Academic literature on the topic 'School management and organization Victoria Decision-making'
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Journal articles on the topic "School management and organization Victoria Decision-making"
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Ike, Peter. "Leadership Style as Correlate of Management Decision Making in School Administration." JOURNAL OF POLITICAL SCIENCE AND LEADERSHIP RESEARCH 8, no. 1 (July 2, 2022): 14–20. http://dx.doi.org/10.56201/jpslr.v8.no1.2022.pg14.20.
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Leadership influences the decision making process and set the goals for an organization. In educational management, the teachers and school heads provide the leadership and direction essential to the smooth day-today running of the school. Both leadership and management are essential for effective and successful school administration. The decision’s school leaders make affect students, parents, teachers in the school and the larger society. Thus, since wrong decisions can bring consequences in an organization or institution, it becomes necessary to explore leadership styles and management of decision making that can guarantee the best results for all stakeholders in the workplace. The paper recommended among others, that democratic leadership style should be adopted by management in decision making because it is most likely to guarantee industrial peace and institutional harmony as well as goal attainment
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Lee, Youngjik, Mary Hums, and Minuk Kang. "Sustainable Management of High School Athletics: A Comparative Study of the U.S. and South Korea." Sustainability 14, no. 7 (March 31, 2022): 4150. http://dx.doi.org/10.3390/su14074150.
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Positive and strong relationships among various stakeholders are essential for the sustainable management of an organization. Despite growing interest in how various sport organizations manage stakeholders to promote social sustainability, there remains a gap in stakeholder and sustainability research in high school athletics. The purpose of this study was to examine how the social sustainability of sport organizations (i.e., high school athletics) were maintained during decision-making processes. Specifically, this study used a qualitative case study framed by stakeholder theory to investigate how the relevant decision-makers in high school athletics (i.e., principals and athletic directors) manage other stakeholders in their departmental decision-making processes to promote the sustainability of their athletic department. Two high schools from the US and South Korea, one from each country, were selected as the cases for the current study. Semi-structured interviews regarding stakeholder management in departmental decision-making processes were conducted with four individual interviewees, including the principals and athletic directors of each high school. The results of this study illustrated that both the US and the South Korean high school athletic departments utilized stakeholder engagement strategy in their departmental decision-making processes. The principals and athletic directors recognized the importance of communicating with other stakeholders and engaging them in athletic department decisions. Specifically, the organizational decisions of both high school athletic departments were made in consultation with the main internal stakeholders of the athletic department (i.e., the principal and athletic director) as well as other various stakeholders (e.g., parents, coaches, alumni association).
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Lee, Jin. "Understanding site selection of for-profit educational management organization charter schools." education policy analysis archives 26 (July 2, 2018): 77. http://dx.doi.org/10.14507/epaa.26.3024.
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The rise of for-profit EMOs often becomes evidence of substantial shifts in the governance of education, through which schooling may become privatized and commercialized. This study is designed to understand the economic behavior of for-profit educational management organization charter schools, by focusing on their site selection decisions as a critical factor in making a profit. Using the locations of for-profit EMO charter schools in Michigan, the study examines determinants of the location decision on charter school markets, with the choice set of potential school districts. This research finds changes of the odds ratio in the percentage of for-profit EMO charter schools, logged expenditures per pupil, and in the proportions of African-American populations, populations who have experienced higher education, and unemployed populations. Provided that for-profit EMO charter schools make a site selection decision according to areas with certain characteristics, the spatial disparity of access to charter schools can raise issues concerning unequal educational opportunities.
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Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (April 1, 2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.
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Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.
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Terentieva, Anna Valeriivna. "ADMINISTRATION DECISION-MAKING UNDER THE CONDITIONS OF EMERGENCY." UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION 1, no. 12 (February 14, 2018): 201–16. http://dx.doi.org/10.31618/vadnd.v1i12.92.
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The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change. It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.
