Governance Structures and Decision Making in Russian Higher Education Institutions

Panova, Anna

doi:10.1080/10611428.2008.11065303

Cited by 13 publications

(6 citation statements)

References 9 publications

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“…It is also consistent with research on the effect of governance structures in education (Caldwell, 2006;Hoy & Miskel, 2005;Minor, 2004;Panova, 2008), which indicate that centralized control of decision-making, level of autonomy, and principals' perceptions of preferences of the organization influence decisionmaking to minimize risk-taking. The concerns raised by principals (Trimmer, 2003) regarding public accountability and scrutiny of decisions as both politically and legally defensible provide further evidence of the principals' reluctance to expose themselves to risk in decision-making.…”

Section: Discussionsupporting

confidence: 70%

Independent Public Schools: A Move to Increased Autonomy and Devolution of Decision-making in Western Australian Public Schools

Trimmer

2013

Childhood Education

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Section: Discussionsupporting

confidence: 70%

Independent Public Schools: A Move to Increased Autonomy and Devolution of Decision-making in Western Australian Public Schools

Trimmer

2013

Childhood Education

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“…They suggest the importance of senate orientation programming, the need for better oversight and assessment of academic quality, and the proper role of the senate in strategic planning, financial, research, and fundraising issues and activities. The conception of academic oligarchy as a domain governed by academic autonomy, which requires institutional autonomy in order to establish good governance (Panova, 2008). Rowlands (2013) also emphasize that the academic oligarchy in internal governance is inseparably attached to state control and market forces.…”

Section: Prior Research and Theoretical Frameworkmentioning

confidence: 99%

Political governance and (account)ability of private universities in developing countries

Nurunnabi

2016

IJPSM

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Purpose Due to scarcity of research in governance and accountability in private higher education in developing countries, the purpose of this paper is to explore the tensions surrounding good governance in legitimizing accountability in private universities in developing countries with reference to Bangladesh. Design/methodology/approach Mixed methods are employed: a quantitative survey of 1,576 students from all 79 private universities; qualitative interviews with 23 stakeholders; and policy documents including the Private University Acts, the World Bank Report and newspapers (1992-2015) were evaluated. The objectives of these mixed methods in this study are juxtaposed and generate complementary insights that together create a bigger picture surrounding governance and accountability issues. Findings Using Clark's (1983) triangle model (i.e. state control, academic oligarchy, and market forces together with the external influence of donors and boards of trustees as internal governance) and new institutional theory (DiMaggio and Powell, 1983), the major contributions of this study are explaining the root causes of the poor governance of private universities through three related factors: the substantial political power and autonomy held by boards of trustees; a lack of enforcement of Private University Act; and a lack of coordination among stakeholders. The coercive power of the state becomes powerless since the board of trustees ultimately enjoys political power and “does whatever it can.” The lack of coordination of the academic oligarchy (e.g. professors and academics) and market forces (represented by students) by the board of trustees creates a paradox of governance and hence a decoupling of formal policies and actual practice. Practical implications The findings have major policy implications for local and international policymakers for improving good governance in private universities in developing countries. Originality/value The novelty of the study's findings represents an initial effort to understand the complex and persistent phenomenon of prolonged poor governance of private universities in developing countries, which is largely neglected in the literature. This will undoubtedly contribute to literature and policy implications.

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“…Compliance with these instructional statements of policy is mandatory for all staff in public schools in Western Australia. Governance structures can influence how decisions are made (Panova, 2008).…”

Section: Figure 1 Research Modelmentioning

confidence: 99%

Decision-Making by School Principals and Education Researchers: The Dilemma of Reverse Coding in Structural Equation Modeling and its Resolution in a Study of Risk-Taking in Decision-Making for School Principals

Trimmer¹

2014

AJE

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This paper explores a theoretical dilemma that arose during a study of risk-taking in decision-making for public school principals in Western Australia. Western Australia is one of six Australian States. It is geographically diverse, including extremely remote schools serving Indigenous communities. The governance mechanism for public schools in Western Australia mandates policy and procedures for decision-making by principals. Principals take risks when they make decisions that are not compliant with established policy, as they may be exposed to criticism should negative outcomes arise. This creates a dilemma for principals who need to be able to respond to locally identified school and community needs, and simultaneously comply with all State and Commonwealth departmental requirements. A theoretical model of factors impacting on reasoned risk-taking in decision-making was developed and data collected through survey of a stratified random sample of principals in 253 Western Australian public schools. The analysis used methodology that combined sequential use of psychometric and traditional measurement techniques. This paper focuses on the cause and solution of a reverse coding problem that arose in structural equation modeling. The dilemma posed by this methodological issue had not been previously considered in the literature. It is reflected in the dilemmas posed to principals who are making decisions in their schools based on universal policy that does not necessarily account for the unique circumstances of their communities, schools and locations.

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Governance Structures and Decision Making in Russian Higher Education Institutions

Cited by 13 publications

References 9 publications

Independent Public Schools: A Move to Increased Autonomy and Devolution of Decision-making in Western Australian Public Schools

Independent Public Schools: A Move to Increased Autonomy and Devolution of Decision-making in Western Australian Public Schools

Political governance and (account)ability of private universities in developing countries

Decision-Making by School Principals and Education Researchers: The Dilemma of Reverse Coding in Structural Equation Modeling and its Resolution in a Study of Risk-Taking in Decision-Making for School Principals

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