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Over the past several decades, Chinese universities have introduced various Western-style human resource management (HRM) practices to improve organizational performance. Such HRM innovations have resulted in new employment relations and paradoxical HR practices, which cannot be explained by the unitary institutional logic assumed by conventional HRM theories. Based on in-depth interviews of academic and administrative members, this study examines how Chinese universities struggle to reconcile competing institutional logics through HR innovations for ambidexterity. Our research reveals a unique transformation trajectory of personnel management in Chinese public universities. The findings indicate that human resource management in Chinese universities has been influenced by multiple logics of socialism, market, and corporation, heading along the neoliberal and managerial route while being shaped by strong state regulations. Chinese universities still have a long way to go to reconcile multiple institutional logics and achieve ambidexterity.

The focus of this research is to comprehensively analyze the effect of organization restructuring on the performance of the organization, directly or indirectly, involving 276 employees in the education office and the Ministry of Education and Culture offices and collected by survey method. Data analysis was done using causal correlation technique to see the effect of organization restructuring on organization performance. The results of the research indicate that there is a direct influence of organization restructuring on organization performance. Another result is that there is an indirect effect of restructuring through employee performance and leadership effectiveness on organization performance. The influence of organization performance improvement is due to, organization restructuring implemented in Maluku Province education office has lead to behavior change, where the employees of education office were able to improve individual performance and can work together with the leadership as an efficient and effective structure. This has an impact on improving organization performance.

Research about organizational improvement has come from several disciplines--business management, organizational sociology, communications, and education. Across these fields, much of the research involves case studies of effective organizations (e.g., Collins, 2001; Johnson, 1996). Review of these case studies suggests several commonalities among organizations that have been effective at making systemic improvement through the collaborative continuous improvement practices that engage organizations and other stakeholders. Among these common practices are: (1) cultivating a shared vision; (2) focusing on agreed upon set of goals; (3) using evidence-based theory to practice; (4) developing and maintaining alliances; (5) fostering the on-going use of data; and (6) deploying a strategy for scaling-up the work. Because of the supposed benefits of collaborative improvement, state education agencies and other funders encourage and incentivize these types of initiatives (Blanton & Pugach, 2007; Blanton, Pugach, & Boveda, 2014; Fixsen, et at., (2013)).

While universities across the globe differ in their assessment practices and processes, program assessment has become a foundation for policy makers, universities, and other stakeholders to demonstrate the quality of their programs. Globally, there are 550 accreditation/quality assurance bodies in 170 countries. The purpose of this study was to examine the relationship between espoused and enacted values related to assessment based on an analysis of academic department bylaws at a large university in the Midwest of the United States. If program assessment is truly valued, program assessment activities should be reflected in a university's procedures that govern promotion and tenure. The assessment policies were reviewed using the department bylaws as observable artifacts. A summative content analysis of 1,106 pages of contractual bylaws for 7 colleges and 40 departments was conducted. The study found a disparity in the espoused value of assessment at MWU compared to the actual or enacted values found in department bylaws. Until a university's enacted values (as seen through artifacts like bylaws) align with espoused values, a tension exists that reinforces assessment as a top-down compliance mandate rather than a continuous improvement effort to increase and ensure student learning. Implications for research and practice follow.

The purpose of this qualitative study is to understand how operating models and organizational structure impact the effectiveness of higher education institutions for students, faculty, administrators and the broader community. In this case study, the researcher uses the Malcolm Baldrige National Quality Award Criteria (MBNQAC) to understand core values and the concepts of those seven criteria which are: 1) leadership 2) strategic planning 3) student, stakeholder and market focus 4) measurement, analysis, and knowledge management 5) faculty and staff focus 6) process management and 7) organizational performance results. These criteria are analyzed with visionary leadership and a comparison of the strategic plans of Alvernia University and Kutztown University. The changes imperatives for higher education institutions include the redesign of education, more flexible faculty, increased efficiency, removal of boundaries, and entry into new markets. In addition, challenges and conflicts facing the change process are also discussed in the context of Kotter's Change Theory. This paper advocates a pragmatic approach to analyze what works and also what are the viable solutions to known problems.

Achieve is corporate America's direct connection to national education policy. Mainstream business leaders seem to trust it, and their foundations give it money. Whether Achieve actually achieves its mission is open to debate. Over two decades, it has grown substantially and spun off several other organizations that extend its reach. Has Achieve used its resources wisely? Is it now what it was meant to be twenty years ago when 86 governors and corporate CEOs created it? That is the subject of this report.