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Supriadi, Didi, Husaini Usman, and Cepi Safruddin Abdul Jabar. "THE MODERATION EFFECT OF INFORMATION SYSTEMS ON VOCATIONAL HIGH SCHOOL PRINCIPAL DECISION-MAKING MODEL." Jurnal Cakrawala Pendidikan 40, no. 1 (February 17, 2021): 43–55. http://dx.doi.org/10.21831/cp.v40i1.31268.
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A decision-making process in an organization is more effective if it is supported by reliable and valid information systems. Management Information System (MIS) and Decision Support System (DSS) are two systems commonly used by organizational leaders to collect information for making the Quality of Decision (QD). This study aimed to empirically investigate MIS influences on vocational high school principals’ QD. Besides, this study examined the moderation effect of the DSS on the decision-making processes. This quantitative research employed the survey method and purposive sampling technique. As many as 60 vocational high school principals and vice-principals in Yogyakarta, Indonesia were the participants of this study. They filled in questionnaires consisting of 19 items that were developed using the Likert scale. The quantitative data obtained were analyzed using Structural Equation Modeling. The research findings show that MIS has a significant effect on the quality of the decision-making process by vocational high school principals. However, for improving the decision quality, the model must be assisted by DSS as the moderator variable. MIS carries information required for principals while DSS provides data, model, and analysis instruments used for special cases in vocational high schools.
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Pringgabayu, Dematria, Anggara Wisesa, Adita Pritasari, Dany Muhammad Athory Ramdlany, and Nurfaisa Hidayanti. "University Students’ Value Orientation Toward Integrity Behind Their Decision To Cheat Or Not Cheat In Exams." Gadjah Mada International Journal of Business 21, no. 1 (April 22, 2019): 93. http://dx.doi.org/10.22146/gamaijb.25755.
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Organizational values characterize every activity, including the behavior of the members of an organization, and their decision-making. However, there are moments in which the members of the organization violate the values, even though they know they should not. It also happens to university students. This fact brings us to reflect on how the values are interpreted in value orientation. By employing the phenomenological method using Kohlberg’s constructivist theory of moral development stages, this study explored the value orientation towards integrity in business school students’ decisions to cheat or not. The result indicates that even for students who face the same decision to cheat or not, their decision is affected by how they understand the value of integrity, which depends on their value orientation and their cognitive moral development. Most respondents had a mindset of egoistic value orientation, which is more concerned with the benefits and payback when making a decision. Most cases happened without there being a prior decision to cheat; the decision is made at the time of the exam by considering the emerging internal or external situational factors.
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Chitpin, Stephanie. "Decision making, distributed leadership and the objective knowledge growth framework." International Journal of Educational Management 34, no. 2 (October 9, 2019): 217–31. http://dx.doi.org/10.1108/ijem-10-2018-0314.
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Purpose The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a distributed decision-making process is addressed through this paper. The position taken suggests that leadership does not reside solely with principals or other education leaders, but sustains the view that the actions of various actors within a school setting contribute to fuller and more comprehensive accounts of distributed leadership. Design/methodology/approach While the application of rational/analytical approaches to organizational problems or issues can lead to effective decisions, dilemmas faced by principals are often messy, complex, ill-defined and not easily resolved through algorithmic reason or by the application of rules, as evidenced by the two stories provided by Agnes, a third-year principal in a small countryside elementary school in a small northeastern community, and by John, a novice principal in a suburb of a large Southwestern metropolitan area. Findings The value of the objective knowledge growth framework (OKGF) process is found in its ability to focus Agnes’s attention on things that she may have overlooked, such as options she might have ignored or information that she might have resisted or accepted, as well as innumerable preparations she might have neglected had she not involved all the teachers in her school. Research limitations/implications The implementation of the OKGF may appear, occasionally, to introduce unnecessary points along this route and may not be laboriously applied to all decision-making situations. However, the instinctively pragmatic solutions provided by this framework will often produce effective results. Therefore, in order to