Discusses how two-year colleges can concurrently formulate institutional development strategies and build strong executive teams through a process involving the selection of institutional development issues to be addressed and the formulation of specific institutional development strategies to address the issues. Outlines conditions for success.…

The success of the strategic management program developed by United Biscuits (United Kingdom) for senior managers resulted from (1) tailoring the program to organizational and individual needs; (2) using company-specific material; (3) involving top management; and (4) using a follow-up program. (JOW)

The author describes the making and audience testing of three interactive video programs for the education and training of managers. Results indicate that, to use interactive video's full potential, program developers must create video sequences and not attempt to use existing linear video made for continuous viewing. (Author/CH)

The authors discuss the recent growth, popularity, and use of distance learning in management education. Issues involved in distance teaching are analyzed. They conclude by developing a simple model to use in determining potential outcomes from the customization of distance learning material. (Author/CH)

Whether action research and management perspectives can be reconciled to support teachers' desires to participate in management of education institutions is explored. Five issues are presented that must be addressed if action research is to be used as a strategy for teaching teachers educational management. (MT)

The author discusses the value of design as a management tool. He argues the importance of using the project method to teach design to managers. (CH)

Presents an eight-step model for establishing a training and development program: (1) initiate consultative relationship with management; (2) develop written agreement; (3) diagnose needs; (4) formulate action plan; (5) design program proposal; (6) gain management approval; (7) conduct training; and (8) evaluate results. (SK)

Describes the Shanghai Party School, which includes training classes, theory classes, and refresher classes and prepares teachers of party schools and cadres for theoretical and political work in China. (JOW)

Describes a survey of 43 Fortune 500 industrial corporations on management training. Results include the finding that evaluation of training programs is not up to the desired standard. (CH)

The authors describe development of a model useful for teaching political skills in the management curriculum. The model contains two dimensions relating to (1) the skill of "reading" an organization's politics and (2) the skills that individuals carry that predispose them to act in a certain way. (Author/CH).

The author looks at a definition of the term "case study" and notes a lack of empirical evidence to substantiate many of its claims. Some of the limitations and pitfalls of the case study method are discussed. (Author/CH)

The Fall River Institute for Leadership was established in 1984 to aid administrators in learning about recent studies, programs, and practices in the field of leadership development and to help Fall River's 102 administrators refine their leadership skills. This article provides an overview of the institute's program. (MT)

The Akron Public Schools conduct three interrelated programs for principals to ensure school improvement. They are Administrative Supervision Workshops, /I/D/E/A/ Principals Inservice Program, and Operation Curriculum for School Improvement. The programs, and how they overlap, are described. (MT)

The Worthington School District uses the Social Style Model in a two-day seminar to help administrators become aware of the effect of their behavior on others and to understand the effect of others' behavior on them. The program and its benefits are discussed. (MT)

"Even Champions Have Coaches" is a North Carolina program begun under the assumption that preparing principals as trainer/coaches for their peers would allow them to understand how change occurs in schools and increase the probability of successful implementation of state educational initiatives. (MT)