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A survey was mailed to the deans of AACSB accredited schools and 50 per cent of the non‐accredited AACSB affiliates, to determine their perceptions of how the changes in accreditation criteria might affect their curricula and what methods might be used to make these changes. The sample was classified according to the Porter‐McKibbin categories and significant differences were found among these categories for perceived ease of accreditation; changes in programme quality; resource allocation changes; use of mission statements in decision making; curriculum component emphasis, and curriculum evaluation methods. While the overall amount of change expected in the next five years seems modest, the nature of the changes expected could have significant effects on the curricula of US business schools.

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.

The purpose of this paper is to analyze the type of content disseminated by school libraries through social media and what topics are the most commonly used, to discover if, in addition to topics concerning libraries, information with a wide social scope is also disseminated.

This paper reviews the use of social media as well as the implementation of a content analysis on the most used 2.0 platforms, to locate which content is the most relevant in the school libraries of public secondary schools in Extremadura.

In the Extremadura region of Spain, the results of the 752 publications posted during the period 2014-2017 by the libraries of the 86 public secondary schools on six selected social media platforms generated a total of 4 categories and 14 subcategories, and point to a predominance of topics related to encouraging and promoting reading and writing, and to the library’s support function for both the classroom and the school. However, shortcomings are detected in content related to social aspects of special interest, such as bullying or education in equality.

The originality of this paper lies in the fact that although there are some works on the analysis of the content of the social web of libraries in general, especially university libraries, the same does not apply to the evaluation of social media in school libraries, and much less about the analysis of social media content in these types of libraries.

The purpose of this paper is to compare teachers' wellbeing in different types of schools (elementary, lower secondary and unified school) and to analyze how gender, type of employment, working hours and time served as a teacher affected teachers' wellbeing and perceptions of questions concerning leadership practices and work organization in school.

The holistic school wellbeing evaluation tool was used to study the wellbeing of 1,294 Finnish teachers. The questions covered four categories of wellbeing: school conditions, social relationships, means for self‐fulfillment and health status. Quantitative methodology was used for analysis.

The general picture was that teachers' wellbeing was highest in elementary schools and lowest in lower secondary schools. The wellbeing of a male teacher, a teacher who had fixed‐term employment and a teacher who worked part‐time was higher than that of a female teacher, a permanent teacher and a full‐time teacher. Single questions concerning work organization and leadership practices followed mainly the same lines. Teachers in unified schools had the lowest ratings when questions relating to obtaining help from the principal, or the possibility of receiving further education and equal treatment were asked.

More attention needs to be paid to permanent teachers employed over a long time with regards to enhancing their wellbeing. In the unifying process of schools, equal treatment, obtaining the principal's help for the teachers and the likelihood of updating education are especially important aspects.

The paper presents a theory‐based evaluation of teachers' wellbeing as well as focal points for school development both from the wellbeing and administrative points of view.

The purpose of this paper is to verify the moderating effects of school category based on the self-determination theory (SDT) in cloud-based virtual learning environment (VLE) acceptance.

Two phases of national surveys were conducted using a random sampling technique. The research model was tested empirically using 608 samples of primary and secondary school teachers.

The full model supports significant effects of autonomy, competence, and relatedness on trust, knowledge sharing attitude and behavioral intention except the autonomy-attitude and relatedness-behavioral intention relationships. In primary school, 61, 24.1, 52.1, and 41.1 percent of variances whereas, in secondary school, 57.4, 31.5, 48.6, and 37.5 percent of variances in instructional effectiveness, behavioral intention, knowledge sharing attitude, and trust in VLE website were explained. There are significant moderating effects of category of school in all causal relationships except the autonomy-knowledge sharing attitude relationship.

There are several useful theoretical and practical implications for scholars and practitioners including Ministry of Education, FrogAsia, etc.

The findings may enhance education quality for societal change.

Unlike most studies which focused on TAM, UTAUT, etc., this study investigated the effects of SDT on attitude in sharing knowledge, trust in website and instructional effectiveness. Instead of studying gender differences, this study examined the school category differences.

