1.) Theory Learning Goals:
a.) Understanding theoretical perspectives in academic administration, finance and management including the Microtechnique constructions TORI and noesis as well as some organizational principles from General System Theory Squared, GST2, (GST2 by Lindblom). The course is in exploration of complex systems thinking (Microtechnique) (in The Psychology of Administration and Management and includes elements from The Psychology of Consciousness for the purposes of hypothesis foundation and elements from General System Theory Squared (GST2) for method.
b.) Assessment and appraisal of Microtechnique scholarly research and writing in areas of psychology.

2.) Learning Goals:
a.) General application of psychological theory in Microtechnique management.
b.) Reflection on application of Microtechnique theory and design methodology in theoretical research and action research including practical investigation of ideas, norms, and change strategies in Management.

Jeffery Pfeffer (1977) argues that three problems with emphasis on leadership as a concept can be posed: (1) ambiguity in definition and measurement of the concept itself; (2) the question of whether leadership has discernable effects on organizational outcomes; and (3) the selection process in succession to leadership positions, which frequently uses organizationally irrelevant criteria and which has implications for normative theories of leadership. The argument here is that leadership is of interest primarily as an phenomenological construct. Leaders serve as symbols for representing personal causation of social events. How and why are such attributions of personal effects made? Instead of focusing on leadership and its effects, how do people make inferences about and react to phenomina labeled as leadership?

This paper reports upon a study on the effectiveness of participatory school administration, leadership and management (PSALM) as perceived by 282 stakeholders in one school division in the Philippines. The study also examined the correlation between the indicators of PSALM effectiveness and the trust levels of the stakeholders. Questionnaires were used to gather data and responses were tabulated and analyzed using the SPSS. Findings show that the following indicators of PSALM effectiveness were significantly related to the stakeholders? levels of trust: usefulness of committee structure, satisfactory composition of the advisory school council (ASC), adequacy of information for ASC decision-making, adequacy of time for doing ASC business, ASC influence on teaching and learning, and overall ASC functioning. It is suggested that school leaders wishing to enhance the levels of trust among the stakeholders in their schools should consider these indicators of PSALM effectiveness in carrying out their leadership duties and responsibilities.

The 2002/2003 Seton Hall University (SHU) ELMP (Education Leadership, Management and Policy) Department objectives included developing a "learning community" or Community of Learners (COL) framework for ELMP to advance a research and scholarship culture and have a "researchable" element.
The Department developed a framework and concept paper to get started. Secondly, such a plan should be useful to meet NCATE Standard 5 to document faculty qualifications, performance and development. The ELMP working draft drew heavily from Boyer (1990) Scholarship Reconsidered to expand traditional ideas of "scholarship" and blend them into the COL. ELMP faculty reviewed and revised the paper and incorporated the COL in the ELMP Strategic Plan (8/05).
This paper explains the evolution of the COL, including the rationale, definitions and outcomes from the pilot usage. Initial indications are that ELMP faculty, students, and others are working collaboratively in the COL, which is the basis of expanded scholarship efforts.

Increasingly, education schools are being blamed for intractable social problems they did not create and cannot solve. They have been faulted for the quality of the people who choose to become teachers and administrators. They have been blamed for the woes of low-performing schools and school systems. They have been criticized for their inability to close the achievement gap between the most advantaged and most disadvantaged children in America. No other professional school is held similarly responsible.

You know what the rights and duties of the spouses are and what types of marriage contracts exist. You explain your point of view on this matter.

The author describes his initial introduction to school board service. The historical context in which the author became a school board member is described as a means of highlighting the challenges that he faced as a new board member as well as the challenges that public education faced in the early and mid 1980s in a southern state.

Stories and anecdotes are presented that illustrate the importance of an excellent board-superintendent relationship. The duties and responsibilities of a school board are discussed with an emphasis on the line of demarcation between the duties of a board and those of a superintendent. Suggestions are also offered regarding strategies for effectively presiding at a board meeting, including handling executive sessions. Board member ethics are also discussed with examples.

A major recommendation, or mandate in some cases, handed down to principal preparation programs from accrediting agencies, state certification departments, or other bodies, is to prominently include school districts in the program. This might include Advisory Councils that include public school administrators, involving districts in the selection of mentors for fieldwork experiences, or other such efforts. The authors’ university has also included public school administrators in another, unique, way. After replacing the traditional, program-ending comprehensive exam with an oral portfolio defense, public school administrators were invited to participate on the defense panel. A focus group of administrators who participated as panel members was facilitated to determine their opinions on a number of questions related to program quality, the defense format itself, and the overall quality of candidates. The focus group provided meaningful information resulting in recommendations for making the program and the oral defense process even stronger.

