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The purpose of this paper is to review and synthesize the attributes of loose and tight coupling in educational organizations. In addition, it is aimed to determine whether this phenomenon has value and strategies to offer for the current educational administration and research.

Integrative literature review and content analysis, assisted by Atlas.ti software, were used as the methods of this paper. Review data included 32 articles from peer reviewed journals.

Conceptual framework of continuum of organizational couplings in educational organizations was generated. Elements of the framework include the features of coupling concepts within the continuum, components of couplings, contributory types of organizational couplings and the elements of leadership and change process with emerging strategies, as well as the element of cultural context. In this paper, elements of continuum of couplings and leadership will be emphasized.

Findings have practical implications for the management and leadership in educational organizations, and for the researchers in the field for future research purposes.

Findings have social implications for both teaching staff and administration in educational organizations, by highlighting the attributes of loose and tight coupling, and their connections with leadership, change process and cultural context.

The paper presents a distinctive synopsis of the educational administration literature, in the context of loose and tight coupling, with the time span of four decades.

While Singapore's outstanding educational achievements are well known worldwide, there is a disproportionate paucity of literature on school leadership practices that contribute to and support pedagogical initiatives that – along with socio‐cultural factors – are normally considered responsible for its educational success. The aim of this paper is to explicate system‐wide school leadership factors that contribute to Singapore's educational success.

The paper includes critical discussion, review of literature and conceptualization.

It is argued that three unique features of Singapore school leadership, namely – logistics of a small tightly‐coupled school system, human resource policies that reinforce alignment, and a distinctive “leader‐teacher compact” reflecting the predominant Chinese culture – account for the extraordinary level of tight coupling and alignment of leadership across the school system. In turn, these unique features bring synergies of sustainability, scalability, succession, and high performance across the entire Singapore school system.

Unique features of Singapore school leadership must be examined in conjunction with pedagogical initiatives and socio‐cultural factors for a more complete and nuanced understanding of educational success in Singapore.

Tightly coupled mechanisms of leadership underlie the success of Singapore education. Government needs to consider whether such tightly‐ coupled leadership will continue to serve it well in future, given the demand for twenty‐first century knowledge based skills.

The influence of socio‐cultural factors (e.g. leader‐teacher compact) on educational success merits inclusion in any explanation.

This paper addresses an important gap in the literature by promulgating crucial features of school leadership that contribute to Singapore's educational success.

During the past 25 years, many researchers and scholars have suggested that schools and school organizations often operate with a structural looseness much different from that of the rational bureaucracy. Coupling and linkage are two metaphors which have been developed to describe the intricacies of life in schools and school organizations. Briefly reviews some of the developments of the linkage metaphor, the relationships between coupling and linkage, and illustrates how the linkage metaphor might be useful in developing greater understanding of change processes in schools and school organizations.

In this paper, I argue that ideas about loose coupling can serve a useful purpose in organization theory, but only if they are re‐worked substantially. This re‐working, I argue, will involve merging ideas about loose coupling with ideas found in other lines of work developed contemporaneously, including research on the “new” managerialism, institutional theory, and organizational ecology. Such a re‐working, I hope, will entail closer attention to the elements in educational systems that can be coupled and to an expanded list of coupling mechanisms. Using this expanded list of coupling mechanisms, and thinking more clearly about how educational organizations are embedded in dense and complex webs of couplings calls for a movement away from an exclusive concern with loose and tight couplings among dyadic elements in organizational systems, and toward a concern with “tangled” couplings.

Shows how methodological choices are not theoretically neutral. Draws attention to ways in which different analyses of the same data may affect inferences about teachers’ policy coupling in school systems. In this case study of the Jerusalem school system the authors used three statistical procedures to assess teachers’ perceived policy alignment among three organizational levels (teachers; schools; and the Israel Ministry of Education (IMOE)). Analyses using descriptive statistics show that the perceived policies at the three levels are similar, thus giving some support to the theory of tight coupling. Smallest Space Analysis shows that there are close connections between the teachers’ own policies and those they impute to schools, but not those they impute to the IMOE. These findings support a moderate view of organizational coupling. Finally, variance component analyses find almost no consensus in schools regarding policies. In contrast to the other approaches, these models support a loose coupling hypothesis. In overview, shows how methodological choices affect the support given to rival theoretical hypotheses. Suggests that theoretical looseness with regard to explicit falsification conditions is at the root of contrasting evidence about teacher coupling in school systems.

