Search

This article examines the different roles the State/government plays in coordinating the Chilean higher education system. It proposes a conceptual and analytical framework based on a multi-governance approach, which considers multi-level, multi-actor and multi-agenda dimensions. This framework is used to study the different roles played by the State in higher education governance in Chile, especially after the 2018 legislative reforms. The results show an increase in the State's influence on system coordination and that the State/government has strengthened its role as regulator, evaluator and funder of higher education. Similarly, from a multi-level dimension perspective, the results show that the governance of higher education in Chile is highly centralised. At the same time, despite centralising decision-making, the Chilean higher education system is seen as highly complex from a multistakeholder and multi-agency perspective. Lastly, we suggest using this conceptual approach to provide valuable insights for the study of the complexity of governance in higher education systems in other Latin American contexts.

Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline.

Background: The Fragile X community has expressed a desire for centralised, national guidelines in the form of integrated guidance for Fragile X Syndrome (FXS). Methods: This article draws on existing literature reviews, primary research and clinical trials on FXS, a Fragile X Society conference workshop and first-hand experience of clinicians who have worked with those living with FXS over many years. Results: The article scopes proposed integrated guidance over the life course, including appendices of symptoms, comorbidities and referral options for FXS and Fragile X Premutation Associated Conditions. Conclusion: Integrated guidance would provide an authoritative source for doctors, health professionals, therapists, care workers, social workers, educators, employers, families and those living with FXS, so that a holistic, person-centred approach can be taken across the United Kingdom to garner the best outcomes for those with FXS.

This paper examines online collaboration between small rural primary schools in New Zealand, focusing on principals' perspectives. Through semi-structured interviews with eight principals involved in the Virtual Learning Network (VLN) Primary, the study explores the benefits, challenges, and key factors for successful collaboration. The findings indicate that online collaboration can provide professional support, workload relief, and expanded learning opportunities for students. However, challenges include varying expectations across schools and tensions between centralized online learning and local curricula. The study highlights the importance of shared understanding, time commitment, equity in contributions, and strong leadership for effective collaboration. It also discusses the principals' mixed experiences with the Communities of Learning, Kahui Ako initiatives. The research contributes to understanding how rural schools can leverage technology and professional networks to enhance educational opportunities, offering insights for school leaders and policymakers on fostering successful collaborative networks in rural education settings.

Purpose: In the last 5 years, many states have introduced science of reading (SOR) reforms that require increased attention to foundational skills instruction in grades K-3. The fast spread of these policies raises questions about the mechanisms that facilitated their rapid adoption. The purpose of this article is to examine how SOR discourses obscured or legitimated agendas of various policy actors involved in promoting literacy reforms. Research Methods/Approach: Grounded in anthropology of policy, this study examines interactions between legislators, policy makers, and policy advocates in Tennessee. Data sources include video recordings of legislative sessions, policy artifacts, reports, media articles, and interviews. Findings: The study documents how the focus on the "science of reading" disguises pursuits of conservative think tanks and major philanthropies in promoting curriculum reforms. Intermediary organizations' advocacy for particular instructional materials and consulting services aligned with Common Core State Standards, even in the states that moved away from them, paves the way for greater standardization, centralization, and expansion of private sector involvement in educational services. Implications: Positioned in the wider sociopolitical context of neoliberal education reforms, SOR advocacy becomes a performance that obscures privatizers' efforts to use literacy legislation as a mechanism for securing a market share for their products and services.

The ever-changing landscape of higher education presents enrollment management (EM) professionals with challenges related to workload, staff morale, conflicting values, staff turnover, and student satisfaction. As higher education confronts the reality of today's enrollment climate, it is time to consider how organizational cultures impact staff well-being and, by extension, the quality of service provided to students. This article provides a comprehensive exploration of the transformative journey undertaken by the University of California, Merced's enrollment management (EM) team to reshape its organizational culture, emphasizing the importance of aligning norms and values with a student-ready mindset. Building upon a previous article titled "The Relationship Between One-Stop Support and New Student Enrollment" (Perry 2023) (EJ1401404), the authors discuss practical concepts, leveraged by one institution, for developing an enrollment management centralized service model that focuses on meeting the needs of current students while fostering a sense of belonging for staff.

