The author discusses the self-actualization and self-growth of staff members within an organizational setting. Staff aspirations and the various factors which determine their satisfaction or frustration are discussed. (SE)

There are five phases in the development of accommodative behavior between teaching and administrative personnel, from the initial stage of teachers organizing into a bargaining unit through the final stage marked by high levels of both individual and organizational cooperation in administrative decision making. (Author/SJL)

Addressed are the issues of government/school relationship and the increasing centralization of postsecondary education. Drawing from the experiences of foreign countries, the value of institutional differentiation, and the need for planning and autonomous action for differentiation, coordination, and change are discussed. (JMD)

Attempts to define the most crucial forces impinging on educational systems that will be affecting all educational enterprises until close to the opening of the 21st century. (Author/RK)

Some of the management problems resulting from college and university faculty unionization are discussed, including tenure, compensation, productivity, and institutional governance. Difficulties experienced in some New England institutions are mentioned, especially regarding economic survival.

Technical capability, a resource needed by citizen groups, can usually be found. The uncertain political authority for decision-making given to citizen groups is a more serious problem. Local groups must learn where their project fits into the local political scheme. (EM)

Literature from the broad field of administration was examined by the authors for clues to pressure groups and other factors operating in policy- and decision-making situations in vocational education administration in schools. Eight major sources of pressure and ways that administrators respond to them are given. (MF)

Discusses the hidden curriculum of values and assumptions which equals the academic curriculum in importance because it forms attitudes which define the relationship between adults and children. Recommends a return to democratic traditions and values as the basis for educational improvement. (Author/DB)

Based on experiences at the Toronto Board of Education, the author comments on a paper criticizing the role and decision-making processes of another Canadian educational board. (GW)

Suggests that the relationship between policy outputs and community power may be more fruitfully conceived as variable, depending on the type and characteristics of the policy in question. (Author/AM)

Complex social changes and criticisms of schooling have had an impact on the authority of the teacher in the classroom. (JD)

Current decision-making practices at a sample of institutions offer suggestions about desirable faculty and administrator roles in the planning process. (Author/LBH)

Based on 1,198 responses from chairmen in 38 state universities, this study focuses on the perception of chairmen on where major decisions are made (university, college, or departmental level), characteristics of departments by academic field, and selected personal attributes of chairmen. (Author/LBH)

Calls for speech, language, and composition professionals to take up the unfinished business of the Committee on the Students' Right to Their Own Language, bring to fruition the Ann Arbor ruling, and move to counteract reactionary sociolinguistic forces. Proposes a three-pronged national language policy. (FL)

The need for measurement of management productivity among research administrators is discussed. Some major problems of subjective assessment of management productivity are examined, and five ways managers can assess and improve their own and others' productivity are proposed. (MSE)