Today the ISO 14001 system is used within a rather wide spectrum of firms and industries, even if the early adopters of the standard mainly where organizations in the heavy industry and manufacturing sectors (Peglaue and Baxter, 2007). Many of those early adopters have now been certified for over 10 years, and during the years several surveys and case studies have been conducted to pinpoint the motives, benefits and challenges for why organizations chose to implement and maintain the system (Massoud, 2010; Jiang and Bansal, 2003). However, one issue with research about ISO 14001 up until now is that most studies have focused upon a managerial perspective where the managers´ attitudes have been in focus rather than the employees (Boiral, 2007). Therefore, this case study set out to explore how the employees, the production operators, inside one certified organization are involved in ISO 14001 through a Grounded Theory approach. The results of the study showed that the production operators relied upon different strategies in order to legitimize their involvement in ISO 14001. Further on, the study shows that the production operators where involved in ISO 14001 at a level which was required in order to keep the certification. However, they could not obtain enough legitimacy to motivate an involvement in ISO 14001 which extended what was required in order to keep the certification. Grounded in the discovery of the different strategies used by the employees, this study argues that environmental awareness could be seen as an internal barrier and as a source for unsatisfied employees. Something which risks emphasizes a feeling of being involved in a rational myth (Boiral, 2007).

This exploratory synthesis of research was the product of three years of dissertation research efforts that systematically reviewed 23 years of empirical articles between 1983 (or its inception) and 2006 from three of the most highly regarded educational administration journals. Specifically designed to collect investigative data and information from primary research contained within Educational Administration Quarterly, the Journal of School Leadership, and the Journal of Educational Administration; this research synthesis drew upon various research methods to propose pragmatic insights and proffer an empirically founded response to: What has the educational administration profession learned from the research efforts that were independently conducted, presented, and published about the overall connections between school superintendents and education's technical core -teaching and learning in schools? Results from employing meta-analysis, descriptive synthesis, and thematic synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however, these connections have evolved from the traditional connections presently maintained by campus administrators and to new connections that meet the increased responsibilities and complexities of the superintendents' role. The thematic synthesis, reinforced by descriptive syntheses, indicated 15 separate superintendent - technical core constructs that promote new areas for investigation; however, the extent and strength of these constructs have yet to be determined. The impact from the next step suggestions for future research indicate that effects could range from educational administration knowledge base contributions to refining in-practice standards and professional development programs. The possible knowledge base contributions, coupled with specific in-practice elements that demonstrate superintendents' direct impact on the technical core, may be the necessary raw materials from which a foundational framework that clearly redefines the superintendent - technical core connections may be forged by scholars and implemented by district leaders to improve teaching and learning in schools.