reduce potentially irrational outcomes, the systematic approach employed by the OKGF is preferable. The OKGF must be managed, implemented and sustained locally if it is to provide maximum benefits to educational decision makers. Practical implications Given the principals’ changing roles, it is abundantly clear that leadership practice can no longer involve just one person, by necessity, and it is becoming increasingly difficult to imagine how things could have been accomplished otherwise. Expecting the principal to single-handedly lead efforts to improve instruction is impractical, particularly when leadership may be portrayed as what school principals do, especially when other potential sources of leadership have been ignored or treated as secondary or unimportant because that leadership has not emanated from the principal’s office (Spillane, 2006). In this paper, the authors have striven to reveal how a perspective of distributed leadership, when used in conjunction with the objective knowledge growth framework, can be effective in assisting principals in resolving problems of practice. Social implications Different school leaders of varying status within the educative organization benefit from obtaining different answers to similar issues, as evidenced by John’s and Agnes’s leadership tangles. Lumby and English (2009) differentiate between “routinization” and “ritualization.” They argue, “They are not the same. The former erases the need for human agency while the latter requires it” (p. 112). The OKGF process, therefore, cannot provide school leaders with the “right” answers to their educative quandaries, simply because any two school leaders, facing the same issues, may utilize differing theories, solutions, choices or options which may satisfy their issues in response to their own individual contextual factors. Similarly, in a busy day or week, school leaders may be inclined to take the shortest distance between two points in the decision-making process; problem identification to problem resolution. Originality/value Should the OKGF process empower decision makers to obtain sound resolutions to their educative issues by assisting them in distancing themselves from emotions or confirmation biases that may distract them from resolving school problems, its use will have been worthwhile.
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Tarigan, Suci Ananda. "Perancangan Sistem Pendukung Keputusan Penentuan Ketua Osis Dengan Menerapkan Metode Composite Performance Index (Cpi) (Studi Kasus : Smp Swasta Kavri Talun Kenas)." Jurnal Multimedia dan Teknologi Informasi (Jatilima) 3, no. 01 (March 7, 2022): 31–37. http://dx.doi.org/10.54209/jatilima.v3i01.147.
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Decision support system is part of a computer-based information system that can be used to support decision making in an organization or company. Decision support systems can be generated using several methods, one of which is the Composite Performance Index (CPI) method. Composite Performance Index is a composite Index that can be used to determine the determination or ranking of various alternatives based on several criteria. Intra-School Student Organizations (OSIS) have a special function in preparing students to implement management systems and leadership.In determining the student council chairman has criteria, such as intelligence, behavior,craftsmanship, and neatness, which usually the school still records manually so that it is considered less effective.
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Medard, Modesta, Han van Dijk, and Paul Hebinck. "Competing for kayabo: gendered struggles for fish and livelihood on the shore of Lake Victoria." Maritime Studies 18, no. 3 (November 5, 2019): 321–33. http://dx.doi.org/10.1007/s40152-019-00146-1.
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Abstract The dry-salted trade of Nile perch or kayabo is important for many along the shores of Lake Victoria. The kayabo trade started in the 1990s and has been increasingly restructured due to changing regional and global trade relationships. This shift has led to the emergence of hierarchical trading relations, which create an exploitative network in which powerful middlemen control the access of trade for women from the Democratic Republic of Congo (DRC) and marginalizes the Tanzanian women, changing the organization from a poly-centric to a more centralized trade organization in the hands of a small group of powerful business men. We show in this paper that whereas the women traders from the DRC manoeuvred themselves in positions from which they could manipulate the network through bribery and conniving to derive substantial capital gains from the kayabo trade, their Tanzanian counterparts however are excluded from the decision-making processes, access to fish resources, financial capital, and negotiation power. They persevere by operating in increasingly competitive markets, relying on illegal fish that they sell with little profit at local and domestic markets. They survive in jobs that are insecure and risky by nature.
Dissertations / Theses on the topic "School management and organization Victoria Decision-making"
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Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.
