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The experimental parliamentary subsidy on knights' fees and freehold incomes from lands and rents of 1431 was the only English direct lay tax of the Middle Ages which broke down. As such, this subsidy has a clear historiographical significance, yet previous scholars have tended to overlook it on the grounds that parliament's annulment act of 1432 mandated the destruction of all fiscal administrative evidence. Many county assessments from 1431–1432 do, however, survive and are examined for the first time in this article as part of a detailed assessment of the fiscal and administrative context of the knights' fees and incomes tax. This impost constituted a royal response to excess expenditures associated with Henry VI's “Coronation Expedition” of 1429–1431, the scale of which marked a decisive break from the fiscal-military strategy of the 1420s. Widespread confusion regarding whether taxpayers ought to pay the feudal or the non-feudal component of the 1431 subsidy characterized its botched administration. Industrial scale under-assessment, moreover, emerged as a serious problem. Officials' attempts to provide a measure of fiscal compensation by unlawfully double-assessing many taxpayers served to increase administrative confusion and resulted in parliament's annulment act of 1432. This had serious consequences for the crown's finances, since the regime was saddled with budgetary and debt problems which would ultimately undermine the solvency of the Lancastrian state.

This chapter identifies and describes the decision-making practices of Mexican public primary school principals when faced with moral conflicts in the exercise of their daily activities. These practices are understood as ethical management and planning, implying moral agency and the capacity for reflection and moral responsibility. An analysis of principals' narrative accounts of the ethical dilemmas they face and the reasoning they follow in order to arrive at viable solutions reveals social relations and cultural processes involved in both the generation and the solution of these conflicts. Noteworthy are the shared understandings that take into account unavoidable teacher union hierarchies and negotiation processes. One of the unforeseen and unnoticed consequences of a resulting emphasis on teacher solidarity is that students' perspective and position are rendered invisible. The discussion points to implications for the achievement of educational quality and equity, and to the possibility of promoting positive change through principals' moral awareness.The story, which is never ethically neutral, emerges as the first laboratory of moral judgment.Paul Ricoeur (1996, p. 138)

Superior leadership in higher education makes the difference between institutions that merely survive and those that can truly thrive in today's complex environment. At this time of significant transformation in higher education, academic leaders face intensifying institutional, environmental, and societal challenges, yet colleges and universities often devote limited attention to integrating their approaches to the selection, development, evaluation, and recognition of leaders. Moreover, traditional approaches and criteria used in the selection of academic leaders are often inadequate for predicting their success. Through the process of organizational and leader profiling, as described in this chapter, institutions can better understand the landscape in which the leader will be functioning, providing a more contextualized and useful approach to leader selection, development, evaluation, and recognition.

Within current educational management literature, it could be argued that the cultural perspective that is generally articulated is one in which the social context of education policy, school culture and educational management is almost entirely overlooked (Angus, 1996). The emphasis is typically on individual school ‘leaders’ and an internally constructed organizational culture in which principals are expected to become manipulators of culture and belief. School principals, in this literature, and in current government policy in many countries, are expected to construct or impose corporate control within their institutions in the increasingly decentralized organizational form that is considered necessary for organizational efficiency and, most importantly, market success and legitimacy in the increasingly complex post-industrial society (Parker, 1992). My general argument is that this perspective misconceives culture as an internal aspect of organizations that may be manipulated by management in order to enhance organizational commitment and efficiency (Caldwell & Spinks, 1993, 1998; Deal & Peterson, 1999).

Questionnaires have been devised to investigate informal learning in the workplace based on an analogy with approaches to studying in higher education. This chapter focuses attention on issues of theory by critically evaluating different models of the relationship between employees’ approaches to workplace learning and their perceptions of the workplace context. In addition, this chapter focuses attention on issues of method by critically evaluating two particular instruments that have been devised in order to measure employees’ approaches to workplace learning and their perceptions of the workplace context. We use data from an online survey in which the Approaches to Work Questionnaire and the Workplace Climate Questionnaire were administered to employees who were taking courses by distance learning with the UK Open University. Factor analyses confirmed that both questionnaires measured three distinct scales. Canonical correlation analysis showed that the employees’ scores on the two instruments shared 43% of their variance. Path analysis found evidence that variations in approaches to learning lead to variations in perceptions of the workplace climate but not for the converse relationship.

Within a knowledge-driven, entrepreneurial economy, an increase in a university’s importance is observed because of its significant affect on the economy. Thus, entrepreneurship is a phenomenon that could be observed among all university levels: management, academicians, researchers, and undergraduate and postgraduate students. Entrepreneurial universities could produce several externalities in terms of demography, economy, infrastructure, culture, mobility, education, and societal challenges that will later be reflected in productivity, competitive advantages, and regional capacities, networks, identity, and innovation. In this context, entrepreneurial universities have or are positioned to develop innovative pathways to reinforce entrepreneurship in their communities. This chapter explores how entrepreneurial university pathways (education and training) have had an impact on students’ start-up intentions and actions. Adopting the institutional economics approach, this research proposes a conceptual model, tested with a sample of 1,759 university students enrolled in three entrepreneurial universities (ITESM, Mexico; UNICAMP, Brazil; and UPC, Chile) in Latin America. Our findings confirm the relevant effect of entrepreneurial university pathways on start-up creation. Not only do the results provide important contributions to the literature, they also provide insights for policy-makers to design policies that further benefit society and educational organizations.