The purpose of this paper is to present an exploration of parents', teachers' and childrens' perspectives on children's understanding of wellbeing with the aim of illuminating and comparing the conceptualisation of wellbeing from these three perspectives.

The participatory method developed to undertake the study in this paper stems from the adoption of the “draw and write” technique, with children taking photographs rather than drawing and participating in data analysis. Children aged eight to 12 years took 723 photographs representing wellbeing, while a second set of children grouped the photographs into categories. A third set organised these categories, developing and illustrating through schemata the pattern of relationships between categories. This process was repeated for parent and teacher groups drawing on the photographs taken by the children.

The findings in this paper show that differences emerged between parents and teachers and children and adults. Parents provided a more detailed conceptualisation than teachers. Children included pets where adults perceived school as being more important in children's wellbeing. The identification of the differing perspectives between children and adults suggests that this approach has enabled children to illuminate their own unique perspective on wellbeing. The paper also demonstrates that children can express complex understandings of abstract concepts.

In the paper the findings reinforce the need to gain children's perspectives rather than relying on adult perceptions of children's perspectives, in order to inform quality service, practice and policy developments.

The current classifications for public school costs are provided by the National Center for Educational Statistics. To improve comparability between school districts, we provided an alternative classification with fewer numbers of expenditure categories, distinctions between school-based and non-school based administration costs, and school levels. The new classification was then applied to five comparable urban school districts. We found (1) that teacher salaries per student are affected by school level disaggregation; (2) that separating administrative costs into school-based and nonschool- based provides for an observable cost relationship; and (3) that curriculum and instructional support per student differ by school level disaggregation. The alternative classification may assist auditors and investigators whose role is to assess the costs performance of urban school districts by providing comparable school level and cost type.

Terrorist attacks on schools and colleges have disrupted educational processes and caused fear, deaths and tragedies. Considering the recent increase in terrorist attacks on educational facilities in different parts of the world, vulnerability and risk assessments have assumed crucial importance in the design and evaluation of mitigation plans to reduce the traumatic impacts of such events. This paper aims to assess the vulnerability and risk of Lebanese high school assets to terrorism.

Through site visits to various high schools in Lebanon, the authors evaluated specific features common in the majority of Lebanese high schools and identified six categories of schools. Using Federal Emergency Management Agency (FEMA 428) guidelines, one high school from each category was surveyed and analysed.

The results reveal a relatively high vulnerability to and risk of the threat of terrorism and a lack of protective plans and mitigation measures to minimise this risk among the majority of the investigated high school facilities.

This paper should alert school administrators, public leaders and government officials regarding the terrorist threats and their subsequent effects on the structural safety of school buildings in Lebanon. The risk assessment of schools to terrorism has rarely been performed or even discussed in the Lebanese-related literature.

Examines the extent of coverage and nature of courses relating to information policy in the curricula of 48 library and information study programmes in North America and in three Asian countries (Malaysia, Pakistan and Saudi Arabia). Reviews the curricula work by defining 11 categories conceived as an information policy framework. Finds that some categories have little or no coverage in the curricula. Schools in North America offering doctoral degrees had a much better coverage.

This paper aims to develop a total quality management (TQM) model based on the Deming prize criteria extracted from the Deming Prize. The proposed model is aligned with the school education context and deployed with the goal of achieving school excellence.

The model is developed based on a literature review in which key concepts for formulating the criteria and sub-criteria were identified. A qualitative research approach is applied to validate the model’s effectiveness. Interviews and feedback from an international school in Japan which adopted the model are used to determine its impact.

The model emphasises the achievement of school objectives (A) by implementing TQM activities (B) and assessing their impact (C). Its implementation offers enhanced organisational ability and the achievement of society-oriented school objectives. The findings show that the model gives clarity to TQM application and offers benefits for schools’ future sustainability.

This research proposes the adoption of a TQM model for educational institutions based on Deming criteria. Based on a comparison with prescriptive models such as Malcolm Baldrige National Quality Award and ISO 9001, this study shows how the developed model ensures organisational ability in current practice and future growth towards school excellence. Through the formulation of society-oriented school objectives and their linkage with results, it enables schools to create a balanced recognition of important stakeholders and gain consensus in realising the school’s objectives.