Ronald King – författare

Mastering RFP solicitations is a critical skill required of every public procurement professional. Designed to provide a strategic overview of the skills and traits necessary to fulfill the procurement function, Developing and Managing Requests for Proposals in the Public Sector explores the complex and ever-changing process of competitive negotiations, providing hands-on guidance for practitioners to successfully achieve the best value for both their entity and the taxpayer. While rules, ordinances, policies, practices, and procedures vary among jurisdictions, the book breaks down the basic steps involved in the competitive negotiation process, providing best practice guidance for public procurement professionals to help them navigate the formidable and exacting process successfully, fairly, and with transparency. This book is required reading for every public procurement professional and will be recommended reading for all public procurement courses as well as concentration and certificate programs.

Mastering RFP solicitations is a critical skill required of every public procurement professional. Designed to provide a strategic overview of the skills and traits necessary to fulfill the procurement function, Developing and Managing Requests for Proposals in the Public Sector explores the complex and ever-changing process of competitive negotiations, providing hands-on guidance for practitioners to successfully achieve the best value for both their entity and the taxpayer. While rules, ordinances, policies, practices, and procedures vary among jurisdictions, the book breaks down the basic steps involved in the competitive negotiation process, providing best practice guidance for public procurement professionals to help them navigate the formidable and exacting process successfully, fairly, and with transparency. This book is required reading for every public procurement professional and will be recommended reading for all public procurement courses as well as concentration and certificate programs.

First published in 1976, School and College is a comparison of the variety of educational institutions – sixth forms, sixth form units, sixth form centres, sixth form colleges, school-college consortia, colleges of further education and tertiary colleges – attended by young people between sixteen and nineteen years of age. Each of these was supported by different educational interest groups, who made suppositions about their respective advantages and disadvantages. The findings reveal that what was supposed to happen sometimes did not happen. Dr. King explores the origin of the ideas behind each form of organisation, and examines the groups that propagated them. These ideas concerned not only the form of organisation but also the nature of education itself. He compares the policies with their practice, and concludes that changes might be required before the expectations of both students and educators can be fulfilled. This book will be of interest to teachers and students of education and pedagogy.

First published in 1976, School and College is a comparison of the variety of educational institutions – sixth forms, sixth form units, sixth form centres, sixth form colleges, school-college consortia, colleges of further education and tertiary colleges – attended by young people between sixteen and nineteen years of age. Each of these was supported by different educational interest groups, who made suppositions about their respective advantages and disadvantages. The findings reveal that what was supposed to happen sometimes did not happen. Dr. King explores the origin of the ideas behind each form of organisation, and examines the groups that propagated them. These ideas concerned not only the form of organisation but also the nature of education itself. He compares the policies with their practice, and concludes that changes might be required before the expectations of both students and educators can be fulfilled. This book will be of interest to teachers and students of education and pedagogy.

First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons. It examines elements of organization both within and outside the school, and shows how they vary with the age, sex, ethnicity and social class of pupils, as well as school size and efficiency. It argues how, with understanding, organizational patterns may be changed to respond to new objectives and how they may become more effective and responsive to human needs in schools and classrooms.

First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons. It examines elements of organization both within and outside the school, and shows how they vary with the age, sex, ethnicity and social class of pupils, as well as school size and efficiency. It argues how, with understanding, organizational patterns may be changed to respond to new objectives and how they may become more effective and responsive to human needs in schools and classrooms.

First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools. It measures and explores the level of pupils’ involvement in the school, in terms in their evaluations and effective dispositions, in relation to pupil age, sex and social background.

This book will be a valuable resource for those studying the sociology and history of education, as well as educational research and school organisation.

First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools. It measures and explores the level of pupils’ involvement in the school, in terms in their evaluations and effective dispositions, in relation to pupil age, sex and social background.

This book will be a valuable resource for those studying the sociology and history of education, as well as educational research and school organisation.