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According to a widely accepted narrative, managerial reforms associated with new public management (NPM) originated in wealthy market economies and liberal democracies and were then promoted globally. However, scientific and systematic cross-national evidence of NPM practices has remained limited in scope, and debates over their survival and prevalence remain unsettled. The purpose of this paper is to narrow this empirical gap.

Using international data from public education in approximately 65 economies in 2012, this study systematically investigated the prevalence of managerial practices, namely, the managerial responsibilities of school principals, goal orientation in school management, and performance-based human resource management (HRM). It also tested correlations between the status of these practices and political and economic conditions across economies.

As of 2012, the top users of NPM practices were geographically spread across the world in regions that included Southeast Asia, Eastern Europe, the Middle East, and North Africa. Economies exhibited dissimilarities in their deployment of managerial practices. Performance-based HRM tended to be used more extensively in less accountable and less wealthy economies.

By focusing on actual practices, this study offers an empirically valid, critical analysis of the global prevalence of NPM. The findings clarify some observers’ current understandings of NPM. They deliver a powerful message that debates on global reform waves can benefit greatly from empirical evidence drawn from world regions beyond one’s parochial focus.

This research investigates the impact of managerial practices implemented by Italian school principals on students' outcomes, using micro-data provided by the National Evaluation Committee for Education (INVALSI) for 2013/14 school year.

Employing an educational production function, the authors regress a set of student and school's characteristics, enriched by information from a questionnaire filled by school principals to estimate student's score at grade 8 (last year of junior secondary school), also taking into account student's prior achievement (at grade 6 – first year of junior secondary school).

Indicators about managerial practices have positive coefficients, but low statistical significance. Stronger associations between management variables and test scores are detected for low-SES schools.

The research presented here is particularly innovative in the Italian context, where little evidence exists about the impact of managerial skills in education, though institutional reforms are leading towards a strengthening of school principal's leadership role. In this paper, the authors move a first step by describing managerial practices and their diffusion in different schools and geographical areas within the country. The authors focus the attention on the role of managerial practices (what principals do) and not on the managerial skills (what principals are able to do).

The paper seeks to apply the theory of the democratic deficit to school‐based management with an emphasis on Australia. This theory was developed to examine managerial restructuring of the Australian Public Service in the 1990s. Given similarities between the use of managerial practices in the public service and government schools, the authors draw on recent literature about school‐based management in Australia and apply the democratic deficit theory to it.

This paper is conceptual in focus. The authors analyse literature in terms of the three components of the democratic deficit – i.e. the weakening of accountability, the denial of the roles and values of public employees, and the emergence of a “hollow state” – and in relation to the application of this theory to the Australian Public Service.

A trend towards the three components of the democratic deficit is evident in Australia although, to date, its emergence has not been as extensive as in the UK. The authors argue that the democratic principles on which public schooling in Australia was founded are being eroded by managerial and market practices.

These findings provide policy makers and practitioners with another way of examining managerial and market understandings of school‐based management and its impact on teachers and on students. It offers suggestions to reorient practices away from those that are exclusively managerial‐based towards those that are public‐sector based.

The value of this paper is that it applies the theory of the democratic deficit to current understandings of school‐based management.

The paper aims to address the recent debate over the “relevance lost” of business school research and points to the establishment of neoliberal economic policy during the past three decades as an example of social change that has not been thoroughly theorized in business school research.

The literature on neoliberalism is reviewed and, more specifically, its implications for the financialization of industry and the widespread use of financial theory in corporate governance. The paper outlines some of the consequences of neoliberalism, pointing out the connections between the growth of the finance industry and the 2008 financial crisis.

The paper demonstrates that the financialization of industry and the institutionalization of finance theory, as the guiding corporate governance model used in the new millennium, have led to a concentration of capital in the finance industry. As a consequence, other productive investments have been postponed. Despite such shifts in corporate governance and economic policy more broadly, neoliberalism is a relatively marginal topic of discussion in business school research.

The study stresses the need for broadening the scope of business school research and addressing more long-term institutional changes in economic policy and corporate governance.

The paper emphasizes the need, not only for promoting practitioner relevance in business school research, but also for enacting an ambitious research agenda of broader social relevance.

The purpose is to provide a critical review of existing school culture inventories and to provide a bibliography of questionnaires that can be used for diagnosing school culture.

A literature search was conducted to identify school culture questionnaires in international research indexes and educational administration abstracts. Multi‐dimensional questionnaires were selected that were directed towards measuring organisational culture in schools and which were validated. Where insufficient data were available in the literature, authors were contacted for additional information and/or to check the descriptions of the instruments.

Questionnaires can be a valuable tool in diagnosing school cultures. A number of validated instruments are available for measuring cultural factors in both primary and secondary schools. School culture inventories are primarily concerned with the identification of particular cultural traits in schools.

The validation of school culture questionnaires has been limited to the countries in which they were developed. A validation in other educational contexts and systems, therefore, is still necessary for a wider application of these inventories.

Researchers, consultants, school boards, principals and teachers who want to diagnose the culture of a school will find this article helpful in determining whether they are willing to use a questionnaire for that purpose, and (if applicable) which instrument suits their objectives best.

No similar overviews of school culture inventories are available yet.

As part of a major study, an attempt was made to examine the organizational values of secondary schools in Hong Kong with a self‐constructed, standardised instrument, the School Values Inventory. Values are chosen, because organizations are not only theory‐laden, but are also value‐laden and the sharing of organizational values are the binding forces that hold an organization together. Using LISREL confirmatory factor analytic modelling techniques and based on a sample of 554 teachers from 44 secondary schools in Hong Kong, a four‐factor model of organizational values was developed. The model which, precisely and concisely, concludes binding forces in Hong Kong schools as bureaucratic linkage, cultural linkage, tight coupling, and loose coupling provides an insight to understand school administration and organizational cultures.

