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The purpose of the current study is to explore the influence of knowledge management (KM) in education management organizations (EMOs) Schools of Pakistan. Knowledge plays a pivotal role in the development of an organization due to sharing and managing of knowledge within an organization. In an era of competitiveness, KM has become a significant factor for the sustainable development of educational organizations. Knowledge and KM has become a key element in various fields of knowledge including health, technologies, engineering, social sciences, natural science, business and education. Organizations can adopt KM to improve effectiveness and gain advantage over other organizations. Also, it helps them to make well calculated decisions for the benefit of the organization. KM leads to increase in efficacy, more work, better performance, enhancing staff’s competency through quality decisions.

The research study is descriptive type research by nature, and a qualitative approach was adopted for gathering data and within it the desk review was conducted. The data was analyzed through content analysis techniques. The secondary data was collected in this study. Therefore, the unit of analysis includes the government documents, published research articles and international agencies reports, journal articles, websites, e-books and internet resources, conference papers, case studies and the statistics available on KM in development of organizations in educational settings.

The findings of the study show that through KM the EMOs school can perform better and give outstanding results in terms of student’s achievements. Further, organizations can develop a system which helps them to take timely decisions for enhancing the image of school among all stakeholders including parents, community, teachers and society.

The present study can benefit educational organizations, stakeholders, policymakers, provincial and federal governments and society. This will contribute to the new body of knowledge in the domain of education for knowledge creation and sharing.

This study is conducted in the context of EMOs schools. So, this may be the first research study in this area. In this connection, the study has originality in the context of KM in educational organization in Pakistan.

The purpose of this paper is to address an under-explored and under-theorised aspect of gender work in UK academia in that it looks at the professional lives of middle and senior women managers and leaders who are responsible for initial teacher training in their institutions. As Maguire (2002) and Murray (2002, 2006) point out, within academia, teacher trainers occupy a particularly under-researched space despite some recent interest (Korthagen and Vasalos, 2005; Thompson, 2007).

This research draws on a larger study which explored how 22 middle and senior managers and leaders in ten institutions in England try to come to terms with carrying out their roles in the education marketplace. In-depth semi-structured interviews were carried out with these women and data were also collected from field notes from participant observation undertaken at three of the institutions.

Whereas some women are moving into positions of authority in the education marketplace, some existing women managers are being marginalised within new internally differentiated layers of managerial structures. Simultaneously, many women who manage teacher training are engaged in a struggle for survival individually and professionally. Those who succeed have managed to re-invent themselves to endorse neo-liberal discourses.

Original empirical research which sheds new light on previous discourses related to women managers in neo-liberal academia.

The aim of this paper is to explore e‐learning’s potential as a change agent for higher education using an e‐learning project, E‐College Wales (ECW), as a case study. E‐College Wales was a large scale, four‐year, longitudinal project which provided a good opportunity to evaluate the potential of e‐learning as an institution‐wide change agent in higher education practices. The findings of this case study are reported via the five dimensions for sustainable implementation of e‐learning, namely learning and teaching, organisation, technology, culture, and strategy and management. The methodology used was qualitative and the data collection methods included interviews and focus groups with the tutors and management of the University at both the beginning and the end of the project. These included looking at their attitudes in their own teaching and learning practice, as well as the way e‐learning was managed as part of the University’s strategy, in order to compare their expectations with what they experienced. The findings from the ECW project showed that e‐learning triggered some initial but vital changes to the University – such as pedagogical discussion that has long been absent – and introduced a more student‐centred learning model, new organisational structure and procedures to support technology‐enhanced learning, and a clear vision and culture that are more responsive to change.

In this article, an overview of the current status of technology in schools in developed countries is provided. This is followed by establishing what the current status of technology in schools in a province in South Africa is through interviews with principals. The findings of the empirical survey is put in the context of the need for technology in schools as a tool to improve a society as a whole. The recommendations given are based on the results of the empirical survey and the relevant literature, and are provided in table form, indicating the duties of the different role players.

Suggests that, in order to move beyond the rhetoric of quality debates at the levels of educational policy and implementation, it is necessary to ascertain what conceptual frameworks are in use by those who use the term. This task is significant, since the new further education funding council now requires formal quality assurance systems to be in place in each college. Describes quality models in use, and in the ensuing analysis concentrates on exploring the focus and range of quality systems. Argues that, since the issue of quality assurance bears on wider debates about institutional autonomy and academic freedom, it is important to be clear about both terminology and theoretical assumptions, since these notions constitute major ideological battlegrounds. A vital distinction to be made is between quality as a system and quality as interpreted and understood by practitioners′ multiple perspectives.

The purpose of this paper is to investigate whether performance management system (PMS) has a positive effect on organizational performance. Furthermore, it also investigates whether intellectual capital (IC) mediates PMS-organizational performance relationship.