The expansion of the school choice movement and greater flexibility allowed by Every Student Succeeds Act (ESSA) means that education governance is emerging as an important issue for school effectiveness. This longitudinal case study sought to gain an understanding of the implementation of a new governance structure, Policy Governance, in a private, independent school with deeply entrenched culture and patterns of behavior. Findings suggest an immediate positive influence on leadership and culture in the district, including a "trickle down" effect on shared leadership. However, challenges to sustainability indicate that even strict adherence to the model, unanimous support among board members, and strong board and administrator leadership may not be enough to support sustainability.

Institutional research/effectiveness offices are instrumental in advancing diversity, equity, and inclusion (D.E.I.) efforts. Ideally they have the knowledge, perspective, and network within an institution to impact practice, process, policy, and planning in order to guide the institution toward a goal of being fully inclusive. With an understanding of D.E.I. terms within the institution and higher education, IR offices can provide a cohesive perspective and focus through both qualitative and quantitative data that can lead to shared definitions, a collective mindset, and ultimately actionable change.

Purpose: The purpose of the study is to investigate the role of the strategy tripod premises, mediated by future foresight and its effect on merger effectiveness in the higher education industry. Design/methodology/approach: A quantitative survey method was implemented, with the data provided by senior managers of 14 universities that went through a merger from the years 2013-2016. The proposed model was tested using partial least squares (PLS) of structural equation modeling (SEM). Findings: The results indicate that government support, competitive intensity and knowledge creation capability relate positivity to merger effectiveness, and these relationships are mediated by future foresight competence. Originality/value: The study provides a better understanding of merger effectiveness in the higher education industry by identifying the role of future foresight competence in the application of strategy tripod and its contribution on merger effectiveness. Results indicate that future foresight competence contributes to the merger effectiveness and enables the effective implementation of the strategy tripod dimensions in higher education mergers.

The study includes an analysis and results of a Deliberately Developmental Organization (DDO) effort in an academic department. In this study Kegan and Lahey's conception of a DDO is coupled with the Circular Questioning technique to deepen the intensity of the employees' participation. The ultimate goal of a DDO is to enhance the employees' personal development and thus improve the organization. The authors point to the communication perspective as a way to understand the centrality of dialogue in the Unauthenticated DDO process. It was found that Circular Questioning as a means of intervention allowed the members to generate new thoughts and actions thus building an understanding of their interdependence. It was clear their communication acted as a constitutive force, shaping the lives of the interactants and their future understanding and work in the organization.

As the 70th California Council on Teacher Education (CCTE) anniversary approaches it is hard for the author to believe that he has been involved with this organization since 1993, twenty-one years. As he reflected on how he was introduced and what kept him involved in the organization in many capacities, the author realized he knows of no other professional organization where such lasting friendships have been developed and nurtured. The author's involvement in CCTE included: two years as President Elect, two as President, and two as Past President, as well as four years as a CCTE Board member, four as CCTE Vice-President for AACTE, and two years as CCTE Vice President of ATE, for a total of sixteen years of in-depth work with CCTE in a leadership capacity. In this article, the author shares his reflections on his own ideas for CCTE, along with the goals that he set and the accomplishments achieved.

Alvin Thompson, former president of the California Council on the Education of Teachers (CCET), describes how he became involved with the CCET, and how the cultural environment of the CCET shifted from a "Pink Tea" society to one of political action focused on the real needs of the schools for which teachers are prepared. Thompson explains the resistance he encountered, and how he worked to change the direction of the organization.

James Cantor, a professor in the College of Education at California State University, describes his history with the California Council on Teacher Education (CCTE or Cal Council) before becoming the President of the CCTE in 2008. He served as an active member for 10 years prior to becoming the Cal Council President. The author shares the challenges and accomplishments throughout his presidency, as well as his thoughts on what he thinks is important in regard to the past, present, and future of the CCTE. This article addresses the following topics regarding the CCTE: (1) What is Important for CCTE--Past, Present, and Future?; (2) Conference Planning as a Core Activity; (3) Significant Achievements; (4) Issues That Still Need Work; and (5) Past, Present, and Future.

