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Much has been done in the public organization performance management field and there are some established theories that account for what would improve performance, but there is little strong empirical evidence about the determinants factors to performance in developing countries. This paper aims to contribute to the knowledge in this area by providing some empirical evidence about the importance of management and resource for the local government performance.

The paper presents a cross-sectional investigation carried out with a sample of Brazilian municipalities. Data come from reliable sources, namely official databases. In order to ensure causality, regression and correlation analysis was carried out with the data. Educational outcomes were chosen as the dependent variable for measuring performance.

The analysis indicates that financial resources are paramount in producing performance to the extent that resource availability increases educational effectiveness, and dependence on intergovernmental transfer of financial resources reduces the effectiveness a great deal. Some other issues, such as mayoral quality have little or no importance upon performance.

The study corroborates some established ideas and challenges others. An example of the latter is the notion that the quality of political leadership (the mayor) is a determinant factor for performance. An example of the former is that more money is likely to represent better performance if the local government is able to raise money for itself instead of relying solely on transferences from upper tie authorities.

This chapter investigates the ongoing process of academization within the field of educational therapy in Germany, particularly in the context of the introduction of university degrees in integrative educational therapy and the psychology of learning. The introduction of these degrees brought about transformative changes in the professional landscape. Educational therapists holding such degrees often demonstrate a more advanced understanding of their roles, which is underpinned by thorough university education and the legitimizing influence of their academic titles. Prior to the establishment of these degree programs, the field of educational therapy was notably unregulated, devoid of a protected professional title or a specific qualification. This lack of regulation resulted in a proliferation of varied providers, giving rise to what’s known as the “after-school market” phenomenon. This chapter explores the genesis and institutionalization of degree programs in educational therapy as a path toward professionalizing the field. It reveals the crucial role that professional associations along with scientific experts have played in launching these degree programs. Additionally, it discusses the impact of competition among different approaches to educational therapy within this rapidly evolving landscape.

Knowledge‐based services range from accounting, engineering, and management consulting to educational services. This paper seeks to explore the nature of management education services and to discuss how business schools can employ cross‐cultural product‐market strategies to enter and serve foreign markets with programs that match the needs of the targeted markets.

A framework is presented for delivering management education services across borders. Hofstede's cultural dimensions are integrated in recognizing the cultural characteristics of a target country and differing learning styles of students in making market entry decisions and the pedagogical styles that might apply to specific target markets.

In seeking new globally diverse markets, providers of knowledge‐intensive services such as management education must craft marketing strategies that recognize consumer demand and consumption characteristics as well as service design and delivery options that fit market needs.

Global expansion of management education services and the strategic and tactical considerations that are introduced in the framework can provide a fertile field for empirical research.

The paper develops cross‐cultural “product‐market” strategies that business schools can consider in serving international markets, with product defined as the curriculum, instructional style, and all of the ancillary services that constitute the educational service experience. Generalizability of the findings to other knowledge‐based services is also discussed.

The conceptual framework recognizes a dominant theme in international business, suggesting that internationalization potential depends on service industry characteristics and on specific host country internationalization drivers.

The importance of effective education for staff working in services for people with learning disabilities has been highlighted regularly as a key strategy for improving the quality of care and services. However, there has also been debate about how this could be taken forward for unqualified staff, within and across professional boundaries. This paper explores the perceived need for education to make a reality of the visions of future services that have been presented in the current learning disability policies in the United Kingdom. It is argued that increased attention needs to be given to recruitment, selection and retention, revised curriculum to reflect policy objectives, shared learning, and partnership between educational and service providers. It is also noted that it is not enough to prepare people who can work competently in existing services; they must also have a contemporary combination of knowledge, skills, values, motivation and commitment that will enable them to develop services over the next 10‐15 years, in line with the vision of existing service policy documents.

The purpose of this paper is to define school value and its components. This paper discusses the contents of the school’s value and the structure of the school’s value. This paper also shows findings of educational services and value in high school.

Comprehensive and inclusive questions were posed about “school value” to high-school instructors. A grounded theory approach was then used to analyze the collected data.

This analysis found that school value consists of four core categories: “school,” “students,” “guardians” and “region,” which consist of 13 high-ranking categories believed to represent the substance of school value. In addition, three of the four core categories are linked in a star pattern around the core category of “school.”

This research analyzes the value of the school using the grounded theory approach. The data used for the analysis are interview data on the value of the school. And these analyzes reveal the contents of school value and the structure of school value.

This study discussed school value based on hearing data of faculty members. In the analysis method of this research, each school can find its own value by changing the target and contents of interview.

Study of this school value clarified a leader’s role and action in the creation scene of school value. This finding will enable efficient activities of school leaders. As a result, it can be expected to promote school improvement.

