Today's teachers work in exhausting times. Curriculum and assessment change has been unrelenting and even the most conscientious teachers often feel overwhelmed. At national and local levels, professional development programmes have assisted teachers to address these changes and a number of approaches have been adopted. However, while teachers have engaged in professional development programmes, the actual benefits to classroom teaching and learning have been less certain. The quantity and frantic pace of these changes have worked against the achievement of quality outcomes. This thesis makes an important contribution to existing knowledge about professional development practice because it investigates teachers' experiences of educational change and school improvement processes to show what is both helping and hindering teachers as learners. The findings suggest that currently many schools are not effective learning organisations. This research uses the example of the National Education Monitoring Project (NEMP) reports to explore teacher learning processes in action. It is argued that the impact of the NEMP reports and their assessment information is being compromised because classroom teachers are already fully committed to curriculum document developments mandated by the Ministry of Education. In fact all professional development projects are faced with the same dilemma that schools are working with multiple projects at the same time. While this continues to happen the potential benefits of the NEMP reports as assessment exemplars for effective assessment practice remain unrealised because teachers' time is drawn to so many other competing priorities. It is this reality which now makes answers to key questions about teacher learning especially important. These questions concern who makes the decisions about what it is that teachers should be learning and how this learning might be presented to them. It is a matter of concern that teachers are cast as 'victims of change' and decisions about their learning largely determined by others. Rather than helping schools to help themselves and become 'agents' of change, this practice increases teachers' dependence on others for learning. A three stage approach to data collection is used in order to suggest improvements to current practice in professional development for teachers. This begins with questionnaire surveys to establish baseline data on the impact of the NEMP reports on classroom teachers in the Canterbury region. From this information an intervention is introduced to eight teachers who share a quality learning circle experience in order to learn more about the NEMP reports. Then observations and interviews of teachers in case study schools show teacher learning in action and reveal the strengths and weaknesses of current professional development experiences within schools. It is argued that the future effectiveness of schools will depend upon their capacity to determine their own learning needs and then find ways of addressing them. Schools will therefore need to acquire a more extensive repertoire of data gathering and analysis skills if they are to know how they can make significant improvements and not just duplicate what others find suitable for other settings. It is argued that improvements to teacher learning and development must address the focus of how teachers learn and will require a major review of how schools are structured and organised for teacher learning. Different arrangements will be required to allow 'learner centred' practice and the emergence of teacher learning communities from within schools. Schools will stand a better chance of being learning organisations when steps are taken to remedy the current structural arrangements which at the moment work against quality learning for teachers.

The research of organizational structure and control in the audit profession suggest that there is a contradiction in that auditors should both nurture collegialities while they at the same time have their own responsibility for their individual development and career. This creates a competitive situation among colleagues who in return are expected to maintain a good social relationship and team spirit with each individual. Subsequently, being part of the collegiality and being highly individualistic, gives rise to a theoretical dilemma where these opposing forces are supposed to coincide with each other.The purpose of this paper is to create a bigger understanding of how auditors at major accounting firms can handle the conflict that arises. In order to explore this dilemma, we conducted a qualitative study based on an abductive approach. We have made seven semi-structured interviews from a localistic view. In addition, we have limited our sample to auditors in the Big 4 of southern Sweden.Furthermore, we have chosen to analyse the conflict from an identity perspective to better understand how auditors can relate to both collegiality and individualism. Through this study we have concluded that it only looks like a paradox in theory. Our empirical evidence suggests that this is not a practical problem. This principal contradiction dissolves in the everyday chaos where one is automatically suppressed by the other. Our conclusion that auditors do not see this as a practical problem, does not lead to that the theoretical dilemma is unimportant. It rather requires a deeper understanding of the phenomenon. The conclusion also results into questioning what this means for the theory of control and organizational structure.This phenomenon can also be applied to other parts of society. Today's labour market is considered increasingly individualized where each individual is responsible for their own success, while they at the same time are supposed to consider the collegiality and collaborate with others as well as the company at large. Therefore, our study provides a social contribution in the form of increased understanding of how individuals deal with the conflict between collegiality and individualism. / Forskningen inom området organisationsstruktur och kontroll i revisionsbranschen tyder på att det finns en motstridighet i att revisorer både ska värna om kollegialiteten samtidigt som varje individ står som ensam ansvarig för sin egen utveckling och karriär. Detta skapar en konkurrenssituation till de kollegor som man förväntas upprätthålla goda sociala relationer till och samarbeta med. Att både vara en del av kollegialiteten och samtidigt vara starkt individualistisk, ger upphov till ett teoretiskt dilemma där dessa motpoler ska sammanfalla med varandra. Syftet med denna uppsats är att bidra till att skapa förståelse för hur revisorer på de större revisionsbyråerna hanterar denna konflikt. För att närma oss detta dilemma har vi gjort en kvalitativ undersökning som bygger på en abduktiv ansats. Vi har gjort 7 semistrukturerade intervjuer ur ett lokalistiskt perspektiv. Vi har begränsat vårt urval till revisorer inom Big 4 i södra Sverige. Vi har valt att analysera konflikten ur ett identitetsperspektiv för att tydligare begripa hur revisorer kan förhålla sig till både kollegialitets- och individualismaspekten. Genom detta har vi kommit fram till att det endast ser paradoxalt ut på ett teoriplan. Vår empiri tyder på att detta inte är ett praktiskt problem. Denna principiella motsättning löses i vardagens kaos där det ena per automatik undertrycks av det andra. Slutsatsen att revisorer inte ser detta som ett praktiskt problem leder dock inte till att det teoretiska dilemmat är oviktigt utan snarare att det kräver djupare kunskap om fenomenet. Slutsatsen leder dessutom till att man kan ifrågasätta vad detta betyder för de teorier som behandlar kontroll och organisationsstruktur. Detta fenomen kan även härledas till andra delar av samhället. Dagens arbetsmarknad anses i allt högre utsträckning individualiserad och varje individ får ansvara för sitt eget bästa samtidigt som man förutsetts att tänka på kollegialiteten och samarbeta med andra människor. Därför ger vår studie ett samhälleligt bidrag i form av ökad förståelse för hur individer hanterar konflikten mellan kollegialitet och individualism.

