Educational management and educational leadership are central concepts in understanding organising in educational institutions but their meaning, the difference between them and their value in educational organising remain the subject of debate. In this article, we analyse and contrast the two concepts. We conclude that educational management entails carrying the responsibility for the proper functioning of a system in an educational institution in which others participate. Carrying a responsibility of this kind is a state of mind and does not necessitate actions, though it typically and frequently does. In contrast, educational leadership is the act of influencing others in educational settings to achieve goals and necessitates actions of some kind. When those carrying a delegated responsibility act in relation to that responsibility, they influence and are therefore leading. Although educational leadership is ideally undertaken responsibly, in practice it does not necessarily entail carrying the responsibility for the functioning of the educational system in which the influence is exercised. Through our analysis, the notion of responsibility, which is underplayed in considerations of organising in educational institutions, comes to the fore. Educational responsibility is an important notion and it should play a more prominent role in analyses of organising in educational institutions.

Springer, 2007. 222 pages, 30 illus. €74.95. ISBN 978-3-540-48557-5. The book presents the results of a cross-country study on the effectiveness of active labour market policies. It is based on a report conducted for the European Commission mainly during the year 2005. Researchers

In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school's medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as 'international'. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, underpin the institutionalisation of organisations. We employ this framework to analyse and illustrate the legitimacy of a school's claim to be an International School and also to bring to light the challenges that schools face in establishing a legitimate claim to be 'international'.

The research reported here analysed the role of the chair of the school governing body in England, drawing on a national survey of governors and the study of governing in 30 schools. The role encompassed: being a governor; appointing and working with the head teacher; acting as a change agent; active participation in the school; organising the governing body; dealing with complaints; working with parents; and chairing meetings. We discuss the role and the way it is experienced and conclude that the position of chair is substantially under-played; given insufficient status; and is a significant educational and community leadership responsibility.

The recent growth in the number and diversity of schools around the world classified as 'International Schools' raises questions about what makes a school's claim to be an International School legitimate. From the analysis we report here, the provision of an international curriculum emerges as what a school must do to be legitimate as an International School. It is an International School's primary task and those in such a school ideally undertake institutional work on that task. We consequently bring the idea of the institutional primary task into institutionalisation theory where it assumes a significant but previously unacknowledged place and a key consideration in institutional legitimacy. In the article, we use the provision of the International Baccalaureate Diploma Programme in an International School to illustrate the notions of the institutional primary task and the pillars and carriers of institutionalisation in practice. The analyses reported in the article develop understandings of International Schools and institutionalisation theory.