The term “loose coupling” has been widely employed in higher education research. Building partly on the “garbage can model” of decision-making, it proposed an alternative to rational and linear views on organizing and governing, emphasizing instead ambiguity and complexity. The review of higher education research literature presented in this chapter demonstrates that the concept of loose coupling has frequently been used as a background concept, often taken for-granted either as a point of departure for studies of organizational processes in higher education or as a diagnosis of the complexity of higher education organization that inhibits implementation of reforms. This chapter provides systematization and critical examination of how the term “loose coupling”/“loosely coupled systems” has been employed in journal articles focusing on higher education in the last 40 years. It presents a broad mapping of 209 articles and a more detailed qualitative review of 22 articles, which employed loose coupling as more than a background concept.

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 aims to deliberate about the problem of tight and seamless integration in a supply chain by conceptualising and understanding how looseness and its creation represent an effective supply chain design.

This research is grounded in system theory and industrial network research, while the case study of a textile and garment supply network coordinated by a third party in Mexico empirically illustrates how looseness in the supply chain may be created. The information gathered through in-depth interviews with critical informants at Aztex and three of their suppliers, visits in situ and secondary information, was organised with the template analysis technique and interpreted from three different but complementary perspectives, system theory, supply chain coordination modes and industrial networks, to establish the particularities of the triad model.

The study shows that supply chain integration may take place in a variety of forms, and that new theoretical perspectives are required to understand how the looseness in the connections among actors contributes to the flexibility and efficiency of the chain. Additionally, the analysis of the case puts forward the trader’s crucial role as linking pin between suppliers and customers in the specific context of the garment sector.

Additional cases and triangulation of information from traders, suppliers and customers would contribute to explore in more detail how integration takes place not only in the textile and garment industry sector but also in other industries.

A rational explanation of why establish full integration across several tiers of suppliers and customers is too difficult to attain is given to managers. They may recognise that tight couplings will be necessary and possible only with strategic counterparts; meanwhile, others are more suitable to be delegated to a third party.

The economic and industrial stability and progress of low-cost sourcing countries depends on the selection of international purchasers. The advancement of triangle manufacturing facilitated by a trader may become another criterion to drive the selection towards a region. In the case of Mexico, this adds to the near sourcing advantages of the country.

The research confirms that there is no unique global mode of supplier integration and suggests that different approaches are viable as long as the objectives of operational efficiency, good customer service and flexibility are satisfied.

The purpose of this paper is to describe and analyse the change trajectory in a large, global, project‐oriented company, with focus on standardization of project work, and on how the company's structure, processes and employment‐base changed in line with the company's increasing volume of projects.

The stance taken is to define firm‐based projects as temporary organisations embedded in, and coupled to their parent company. Narratives of employees' working history were combined with historical company data. The outcome is a trajectory of the company's history from four different perspectives, shown in parallel with the development of the company's project operations.

The projectification history was found to be connected with two parallel movements: a push towards project decoupling countered by a pull towards standardization of project management practices to tighten the coupling. The direction of the movements was influenced from current project management trends.

The model of a projectified company as a loosely‐coupled system provides a novel way of analysing an organisation and its interfaces to its projects. Even though the work focuses on a unique company's projectification history, the intention is to provide a means to better understand the forces impacting the transformation of organisations increasingly using projects as a work‐form.

Adding the notion of coupling gives a new dimension to the transformation of project‐oriented companies. The model for analysing projects by means of their patterns of loose and tight coupling provides arguments for the shift in focus from the individual project to the interplay between structure, people and processes in the project‐oriented company.

A recent development in England is the emergence, under various names, of groups of schools working together in a variety of collaborative ways. Such diversification enjoys broad political support. In this paper, the author aims to argue that the trend is potentially a radical transformation of the school system as a whole. The concepts of coupling and capital are drawn on to show how these changes enhance capacity building at the level of the individual institution and, more importantly, at the system levels, both local and national.

The paper uses different conceptual schemes to throw light on the emerging phenomenon of partnerships between clusters of schools.

As this is not an empirical research paper there are no findings as such.

The paper is concerned with new policy directions, some of which are consonant with developments already taking place in England's education system. The analysis is intended broadly to support these changes but also to improve their design and implementation.

The conceptual analysis is original and has implications both for a theoretical analysis of inter‐school partnerships and for the practical issues of how such partnerships might evolve.