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Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and addressing issues of race and racism to understand how People of Color are oppressed. Through rhetoric and legislative bans, this current anti-CRT movement uses race-neutral policies and practices to limit and eliminate CRT scholars, especially faculty members, from teaching and researching critical pedagogies and other race-based topics.

Through semi-structured interviews using Critical Race Methodology (CRM), the authors sought to understand how 40 faculty members challenged the dominant narratives presented by administrators through their responses to CRT bans. Additionally, this work aimed to examine how administrators’ responses complicate how faculty make sense of CRT bans.

Findings describe three major themes: (1) how administrators failed to respond to CRT bans, which to faculty indicated their desire to present a neutral stance as the middle ground between faculty and legislators; (2) the type of rhetoric administrators engaged in exemplified authoritarian approaches that upheld status quo narratives about diversity, exposing their inability to stand against oppressive dominant narratives; and (3) institutional leaders’ refusal to address the true threats that faculty members faced reinforced the racialized harm that individuals engaging in CRT work must navigate individually.

This study is one of the few that provide empirical data on this current anti-CRT movement, including problematizing the CRT bans, and how it affects campus constituents such as faculty members.

Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.

This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.

While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.

Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.

This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.

The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.

This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.

The COVID-19 pandemic prompted changes to the terms and conditions of teachers' employment (e.g. working conditions), leading school districts to renegotiate collective bargaining agreements with teachers' unions. However, limited research has examined how these negotiations occur in times of crisis. This study aims to analyze how school district and teachers' union administrators adapted workplace policies to meet staff and student needs during the COVID-19 pandemic by using a panel dataset of Memoranda of Understanding (MOUs) negotiated in 187 large US school districts.

The authors used the partial independence item response method to estimate MOU restrictiveness measures that captured the extent to which MOUs limited school administrator autonomy in setting the terms and conditions of teachers' employment. Descriptive analyses and ordinary least squares regression models showed how the scope of collective bargaining negotiations expanded during the COVID-19 pandemic, and how restrictiveness varied across school districts based on district and union characteristics.

Results showed that school district and teachers' union administrators increased restrictions on school administrator autonomy in the spring of 2020, but these restrictions decreased by fall 2021. The level of restrictions agreed upon varied based on the strength of teachers' unions and political partisanship of school districts. The COVID-19 pandemic led to an expansion of collective bargaining negotiations to include previously unconsidered topics such as employee and student health and remote instruction.

This study is one of the first to examine the modifications made to collective bargaining agreements during times of crisis by school district and teachers' union administrators. The findings suggest that there were considerable changes to the terms and conditions of teachers' employment during the COVID-19 pandemic, and that the strength of teachers' unions and political partisanship were associated with negotiation outcomes.

A central question of public administration is how political principals secure the cooperation of administrators within organisational frames and contexts; increasingly, rational influences are being considered alongside bounded rationality and non-rational influences. This paper aims to explore the intent of New Zealand’s Public Service Act 2020 in managing administrative behaviour.

The methodology is primarily ethnographic, combining emic and etic perspectives. A mixed-methods approach comprises participant observer field notes and meeting documentation, substantiated by official documents; documents were analysed thematically and triangulated with other data sources.

The Public Service Act introduces new bounds on administrative behaviour. The stated rationale for these changes reveals an attempt to set limits on the principal–agent relationship between politicians and administrators and causes predictable deviations from rational behaviour by cultivating public service motivation and a unified public service identity.

As the legislation in question was only passed in 2020, it is too early to definitively assess the ultimate impact of legislation on administrative behaviour. This case study demonstrates that behavioural approaches to public administration are being applied intentionally by governments. The choice architecture created in the case study blends rational, bounded, and non-rational influences. Together, this produces a bricolage of semi-relevant theories from other disciplines, especially psychology, to explain administrative behaviour. Further refinement is needed to develop a cohesive and comprehensive theory of administrative behaviour that can account for contemporary practice.

Administrators act as agents of political principals, within ethical and rules-based limitations and influenced by public service motivation and social identity. Shifting from implicit to explicit choice architecture does not negate possible tensions between bounds and can signal them more explicitly. Shared symbols are sometimes intended to influence identity and therefore adherence to behavioural norms.

This paper explores the manipulation of choice architecture as a viable strategy for altering behaviour for the better and, to the best of the authors’ knowledge, is the first known instance of choice architecture being “legislated in” rather than merely “showing through”. This study illustrates the blending of rational, boundedly rational and non-rational factors into a choice architecture for public administrators that help mediate the biases and challenges of principal–agent relationships (which form a cascade in New Zealand’s public administration system).

This study aims to examine how the organizational structure of arts groups and their administrative personnel’s socio-demographic attributes affect the working conditions of and create tensions for their staff. Recent discussion about the cultural industries and labor has pursued two strands – macro-level research expounds on the organization of cultural industries and labor market; and micro-level studies focus on the work and employment of cultural practitioners. Very few of them, however, articulate the relationships between the two levels. This study contributes to the literature with a multilevel framework that examines the interplay between the structural conditions and personal factors in which labor–capital relationships evolve.