The purpose of this article is to present an instructional innovation called the Structure-Culture Alignment Activity, which leads students through the process of aligning cultural values pertaining to diversity, equity, and inclusiveness (DEI) to two important structural elements, formalization and centralization. Using decision making, team cooperation, reflection of preferences, and practice in decision-making skills, students create a part of a strategic plan for a new organization. In this article, we offer detailed instructions, learning objectives, debrief questions, extensions, and variations for the Structure-Culture Alignment Activity. We also offer our suggestions from lived experience in running the Structure-Culture Alignment Activity as well as the findings from our statistical analysis. Our findings contribute to management education literature and suggest that participation in the Structure-Culture Alignment Activity improves knowledge pertaining to structural elements, diversity value attitudes, and attitudes towards aligning organizational structural elements with DEI cultural values in an undergraduate management class.

Teachers are frontline actors in actualising educational innovations. In some contexts, teachers' professional agency is undervalued. This study investigated teachers' agency and its related workplace affordances in Hong Kong, which features a centralised-decentralisation education governance system, and a hierarchical work culture. The study was based on 21 semi-structured interviews with teachers, and employed a deductive thematic analysis. Agency enactment was categorised into (1) pedagogical agency within classrooms, and (2) relational agency in the professional community. The factors contributing to workplace affordances were grouped as pertaining to (1) the collegial community, (2) school leadership, (3) access to resources, and (4) availability of time, space, and job stability. Agency-supportive leadership and a favourable collegial environment significantly facilitated teachers' agentic actions. Teachers did not explicitly resist but implemented emotionally meaningless order in a 'work-to-rule' manner. The study contributes to professional agency research as applied to a particular political, regional, and socio-cultural context.

Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students' educational experiences and outcomes within and between classrooms, schools, and systems. In the effort to improve instruction and reduce disparities for students on a large scale, one reform effort in the US has focused on building instructionally focused education systems (IFESs) where central office and school leaders collaborate with teachers to organize and manage instruction. These efforts are playing out in a variety of contexts in the US, including in public school districts, non-profits, and other educational networks, and it is shifting how teachers carry out the day-to-day work of instruction. In this comparative case study, we investigate two IFESs in which efforts to improve instruction pushed against historic norms of teacher autonomy. We found that these new systems are not at odds with teacher autonomy, but rather these systems reflect a transition to more interdependent notions of teacher autonomy.

This article offers a view on the emerging practice of managing external relations of the modern university, and the role of science communication in this. With a representative sample of research universities in four countries, we seek to broaden our understanding of the "science communication (SC) function" and its niche within the modern university. We distinguish science communication from corporate communication functions and examine how they distribute across organisational levels. We find that communication functions can be represented along a spectrum of (de)centralisation: public relations and marketing activities are more likely carried out at the central level (central offices), and public affairs and SC activities are more likely carried out at decentral levels (e.g. in specific offices and/or research institutes, departments). This study shows that little attention is paid to science communication at central structures, suggesting that it is not a practice that aligns easily with university corporate communication, yet SC might find its niche increasingly in decentral locations of activity.

The authors analyze the development of the Hungarian higher education system after the political transition of 1989/90. Higher education in Hungary as well as in all post-socialist countries has made a special path. It followed the development of higher education in other parts of Europe, though in a delayed and transformed, not infrequently distorted form. The authors first describe the development of higher education in other part of Europe. They start in the 'association model', evolve through an 'association-bureaucratic' model and arrive to a 'business model'. The evolution of Hungarian higher education is the reverse. It starts from a bureaucratic model, then touches the association-business model and returns to the bureaucratic model. The authors review the legal transformations behind higher educational development, dealing with some elements of this transformation (accreditation, post-socialist managerialism). The peculiarity of the Hungarian managerialism is that it was created by those who socialized in the course of the planned economy, often in government or party offices. They and their followers were the ones who introduced the post-socialist bureaucratic university model as well. They do not believe in market coordination as they grew up under or recall the fake market conditions of state socialism, thus they only rely on central control.

