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Administrators in higher-education settings routinely create planning documents that help steer the organization in mission-centric ways. In the area of sustainability planning, strategic plans, sustainability plans and climate action plans are the most common methods used. The purpose of this study is to evaluate if specific forms of planning predict sustainability outcomes.

This question was evaluated via an empirical archival study of the AASHE STARS database in relation to planning, administration and governance credits and criteria to determine if specific forms of planning were predictive of sustainability implementation outcomes in the categories of Education and Research, Operations, Diversity and Affordability, Human Resources, Investment, Public Engagement and Innovation.

Findings support the notion that climate action plans were most predictive of achieving sustainability outcomes, and strategic plans were best able to predict educational outcomes.

These findings have important implications for the design and execution of sustainability planning processes in higher-education institutions.

The academic literature contains relatively few empirical studies that demonstrate the capacity of planning on the realization of sustainability outcomes.

Over the past decade the policy debate over improving U.S. public education has focused on market solutions (charter schools, privatization, and vouchers) and teacher evaluation through high stakes standardized testing of students. In this debate, teachers and their unions are often characterized as the problem. Our research offers an alternate path in the debate, a perspective that looks at schools as systems – the way schools are organized and the way decisions are made. We focus on examples of collaboration through the creation of long-term labor-management partnerships among teachers’ unions and school administrators that improve and restructure public schools from the inside to enhance planning, decision-making, problem solving, and the ways teachers interact and schools are organized. We analyzed how these efforts were created and sustained in six public school districts over the past two decades, and what they can teach us about the impact of significant involvement of faculty and their local union leadership, working closely with district administration. We argue that collaboration between teachers, their unions, and administrators is both possible and necessary for any meaningful and lasting public school reform.

Bobbie Scull's bibliography of federal government bibliographies was begun in 1971 as an annual informational publication primarily intended for the faculty at Louisiana State University. Later she distributed it to libraries all over the state of Louisiana. In 1973 RSR began to publish these lists on an annual basis. This is the fourth such appearance. In the meantime these bibliographies were cumulated and published in two volumes: Bibliography of U.S. Government Bibliographies 1968–73 and 1974–76. (Pierian Press, 1975, 1979). RSR is proud to continue the annual supplements which are now computer produced at LSU. Although this supplement appears in Volume 8:1 (1980) in the future they will appear in the final issue of the year.

The management and leadership of education provide formidable challenges and new opportunities due to the constant changes taking place all over the world. There are several factors giving rise to this change, such as the relationship between education and the world of employment, and the ever‐expanding growth of knowledge and education technology. It is therefore not surprising that attention is currently being given internationally to the problems of educational administration. This article examines administration as a process, and the role of the educational administrator as a leader.

Higher education institutions (HEIs) must take on a leadership role in building a sustainable world, given their responsibility for preparing future professionals and leaders worldwide and considering the role they provide to society. To accomplish this goal, HEIs need to holistically embody sustainability in everything they develop. This study aims to help HEIs in this purpose by developing a method to integrate sustainability into the strategic planning process in these institutions.

In the first stage, the method was developed based on papers selected through a systematic literature review. The proposed method was then applied in a Brazilian HEI to validate and adjust it.

A method that adopts a participatory process to integrate sustainability into HEIs’ strategic planning was proposed.

This study provides university leaders with a simple and practical method to aid with elaborating on strategic plans for holistic sustainability integration.

This study uniquely applied a framework called “HEIs sustainability action archetypes” as the foundation for selecting sustainable objectives, goals and actions to be integrated into these institutions’ strategic planning.

This paper is devoted to the topic of how mathematics might be more efficiently used in educational administration. The position taken here is that mathematics is a branch of philosophy whose subject matter is a set of abstract entities and identified operational rules. It is a vocabulary of symbols that can be used to label objects and, more importantly, a set of grammatical rules for using the vocabulary. The paper begins with a review of some recent developments reported in the social science literature on the uses of mathematics in political science, sociology and economics, and ends with some illustrations of how these developments could lead to similar applications in both the practice and theory domains of educational administration.

This issue is a selected bibliography covering the subject of leadership.

The article defines educational planning from differing perspectives and describes four bodies of knowledge bearing upon the concept. The bodies of knowledge described are operations research, manpower and human resources planning, planning‐programming‐budgeting, and futurology. The uses professors, especially in the United States, are making in research and training are depicted. Finally, research and training recommendations bearing upon planning, which might be considered for the future, are offered.

Futures research and long‐range planning in an urban school district involve the use of a methodology having no direct answers or precise rules in terms of experimental and design alternatives. While some design options can be found in operations research and management science, futures research projects in education are more likely to follow the directions for policy analysis initially suggested by Yehezkel Dror and re‐examined in Aaron Wildavsky. They note in policy analysis, 1. Much attention would be paid to the political aspects of public decision‐making and public policy‐making (instead of ignoring or condescendingly regarding political aspects) … 2. A broad conception of decision‐making and policy‐making would be involved (instead of viewing all decision‐making as mainly a resources allocation) … 3. A main emphasis would be on creativity and search for new policy alternatives, with explicit attention to encouragement of innovative thinking … 4. There would be extensive reliance on … qualitative methods … 5. There would be much more emphasis on futuristic thinking … 6. The approach would be looser and less rigid, but nevertheless systematic, one which would recognise the complexity of means‐ends interdependence, the multiplicity of relevant criteria of decision, and the partial and tentative nature of every analysis … (Wildavsky, Aaron, “Rescuing Policy Analysis from PPBS” Public Administration Review 29. 1969. pp. 189–202. Wildavsky's reference is to Dror's “Policy Analysts : A New Professional Role in Government Service” Public Administration Review. 27. 1967. pp.200–201). The intent is to describe a single futures research project conducted in a large urban school district staff development program. It is reported here as a means to outline a general approach to policy planning that might be used or adapted by other administrators who share an interest in futures research.

Presents a selective review of the application of Operations Research (OR) in higher education administration. Identifies eight important types of operational management problems in higher education and discusses the use of OR methods to deal with these problems. Seeks to make administrators in higher education aware of the great potential of application of OR to assist them in making decisions, and to show the OR community that higher education is an area where plentiful opportunities exist for OR applications.