This paper sets out to reveal the extent to which the experience of senior managers as organizational change leaders in a time of contemporary crisis may be discerned to reflect strands of earlier globalization theories; to consider any implications for leadership and management learning.

The authors proceed from the colloquium model for knowledge exchange outlined in the editorial introduction to this special issue. In the spirit of reflexive management research the authors bring an epistemological subjectivism – the context of indicative globalization literature (“research”) – to bear upon and interpret ontological realism as revealed by the experiences of senior managers through a contemporary survey of global firms (“practice”). This methodology enlists an ontology informed by critical theory; it proceeds through process denaturalization to potentially transformational knowledge development.

The authors interpret globalization literature to reveal one strand as historically predictive of the insecurity and complexity we have recently experienced in the global economies. An informal and experimental survey along with a range of interviews with senior managers in global firms is undertaken in the wake of a market meltdown (September 2008). Interpreting the experience of these managers in the light of selected globalization literature, we find economic reasoning is more implicit in managers' experiences of globalization, while sociological experience or feeling is more explicit in the same discourses. This epistemological distinction – vocalized as a performance gap – has profound implications for leadership and management education and learning.

The empirical survey was exploratory in nature and not designed to test any particular hypothesis. The theoretical framework and interpretive account were reflexive afterthoughts – an informal, initial take on some results from a survey. Such methodological bricolage is envisaged in reflexive management research and not limited by compliance with normal standards of academic rigor. Beyond the similarities in conceptualization as between selected readings and selected practice, the authors suggest that management learning and education will need to be organized more structurally and systemically if we are to reproduce a more sustainable organizational future.

Senior managers are clearly aware of the problems resulting from systemic failure – they may need to consider a systemic and not a linear solution. This has consequences for management learning and the business school.

This is the first empirical in‐crisis survey interpreted through lenses of economic and sociological dimensions of globalization.

The main purpose of this study was to determine school leaders' ability to manage underprivileged students' needs, the level of achievement of these students and the relationship between the two variables.

A quantitative methodology comprising a questionnaire instrument was utilized to collect data from 239 underprivileged students attending schools in Kelantan, Malaysia. Descriptive statistics comprising mean values and standard deviations were calculated to determine school leaders' ability to manage underprivileged students' needs and the level of achievement of these students. Inferential statistics comprising a Pearson correlation was calculated to determine the relationship between the two variables.

School leaders' ability to manage underprivileged students' needs was high, whereas the achievement of underprivileged students was moderate. A weak positive relationship was observed between the two variables.

The sample was limited to 15–16-year-old students in one state in Malaysia. Further research is therefore needed on samples from across Malaysia. This paper enhances knowledge of the relationship between school leaders' ability to manage underprivileged students' needs and the level of achievement of these students. This study also has implications for Maslow's human needs theory.

The implications of the findings for school management practices are that an ability to manage underprivileged students' needs can increase the level of achievement of these students. The findings also indicate that adhering to Sustainable Development Goals, the Malaysian Education Blueprint and the Eleventh Malaysian Plan to ensure quality education for underprivileged students is relevant and should be continued. The findings can also be used as input in training school leaders.

The findings suggest that the community needs to take more responsibility for underprivileged students, especially in managing their needs, in order to increase the achievement. The findings can usefully be employed to reduce the social gap between underprivileged and privileged groups.

This is the first study to examine the relationship between school leaders' ability to manage underprivileged students' needs and the students' achievement.

International business (IB) as a discipline has given limited attention to contemporary grand challenges of inequality, global warming, aging populations, endemic health crises, and de-globalization, in all of which multinationals are either central to the problem or may offer some solutions. A historical perspective makes clear the reason for this neglect. IB theory and implicit assumptions were shaped during the discipline’s formative period during the 1960s and the 1970s. This has left it excessively focused on the growth of manufacturing multinationals, and with naïve assumptions about the linear and benevolent progress of globalization. This mental toolkit is ill-equipped to understand the present. Engaging deeply with history can also enhance the contextual intelligence of IB. Academy of International Business’s founders barely questioned the positive impact of multinationals, yet historical evidence points to many negative outcomes, and to globalization driving inequality. Understanding how implicit assumptions and biases arose is the first step to re-set IB with research questions and methodologies relevant to a turbulent and de-globalized age.

The purpose of this paper is to examine an effort by management of a private higher education institution in Indonesia to replace its informal, relationship‐based performance system which relied on physical discourse – overseeing operational details that focus on physical accomplishment of tasks – and personal control by the school head, with a tight budgetary control system which relied on technical efficiency and rational discourse.

The paper is an ethnographic case study of a business school – a private higher education institution in Indonesia – known by its abbreviation as Perbanas Business School (PBS), from 1999 to 2001. The researcher is part of the case being studied, and thus is a “native” who completely participates in the change process.

The paper demonstrates how a control system change that violates existing cultural norms fails to impact day‐to‐day managerial practices or decision‐making processes. Specifically, in a business school setting, replacing an informal relationship‐based control system with a technical efficiency‐based accounting control system only produces chaotic managerial practices and degrades school services. The new system alienates staff and is not accepted or institutionalized. Instead, in daily managerial processes, management continue to rely on informal and personal relationships.

The paper contributes to the accounting literature by studying the process of instituting accounting change and organizational participants' resistance to that change.

Organizational culture, reflected in values, norms of behavior and everyday practices, cannot easily be controlled or changed by chief executive officers.