This article updates a previous account of the automated circulation control system operating at the Pond Street Site Library, explaining how original plans for automation…
This article updates a previous account of the automated circulation control system operating at the Pond Street Site Library, explaining how original plans for automation have evolved. An outline is given of the kinds of problem encountered with the original system design (availability of files, storage capacity, currency of data), and of remedial measures taken. The benefits of the enhanced system are assessed along with a brief discussion of recent developments concerning the extraction of more detailed management information.
As many readers will by now be aware, the University of London is embarking on an extensive automation programme intended to provide both local integrated systems and shared central systems support for any library in the University wishing, funds permitting, to participate. The chosen vehicle for these developments is LIBERTAS from SLS Ltd.
The following two articles are concerned with LIBERTAS implementations on large networks. At the University of London, there are six LIBERTAS installations at major…
The following two articles are concerned with LIBERTAS implementations on large networks. At the University of London, there are six LIBERTAS installations at major colleges, with a seventh at the centre. At the University of Wales College of Cardiff, a Broadband network has been installed to meet both library and academic networking requirements, following the merger of the University of Wales Institute of Science and Technology and University College Cardiff.
In light of the concerns of declining value education in higher education and the debates on the role of general education in current university setting, the purpose of…
In light of the concerns of declining value education in higher education and the debates on the role of general education in current university setting, the purpose of this paper is to discuss the relation between general education and moral and civic education by examining the effectiveness of a compulsory classics reading general education program in cultivating civic literacy in Asia-Pacific context.
Mixed-method approach in the form of survey assessment and focus group studies was employed to examine the degree of students’ development in abilities and virtues relevant to civic literacy in the course.
Data analyses reveal a promising development on students’ civic literacy in the classics reading general education course. Statistical analysis on surveys indicated students experienced a significant development on democratic skills and critical thinking, acquisition of civic knowledge and cultivation of democratic virtues after taking the course. Focus group analysis illustrated a relation between classics reading and students’ acquisition of knowledge of socio-political institutions, cultivation of open-mindedness and sense of tolerance for diversity and willingness of seeking reasonableness and engaging in social debates.
This paper discusses the successful experience of a newly formulated General Education program in Hong Kong. The program is the first attempt in East Asia to launch values education through the teaching and learning of classics in Asia-Pacific context. This could be an example of launching values education at the level of undergraduate education for other local universities.
“Rational planning models” emerged in the early 1970's as a means by which to plan more effectively and efficiently in educational organizations. One of the most well known and widely distributed of these models was developed by Phi Delta Kappa, the educational fraternity. This paper describes a field study conducted in five Vermont schools that were “early users” of the Phi Delta Kappa material. The outcomes reveal many discrepancies between the theory and the reality of planning in public schools. In addition to the Vermont research, other research is cited that supports many of the findings and relates them to planning in schools in general. The article concludes by linking the study outcomes to recent works by other authors on the emerging concepts of loosely coupled systems, garbage can organizations, and organized anarchies and implications these concepts hold for alternative approaches to planning in educational settings.
The purpose of this paper is to look across six first-year principals to investigate their engagement with and sensemaking of specific messages of instructional leadership…
The purpose of this paper is to look across six first-year principals to investigate their engagement with and sensemaking of specific messages of instructional leadership around teacher evaluation.
This research project, a cross-case study, was carried out using in-depth qualitative observations and interviews of six first-year principals over one school year. Sensemaking theory was used to analyze both how and the mechanisms through which principals understood their roles as teacher evaluators.
The results demonstrate that first, principals received a variety of messages about how to conduct teacher evaluations, and second, that connections to specific individuals influenced their associations to specific messages they received about instructional leadership and how they enacted teacher evaluation practices on their campuses.
This is an in-depth qualitative analysis, and therefore is not generalizable to all first-year principals, school districts, or principal preparation programs. However, it adds to the field’s understanding of the meso level of policy implementation, highlighting the process of individuals’ sensemaking and the importance of their informal connections in the associations they make to messages about instructional leadership.
This research adds to the field of principal preparation and induction as it highlights what is important for first-year principals as they build their professional identities. Further, it highlights the variability in principals’ understanding and enactment of teacher evaluation policies, an important feature as this practice is coming to the fore both in current practice and research.
This study adds to an understanding of institutional theory by looking at the interaction between the organizational levels, and further explicates individual actors’ agency within a socio-organizational context. The findings also add to a dearth of empirical studies on the routine of teacher evaluation from the principal perspective.
Purpose – The aim of this chapter is to share our thoughts and observations about some of the ethical issues that arise when researching sport-drinking cultures. In…
Purpose – The aim of this chapter is to share our thoughts and observations about some of the ethical issues that arise when researching sport-drinking cultures. In particular, the chapter focuses on what researchers should do when they witness potentially harmful and risky drinking behaviour.
Approach – The chapter is written mainly from an ethics disciplinary background. We use philosophical methods to analyse, evaluate and interrogate certain claims, assumptions and judgements about moral action and inaction in the research context. We employ ethical concepts in general and research ethics concepts in particular to make and defend value judgements about what is reasonable or unreasonable, right or wrong, and good or bad in relation to witnessing risky and harmful behaviour.
Findings – The chapter argues that in some situations there are good and perhaps compelling moral reasons for researchers to take action when they observe certain problematic drinking behaviour. Researchers who fail to notice and/or act may be morally blameworthy and culpable in other ways, e.g. in breach of contract or code of conduct.
This chapter describes the influences that are fundamental to facilitating a system of support for inclusive education for students with low-incidence disabilities. Some of the major factors are values and beliefs, rights, relationships and a sense of belonging, policy, and effective practices (Smith, 2006; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). Within each of the features, collaboration is inherent and essential. A summary of literature on each feature is provided with examples to support the importance for students with low-incidence disabilities. The effective practices of Universal Design for Learning (UDL), co-teaching, peer supports, and school-based teams are highlighted. In order to move forward, educators and administrators need to take responsibility for all children. Effective leadership models are characterized by collaborative efforts that foster a shared responsibility of the team, emphasize thoughtful planning, and identify and allocate the necessary resources and supports.
This article discusses the qualities of leadership and contrasts the role of a leader with that of a manger. It analyses the impact of the New Public Management (NPM…
This article discusses the qualities of leadership and contrasts the role of a leader with that of a manger. It analyses the impact of the New Public Management (NPM) regime's performance management strand on leadership in the public sector. The achievement of targets is seen as a measure of political success and analysis is made of the manner in which this is reinforced throughout public organisations. The effects of ‘robust’ performance management techniques are examined and examples given of the negative impacts of quantitative targets. It is argued that the function of the leader is reduced to that of managing the attainment of these centrally set goals. As a result risk‐taking and innovation are constrained to that which is required for the achievement of these goals. This is seen as an explanation for the current prevalence of ‘gaming’ ploys and is linked to a drop‐in integrity in the pursuit of outputs. It is further argued that the target regime sees the ‘Sovietisation’ of the public sector and a return to the Taylorian values of an industrial past. A brief case study of social service provision illustrates the potential for negative outcomes that may result. This article concludes that when a ‘tick in the box’ is allowed to suffice the qualities of public sector leadership are inevitably reduced and confined to the panopticon of centralised targets.