The authors identified the categories forming “school value” and their relative relationships. “School value” emphasizes results co-created by stakeholders.

Discusses the tasks facing educational management in India resulting from demographic change, social demand for education and economic need for trained manpower. Attempts to develop a social paradigm for the year 2000 and beyond that reflects concerns about the strength of India′s democracy and secularization, as well as more immediate practical challenges.

Observes, while most school site management personnel are familiar with the multitude of visual representations of statistical data, via graphs and charts, the value of visual representations of geographical information remains largely unknown in educational management. Explains that geographical information systems (GIS), in addition to determining the exact geographical street address location of a client, can also overlay important SES, thematic information such as demographic characteristics (per capita household income, percentage, minority, etc.), and man‐made, and when natural geographical barriers are combined a powerful visual representation or picture of a client service area emerges. Describes how these visual representations of educational service areas can then be used to support educational policy analysis and school site management. Presents several illustrations of how GIS mapping procedures can be applied to school site management, planning and policy analysis. Draws three illustrations of GIS mapping from the school management areas of co‐ordination of school site outreach services to educational policy areas of ensuring “equity” in access to instructional services. Explores extensions of GIS mapping procedures to other areas in educational policy analysis and school site management.

The McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.) establishes basic levels of service, support, and protection for homeless students and families in the United States and specifically prohibits discrimination while ensuring educational rights. According to the 2014 Annual Homeless Assessment Report, homelessness continues to be a pervasive concern, particularly for children under the age of 18 who account for nearly 25% (135,701) of homeless individuals, and youth between 18 and 24 who represent nearly 10% (58,601) of the homeless population. Despite the statutory protections afforded by McKinney-Vento, a number of barriers persist and prevent full enjoyment of the basic rights established by the Act. Overcoming these barriers in the courts has provided some relief, but is insufficient given the limits of McKinney-Vento. Thus, homeless students and families need school leaders who promote social justice and educational opportunities to prepare them for meaningful participation in democratic society. This chapter provides analysis regarding the legal rights of homeless youth, including an overview of significant cases and federal policy updates, and concludes with several recommendations for school leaders to establish clear guidelines and implement procedures to address the educational needs of homeless students.

The purpose of this paper is to address the question of service quality in the higher education sector in the business management area, with the research objective to explore the dimensions of service quality and assess performance of higher educational institutes (HEIs) in business management across customer-perceived service quality dimensions.

A modified SERVQUAL instrument was used to capture customers’ perceptions of service quality with a sample size of 1,152 customers. Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) was used to holistically evaluate the performance of the HEIs.

The current research develops a scale for measuring service quality in the area of business management education and reinforces the fact that service quality is a multidimensional construct. It suggests that customers distinguish four dimensions of service quality in the case of the higher education industry in business management. TOPSIS analysis provides an effective framework for ranking competing HEIs holistically in terms of their overall performance with respect to multiple service quality factors.

Continued refinement of the scale for measuring service quality in higher education, proposed in this study, is certainly possible based on further research and trends in higher education.

HEIs are finding themselves in an increasingly integrated competitive market. Consequently they are facing challenges due to the evaluation of the results of the services of education and training that they offer. In competitive environments, student perceptions of quality and their satisfaction level have become very important in order to attract and retain them. Identifying the underlying dimensions of service quality is the first step in the definition and provision of quality service and instilling of a customer-service culture. Having access to how consumers evaluate service quality in the higher educational sector in business management and evaluating the positions of the players in the market on service quality parameters, can help the organization to carry out its mission with more efficiency, aid in strategic planning and contend the initiatives that HEIs managers can take to enhance employees’ skills and attitudes and instill a culture of service excellence.

The contribution of this research has been in terms of its scale development and modeling methodology. A methodological innovation in this research has been in the use of TOPSIS in the field of customer-perceived service quality in higher education.

Resources are provided for teachers in various ways and forms, from funding and support resulting from national and regional policy to specific components in an educational system like books and microcomputers. Underlying such a transactional process are models of communication and assumptions about communication. Among these assumptions lie that of assuring that teachers need to know in order to teach effectively, that the provision of structures to inform teachers is a desirable feature of an effective educational system, that the choice of communication media is affected by cost factors which constrain free curricular choice, and that each of the broadcasting media used to enrich the process of teaching has attractive and frustrating features. In using systems like educational broadcasting, interactive video, cable and satellite TV, and videotext, teachers and educationalists can readily see the potential benefits and challenges of each medium, both in terms of their use in teaching and in terms of how and what they tell teachers about availability and cost and appropriateness to particular tasks. In looking at these issues, it is argued that there are many opportunities for enriching teaching but that at the same time there is a risk of abuse (e.g. education as entertainment, ideological manipulation, skills‐based learning instead of conceptual learning, lack of integrated media planning).