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The relevance of the work is determined by the fact that administrative law appears as one of the significant factors influencing the development of both the public administration system as a whole and the processes of its reform that the Russian Federation has faced today. The authors show that if the relations of state administration are the subject of the administrative law’s influence (after all, it is they who are influenced by administrative and legal norms), then we are faced with an extremely important question regarding the character and specificity of the relationship between administrative and legal relations and relations of state management, on the one hand, and analysis of the concept of administrative and legal regulation of public administration relations on the other. This goal is important, given that the authors substantiate the relationship between administrative law and public administration through identifying the possibilities of regulatory influence on the part of administrative law on public administration relations.

Prospects for the further development of the study are the formation of an understanding that government is not limited to administrative law, but it cannot be denied that the regulatory impact of law in public administration is decisive, and therefore public administration is largely a state-legal category, although it is not limited to this.

So, having analyzed the above approaches and positions of scientists regarding the subject of administrative law, the authors believe that it can include any managerial activity of the state authority and local government bodies that does not directly concern the subject matter of another branch of law; is realized with the help of the executive-administrative mechanism (in this case the author does not consider the executive-administrative mechanism as an exclusive prerogative or a unique feature of the executive authorities, although, of course, he agrees that it is the most typical and characteristic feature for them); is realized within the framework of a certain state authority, local government or non-governmental organization (in case of delegating state powers to it) to ensure its proper functioning (internal management relations); is implemented outside the framework of a certain state authority, local government or non-governmental organization (in case of delegating state powers to it) and is directed to other (external) with respect to the relevant body or organization of entities (external organizational management relations); and is largely characterized by relative constancy and immediacy of implementation relative to the management object.

Prospects for the further development of the study are the formation of an understanding that government is not limited to administrative law, but it cannot be denied that the regulatory impact of law in public administration is decisive, and therefore public administration is largely a state-legal category, although it is not limited to this. At the same time, indistinctness and uncertainty about different ways of understanding public administration often generate negative effects both at the general scientific level and at a purely practical level (when it comes to the exercise of administrative powers by certain state authorities).

What do school administrators do when discharging their administrative responsibilities? How do they spend their days? Their weeks? Their years? What constitutes the basic content of their administrative behavior? Despite decades of research in educational administration, we are unable to answer these deceptively simple, but fundamental questions. This lacuna in the literature provided encouragement for pursuing this present study as a relatively untapped approach to describing and analysing the administrative behavior of school superintendents. The central problem of the study was to observe and describe the actual on‐the‐job behavior of the superintendent of schools so as to develop a composite view of his administrative behavior.

In this study the authors set out to investigate the nature of administrative control in school districts in general and the control processes and activities employed in instructionally effective school districts in particular. Nine control functions are identified which are assumed to affect student outcomes by influencing the culture and technology (curriculum and instruction) of schools. Data were collected from interviews of superintendents in 12 effective school districts in California. The findings revealed inter alia more district‐level control of principal behavior and site activity than anticipated; control functions that were pervasive and connected; a wide range of control mechanisms; and the key role of the superintendent in connecting schools and district offices.

The aim of the study is to determine the key development stages of small entrepreneurship in Belarus depending on the impact of reformative activity of authorities on socio-innovative activity of entrepreneurs. Also we seek to determine the projective behavioral strategies of entrepreneurs in the context of contradictory socio-economic processes in Belarus.

Historico-sociological approach to the development of small entrepreneurship in Belarus is based on the analysis of books, articles, official documents and official statistics available mostly in the Russian and Belarusian languages. Expert survey is used as the most effective method of survey to predict further development of small entrepreneurship. Within the framework of the activity-structure concept, (T. Zaslavskaya) combination of both approaches allows presenting quantitative and qualitative changes in business structures in order to coordinate socio-economic progress.

In Belarusian transition economy the reformative activity of the authorities is absolutely dependent on politico-administrative influence. That is why the behavioral strategies of entrepreneurs are formed as reaction-adaptive behavior under mounting pressure of state policy.

The results are primarily applicable for post-Soviet republics and countries with transition economy.

This paper implies that in post-Soviet economies like Belarus socio-economic integration of entrepreneurs is overly dependent on politico-administrative activity of the authorities.

This study includes two approaches: historico-sociological and expert survey as a forecasting method. This sociological approach gives the opportunity to characterise the continuity in behavioral strategies of entrepreneurs.

The purpose of this paper is to create a better understanding of the strategic management behavior of top managers in small, fast‐growing manufacturing firms.

Empirical data have been collected in Sweden through both a survey of the 100 fastest growing small firms during 2000 and the development five years after (2001‐2006), as well as through structured observations of the working days of top managers in six fast‐growing manufacturing small firms.

Managers in small, fast‐growing manufacturing firms are engaged in many different activities. However, a few activities tend to take the majority of their time. These activities are either operational (for instance, activities related to production, marketing and sales) or administrative (for instance, activities related to the firms’ personnel and to financial issues). Looking at the managers’ activities from a strategy management point of view, they spend very little time on strategic activities. This finding may explain why firm growth in many cases declines or even ceases.

