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Understanding the factors that influence a community college governing board to increase its engagement in accountability for student success was the purpose of this grounded theory case study. A further aim was to develop a model that described how these factors interact. A highly engaged community college governing board, as defined by a focus, perspective, infrastructure, and behavior that identified student success as a priority, was selected and studied to learn what were the principle influences on their engagement in student success. Eight factors were identified initially that influenced the governing board’s interest in student success: Board Characteristics, Changing External Context, Achieving the Dream, Board Roles and Responsibilities, Board Culture, College Role and Purpose, Changing Internal Context, and Student Success. Another factor, Administrative Leadership, also influenced the governing board’s engagement and was added to the final model. Two models emerged from the data: a six factor model that describes how a board becomes engaged in student success and a model incorporating all eight influences that describes governing with a student success agenda already in place. Key findings included the importance of an external emphasis on improving student outcomes at the state and national level; the need for board education on their fiduciary responsibility for ensuring academic quality; and the value of an outside change agent. In this case study, Achieving the Dream: Community Colleges Count, served as the catalyst for change in the governing board’s engagement in student success. The Achieving the Dream Board of Trustees Institute, which educated board members about their roles and responsibilities related to student success, shifted board members’ perspectives and understanding and began the board’s interest in governing with student success as a priority. / text

Magister Legum - LLM / In recent times, South Africa (‘SA’) has seen many corporate failures due to poor corporate governance. It spans across Johannesburg Stock Exchange (‘JSE’) listed companies, State Owned Enterprises (’SOE’s’)1 as well as non-listed companies,2 ranging from business such as mutual banks and companies that specialise in agricultural products to companies who deal in furniture and household goods. The ramifications of such failures were felt across all corners of SA and beyond.3 Reflecting on the above failures, one will find a common thread of poor corporate governance having played a hand in their catastrophic downfall.4 One such corporate failure was that of Steinhoff International, the once darling stock of investors in SA and abroad.

Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.

Am 30. November 2007 endete die 3. Amtsperiode (1.12.2003 – 30.11.2007) des Kuratoriums. Unter dem Vorsitz von Herrn Prof. Liebig standen in diesen Jahren neben vielen Informationen zur Arbeit der SLUB vor allem folgende Themen auf der Tagesordnung:

Am 30. November 2007 endete die 3. Amtsperiode (1.12.2003 – 30.11.2007) des Kuratoriums. Unter dem Vorsitz von Herrn Prof. Liebig standen in diesen Jahren neben vielen Informationen zur Arbeit der SLUB vor allem folgende Themen auf der Tagesordnung:

"The purpose of this study is A) to identify the criteria for establishing permanent off-campus facility for existing centers. B) To identify the number of students from College of the Desert (COD) who are planning to continue their education at the California State University, Coachella Valley Campus (CVC.) C) To determine whether a permanent CSU Campus in Coachella Valley will motivate students from College of the Desert (COD) to get their bachelor's degree locally. D) To identify the degree programs in which COD students are most interested-in. E) To determine whether ethnicity (Hispanic students are the target group) plays a role in the students' choice of degree program. For purpose of this study literature pertaining to development of California State University, San Bernardino, and development of CSU off-campus centers was reviewed. Two hundred and thirty one students attending the spring 1999 semester at College of the Desert provided the data for this study."