Special Unit students at a secondary education school in Cyprus were to be included in an action research project. Its primary objective was to study the challenges the headmaster/leader or other school leader faces while attempting to involve Special Unit students in the school's leadership, which was based on an inclusive leadership approach. The researchers concluded that Cyprus' centralized educational system is the biggest impediment. The primary research methods used to carry out the action research were interviews, focus groups, and observations. 85 teachers, 210 students, and 15 parents participated in the 8-month research, which was conducted in a secondary school in Cyprus with a special unit. By completing the research process, the researchers finally concluded that the solution to the problem might be the recruitment of an inclusive leadership model, which aims to use decentralized inclusive practices.

Purpose: Organizational culture influences instructional innovations at universities by either allowing or hindering the development of innovations. Therefore, this study aims to demonstrate the organizational culture barriers and facilitators for instructional innovations at Turkish universities. Research methods: Using the qualitative method, this study draws upon 20 interviews with academic staff members to uncover the details regarding organizational culture barriers and facilitators for instructional innovations at four Turkish public universities. Findings: Based on the results concerning organizational culture barriers to instructional innovations, the analysis resulted in the over-centralized higher education structure where academic staff members lack professional practice at schools coupled with being pressured to increase their output of publications. Based on the results concerning organizational culture facilitators for instructional innovations, the results show that bottom-up management features in the university with mid-level leaders using the power of their expertise as part of collaborative research groups is an avenue to instructional innovation. Based on the perceptions, the organizational culture barriers and facilitators are identified as separate factors for instructional innovations in terms of positive and negative aspects. Implications for Research and Practice: This study lays the groundwork for future research into using appropriate methods and tools to measure the performance of academic staff members to conceptualize the development of teacher education positively.

School decision-making promotes school autonomy and success. Today's contemporary approach supports the idea that operative school functioning and development are characteristically accomplished when there is decentralized decision-making. However, less attention has been paid to the collective benefits of centralized and decentralized decision-making. Hence, it is desirable to study balanced decision-making in a centralized and decentralized structure. An extensive search of major databases was undertaken which identified 35,822 studies on the subject wherein 9 met the inclusion criteria. Employing a systematic literature review, data were extracted and analyzed using thematic analysis. Two themes arose from the analysis of the studies such as decision-making as a school-based management practice, and decision-making towards school performance. Studies engrossed on the heart of decision-making in the sociological perspective of school management. It also shows that combining both centralized and decentralized approaches is indispensable for leading and enhancing education. As a result, the literature pointed to the following discussion points, which are areas that require further research: (1) decision-making practices among school principals, and (2) decision-making on school operating expenses and expenditures.

Decentralization in education, which is an approach based on learner effectiveness independent of a certain institutional and bureaucratic authority, has become a current issue again due to the global COVID-19 pandemic. This study aims to examine the views of 1648 faculty members working at different universities in Turkey regarding the potential paradigm shift in education in the post-COVID world. A five-question questionnaire was used to collect the data. The data were interpreted with descriptive statistics such as frequency and percentage in terms of the academic title, seniority and academic field. The results reveal that instructors expect a great paradigm shift in education after the pandemic. Despite different opinions in terms of the title, the expected changes in education after the pandemic according to seniority and academic field were found to be similar. In addition, faculty members believe that the COVID-19 pandemic has changed the way people and educators view education; however, it has been concluded that they do not expect a transformation towards certification-based competency regardless of the institution from which the diploma is obtained. In this context, although the faculty expect a paradigm shift in education, they believe that centralization in education will remain as it is.

