Search results

1 – 10 of 12
To view the access options for this content please click here
Article
Publication date: 9 April 2018

Anna Saiti, Ian Abbott and David Middlewood

The purpose of this paper is to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system through…

Abstract

Purpose

The purpose of this paper is to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system through literature analysis and the management evaluation method of Organization and Methods (the O and M technique) and argue for a more radical change in, and greater scrutiny of, university governance so as to improve the efficiency and effectiveness of university operations and thus yield a more optimal satisfaction of social needs.

Design/methodology/approach

The paper employs the O and M technique in order to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system.

Findings

The “objective” is education and knowledge and there is no room for experimentation in the system. The higher education sector does not need experiments to develop further. Rather, it deserves cautious, creative and innovative consideration and needs a very distinctive treatment of national problems. No matter the policy orientation of the system, higher education policy makers should not forget that higher education has a tremendous influence on peoples’ attitudes and beliefs so the focus should be on the actual knowledge on social responsibility and on the commitment of higher education to serve social interests and needs.

Research limitations/implications

The analysis developed in this study would benefit from a deeper exploration by investigating more numerous and diverse examples from the international arena of higher education.

Originality/value

This study acts as a complement to previous research on higher education governance since it develops further the analysis and the understanding of university governance. By using as examples two countries with different orientation in their higher education system (mainly due to differences in cultural and ideological perceptions) and keeping in mind that there is no ideal model for university governance, this study could enlighten decision makers in any country to develop a more effective and constructive model of university governance that would serve societal interests more effectively.

Details

International Journal of Educational Management, vol. 32 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 3 July 2017

Anna Saiti, Rosemary Papa and Ric Brown

The purpose of this paper is to identify, through empirical analysis, the factors affecting, and expectations of, postgraduate students in their choice of postgraduate…

Abstract

Purpose

The purpose of this paper is to identify, through empirical analysis, the factors affecting, and expectations of, postgraduate students in their choice of postgraduate programme in Greece.

Design/methodology/approach

A sample of 523 postgraduate students from various university departments in the Athens area completed the questionnaire (response rate: 70.2 per cent), which contained 14 questions designed to identify the reasons why postgraduate students had chosen their particular postgraduate programme and what their expectations were as to the outcome of their studies, on a self-reporting basis.

Findings

Two fields of postgraduate programmes were popular: business administration and educational studies. Quality and preference appears to influence business administration students, their choice was intrinsically motivated and self-determined, without any external pressures. By contrast, students’ choice in educational studies was influenced by the particular characteristics of the programme, their choice was influenced by institutional motivation whereas their options and autonomy support seemed to be less.

Research limitations/implications

This study has some limitations, so data gathered from other Greek regions may be needed for a more thorough investigation and analysis as well as for the confirmation of the results.

Originality/value

There is only a very limited amount of empirical research concerning the identification of the factors affecting, and the expectations of, postgraduate students in their choice of postgraduate programme while the existing literature on the subject does not discuss the matter in substantial detail. Indeed, the present study moves the analysis forward as it considers both economic and psychological perspective in the choice of postgraduate programmes.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

To view the access options for this content please click here
Article
Publication date: 20 April 2012

Anna Saiti

This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the…

Downloads
4024

Abstract

Purpose

This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the educational process, and to offer proposals for a framework of total quality management that would contribute to an improvement in the overall quality of the education process.

Design/methodology/approach

The paper is based on theoretical analysis and on the current legislative framework. Three different aspects of the Greek education system are critically reviewed and discussed.

Findings

This study recognises that, due mainly to the lack of a long‐term educational strategy, the absence of an educational leadership development programme and limited financial support, the Greek educational system needs to review its structure and procedures ‐ even those that are “taken for granted”.

Research limitations/implications

Given the differences between education and industry, and the fact that only three different aspects of the Greek education system are investigated here, more research and analysis would be required in this field.

Practical implications

The paper is useful to educational planners and policy makers. From the perspective of total quality management, there may be a substantial impact on the improvement mechanisms and outputs in education, contributing to a country's social and economic well‐being.

Originality/value

The paper contributes to the better understanding of the value of total quality management in education, and offers recommendations that may be more widely adopted, and may contribute to an enhancement of overall educational quality.

Details

Quality Assurance in Education, vol. 20 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

To view the access options for this content please click here
Article
Publication date: 12 January 2015

Anna Saiti and Yiannis Papadopoulos

The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job…

Downloads
3634

Abstract

Purpose

The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction, and examine whether or not the personal characteristics of primary school educators (such as gender, age, family status, educational level, and the total years of service in public primary education) have any impact on their job satisfaction.

Design/methodology/approach

In total, 360 questionnaires were administered to primary school teachers in the metropolitan area of Athens (region of Attiki). The sample was randomly selected. The questionnaire was based on 41 closed and was divided into two sections. The Job Satisfaction Survey developed by Spector (1985) was implemented.

