Ways in which the fragile nature of the authority to teach can be damaged or disturbed are explored. Teachers need to reflect on specific classroom practices and consider how patterns of expectation may condition their effective authority. (CB)

Considers recent developments in critical-interpretive approaches to organizations by examining the relationship between power, ideology, and organizational narrative. Discusses organizational narrative as one of the principal symbolic forms through which organizational ideology and power structures are both expressed and constituted. (NKA)

Value judgments are central to the process of stakeholder-based evaluations. The selection of stakeholder participants involves a value judgment about the power and the legitimacy of the stakeholders. Consequences of stakeholder evaluation may include pseudoempowerment. Suggestions for evaluators for improving stakeholder evaluations are made.…

This article explores the notion of knowledge as a freely exchanged commodity in advanced industrial and developing societies. The parallels and differences between the two types of society are highlighted. The distortions imposed in Nigeria upon knowledge as a result of dependency in the world economic order are examined. (MT)

Issues concerning the role of the humanities and humanistic education in public policy, social issues, and politics are discussed in the contexts of both More's "Utopia" and the contemporary political situation in the United States, emphasizing the importance of developing a humanistic approach to power. (MSE)

Focusing on theoretical and empirical relations among power variables, faculty job involvement, and college organizational effectiveness, a study found that power behaviors variously affect one's sense of job involvement and overall effectiveness of one's college. Implications for academic administrators' behavior are discussed. (Author/MSE)

Reflects on being selected as the first female head of the English department. Discusses the selection process (done at a poker game), women's academic advancement, power, and job related responsibilities. (EL)

Argues against the notion that teachers lack vision, asserting instead that the educational power structure and the realities of teaching every day prevent teachers from being heard or from realizing their visions. Suggests that those urging more outspoken involvement in educational improvement from teachers are overly optimistic. (PGD)

Higher education is preoccupied with the business world--its notions of reality, accountability, and style. A look at what the business world is really like and what lessons it has for the success of educational practice are presented. (MLW)

Staff nurses' perceptions of the formation of hospital policy and their role in policy formation are examined, with the assumption that knowledge about and involvement in the policy-making process are indicative of staff nurse authority and influence. (Author/MLW)

Presents an impasse resolution model for resolving teacher union negotiation impasses. It motivates citizens to participate in the bargaining process and provides an incentive to unions and administrators that makes the risks of failing to reach an agreement too substantial to disregard. (MD)

Italy's approach to political decision making, increasingly a process of trying to reach collective agreement without changing anything, has paralyzed higher education and is moving it out of the mainstream of European higher education. (MSE)

The implications of the recently authorized regionalization of university administration in Spain, with the possibility of autonomous communities taking on wide responsibility for higher education and scientific and technical research, are explored. Concern is expressed for potential loss of efficiency and effectiveness. (MSE)

Two crucial factors in collegiate athletics are identified: revenues and the innate human compulsion to compete. All of the problems of college sports are seen as being related to financial pressures, with an inequity existing between revenue-generating and rule-setting institutions. (MLW)

Describes four major dimensions that distinguish ways that different state education agencies (SEAs) relate to school districts and offers a typology of SEAs based on these dimensions. Argues that only a few SEAs are capable of fostering substantial and widespread improvements. (CMG)