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The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.
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Bettesworth, Leanne Rae. "Administrators' use of data to guide decision-making /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192187491&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. "This study builds on an emerging body of research literature that sites the importance of data driven decision-making in creating more effective schools ... The purpose of this study is to determine if participation in training sessions that teach pre-service administrators how to use statistics significantly increases their ability and efficacy in using data for decision making ... Findings from this study will inform training, instruction, and practical applications in data analysis and data based decision-making in the Initial Administrative Licensure (IAL) program at the University of Oregon and similar leadership training and preparation programs"--Introd. Includes bibliographical references (leaves 154-160). Also available for download via the World Wide Web; free to University of Oregon users.
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Lai, Hoi-yuen Hilary. "A study of decision-making : recent theoretical perspectives in educational administration /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135956.
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Lowry, Daniel G. "Decentralized decision-making in Missouri public schools /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720556.
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Fryer, Anthony Raymond. "Effective secondary principal decision-making during crisis situations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198880.
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These qualitative case studies explore the experiences of leaders of local and international secondary schools in Hong Kong. The research questions guiding this study centre on Principal leadership during times of crisis and sought to explore how crisis was managed effectively and how if faced with a similar crisis could be improved. The author was interested in finding a similarity between the participant’s responses and whether external influences may have played a significant part their decision-making. The study also explores the relationship of leadership under crisis communication between Principal and staff and Principal and parents. The primary focus of this research is to understand if there was anything learnt during these crisis experiences among the participants as they relate to leadership development. The analysis of data resulted in the emergence of six primary themes: 1) the impact and extent of effective decision making under crises, 2) the quality of leadership after crisis experience and the ensuing consideration of what leadership means, 3) the role of teachers and administrators throughout the crisis, 4) the experiences related to improved leadership development and 5) correct communication among stakeholders, parents, students and staff. These themes were synthesized into three areas of discussion. First, the experiences and perspectives of the participants offer a unique, first hand, framework for exploring what leadership means in a time of crisis. Second, these same experiences begin to shed new light on the role of Principals in times of crisis. Third, the participants’ reflections on experiences related to leadership development provide a bridge between the ideas related to how leadership is learned and how these experiences become meaningful during times of crisis. The results reflect a need for further qualitative research into Principal crisis leadership as well as the opportunity to further examine the leadership role of educational leaders in crisis situations.published_or_final_version
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黎凱源 and Hoi-yuen Hilary Lai. "A study of decision-making: recent theoretical perspectives in educational administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960236.
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Lou, Wei Wei. "A Non-decision-reaching Decision-making process." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1193.
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Decision-making processes are among the most important activities within human organizations. This dissertation is a case study of decision-making in the review of high school graduation standards in an urban school district. The review process lasted three years and was terminated before any decision was reached concerning graduation standards. The purpose of this study is to answer three questions: Why would a decision-making process be terminated before any results are achieved? Under what circumstances do decision makers choose to let the process die? What do such decision making processes reveal about the organization? This case study employs the rational choice model, the process model, and the organizational decision-making model. These three models are constructed within the theoretical frameworks of systems science, sociology, and political science, and also draw upon the literatures of education reform and organization theory. Define a NDR (non-decision-reaching) decision-making process as one which produces no outcome. The rational choice model suggests that the NDR outcome in this case was the best alternative under the circumstances. Two obstacles, insufficient resources and external uncertainties, were identified as important factors which led decision makers to choose the NDR outcome over other alternatives. The process model suggests that a decision outcome may not be necessary in many organizational decision-making processes, as the process itself is often significant and sufficient. The process accommodates, to some extent, the interests of the decision makers even without a definite outcome. The organizational decision-making model posits that organizational rules and procedures dictate decision-making processes, and that organizational interests will determine the nature and the outcome of such processes. In this model the NDR outcome is the result of organizational interests that no decision be reached. The conclusions of this case study indicate that a loose structural relationship among the decision makers was a major cause of the NDR outcome. In addition, the decision makers had never fully reconciled their differences regarding the nature of the decision problem. The changing environment of public education is also identified as a factor leading to the NDR outcome.
