are addressed: the nature of the disciplinary unit in higher education (department); the membership of the department, particularly the chairman and his role; and how changes such as open administration, a trend toward legal or quasi-legal settlement of conflicts, and accountability to government have affected department management.…

Reports the relationship between the teachers' participation in organizational decision-making and the perceived influence attributed to their administrative superiors, the principal and the superintendent. (Author)

Concepts developed by systems and organizational theorists are defined and used in a review of research on the structure of admissions in higher education. Relationships are identified among these influential factors: roles of those in boundary positions; administrative units; interorganizational associations; and institutional variables.…

A mixed method study using surveys and in-depth interviews was conducted with women school superintendents in four Midwestern states during the 1999-2000 school year to understand how they perceive their leadership skills, their uses of power in their positions, and how they generally talk about the job. Results of how the women perceived their…

This paper reviews composition textbook publishing. It is not enough simply to examine textbooks themselves, rather a methodology of institutional critique demands an examination of the institutions that create and perpetuate instructional materials. It is now more important than ever to examine not only the textbooks themselves, and not only the…

Many female administrators fear that white male culture will not allow them to be viewed as successful and powerful unless they behave as "ladies should." To explore such fears, this study examined the definition and application of power within the practice of women educational administrators. The purpose of the research was to construct a theory…

When a woman is promoted to an administrative role in a central office, her transition can be especially difficult. Aspects of the socialization issues resident in this experience, as revealed in a narrative study of one woman administrator's experiences, are reported. The narrative, drawn from journal entries made during the administrator's first…

Although interorganizational collaboration is becoming increasingly significant as a means of achieving organizational objectives, it is not an easy process to implement. Drawing on the work of authors with extensive experience, an accessible introduction to the theory and practice of creating collaborative advantage is presented in this volume.…

Discusses the findings of a comparative field study of 15 elementary districts within the urbanized area surrounding the city of Chicago, undertaken to generate information on the structuring of suburban school district government. (Author/JM)

Suggests that a rigorous comparison of expressed goals (both written and verbal) of black organizations with existing organizational designs indicates that the overall organizational structure is not only ineffective for the achievement of the expressed goals, but the overall structure is dysfunctional as well. (Author/JM)

Discusses the factors influencing teachers' membership in unions. (RK)