This study applies a qualitative approach to collect and analyze data. It conducted 39 in-depth interviews with arts managers and administrators from a sample of 18 performing arts organizations across four performing arts sectors in Hong Kong, namely, drama, music, dance and opera. The stratified sample covers arts organizations of different funding models – the public “nationalized” form, the mixed-economy form, and the privatized form.

This study shows that the funding and organization model of arts organizations resulted in various forms of job structure, and that the practitioners’ socio-demographic background shapes their career expectations. The job structure and career expectations together affect the labor turnover and influence organization strategies.

This study’s methodological contribution lies on its application of a multilevel framework to analyze the relationships between the macro- and the micro-level factors underpinning the working conditions of labor in the cultural industries. Besides, it contributes to the discussion about “labor precariousness” with empirical evidence from a comparative study of arts managers and administrators from organizations across four performing arts sectors.

The purpose of this paper is to investigate power and its influence on the teaching assignment process and school-based decision making.

Qualitative interpretive design and thematic analysis were used. Semi-structured interviews were conducted with teachers and administrators.

Both teachers and administrators discussed power and social capital as components of the teaching assignment process. Teachers viewed the origins of their social capital differently than administrators and felt social capital was evident in school-based decision making and the teaching assignment process.

Participants were demographically rather homogeneous. Further studies with a diverse sample could examine race and gender as factors in the teaching assignment process.

This study demonstrates a need for administrators to examine how they consider social capital when distributing teaching assignments and involving teachers in school-based decision making. Administrators’ actions may result in teacher tracking, disadvantaging marginalized and at-risk student populations.

There is a clear disconnect between administrator and teacher understanding of the purpose and practice of teaching assignment distribution. Administrators were unaware of their own power, how they wielded it, and the effect it had on teachers.

Few studies have examined teacher–administrator power relations or the teaching assignment process at the secondary level. This study connects the teaching assignment process to social capital and power.

The purpose of this paper is to show how instructional rounds contributes to shared understandings and facilitates the development of relationships among administrators.

This mixed methods study draws on three years of data in a district engaged in rounds. Administrators annually completed a social network survey, which focussed on how often they interacted around instructional issues. Additionally, the authors conducted semi-structured interviews with a purposeful sample of administrators.

Administrators have increased their participation in and understanding of instructional rounds, as well as their understanding of district initiatives. However, results are mixed when looking at the quantitative data. While the theory of rounds suggests that the process would lead to increased interactions, the authors found a statistically significant decrease.

Implications include examining rounds as part of a district’s set of formal and informal structures. Also, results suggest further examination of how turnover impacts networks. Finally, expanding the number of interviews may present a more mixed qualitative experience of rounds.

As districts adopt initiatives based on observations, rounds can be used to support administrators’ growth in understanding these initiatives. Simultaneously, districts need to consider the purpose for both central office and building administrators and how those purposes align with protocols, norms, and practices they use.

This paper advances the empirical knowledge on instructional rounds, which has been gaining popularity, though little empirical analysis exists of the process, how its theory of action is enacted, and how administrators experience rounds.

In the past few years a new debate has started and blossomed among those concerned with British university administration. It has centred around the lack of specific provision of training for university administrators. This research is a reflection of this debate. In an attempt to provide, firstly, information which would facilitate the construction of a course appropriate for “middle grade” administrators and, secondly, knowledge of a more general kind on the weaknesses of present administrator training, the authors carried out an attitudinal survey by postal questionnaire of 52 university and university college institutions in Britain. Interest focussed upon the training needs perceived by middle range administrators. This information was used to construct a course for these administrators which was offered at the University of Bradford in September 1973. Further, biographical and attitudinal data were used to attempt to explain variations in perceived training need. A consideration of several propositions suggested to explain such apparent variations served to indicate the evident need for more training in these techniques, either through the perceived need of a majority of respondents, or through the respondents' self confessed lack of knowledge about the applicability of these techniques. The authors conclude with a call for more non‐survey data based research into training needs and the expansion of specific university administrative training in management techniques.

Based on the importance of citizen participation and the collaborative potential of online social media tools, this study tests four proposed influences on administrators who are deciding whether or not to adopt these tools to engage citizens. A survey of 157 department managers from large U.S. cities shows that 82% report using some form of social media to engage citizens and that perceived organizational influences and administrator preconceptions have the strongest impact on the respondentsʼ decision to adopt social media. Possible explanations for the results are that the use of online social media in the public sector may be following a similar path of adoption as earlier forms of e-government or managers may be operating in a rational environment when deciding whether or not to adopt online social media tools.

The increasing incidence of educator stress and burnout is cause for concern. Nonetheless, the findings of this Canadian‐based study indicate that school principals are experiencing less than average levels of Emotional Exhaustion and Depersonalization burnout, and an average level of Personal Accomplishment burnout. Work conditions most likely to contribute to burnout were work stress, work overload, a deteriorating sense of status and recognition, and unsatisfactory interpersonal relationships. The implications of the study are discussed in terms of both individual and organizational factors.