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This paper examines the school of the future, aiming to identify and aid the implementation of the most desired version of school autonomy in Cyprus. More specifically, the study initially forecasts the areas of financial decisions that the school of the future might autonomously manage, identifies the negative effects that may appear along the way and seeks support measures that could enhance an autonomous school’s efficiency and effectiveness. Moreover, after both the probable and the desired future emerge, the paper proceeds in examining the reasons causing the divergence between them, as well as ways in which the two futures may be better aligned. [ABSTRACT FROM AUTHOR]

Increasing emphasis has been placed on leadership within educational theory, policy and practice. Drawing on a wide range of academic literature and policy documents, this paper explores how the discourse of leadership has shifted and for what purposes. The authors are critical of the lack of conceptual underpinning for that discourse, evident both nationally and internationally, and they identify key issues that the teaching profession has been left to try to understand and make sense of. They caution that, despite attempts to align contemporary policy developments to position leadership as inherent in the role of every teacher, flaws in the conceptualisation of leadership, and particularly in favoured forms such as ‘distributed leadership’ and ‘teacher leadership’, pose significant challenges to a serious attempt to ‘reprofessionalise’ teachers. Contemporary developments in Scottish education are referred to, exemplifying key tensions inherent in translating international trends into practice. [ABSTRACT FROM AUTHOR]

Australian government concern for improved governance in the higher education sector over recent years has driven the implementation of governance protocols. However, there has been little evidence of any evaluation of the impact of the governance structures on the performance of universities. This paper presents an analysis of the impact of the governance structures on performance in government-funded universities since the Australian National Governance Protocols were introduced in 2004. The methodology involved analysing the relationships between indices of governance structures namely board size, board independence and board committees, and financial, research and teaching performances. Results showed that the board size did not relate to financial, research or teaching performance in any way. In terms of board independence, the more independent the boards, the less impact they had on both research and teaching performances. Financial performances were not impacted. This finding may suggest that boards dominated by internal members rather than independent ones could have a better influence on teaching and research performances. While stronger board committees positively impacted financial and research performances, this was not the case for teaching performance. Board committees showed a negative relationship with teaching performance, suggesting that excessive monitoring may negatively influence teaching quality. [ABSTRACT FROM AUTHOR]

Leadership, currently prescribed as a key requirement for effective school organization and management, is examined here as a rhetorical or discursive device, as a 'turn', in the sense used in literary and sociological discussion of the linguistic turn. In the educational sphere, a tacit separation of leadership from issues of governance and management is becoming apparent. This move may be significantly related to an aestheticization of learning, and what is said to be increasingly the performative nature of its application in educational institutions in England. Leadership is inherently relational, but institutes and sustains unequal power relations. The paper argues that a significant distinction should be understood between performance and performativity, analogous to 'event' and 'possibility', which affords unrealized ethical and emancipatory opportunities for educational practice. [ABSTRACT FROM AUTHOR]

The article contributes to the literature on the internal management of colleges and provides a research based analysis of the college sector in the wider public management interface of strategy, policy and service delivery. Internal college management showed considerable evidence of a strategic approach to management practice within colleges. At the public management level, the work was contextualized within debates regarding the reduced role of central state delivery of public services, the concomitant and sometimes divergent positions of strong central executive action and local partnership delivery of services. The research indicated an absence of strong central control with instances of individual institutional influence on policy. Local partnership activity, as a key part of the public management and governance environment, was analysed. It was found that not all types of partnership were equally effective. The paper highlighted a key area to be addressed, the strategic capacity gap within the sector. It also signposted the need for further research on college participation in partnerships. [ABSTRACT FROM AUTHOR]