Purpose: To improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying entrepreneurial practices/strategies and market mechanisms. This study aims to investigate, from a schoolteacher's perspective, the degree of entrepreneurial leadership behaviour (ELB) applied by school principals in European primary schools. Given that school autonomy is perceived as an important predictor of leaders' entrepreneurship, this study investigates the impact of educational macro (autonomy and accountability) and micro (demographics) contexts on ELB by comparing centralised and decentralised European school systems with the highly centralised Greek school system. Design/methodology/approach: This comparative study was conducted in Greece (630 participants) and in 14 European countries (972 participants). Thornberry's Entrepreneurial Leadership Questionnaire was used, comprising general entrepreneurial leader (GEL), miner (MIN), accelerator (ACC), explorer (EXP) and integrator (INT) behaviours. Findings: The results revealed that ELB is a multi-dimensional concept, and that all participating teachers perceived ELB application moderately, with more focus on the internal (than external) school environment. Furthermore, the dual-directional macro-contextual influence found in applying ELB indicates that high school autonomy and accountability activate ELB owing to the school's freedom to engage in entrepreneurial ventures, while low autonomy/accountability still activates ELB, but only for organisational survival within hierarchical-bureaucratic school environments. This feature differentiates "intrapreneur/intrepreneur" from "entrepreneur" school principals. Originality/value: The theoretical basis of entrepreneurial leadership (EL) in education should include entrepreneurial multi-dimensional leadership aspects (competencies, behaviours, skills) and educational context (macro and micro). Implications for school leadership research and practice are also discussed.

If centralising university services is regarded as operationally ineffective, why do managerialised universities continue to organise themselves this way? We investigate an occurrence of this paradox at a regional Australian university, where professional staff services were centralised for a period of 7 years. They were separated from academics and their role repurposed to focus on student needs rather than continuing to support academics. As a method of analysis, we use a Bourdieusian lens to illuminate the power dynamics between fields to reveal, what we argue appears to be a symbolically violent view of centralising services. We conclude that universities continue to centralise services to increase management power, yet this strategy undermines managerialism's own efforts of increasing operational outcomes because it increases conflict between the staff it relies on to be a university.

Purpose: This study intends to systematically review empirical evidence on transformational school leadership (TSL) in a centralized educational context. Design/methodology/approach: The study includes a topographical mapping and a narrative review of thirty-seven research articles published in Turkey between 2000 and 2021. The review strategy included systematically searching the Turkish Academic Network and Information Center (ULAKBIM) and Scopus. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram guided the review and reporting process. Findings: Three key themes emerged--(1) perceptions, attitudes and behaviors; (2) psychological resources, learning and innovation; and (3) school climate and culture. The results indicated that the research evidence on TSL in the review did not correspond well with the evidence on TSL in non-Western contexts. The authors also discussed the state of research narratively to provide an overview of the topical foci and methodological and conceptual trends. Research limitations/implications: First, although the databases of the study are claimed to be regularly updated locally, these two search databases may inevitably have missed some journal articles relevant to the inclusion criteria. A possible solution is to include more databases like ERIC, PsycArticles, SAGE, ScienceDirect, PsycINFO, Web of Science and ProQuest. Second, the authors decided to limit the exploration of journal articles on transformative leadership to peer-reviewed journal articles. The authors might have missed a wider range of insights available in book chapters, books, research papers, dissertations and gray literature. Third, as there were many levels of research foci, the authors did the coding on research foci and methods. However, the approach may not allow authors to explore the relationships between research foci and method design. One possible solution is to do all coding in one file so that more complex analysis can follow. Finally, the authors agree that TSL is only one leadership style that is related to leadership effectiveness and that effective leadership is multi-faceted and requires a combination of leadership styles. Accordingly, the evidence in the study sheds light on only one dimension of leadership effectiveness. Originality/value: Our review is part of an effort to demonstrate the importance of a culturally-situated understanding of TSL and to develop a globally validated knowledge base. It identifies and summarizes research in a non-Western school context defined by centrality, lack of autonomy and accountability.