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Enderle, Mark D. "Decision-making involvement and job satisfaction of accelerated schools' elementary teachers /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841197.
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Streck, Mary Theresa. "Distributed leadership and shared decision making leadership practices that promote collaboration /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009streck_m.PDF.
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Thesis (E.Ed.)--The Sage Colleges, 2009."A Doctoral Research Project presented to Professor of Education James Butterworth, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: distributed leadership; shared decision making; leadership. Includes bibliographical references: (p. 69-74).
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Lee, Chee-too. "Teachers participation in decision making : a case study of a local private secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118365X.
Full textBooks on the topic "School management and organization Victoria Decision-making"
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D, Chapman Judith, ed. School-based decision-making and management. London: Falmer Press, 1990.
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Meetings for school-based decision making. Lancaster, Pa: Technomic Pub. Co., 1997.
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Lashway, Larry. Shared decision making. [Alexandria, VA]: National Association of Elementary School Principals, 1997.
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P, Jandris Thomas, ed. Data-based decision making. 2nd ed. Alexandria, VA: Educational Research Service, 2008.
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Education, Western Australia Ministry of. School decision making: Policy and guidelines. [Perth, W.A.?]: Ministry of Education, Western Australia, 1990.
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Site-based management and decision making: Problems and solutions. Arlington, VA: American Association of School Administrators, 1994.
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Data-driven decision making for effective school leadership. Upper Saddle River, N.J: Pearson Education, 2006.
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Davis, Stephen H. The intuitive dimensions of administrative decision making. Lanham, Md: Scarecrow Press, 2003.
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D, Kruse Sharon, ed. Decision making for educational leaders: Underexamined dimensions and issues. Albany: State University of New York Press, 2009.
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Geen, A. G. Decision making and secondary education: A case study. Cardiff: University of Wales Press, 1986.
Find full textBook chapters on the topic "School management and organization Victoria Decision-making"
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dall'Acqua, Luisa. "Orientism Management Strategy for Entrepreneurial Mindset in the School Governance." In Improving Business Performance Through Effective Managerial Training Initiatives, 115–46. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3906-3.ch006.
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In a digital era, characterized by shared decision-making, and where web-based management is increasingly widespread, the term school “leader” may also refer to the highest-ranking administrator, who manages a complex organization, leads teachers, as well as those who participate in school leadership activities, using and managing digital supports. The school leader is always the first and foremost person in ensuring the efficiency in running the school and the effectiveness of the educational politics application. Nowadays, this role includes new duties and needs an equipment for new skills. Education world and policy makers alike seek a frame for effective leadership that can produce sustainable school improvement and continuous teacher commitment. The research finality of this chapter is how to manage the educational change, to train principals/headmasters to be decision leaders, able to recognize and manage the change, choose right collaborators/coadjutors with the perspective of a factual team building.
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Pruett, Mark. "The Social Responsibility of Business Schools." In Handbook of Research on Teaching Ethics in Business and Management Education, 564–76. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch032.
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Business schools teach stockholder and stakeholder perspectives for ethical decision-making, but what are the implications of those perspectives for the management of business schools themselves? From the stockholder perspective, faculty are agents in an organization financed by two types of principals—private donors and governments—with goals based on education’s social and economic benefits. The essay addresses the stockholder perspective’s issues of open and free competition, deception and fraud, and the role of required or desirable objectives. Some business school competition is open and free yet some is not. Deception and fraud do not appear significant. Objectives not specified by the principal may be required or desirable in pursuing educational objectives. Next, the stakeholder perspective suggests further parallels between business and academia. Three market failures—externalities, moral hazards, and monopoly power—are readily found in academia. Decisions do not incorporate all costs, there are numerous moral hazards, and monopoly power may arise.