In 2001, the California Council on the Education of Teachers (CCET), the State of California Association of Teacher Educators (SCATE), and the California Association of Colleges for Teacher Education (CACTE) became a single merged organization--the California Council on Teacher Education (CCTE). As the last president of CACTE, Andrea Maxie was honored to be a part of the deliberations and discussions that resulted in what many organization members hailed as a new era in teacher education in California. Never did she expect to be nominated for the post of CCTE President, but the nomination came and she accepted the challenge. She was elected President of CCTE and, from 2002-2004, worked with an extraordinary Board of Directors, executive secretary, and journal editorial team, to lead CCTE as it entered the early years of its transformation within a context of the prevailing transformation of teacher education in California. This article examines the significant issues and challenges confronting CCTE in 2002-to-2004, and the accomplishments and organizational change that continue to characterize CCTE as a transformative community of practice. It concludes with implications of CCTE's organizational change for teacher education in California.

Educational data mining (EDM) is an emerging discipline that focuses on applying data mining tools and techniques to educationally related data. The discipline focuses on analyzing educational data to develop models for improving learning experiences and improving institutional effectiveness. A literature review on educational data mining topics which covers topics such as student retention and attrition, personal recommender systems within education, and how data mining can be used to analyze course management system data. Gaps in the current literature and opportunities for further research are presented.

The following article argues that the research compliance system has some flaws that should be addressed, particularly with regard to excessive emphasis of and reliance upon formal regulations in research administration. Ethical formalism, understood here as the use of formal rules for the determination of behavior, is not an optimal perspective alone for the promotion of ethical research. The strict adherence to rules and regulations in research administration was formed by forces outside of the organizations' control and adopted by the professional organizations as final, thereby failing to generate the adaptive normative guidance needed to promote a flourishing, dynamic research environment. The analysis continues by offering some solutions for how the laws can be augmented through positive organizational practices and virtuous action (Cameron, Dutton & Quinn, 2003), and finally by finding people in organizations who stand as moral exemplars (Zagzebski, 2010) or leader-mentors (Cheatham, 2010; Gabriel, 2010) who bridge the gap between researchers, organizational leaders, and the regulations.

Over 20 years ago, Robert J. Barak and Barbara E. Breier suggested incorporating a regular assessment of the entire program review system into the review schedule in order to ensure that the system itself is as efficient and effective as the programs under review. Barak and Breier's seminal book on the goals and processes of program review has widely influenced the standards for reviews; however, their proposed "meta-review" has not yet become a regular element in most higher education institutions. Results from a meta-review undertaken at a small and private liberal arts college demonstrate the utility of such an institutional-level assessment. The results reveal that the quality--and even the purpose--of program review can shift over time, and that review policies and guidelines need to be revised regularly to remain current with emerging external expectations and changing financial environments. (Contains 5 tables, 4 figures, and 3 footnotes.)

This article presents the text of a presentation given by California Council on Teacher Education (CCTE) executive secretary Alan H. Jones at the CCTE Fall Conference in San Diego on October 15, 2009. Jones explores the concept of marginalization, and explains why he believes it applies very appropriately to the field of teacher education and their own organization. He emphasizes the importance of knowing their history, and asks why it is that history is not a more central part of teacher education. He begins by providing a brief history of the CCTE, which he argues is a prime example of marginalization. With that notion in place, he seeks to show how their history mirrors many of the broader patterns of the history of American education, an equally appropriate portrayal of marginalization. In these ways, hopefully, what he has to say will illuminate who they are, how they got here, and how they fit, or don't fit, in the big picture. With those problematics in place, he then shares what he believes is a critical recognition of a central problem of their marginalization and what they must try to do about it.

Purpose: This paper aims to evaluate how managers influence accidental and intentional organizational forgetting, i.e. knowledge depreciation, knowledge loss and unlearning. Design/methodology/approach: The literature was reviewed based on predetermined search terms to identify peer-reviewed articles published in English and available in full-text format from the EBSCOhost and Google Scholar databases. Empirical and theoretical contributions were included. Additional articles, books and book chapters were manually selected and included based on recent reviews and syntheses of organizational forgetting work. Findings: Findings revealed that managers contributed to preventing accidental knowledge depreciation and loss and preserving organizational memory. With respect to intentional forgetting, findings revealed contradictory positions: on the one hand, managers contributed to the disbandment of existing beliefs and frames of reference, but on the other hand, they preserved existing knowledge and power structures. Research limitations/implications: The study was limited by the accessibility of subscribed journals and databases, research scope and time span. Practical implications: This paper provides useful guidelines to managers who need to reduce the disruptive effects of accidental forgetting or plan intentional forgetting, i.e. managed unlearning. Originality/value: This paper represents a first attempt to review and define the influence of managers on organizational forgetting.