This paper addresses the development of the education system in the Russian Empire during the pre-revolutionary period. Its geographic scope is confined to Tiflis Governorate, and its chronological scope covers the period of integration of the system of public education in Tiflis Governorate into the all-Russian system of public education and its centralization -- 1802-1871 (this includes the "departmental" period, when there was in operation the Ministry of Religious Affairs and Public Education (1817-1824)). The work provides a short analysis of key sources on the issue of the development of the public education system in pre-revolutionary Russia, a brief historiographical survey, an outline of Tiflis Governorate's geographic, economic, and ethnic characteristics, and a summary of key issues relating to the topic's periodization. The authors' conclusion is that the process of integration of the system of public education in Tiflis Governorate into the all-Russian system and its centralization was completed by 1871. Throughout the country, there now was in operation a network of educational institutions with uniform standards in place with regard to school administration and curricula. This made it possible to move on to the next stage in the process of spreading literacy in the outlying regions of the Russian Empire -- to enable more of its citizens to receive public education.

This paper reports on the first stage of an international comparative study for the project "'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'" funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

This two-way, fixed effects analysis examines the relationship between local appropriations and community college state governance structures while examining governance's moderating impact on state-level factors. We find that any type of state-level organization for community colleges does not impact local appropriations, and that in states with no formal coordinating authority, local appropriations are likely to be higher. Further, the absence of a state-level board, even one that includes four-year, primary, or secondary education, moderates the relationship between unemployment and appropriations. This relationship suggests that in states without a state-level board for community colleges, local governments invest in and leverage their community colleges in times of economic decline. Based on our findings, resisting centralization efforts might be to the benefit of community colleges in terms of finances and autonomy; however, this does not consider the impacts varying degrees of centralization might have on stakeholders outside of the local appropriations process.

Academic governance and leadership are two inter-related concepts that set the tone and direction for the development of higher education at the system as well as institutional levels. This article examines the academic governance and leadership in Malaysian higher education by focusing on two national higher education strategic initiatives: the National Higher Education Strategic Plan 2007-2020 and Malaysia Education Blueprint (Higher Education) 2015-2025. From analysing the two national strategic initiatives, we discuss the ways in which academic governance and leadership have been articulated at the systemic and institutional levels. We find that, centralisation persists despite corporatisation and granting of autonomy status, and leadership has become subjected to external yardsticks of quality, performance and standardised transformation agenda, driven predominantly by the ideology of neoliberalism and New Public Management (NPM). Unpacking these drivers of policy provides a basis for reflecting on the purpose, philosophy and fundamental idea of universities in Malaysia for nation building and societal development.

The existence of mono-loyalty in the simultaneous system of centralization and decentralization in Indonesia is used by the authorities to control the bureaucratic structure. Several problems occur in personnel management, however. The existence of mono-loyalty also has implications for regional employment patterns. The changes in staffing patterns are highlighted in the Regional Government of the East Java Province through the Staff Agency Bureau (BKD) of the East Java Province. The study's aim is to describe the staffing pattern of the Regional Government of the East Java Province and evaluate its effectiveness. This study follows a descriptive design with a qualitative approach, and observations, interviews, and documentation were conducted to feed into the data-analysis process. The results revealed a paradigm shift in organizing and conducting government bureaucracy, followed by changes in staffing patterns in local government. The regional government of East Java Province has adopted an integrated pattern, one that combines elements of centralization and decentralization. The use of this pattern follows the theory of effectiveness, but in its implementation, there is no risk management that guides the continuity of the pattern in achieving the stated organizational goals.