The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.

Novice teachers face a variety of challenges when they enter the teaching profession. They are confronted with the harsh realities of the teaching profession and are expected to cope with immense demands and responsibilities. Heads of Department are responsible for co- ordinating and providing guidance to novice teachers. However, little is known about the experiences of novice teachers in terms of the support they get from Heads of Department. This study explored novice teachers’ experiences of Head of Department support. Purposively sampling was used to select five novice teachers and four Heads of Department from three primary schools situated in the Tshwane South School District. The data were collected using semi-structured interviews and document analysis. The semi-structured interviews were analysed using a thematic data analysis procedure and the documents through content analysis. The findings of the study highlighted similarities in the challenges and the support needs as expressed by the novice teachers and by the Heads of Department. The novice teachers in this study articulated the need for more guidance and mentorship to be provided whereas the Heads of Department stated that due to the demands of the professional task in terms of the multiple roles they play and time constraints, the support they give to the novice teachers is inadequate. The study concluded that both novice teachers and Heads of Department struggled with managing the demands of their profession and novice teachers called for further support and mentorship to be provided on aspects that contributed to their holistic development of teaching abilities and attributes. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Arbetet är en källstudie över inlägg publicerade på skolverkets hemsida. Studien undersöker reaktioner gentemot förändringar i det samhällsvetenskapliga programmet gällande ämnena religionskunskap, filosofi och psykologi. Skolverkets förslag att slå samman filosofi med psykologi kritiserades utifrån administrativa problem. Ämnena ansågs dessutom vara alltför olikartade för att slås ihop med hänsyn till deras vetenskapliga metoder, innehåll och historik. Resultatet är i linje med Lindes begrepp ämnesprofessionell kod och Hargreaves begrepp påtvingad kollegialitet. Religionskunskapens förstärkta ställning och filosofin och psykologins försvagade ställning kritiserades utifrån en mängd olika synvinklar. Religionsämnets vetenskaplighet och konfessionslöshet ifrågasattes. Kursplanen i religion kritiserades för att vara alltför omfattande, och religionslärarnas kompetens att undervisa i etik ifrågasattes. Filosofin försvarades utifrån dess nära koppling till styrdokument, och psykologin försvarades utifrån mänskliga behov och intresse. Studien fann en stark vilja bland lärarna att avgränsa sina egna ämnen gentemot andra ämnen. / The study is based on contributions to discussion that was published on the homepage of the Swedish National Agency for Education (Skolverket). It examine reactions on the proposals for the Social Science program. The proposal to put together philosophy and psychology in to a single subject was criticized on administrative grounds (problems with assessment, teacher competence etc). The two subjects were also considered to be to different in method, content and history. The result is in line with Andy Hargreaves concept of forced collegiality and Lindes concept of subject specific code. The proposal to increase hours for religious studies (religionskunskap) was criticized from different viewpoints. Religious studies was accused of being to unscientific bound to theological discourse. Its curricula was blamed of being to wide intruding on other subjects, and the teachers competence to educate their pupils in ethics were put in to question. The the proposal to decrease hours for philosophy was criticized on the ground that the subjects curricula was strongly connected to the official goals of the Social Science program. The proposal to decrease hours for psychology was criticized by appeling to its popularity among pupils and that its knowledge was important to satisfy basic human needs. The study discovered a tendency among teachers to classify their own subject in relations to other subjects.

