Describes power structure of corporations functioning under Theory W in which single leaders, in partnership with trusted followers, achieve corporate success. Basis of this industrial structure is attributed to social and developmental structures of prehistoric man and city states. Dimensions of W, X, Y, and Z theories are discussed. (MBR)

Critically evaluates the theory of patronage and professional social movement organizations (SMOs) in interpreting the development of black insurgency between 1953 and 1980. Findings support and contradict the social contract theory. Professionalization was only one of many reasons for the movement's decline. (Author/PS)

Soon after desegregation, teachers and administrators of an urban school may be unable to escape or effectively protest deteriorating conditions. Their response includes shifting blame in several ways, depending on one's position and power. Blame strategies do little to solve problems and may exacerbate them. (LHW)

Britain's Parliament and Secretary of State are criticized for reducing both the Secretary's accountability to Parliament and Parliament's sources of information about postsecondary education with the recent abolishment of a government agency and a required annual report. (MSE)

Good college leadership requires a kind of collaboration, it is argued, and creative collaborative work is the best route towards bold and effective leadership. Defining leadership, leadership models, leadership as problem solving, and leadership as taking a stand are discussed. (MLW)

Planetary leadership (wanderers who seem to meander through their organizations making institutions work and change) can be a critical component of institutional change. Literature about management and organizational change is reviewed, and a case study of a major academic change at a public, suburban community college is discussed. (MLW)

The need for a new professional role for teachers that requires the participation of teachers and their unions in the center of school governance is discussed. The concepts of "shared authority" and " collegiality" are measures of professionalism that teachers want to assimilate into their school operations. (MLW)

Explores several factors central to crying among adult professional women including: origins of conflict between women's experience of emotional expression and "public" tears; gender-related differences in crying and responses to crying; role of reference groups in conflicting attitudes toward crying; and power in the workplace as…

Classrooms can serve as laboratories for experimenting with collaboration rather than win-lose conflict styles. Productive conflict tactics and patterns of interaction can be used for all parties to learn effective conflict management. (Author/MSE)

A comparison of the acts and arts of teaching and loving suggests some similarities: that teaching is a revelation of the self more than it is the use of professorial postures, that authenticity is more important than authority, and that trust is essential. (MSE)

Proposes that the role of the secondary school assistant principal should be studied in terms of the dynamics of basic political conflicts in schools. When seen as a polity, the school site is full of disturbances that can potentially expand into conflicts; the assistant principals' typical function is to respond to these disturbances. (KH)

Beginning with a historical review of the evolution of the superintendency in public education, this article focuses on mistakes made by superintendents in the early days of collective bargaining. Their attempts to act as intermediaries between boards and unions resulted in unions taking advantage of them to erode management prerogatives. (TE)

The system for financing higher education in West Germany is outlined, including the principles, organization, and procedures for resource allocation, state and university responsibilities, institutional governance and the roles of individuals and groups at various levels of governance, and institutional procedures for budgeting and auditing. (MSE)

In a discussion of the role and tradition of the university, it is suggested that we guard against simply institutionalizing the existing system of privilege, that the university's role is the cultivation of inquiring minds rather than professional socialization or advancement of faculty, that true collegiality is necessary in governance. (MSE)

Japanese universities are seen as the clearest example of faculty-controlled educational units in the world, in which internal factional struggles reach extraordinary levels. Factional strife probably lies behind the inertia of curriculum change movements at Japanese universities. (MLW)