Nations transfer educational reform models for the systematic improvement of education. Nowhere is this more evident than in the Gulf Cooperation Council states, which have implemented primarily Western decentralized reform models to overhaul their educational systems. This article reports non-empirical research, written as a conceptual analysis that examines the current situation of the educational reform in Qatar. The theory of education transferring serves as a conceptual framework to scrutinize Qatar's recent educational change to Project-based Learning. This illustrates the shift from the initial decentralized reform to its current centralized state. Contextual factors that influence decentralization are discussed.

Among the factors that determine an organization's effectiveness, values are critical elements. However, little is known about the values of those who work in schools. The research reported here is an initial step in exploring the value orientations of educators in Greece. The findings are used to formulate recommendations for extended investigations of Greek educators' values and the implications for school administration and leadership.

Only weeks before the 2019 annual meeting of the American Education Research Association (AERA) was held in Toronto, Ontario, the provincial government announced a major reform of education for that province entitled "Education that Works for You -- Modernizing Classrooms". From an e-learning perspective the proposal called for a centralization of e-learning, a graduation requirement of four elearning courses, and increasing the class size limit for e-learning courses to 35 students. The AERA call for submissions for the 2020 meeting issued a challenge for scholars to 'connect with organizational leaders to examine collaboratively continuing educational problems... [and] programmatically engaging with educational organizations.' This article accepts that challenge and describes a collaboration between scholars and a pan-Canadian organization to examine the research behind each of these proposed elearning changes. Based on that collaboration, the authors explore the existing system of e-learning in Ontario and highlight the concerning lack of details in many aspects of the proposal, as well as a lack of research to support the proposed actions

This study evaluates the effectivity of school management according to the perceptions of Turkish school principals of Syrian refugee students through the lenses of complex adaptive leadership, which was conceptualized from complexity theory and complex adaptive leadership. This was qualitative research designed as a phenomenological study. The participants of the study were identified via a snowball sampling strategy. Nineteen school principals working at public schools in Turkey during the summer term of 2016-2017 and the fall term of 2017-2018 were selected as the participants. Data were collected using the interview technique and descriptive analysis was employed. The results showed that school principals commented on resource management, risk, decision making, and planning and control when functioning as managerial leaders. Secondly, they touched on network dynamics, change and innovation, and safe schools in terms of their adaptive leadership skills. Lastly, they pointed out interaction, win-win interdependency, and ethical values of enabling leadership. Overall, it was found that the structure of the Turkish Ministry of National Education is strictly centralized, and complex adaptive leadership does not function properly in this context. However, school principals do make ceaseless efforts to meet the educational and humanitarian needs of Syrian refugees.

This study aims to investigate how national education councils are organized in Turkey, shed light on their voting procedures, and examine their perceived challenges, based on data from eight participants of the 18th National Education Council. A qualitative research design was adopted and data were collected through semi-structured interviews. By scrutinizing a particular decision-making convention in a centralized system, the study offers significant evidence on education decision-making and contributes to the existing body of literature on education decision-making in accordance with governance principles.

This paper seeks to identify significant trends in mathematics curricula and teaching approaches in two education systems: the United States (a highly decentralised education system) and England (a highly centralised education system), with focus on 16-to-19-year-olds. The paper adopts a two-fold perspective: an historical overview, and comparison of the areas of convergence and divergence across both education systems. The trajectory of mathematical development is expressed through timelines of core concepts and ideas which chronicle the sequence of events and philosophies that have shaped the development of mathematics teaching and learning. By tracing the trajectory of mathematics through history, the paper provides a greater awareness of how different factors influence how mathematics is taught across two disparate educational jurisdictions. The paper affords opportunities to reflect on and draw conclusions about what constitutes meaningful mathematics teaching and curriculum approaches for 21st century learner.