This study discusses the professionalisation of higher education management and emerging patterns of decision making within a context of academic and organisational change. A total of thirty interviews were conducted across six Universities, with five similar roles interviewed in each institution. Respondents were drawn from both centralised and decentralised parts of the organisation, and represented both academic and professional services perspectives. Three ideas are proposed. The first is an emerging New Collegiality in which decision making behaviour is developing that reflects traditional collegial debate, but within new peer groups of academic and professional services managers. Academic managers are also using New Collegiality to share good management practice, with new organisational combinations offering new forms of collaborative working within and across subject disciplines. A second theme proposes that a Higher Education Professional Services Framework exists, which has situationally contingent characteristics that are unique to the professional services in higher education. These features combine decision making and management behaviours to operate as a singular body positioned throughout the organisation in context specific ways. Finally, a third concept identifies three linked levers of management used by the centre to address tensions of internal demands for decentralisation against the external pressures to centralise. These linked levers consist of the creation of an intermediate tier such as a faculty or college, a proactive use of management information as an evidential tool for decision making, and a particular use of the Higher Education Professional Services Framework. The findings suggest that Universities are ostensibly decentralising their organisational structures while simultaneously centralising decision making authority through changes in accountability. These trends raise a number of relevant issues to the professionalisation of higher education. .

Faculty citizenship and institutional culture are critically important to the health and success of any college/school of pharmacy. This commentary describes the current relevance and importance of faculty citizenship in the broader context of institutional culture and provides a definition of faculty citizenship for use across all aspects of faculty roles in the pharmacy academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the academy’s understanding and use of the concept

This thesis is an exploratory study focusing on the tension between managerialism and collegiality experience by mid-level academic administrators in Canadian higher education. The study is a constructivist analysis of the every day, lived experiences of the participants working in a single, large university. Semi-structured interviews were conducted with 6 academic administrators that report directly to a Vice-President Academic. The analysis of these detailed interviews suggests that collegiality appears to be alive and well at the university included in this study. Administrators described consultative, collegial processes with shared decision making. However, the activity of developing and managing budgets was described by participants as the responsibility of the dean and these processes were neither collegial nor consultative. There is a need for further research on the experience and work of academic administrators in Canadian higher education.

This thesis is an exploratory study focusing on the tension between managerialism and collegiality experience by mid-level academic administrators in Canadian higher education. The study is a constructivist analysis of the every day, lived experiences of the participants working in a single, large university. Semi-structured interviews were conducted with 6 academic administrators that report directly to a Vice-President Academic. The analysis of these detailed interviews suggests that collegiality appears to be alive and well at the university included in this study. Administrators described consultative, collegial processes with shared decision making. However, the activity of developing and managing budgets was described by participants as the responsibility of the dean and these processes were neither collegial nor consultative. There is a need for further research on the experience and work of academic administrators in Canadian higher education.

Depuis 1968, la gestion des universités françaises connaît de nombreuses et diverses évolutions. En 2007, l’adoption de la loi relative aux Libertés et Responsabilités des Universités, donne à la gouvernance une nouvelle orientation philosophique et pratique. Celle-ci consacre désormais l’affaiblissement du législatif face à l’exécutif et le renforcement des pouvoirs du Président de l’université qui s’appuie davantage sur une stratégie managériale. Ce nouveau contexte bouleverse l’équilibre des pouvoirs institutionnellement établis dans le champ universitaire. Cette évolution engendre une tension entre la présidentialisation connotée de la logique managériale et la collégialité qui constitue la base historique de l’administration des universités françaises. Le rôle réel de la représentativité dans la gouvernance des dites universités est ainsi posé. Trois universités de tailles différentes, Strasbourg, Limoges et Nîmes font l’objet d’une étude à partir d’entretiens semi directifs avec les acteurs concernés par le « rôle de la représentativité dans la mise en oeuvre et la dynamique de la gouvernance des universités ». / Since 1968, management of French universities has many and various developments. In 2007, the adoption of the Law on Civil Liberties and Responsibilities of Universities, gives to the governance a new philosophical and practical guidance. The adoption of the Law on Civil Liberties and Responsibilities of Universities, gives governance a new philosophical and practical guidance. That law now shifting the weakening of the legislative face to the executive and the strengthening of the powers of President of the university who leans more on a managerial strategy. This new context upsets the balance of power institutionally established in the university field. This evolution engenders a tension between the Presidentialization connoted by the managerial logic and the corporatism which constitutes the historic basis of the administration of the French universities. This is the real role of representation in the governance of these Universities. Three universities with different sizes, Strasbourg, Limoges and Nimes are the subjects of a study from semi-directive interviews with The Concerned Actors For The "role of representation in the implementation and dynamics of the universities governance."