The objective of this paper is to provide a brief overview of academic governance and administration with the intention of raising questions and stimulating discussion. All colleges must recognize that governance and administration are concerned with advancing their educational missions. In general, this can be accomplished only if the principles…

Explains executive coaching, which is traditionally focused on individual executives, and how it can help align individual development with an organization's strategic goals. Describes a counseling model of identifying an individual's goals, challenges, and development needs and then helping him or her gain insight on how to address these needs.…

The Competency Domain Model has five domains of management competencies: conceptual/creative, leadership, interpersonal, administrative, and technical. Specific competencies and training plans can be identified in each domain for different levels--first line supervisor, field office manager, assistant manager, area manager, director of operations.…

Current models of management education in China include national training, on-the-job technical training, and the national master's of business administration supervisory committee. Effective strategies being used include teamwork, process skills, action learning, cross-cultural management learning, and competency-based management development. (SK)

The relevance of administrative preparation programs has been questioned. The questions center around how well programs are preparing school leaders to deal with the myriad of requirements placed in front of them (i.e. demands relate to issues of accountability, changing demographics, aging professionals, demanding publics, and school…

The article is an overview of the design of a Managerial Skills Development Program Model in an industrial setting which was based on adult education principles. Discussed are: program objectives and philosophy, educative environment, group commitment, group-centered action, program evaluation and revision, manager/instructor teams, and…

In an effort to compare five models used in delivering inservice instruction to administrators, a survey questionnaire was developed. The goals were to identify the principals' evaluations and perceptions of these models, to summarize the findings of the study, and to present the implications concerning the design of inservice education and the…

The growing competition between higher education, other levels of education, and other sectors of the economy for limited government funds has made the need for more systematic methods of planning and management of higher education systems and institutions of utmost importance. This document presents a report of a conference whose purpose was to…

The authors describe a six-step need-based training system for managers. It includes (1) identifying job duties, (2) describing jobs using competency statements, (3) identifying relative skill importance, (4) identifying employee strengths and weaknesses, (5) evaluating employee proficiency, and (6) preparing individual career plans. (CH)

An integration of the concepts of situational leadership with what is known about group development and functioning of work groups is discussed as a tool in helping managers, trainers, and group members understand group development and determine the appropriate leader behaviors to use in various situations to build unified, cohesive, and…

Dutch university faculty and administrator participation in a complex organizational and management development system is described, and the use of management courses for administrator training is discussed with reference to three possible training program models. (MSE)

The Executive Leadership Program at Fordham University presents a model for practicing school administrators' continuing education that reflects a changing society and schools' changing needs. The program is based on four innovations: an intellectual/change agent approach; a clinical, field-based research experience; an instructional agenda…

The rationally based model of action learning limits learning and change. Adding a psychological component (emotional experiences that promote or discourage learning) and a political component (effects of institutional and personal power relations on learning) broadens understanding of individual and organizational development. (SK)

Considers how relationships with organizational stakeholders are especially problematic for nonprofits in times of planned change. Uses interviews with nonprofit administrators as the basis for the development of six models of implementation communication adopted by nonprofit implementers in interacting with various stakeholder groups. Uses the…