The aim of the paper is to show whether the systems of mathematics teacher education in two countries whose historical development may seem quite similar (the Czech Republic and Hungary were parts of the Habsburg Monarchy, and they were part of the Eastern European communist block) are also very similar, or whether each country follows its own, unique path. In this paper we build on the general need for more international comparative studies in the area of teacher education. We present a historical review of development of mathematics teacher education in both countries and analyse and compare current teacher education programs, their structure and organization, the demands on mathematics teachers and their qualifications for teaching at various levels. In the paper we pinpoint a number of aspects resulting in differences in the two systems, including historical development and traditions, (de)-centralization, globalization and international cooperation, etc. The comparison based on these aspects shows that the systems in both countries are very different. The analysis described in this paper could become the starting point for further research using the data from international surveys (e.g. PISA). Such research would enable us to make conjectures about the effects of various ways of organizing teacher education.

The purpose of the current study is to make a detailed introduction to the Greek education system and to compare it with the Turkish education system to come up with some implications for the latter. To this end, the literature was reviewed. A general introduction was made to Greece and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Greek and Turkish education system were discussed and various suggestions were developed. The Greek and Turkish education systems have many similarities such as having a centralized structure, students' obligation to take a general exam to get a place at university, provision of the primary and secondary education by the state. On the other hand, these two systems differ from each in many respects such as conception of secular education, duration of compulsory education, financing of higher education, administrative structure of schools, prevalence of evening classes, appointment of principals and inspection of schools. As a result of the comparison of these two education systems, in short it can be said that: If teachers' opinions are taken into consideration in the appointment of school principals, greater importance is attached to self-assessment, development-oriented inspection is put into effect and inspectors are obliged to have a master's degree to be an inspector in Turkey, then some important contributions can be made to the development of the Turkish education system.

This study aims to conduct validity and reliability analysis of Organizational Structure Scale-University version (OSS-U) that enables us to determine organizational structures of universities. The scale was developed based on the Axiomatic Theory by Hage, literature review and expert opinions. The sample of the study consisted of a total of 655 faculty members working at state universities in Turkey. Psychometric features of the scale were tested with three different models. The content validity of the suggested models was tested with Lawshe Analysis; the construct validity with Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) while the reliability was tested with Cronbach alpha which is a measure of internal consistency. As a result of the analyses conducted, all of these three models were determined to be valid and reliable with the relevant sample. It was also revealed that OSS-U can be used as model 1 in which nine dimensions (number of occupational specialties, professional training, professional activities, participation in decisions, hierarchy of authority, standardization, professional latitude, difference in rewards and difference in status) describe one single concept (University Structure), or model 2 in which four subscales (Complexity Scale, Centralization Scale, Formalization Scale and Stratification Scale) are independent pieces of an umbrella term (University Structure) or model 3, as a combination of these two models (model 1 + model 2), where combined subscales that have dimensions in itself describe a hypernym (University).

Public higher education systems have relied upon the ability to control individual campuses for the overall welfare of the public which it serves. This coordination and control has the potential to increase efficiencies of efforts, but also has the potential to limit the growth of individual campuses. The current study was designed to identify, explain, and understand the perceived benefits and challenges of higher education systems. Study findings identified a higher level of agreement about the challenges present in systems use, and the strongest benefit perceived of using a systems approach was for group buying power.

In this paper we explore the adoption of a neoliberal turn in New Zealand's education system and its consequences, focusing particularly on secondary school music education. In the 1980s, New Zealand was one of the first states in the Western world to implement comprehensive neoliberal economic policies. Some 35 years later, education in New Zealand is situated in a highly devolved institutional framework that privileges neoliberal objectives. This article outlines the genesis of this socio-political context and the downstream effects of this environment on the secondary school music curriculum. Our central question is this: What have been the results of the "New Zealand Experiment" in terms of the type of music curriculum students now experience? The deeper problematic of the paper, however, concerns the fragmentation and instrumentalization of knowledge. On balance, we conclude that effects of the neoliberal turn within education in New Zealand may have been more detrimental than beneficial, as these agendas have encouraged a break with past more liberal and humanistic aims for education. However, we also argue that the changes have not been the product of any systematic project but rather the result of a confluence of complex and stratified causal mechanisms at work in the socio-political world.