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The purpose of this paper is to understand how higher education institutions (HEIs) in developing countries can migrate their physical administrative work environment to a virtual platform to improve information management.

The paper employs an interpretive case study approach and a combined lens of activity and agency theories to understand how a developing country HEI attempted to improve its information management by migrating from a physical to a virtual administrative work environment.

The findings show how contradictions caused by role conflicts, administrative staff’s fear of elimination and external consultants’ limited understanding of administrative rules and procedures can hamper work environment virtualisation. Such challenges should be resolved in order to achieve a successful virtual work environment that supports timely and accurate information management.

The study is limited by its single case perspective in one developing country. However, future studies can compare the experiences of HEIs from developed and developing countries in order to account for contextual differences.

The study provides practitioners with insight into how to address conflicts between employees (as potential users) and external consultants during virtual system development and implementation. In particular, role conflict, fear of eliminating some administrative staff and consultants’ limited understanding of administrative work procedures should be resolved for successful work environment virtualisation.

The study is the first attempt to offer rich insight into the challenges associated with administrative work environment virtualisation for improved information management in HEIs, through the principal-agent relationship.

The main purpose of this research is to explore the differences in satisfaction dimensions between the academic and administrative employees in higher education institutions in a developing country, Turkey. In this research, a state university in Istanbul was selected as the case. A total of 291 academic and administrative employees of the institution participated in the research conducted using the method whereby participants answered an original questionnaire. According to the results of the research, it has been found out that there are certain differences in factors such as “colleague relations satisfaction”, “colleague competition level satisfaction”, “other work group satisfaction”, “professional satisfaction”, “work environment satisfaction”, and “salary satisfaction” with respect to the satisfaction of academic and administrative employees.

The aim of the paper is to theoretically and empirically explore the issue of well-being (WB) of female administrative employees who work on managerial positions at higher education institutions (HEIs).

This study is based on both literature studies and explorative empirical research conducted in Poland with the use of snowball sampling. It adopted a questionnaire authored by Parker and Hyett and covered 121 respondents.

Literature studies show that invisibility of work, low level of empowerment, increased stress, workload and expectations, reduced resources, high level of anxiety, fatigue and low level of vitality negatively impact the WB of HEIs’ administrative staff. The presented research provides insight into the internal structure of the administrative staff’s WB. Both the main construct (i.e. employees’ WB) and its subconstructs are on moderate level. Respondents’ age and tasks performed are correlated only with the subconstruct of WB in the form of intrusion of work into private life.

Although the research is not based on large sample, it provides both practical and theoretical implications.

Most of studies discuss the issue of WB of scholars. The paper fills the research gap in terms of examining female administrative employees who work on managerial positions at HEIs.

Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school’s administrative context is associated with the focus and frequency of novice teacher-mentor interactions.

By estimating logistic regression models, the author identified the association between novices’ perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors.

When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum.

Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context.

In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring.

This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring.

Understandings of administrative practice do not seem to reflect the current status of administrative practice, and when administrative practice is conceptualised as an iceberg it becomes clear that much of this knowledge was derived through the application of the research method structured observational studies. However, argues that the application of this research method in an unstructured form is where greater insights and more current knowledge of administrative practice can be gained.

Despite the widespread use of teams and extensive research regarding school‐based teams, there is a paucity of research regarding team‐theory applied to high school administrations. This paper aims to explore the team structures and conditions of a public high school administration that has demonstrated success with a heterogeneous student population.

This is a case study employing multiple approaches within a qualitative particularistic case study methodology. The participants were the members of a public high school administration, plus the employees of the school. The study used surveys, semi‐structured interviews, and coded observations to examine the structures and conditions of the administration as a team.

The findings suggest practical strategies of value to school leaders seeking to increase the likelihood for administrative team success. A qualitative case study of a public high school administration revealed the presence of five enabling conditions and structures of high performance teams (HPT): real team, compelling direction, proper work structure, supportive context, and expert coaching.

This case study is limited to one participant school and the size limits the findings and may not be representative of the population of all public high schools. In addition, the findings warrant additional research that includes a broader, more extensive, and diverse population.

The findings in this research are of practical value to school leaders seeking to increase the likelihood for administrative team success.

This paper extends a model examined in other industries to education, and has both practical and theoretical value. The exploration of critical structures within a high school administrative team is new and its practical applicability increases its value.

The purpose of this study is to examine degree of job satisfaction of the University of Athen’s (UOA) administrative staff, specifically regarding the workplace and its impact on their productivity.

Questionnaires were distributed to 160 administrative personnel of the UOA. The study entails descriptive analysis, independent samples t-tests, ANOVA, Pearson correlations (two-tailed) and regression analysis of the data collected.

The results indicate that the UOA’s administrative staff is dissatisfied with most aspects of their workplace, which is characterized by an inability to encourage and support new forms of office work. This scenario was also found to have a negative effect on productivity. In addition, regression analysis showed that satisfaction with the workplace is a significant predictor of employee productivity.

A limitation of this study is that the sample was not from the UOA administrative staff that works in more recently constructed office buildings away from the Athens city center. Further investigation would also be needed to identify possible differences in satisfaction with the workspace and its impact on productivity, based on demographic characteristics, such as the level of education and years of employment.

The research results may be useful to public institution administrations like that of the UOA, as it highlights changes in the workplace which can have significant impact on employee job satisfaction and productivity, and consequently, the efficiency and effectiveness of the services provided.

This study examines aspects of the workspace of a public organization regarding their individual attributes. Given that the existing Greek literature in this field does not contain a discussion on the impact of the workplace on job satisfaction and productivity as far as the public sector is concerned, this paper may contribute to a smoother and more efficient provision of services from its organizations/institutions.

Herbert Simon's major contribution to decision‐making theory is the concept of “satisficing”. This was first posited in Administrative Behavior, published in 1947, and the book, concerned as it was with establishing a scientific approach to administrative theory, puts forward an adjustment of then‐current economic theory, which viewed administrative choice as a process of maximising. While, over the ensuing decades, Simon adjusted his definitions of both “economic man” and of “satisficing” in several subsequent publications, the original exposition of these was a major contribution to the area of administrative theory. An attempt has been made here to explore what circumstances might have led Simon into putting forward the concept of “satisficing”.

Presents the thoughts on decision processes of Chester I. Barnard, one of the century’s greatest management theorists. Includes his classic article, “Mind in everyday affairs”; his unpublished book, “The Significance of Decisive Behaviour in Social Action”; his correspondence with Herbert Simon, and significant comments found in his personal papers.