The following themes integrate the collection of papers presented in this issue: ethnographic approaches; the importance of the teacher's role as arbitrator; the necessity to study firsthand the interaction of teachers and students; and the need not to separate the classroom from its larger institutional and social settings. (Author/MC)

Tests a scaling instrument that measures an individual's power in four communication situations. Shows that positive and negative personal power and reward power are three stable factors accounting for seven-tenths of the total variance. Supports the hypothesis that perceived interpersonal power varies across communication contexts. (RL)

In reviewing a study of elementary urban school teachers, the author points out how the bureaucracy of education stifles teachers' ability to develop an internalized locus of control and leads to disenchantment and alienation. Giving teachers authority to act in their areas of expertise while decentralizing the educational power structure will…

Two central features of Australian universities are a strong research base and structural organization reflecting a close relationship between teaching and research. Current policy deliberations have produced research policy recommendations for increased centralization, coordination, selectivity, and concentration of research and funding that are…

In an attempt to restore confidence in a governance structure tarnished by an ongoing football scandal, Southern Methodist University has abolished its board of governors dominated by Dallas businessmen and will consider a permanent and substantial restructuring plan. (MSE)

Examines the question of whether faculty or librarians should have primary responsibility for collection development in academic libraries. The findings of recent collection evaluations are presented, and the need for cost effective collection policies that combine the expertise of faculty and librarians is discussed. (16 references) (CLB)

Discusses how two teachers of freshman composition attended each others' classes as observers for a semester. Relates the discoveries they made about their teaching styles and distribution of authority in the classroom between teacher and students. (SRT)

In Hammond, IN, the hierarchical structure of authority typical of most school districts is on its way out. With school based committees making more decisions, teachers are having a say in all matters that affect them and their students. Includes an interview with teacher and union leader, Patrick O'Rourke (Author/LHW)

Substantial and rapid changes in administrative structure and governance have been effected in Portuguese universities in recent years, characterized by democratization and increased institutional autonomy. (MSE)

Decision making was studied in 55 public secondary schools in New Jersey. Aston's methodology was used and showed that principals who shared decison making had teachers who were more loyal, satisfied, and described the authority structure as less rigid. A distinction was made between delegated and joint decison making. (author/dc).

Information is seen as a "crucial resource," and what this portends for citizenship and the education of citizens is discussed. The erosion of hierarchies, power and participation, education for integrative thinking, and core curriculum are addressed. (MLW)

The chief academic officer (CAO) must be prepared to deal with a variety of developing relationships, priorities, problems, and potentials. CAOs who survive and are successful must monitor development in many directions. (Author/MLW)

The need for change in Australia's higher education system is examined in terms of (1)the responsibilities and functions appropriate to the institutions and sectors, and (2)how each sector's success or failure in meeting its responsibilities can be gauged. (MSE)

The structure of the law school curriculum is a product of the structure of the law school faculty, which may explain why the law school curriculum neither has changed very much over the years, despite repeated calls for reform, nor will change much in the future. (MSE)

The status of faculty collective bargaining in Canada is compared with that of the United States, and it is suggested that, although U.S. political action in favor of faculty and higher education in general is more advanced, Canadian collective bargaining is substantially ahead in its scope and effects. (MSE)