SchoolTool is a Shuttleworth Foundation project to develop a common global school administration infrastructure that is freely available under an Open Source licence.

This article attempts to capitalize on the current efforts to examine the traditional discourse, to consider one that focuses on ethics, to examine resistance to alternative discourses, and to provide a tentative educational administration curriculum model that reflects ethics at the core of everything that is taught in educational administration preparation programs. We begin with an examination of the administrative narrative as it informs current discourse. We discuss the roles of administrative condescension and educator complicity in perpetuating the narrative. Finally, we present an educational administration curricular model using Phenix’s (1964) Realms of Meaning in an attempt to satisfy the requirement that ethics move to the center of the educational administrative narrative.

This course is intended to be an extension of course 15.902, Strategic Management, with the purpose of allowing the students to experience an in-depth application of the concepts and frameworks of strategic management. Throughout the course, Professor Hax will discuss the appropriate methodologies, concepts, and tools pertinent to strategic analyses and will illustrate their use by discussing many applications in real-life settings, drawn from his own personal experiences.

Patterns of classes, grades, and test scores were studied in 3 successive graduating classes of a mid-western suburban high school. Descriptive statistics indicate that the prestigious college group had the highest mean scores on 23 variables. Descriptive discriminant analysis revealed the most influential variables were cumulative grade point average and the total number of advanced courses taken. These data can be collected on a local template and used for future decisions among parents, students, and counselors. The roles of the school counselor, building principal, and superintendent all need to be aligned so that the appropriate authority and responsibility can be used to service parents and students in making educational decisions. In order for this role alignment to occur, leadership initiative must flow from the superintendent through the building principal to the guidance counselor. Administrators must be catalysts in ideation while working with the counselors to serve families in their community.

Educational management is a field of study and practice concerned with the operation of educational organizations. The present author has argued consistently that educational management has to be centrally concerned with the purpose or aims of education. These purposes or goals provide the crucial sense of direction to underpin the management of educational institutions. Unless this link between purpose and management is clear and close, there is a danger of "managerialism . . . a stress on procedures at the expense of educational purpose and values". "Management possesses no super-ordinate goals or values of its own. The pursuit of efficiency may be the mission statement of management -- but this is efficiency in the achievement of objectives which others define"

Administrators are often faced with making very hasty, crucial decisions. The results of these decisions affect the lives of children; therefore, any administrative decision must consider all indirect and direct effects on the children. As an administrator, I believe that using integrated thinking will create favorable outcomes for many educational issues. I want to reflect on three issues administrators face: curriculum, parent conflicts, and scheduling.

This article explores the possibility of providing potential administrators an opportunity to practice and perfect their administrative skills before they face the challenge of the “real world.” Other professions have practice fields. Why shouldn’t we have administrator-training programs?

Management methods of relevance to public transportation systems. Topics: strategic planning management; labor relations; maintenance planning and administration; financing; marketing and fare policy; and management information and decision support systems. Shows how these general management tasks are dealt with in the transit industry and presents alternative strategies. Identifies alternative arrangements for service provision, including different ways of involving the private sector in public transportation.

A survey subject of current concepts, theories, and issues in strategic management of transportation organizations. Provides transportation logistics and engineering systems students with an overview of the operating context, leadership challenges, strategies, and management tools that are used in today's public and private transportation organizations. The following concepts, tools, and issues are presented in both public and private sector cases: alternative models of decision-making, strategic planning (e.g., use of SWOT analysis and scenario development), stakeholder valuation and analysis, government-based regulation and cooperation within the transportation enterprise, disaster communications, change management, and the impact of globalization.

Through a combination of lectures, cases, and class discussions the subject examines the economic and political conflict between transportation and the environment. Investigates the role of government regulation, green business and transportation policy as a facilitator of economic development and environmental sustainability. Analyzes a variety of international policy problems including government-business relations, the role of interest groups, non-governmental organizations, and the public and media in the regulation of the automobile; sustainable development; global warming; politics of risk and siting of transport facilities; environmental justice; equity; as well as transportation and public health in the urban metropolis. Provides students with an opportunity to apply transportation and planning methods to develop policy alternatives in the context of environmental politics.

At the completion of this lesson it will be clear how to apply for a travel visa and which administrative formalities will have to be completed to be granted a visa.