Findings

Greek school teachers are generally satisfied with their profession. There is no statistical correlation between personal characteristics and the overall satisfaction while indicated that teachers are more satisfied with three aspects (subscales) of job satisfaction, namely, “administration,” “colleagues” and “nature of work” and less satisfied with “salary,” “benefits” and “potential rewards.” Age correlates with the levels of satisfaction with reference to administration, potential rewards, colleagues and the nature of work. The overall satisfaction positively correlates with all nine aspects of job satisfaction (subscales) and gender affects the aspects of “promotion” and “colleagues.”

Research limitations/implications

This study only analyzes a small sample from the Athens region and hence the results cannot be used to generalize about the whole of Greece. Since other Greek regions operate in different socio-economic environments, an analysis of additional data from other regions (rural and urban areas) would be necessary to compare and confirm the results.

Originality/value

The findings of this study a valuable extension of other relevant research as it provides the first empirical study of the Greek school system, investigating the relationship between certain aspects of job satisfaction and the personal characteristics of school educators as well as the relationship between these aspects of job satisfaction and total satisfaction. In the context of efficient educational policy, a greater understanding of educators’ job satisfaction could facilitate the development of more effective policy practice that would increase not only the level of educators’ satisfaction, commitment and morale but also improve the performance of the school system.

Details

International Journal of Educational Management, vol. 29 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 14 August 2009

Anna Saiti and Maria Eliophotou‐Menon

The purpose of this study is to examine the decision‐making process in the Greek education system, as an indicator of the design and implementation of educational policy.

Downloads
1740

Abstract

Purpose

The purpose of this study is to examine the decision‐making process in the Greek education system, as an indicator of the design and implementation of educational policy.

Design/methodology/approach

The paper uses a case study approach to identify limitations in educational decision making in Greece. Specifically, it examines the case of the decision‐making process that led to the establishment of All‐Day primary schools in the country.

Findings

The decision to establish All‐Day schools was not based on collaboration among stakeholders. Due to the centralisation of the Greek educational system, important decisions are made at the level of the Ministry of Education. Moreover, it appears that the central educational administration did not follow a specific action programme for the establishment and operation of All‐Day schools.

Practical implications

The findings indicate that policy proposals for educational reform in Greece are controlled by a small group of bureaucrats. This results in a decision‐making process that fails to take into account the interests of different stakeholders and broader societal needs.

Originality/value

This paper attempts to explore the limitations of a centralised education system in relation to decision making and the formulation of educational policy. It takes a critical approach to present practices in an attempt to improve educational decision making in Greece.

Details

International Journal of Educational Management, vol. 23 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 11 May 2012

Anna Saiti and Konstantinos Fassoulis

The purpose of this paper is to investigate the factors that affect the level of job satisfaction that school principals experience and, based on the findings, to suggest…

Downloads
1978

Abstract

Purpose

The purpose of this paper is to investigate the factors that affect the level of job satisfaction that school principals experience and, based on the findings, to suggest policies or techniques for improving it.

Design/methodology/approach

Questionnaires were administered to 180 primary school heads in 13 prefectures – one from each of the 13 Greek regions (including the metropolitan area: prefecture of Attiki, Athens) so that the sample would be representative of the whole country. The first section of the questionnaire includes the location of each respondent's school as well as personal and professional characteristics of the primary school teachers, while the second section asked school principals to reply to 36 statements that expressed perceptions relating to their level of job satisfaction. These responses yielded the principal components for factor analysis.

Findings

The results indicate that two factors – the role of superior and school heads' remuneration, and recognition of the principals' efforts – which account for 33.27 per cent of the total sample, seem to be particularly important for school heads' job satisfaction.

Research limitations/implications

The findings of this study cannot be used to generalize about the whole Greek education system as it only analyzes a small sample. Therefore, analysis of additional data from school principals may be necessary for comparison and to reaffirm the results. Further investigation is also needed in order to isolate the specific elements and significant differences in school heads' satisfaction ratings.

Practical implications

This paper would be useful to educational planners and policy makers. Meeting the school principals' needs and expectations seems to be a basic component in effective school leadership. As the school principal's role is directly related to human resources management (teachers) and subsequently to child development, the issue of a head's job satisfaction becomes even more pressing.

Originality/value

Given that the existing Greek literature on school management does not contain a substantially detailed discussion specifically on school heads' job satisfaction, this paper may contribute decisively to the smoother and more efficient operation of the school unit.

Details

International Journal of Educational Management, vol. 26 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 8 February 2016

Downloads
2

Abstract

Details

Journal of Managerial Psychology, vol. 31 no. 1
Type: Research Article
ISSN: 0268-3946

Content available
Article
Publication date: 11 May 2012

Brian Roberts

Downloads
177

Abstract

Details

International Journal of Educational Management, vol. 26 no. 4
Type: Research Article
ISSN: 0951-354X

Content available
Article
Publication date: 20 April 2012

John Dalrymple

Downloads
228

Abstract

Details

Quality Assurance in Education, vol. 20 no. 2
Type: Research Article
ISSN: 0968-4883

Content available
Article
Publication date: 14 August 2009

Brian Roberts

Downloads
424

Abstract

Details

International Journal of Educational Management, vol. 23 no. 6
Type: Research Article
ISSN: 0951-354X

1 – 10 of 12