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The paper aims to describe the application of theoretical principles derived from a study of self‐organisation and complex systems theory and their application to school‐based capacity building to support planned change.

The paper employs a case example in a Hong Kong School to illustrate the application of the principles and discuss their potential to sustain the effect of capacity building in schools.. The descriptive case study is used to illustrate six theoretical propositions of self‐organization. The case is then unpacked using each of the propositions to illustrate the application of the theory to capacity building in a secondary school setting.

The case illustrates the way each of the principles are reflected in a design process undertaken by the school's principal and its leadership team to create a self‐organizing approach to capacity building.

The value of this paper is threefold. First it shows the way in which capacity building can be theorized for practical benefit in school settings. Second, the theoretical approach described in the case study addresses the longstanding and largely unresolved issue of the sustainability of capacity building efforts in school settings. The case analysis links theory to practical strategy that can be used by school leaders to design their own capacity building efforts that disperse control to the community, are sustainable, and self‐organizing within the school.

The paper seeks to present and assess a conceptual framework and methodology used by schools for engaging with change and determining the scope of change implementation.

The approach employs theories of paradigm change, border pedagogy, and border crossing to frame a school's engagement with the constructs of practice that represent its program of innovation. Documentary, survey, interview, and observation methods are used to gather data about four types of engagement with the constructs: aspiring, reporting, understanding, and practicing. The study applied the methodology to four schools recognized for their technological innovation and broader representativeness of the US educational establishment.

The methodology established the differential engagement of schools with change and identified a stable relative position of each school on a trajectory from aspiration to practice. These outcomes stand in contrast with findings derived from prevailing methodologies in terms of consistency of stakeholders' perspective within schools.

The discussion of findings occurs within the context of existing literature about site‐based school reform and the potential of the framework and methodology as a way to engage with change and innovation as well as account for its progress within schools. Limitations include the need for more widespread application of the approach in order to extend its generalizability.

The paper builds on the existing research in the area. It provides new theory and practice for engaging with site‐based innovation. A methodology is provided to assist school leaders and schools to engage, enhance, and evaluate their change processes.

Recent developments in information technology present the archival profession unprecedented challenges and opportunities to accomplish its principal goals and to fulfill its responsibilities for administering and making accessible the historical records in its custody. It also raises important questions regarding the basic tenets of archival theory and methodology. This essay explores the current status of archival automation on both the national and local level, and discusses its implications for the control and access of historical documentation:

The purpose of this paper is to offer a critical reflection on ideas that have been published in the Journal of Educational Administration over the last 50 years that present perspectives on the nature of educational administration and its various aspects, that are alternatives to the mainstream systems‐scientific view of educational administration.

The paper employs a standard analytic philosophy methodology with a focus on argument structures found in epistemology. The approach is to argue that the content and structure of administrative theories is shaped significantly by background epistemologies that determine the nature and justification of administrative knowledge

Epistemologies for both the traditional systems‐science approach to educational administration and a range of alternatives are identified and specified, and the most characteristic features of these approaches that follow from their epistemologies are described. The paper permits inferences about theory choice, and what approach is best, based on a discussion of the merits of the different epistemologies.

The principal value of the paper is to classify and demonstrate the most general features of the arguments that have been behind the large‐scale theoretical differences in the field of educational administration.

Companies that systematically and continuously put the right leaders in the right jobs outperform companies that don’t – by a wide margin. In this article, the authors argue that chief executives must recognize and act on the consequences of how they deploy their best managers.

This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological writing in the classical pluralist phase.

An intellectual history, including detailed discussion of key Fox texts, supported by interviews with Fox and other Biographical sources.

Fox’s radicalisation was incomplete, as he carried over from his industrial relations (IR) pluralist mentors, Allan Flanders and Hugh Clegg, a suspicion of political Marxism, a sense of historical contingency and an awareness of the fragmented nature of industrial conflict.

Recent academic attention has centred on Fox’s later radical pluralism with its “structural” approach to the employment relationship. This paper revisits his early, neglected classical pluralist writing. It also illuminates his transition from institutional IR to a broader sociology of work, influenced by AH Halsey, John Goldthorpe and others and the complex nature of his radicalisation.

This article is based on statements freely written by the parents of three adults with learning disabilities describing the transitions in the lives of these adults, and structured interviews with their general practitioner (GP). It highlights the emotional, psychological and personal problems of this group of carers and the need for more research into their support.

It has now become a normal part of the consumption journey for consumers to share their positive and negative service encounters with firms on microblogs such as Twitter. There is, however, a limited amount of research on service encounter microblog word of mouth (SEMWOM) and its impact on firm reputation from a receiver’s perspective. This study aims to understand the comparative effects of positive and negative valence SEMWOM on receivers’ perceptions of firms’ reputations and the factors that are particularly salient to receivers’ perceptions of firm reputation upon exposure to SEMWOM.

An experiment exposed 372 Twitter users to positive and negative valence SEMWOM. To determine whether changes in perception of firm reputation occurred on exposure to both positive and negative valence SEMWOM, participants’ perceptions of a range of US airlines were measured before and after exposure to the SEMWOM. To confirm the factors that influence the perception of reputation on such exposure, six structural equation models were created to determine the comparative effects of positive and negative valence SEMWOM among three electronic WOM media as follows: video, photo and text.

Both positive and negative valence SEMWOM affect receivers’ perceptions of airlines’ reputations on exposure. Furthermore, the factors that influence perceptions of reputation on exposure to SEMWOM vary depending on valence and type of media contained in a tweet.

Although consumers now routinely share their positive and negative service encounters with brands on microblogs, scant research has examined receivers of positive and negative valence SEMWOM, important actors in the microblog domain. This study addresses this research gap by empirically investigating the impact of both positive and negative valence SEMWOM on receivers’ perceptions of firm reputation upon exposure to it.

It has been suggested that localised attempts at change may fail because of organisational defences that are sustained through bureaucratic systems. Mental health workers face specific threats arising from the nature and context of their work. The resulting anxieties lead to defensiveness in the workers that may be supported by organisational structures and procedures. Attempts at changing existing patterns of work can increase anxiety and lead to more (rather than less) entrenched resistance in the form of organisational defences. As a result, the service received by patients may barely change. Four health service contexts are introduced here and psychodynamic processes operating therein are explored and contrasted.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.