This study is designed as a quantitative research employing a partial least squares structural equation modeling (PLS-SEM). Using an online survey, data are collected from the HEIs managers under the Ministry of Research, Technology and Higher Education, the Government of Indonesia (MRTH-GOI). This research uses a mediation model approach to test the indirect effect of IC.

The results reveal that PMS has a positive direct effect on organizational performance of the HEIs in Indonesia. Further analysis proves that IC partially mediates PMS-organizational relationship.

This research is context-specific for Indonesia and caution should be used when generalizing it to other countries. It implies that the better the organizational performance of the HEIs, the better the quality of life in the society. PMS and IC play a crucial role in the era of knowledge economy.

The HEIs managers should design and implement a reliable PMS. They also should properly manage the IC (human capital, structural capital, relational capital) so that they can enhance organizational performance in areas of teaching, research and community service as the core business of the HEIs.

As the global education competition has become a serious issue in each HEI in Indonesia, the results of this study contribute to providing an approach on how to achieve a better organizational performance which brings more benefits to the society. The HEIs display a strategic role in improving the quality of life of society. The knowledge economy requires society to enhance the quality of education at all levels. This research model and results provide empirical evidence of the importance of IC which mediates the relationship between PMS and organizational performance. When the HEIs in Indonesia implement this model of managing IC, the society will get more benefits in terms of the improvements in the quality of education, teaching, research and community service from the HEIs. The better the HEIs performance, the better the quality of life of the society in the era of knowledge economy.

This research brings together issues that are usually examined separately in previous studies. It employs a mediation research model to explore the central role of IC in PMS- organizational performance relationship which is rarely researched. This is also the first study exploring the three constructs of PMS, IC and organizational performance in the Indonesian HEIs research setting.

In May of 1992 the Mexican federal government transferred to the 31 states responsibility over basic and teacher education. This decentralization strategy was at the core of an overall educational reform that began in late 1980s. The central government had strong motives to decentralize the educational institution because the highly centralized system was notoriously rigid, inefficient, conflict laden, unresponsive to the needs of local schools, unable to improve the quality of education, and frequently dominated by the National Teachers’ Union. The decentralization reform generated important institutional change in the states, some power shifts, and planted the seeds of a new organizational model for school management.

An indication is given of recent developments of management training provision in relation to schools and further and higher education in England and Wales. As Local Education Authorities and providing institutions seek to grasp the new opportunities implicit in changed financial arrangements for in‐service training, four issues are identified as being in contention: 1. the relative merits of long award‐bearing courses and more flexible, but less expensive, short courses; 2. the most appropriate target group; 3. the relevance or otherwise of industrial management models; and 4. the evergreen issue of orientation to practice. The discussion is focussed on the situation in England and Wales; the issues may be perceived to be of wider significance.

The purpose of this paper is to explore why corporations are forming corporate education partnerships with universities and the role of corporate education programmes.

The paper presents the findings from quantitative research involving 79 senior managers from North America, the UK, and Australia responsible for the management of their university‐corporate education partnerships.

The research finds that the primary reason for establishing university‐corporate education partnerships is to provide a recognised university award programme to complement an organisation's in‐house education programmes. Also, by aligning with a university an organisation is able to add strength and credibility to its in‐house corporate education programmes.

The research provides an insight into the growing role of university‐corporate education partnerships and helps to quantify some emerging aspects of these partnerships.

Influential reports combined with media attention on directors’ remuneration has sparked academic and practitioner interest in the whole area of corporate governance. Cadbury’s suggestion to strengthen the independent governance role has led to particular interest in non‐executive directors (NEDs). More recently, the role of NEDs in the governance of small and medium‐size enterprises (SMEs) has started to generate attention, and a number of registers of NEDs are established. Indeed, the role of NEDs in SMEs received special attention in the recent Hampel report (1998). Until recently, only two papers directly addressed the role of NEDs in SMEs; both papers were by Mileham and used data obtained from a survey concerned with the role of NEDs carried out with Institute of Management members. This research made a useful contribution, but had a number of limitations. More recently, the increased interest in the role of NEDs in SMEs has sparked further research, but there is still a need for an overall picture of NED and mentor involvement in UK SMEs. The research in this paper addresses this need by presenting the results from a survey sent to 5,279 UK SMEs selected from the Yellow Pages Business Database. The questionnaire was designed to provide a general overview of NED and mentor involvement in SMEs and to allow the following questions to be answered: How many SMEs have NEDs, and are there any firm size patterns? Are there firm age patterns? Are there firm sector patterns? Does firm size influence the formality of NED procedures? What does the managing director believe NEDs add? Are firms with NEDs more successful than those without a NED? Does the profile of the managing director matter? Does a firm’s size influence NED involvement? How do firms acquire NEDs? Why do some SMEs not have NEDs? The paper presents these findings and explores the implications for SMEs and policy advisors.