This study measured and applied Senge's (1990) fifth discipline model of learning organizations in a culturally distinct population, namely teachers in 17 vocational high schools located in the Seoul megalopolis. The participants were 976 full-time vocational and academic teachers in public trade/industry-technical and business high schools in the Seoul megalopolis. Exploratory factor analysis was used to examine responses from Korean vocational high school teachers to questionnaire items designed to test the theoretical constructs and indices of Senge's learning organization model to establish a measurement model. The hypothesized model was tested using confirmatory factor analysis. Strong evidence was provided for the construct validity of the measurement model (i.e., instrument) to measure the learning organization concept in school contexts. The results also support the notion that the theory of learning organization and related concepts, initially developed against the background of Western culture, can apply to a South Korean school context, reflecting Asian culture. (Contains 3 tables and 1 figure.)

In this response to Charles Gagel's National Association of Industrial and Technical Teacher Educators (NAITTE) Membership Survey Report, the author states that the NAITTE of tomorrow cannot be the NAITTE of the past, as the organization is now feeling the effects of failing to change along with the field of teacher education. Of course, the direction in which NAITTE should change in order to accommodate the new playing field is not entirely clear, especially if changes are to serve the future and not just represent the present. The demand for elementary and secondary school teachers of technology, as they have traditionally known them in the past, has diminished and has resulted in the reduction of technology teacher education programs and, consequently, the NAITTE membership base. The author believes that joining together with teacher educators would be beneficial to NAITTE, broadening the population of prospective teachers who enroll in the organization's technological teacher education programs and thereby helping to stabilize the number of teacher educators. He also highlights the importance of partnering with teachers who use technological processes to teach basic life skills to special populations of students, entering into discussions with their colleagues in agriculture, and engaging in workforce education. In planning for the future of NAITTE, he says it is wise to go beyond the present mission statement to some guiding principles and to clarify what it is they stand for.

In 2004, in response to concerns about declining membership, the National Association of Industrial and Technical Teacher Educators (NAITTE) conducted a survey of its members. What was a concern then is of even greater concern today. This essay is an attempt to extend the conversation begun by Gagel (2006) through his synthesis of results of the 1993 and 2004 NAITTE membership surveys. The focus of this commentary will be twofold: It will examine additional historical perspectives that may help better understand NAITTE as it exists today and also consider possible actions that could be taken by the NAITTE leadership and other concerned member volunteers. (Contains 1 figure.)

The National Association of Industrial and Technical Teacher Educators (NAITTE) will celebrate its 69th birthday this year. In keeping with this progression of years, the products and services of the organization are advancing as well: the "Journal of Industrial Teacher Education (JITE)" will turn 43, the Industrial Teacher Education Directory (ITE Directory) will turn 49, and the News and Views Newsletter will turn 26. Such a record speaks to the durability and quality of the organization. Nonetheless, NAITTE, like many other membership organizations today, is facing many challenges that threaten its long-term health and survival. This article reports the findings of the 2004 membership survey that was conducted in an effort to understand these challenges and to better meet the needs of the membership. In an attempt to provide some perspective on the new findings, the article incorporates a comparison with the 1993 survey conducted by Patrick Miller (1993). As the two surveys were compared, the message that emerged from the data was disturbing. It is troubling to think that the challenges that have confronted NAITTE for the greater part of the past two decades are the same challenges that face it today. Granted, some of these challenges are perennial and out of NAITTE's control, but there are many that fall well within its purview. (Contains 17 tables.)

This study examines whether new private schools are innovative, drawing on theories of markets and institutions. Choice advocates claim that markets spark innovation, while institutional theory suggests that isomorphic forces will limit novel school forms. Using qualitative data from third sector private schools in Toronto, three hypotheses about the impact of markets on educational organizations are examined: (a) they reverse tendencies toward isomorphism as schools develop client niches; (b) they allow schools to weaken their formal structures; and (c) they force schools to more closely monitor their effectiveness. Substantial evidence exists for the first hypothesis, partial evidence for the second hypothesis, but little evidence for the third. Overall, new private schools are characterized by: small classes, unique pedagogical themes, personalized treatment of clients, and some pragmatic responses to limited resources. Their operators sometimes feel restricted by parental demand, but are able to retain a loosely coupled structure by embracing consumerist understandings of accountability. This essay concludes with a discussion of implications for market theory.