The paper contributes to the theoretical and empirical literature on strategic processes in small, fast‐growing manufacturing firms by showing that the majority of their managers use a “simplistic strategy”. Such a strategy may imply that these managers find it difficult to alter their originally successful operational and administrative behavior in order to develop their firms. Such managers are “stuck” in a path dependency mindset, even though the growth of their firms requires that they adopt a more flexible management strategy.

The present study examined the potential and actual stress in terms of conflict and ambiguity, in the role of the elementary school principal. The investigation was focused on the pedagogical and the administrative domains of the principal's role. Data on the perceived ambiguity and conflict were collected by means of individually administered questionnaires to 65 elementary school principals in Israel. In addition, objective ambiguity was measured by content analysis of formal documents of the Ministry of Education. Results pointed at the existence of role conflict as well as that of role ambiguity in objective and in subjective terms. Activities which fell under the administrative domain contained fewer clements of stress than those in the pedagogic domain. It was concluded that role stress forced the principal to neglect his pedagogical duties in favor of the administrative duties.

The purpose of this paper is to understand the character of activities performed by project managers (PMs) in the early phases of product development in an interorganizational, multi‐project setting. The aim is to contribute to the extant literature on boundary work in projects by providing a typology of boundary activities and by presenting a conceptual model in which the relationship between these boundary activities is established.

This study is based on an explorative, in‐depth case study of a multi‐project setting where PMs assigned to three projects developed new products while simultaneously competing and collaborating. Each project's concept phase was followed by participative observations and ongoing interviews over a 15‐week period at two sites and in two countries.

It is understood that PMs in organizations collaborate and perform balancing activities. These balancing activities are part of a refinement process, which is created through three intertwined dimensions of boundary activities: administrative, sharing, and tuning. These, in turn, are constructed through complementary micro activities. These micro activities are politically colored and do not necessarily follow a prescribed and orderly path; instead, they are situation contingent and iterative in their character.

The character of boundary activities in coopetitive project settings should be further studied to better understand the early phases of product development.

The political dimension of product development activities in the early phases of product development should be acknowledged. By acknowledging the presence of politics, PMs will be more prepared to deal with the complexity and ambiguity that follows when trying to collaborate and compete simultaneously.

This paper takes a practice perspective and focuses on what people do in interorganizational new product development in situations characterised by coopetition.

This study explores the reactions of different categories of actors within a university setting (academics, administrative staff, governance members, and students) to implementing performance management system (PMS) changes. The paper aims to understand how these actors dealt with PMS change by discursively reconstructing their roles and positions at institutional and individual levels.

The authors use Foucault's (1972/1989) conceptualisation of regimes of truths to analyse the case of an Italian university. Interviews with individual actors took place in the period 2012–2020. The data were contextualised with other data from publicly available reports, internal documents, and archival material.

The paper identifies the challenges actors face dealing with contrasting discourses and draws attention to the paradoxical changes triggering resistance. However, the findings show that when circumstances allow a generative resistance, dissent can be progressively replaced with a commitment on the part of actors, achieving alignment with organisational strategy.

The study challenges the commonly held view of resistance as a dysfunctional force that impedes change. It emphasises the importance of focusing on actors to make resistance a generative force shaping change towards more negotiated and agreed positions. This has implications for academics and practitioners seeking to implement PMSs.

The purpose of this paper is to show how school principals in France spend their work time and when and under what circumstances they deal with school improvement-related matters.

For the study presented in this paper, a combination of quantitative and qualitative methods was used. Five French collèges (secondary schools) from one school district were visited for a week each. Each principal was shadowed, his/her actions and the context were recorded and categorized. The shadowing was conducted using a structured observation approach derived from Mintzberg. In addition semi-structured interviews were conducted with all principals. The data were analyzed following a grounded theory approach.

The results show how principals spend their work time and as well as possible areas of improvement. Among other things, they reveal very fragmented workdays. Most principals put a low emphasis on school improvement and struggle with conflicting expectations (preservation vs innovation). Shared leadership was only observed in one case.

The specificity of the sample limits the possible ranges of interpretation and generalization. Also, it remains unclear whether one week of observation per school is enough to get a reliable estimate of a principal's daily work. There is a need for further empirical studies of the matter.

This paper offers rare insights into the day-to-day work of French school principals. It contributes to the understanding of school leadership practice as well as to the transcultural understanding of school leadership.

In recent times, police policy makers have been encouraged to use public opinion surveys to identify, and target the allocation of resources to, activities that members of the public believe are important. However, these surveys have concentrated on the types of problems that the public would like addressed, and have not determined what types of activities they would prefer the police to be undertaking. In the present study, a comprehensive list of police activities formed the basis of a survey used to examine attitudes toward police priorities in Australia. Comparisons were made between police and public understanding of the police role, and between present and preferred priorities. The results suggest that the public has an understanding of policing which differs from that of police officers. However, the picture of what they want police to be doing is similar to that of the police, albeit giving higher priorities to almost all of the activities. Police managers may need to educate the public about the functions of the police service, emphasizing functions other than investigating crime and providing advice. At the same time, the police may need to alter their resource allocation and modify organizational structure and reward systems to encourage operational officers to be more involved in the activities that the public see as high priority. This should result in better ties with the community, a better understanding within the community of the police role, and more realistic expectations on both sides of the outcomes of policing.