Compared to what can be seen in such other public policy sectors as health or economy, researchers’ involvement in policymaking is less frequent in education. Given that policymaking is a collaborative process, this article explores how the collaboration rules, as well as differences in professional personalities and cultures among players, may trigger education researchers’ comparatively lesser involvement in the making of education policy. The article focuses on the collaboration between researchers and experts. Based on an analytical framework, an international survey of researchers and experts (N=114) with experience in collaboration in education policy making was conducted. Quantitative analysis (simple descriptive statistics and independence tests) of the data was carried out. The results show that the education researchers who participate in policy-making workgroups may find themselves faced with governance and knowledge-sharing rules they are not accustomed to, unmet expectations, and conflicts. It also appears that education researchers have professional personalities and cultures that significantly contrast with those of experts. It is suggested that such challenges and differences may generate both exclusion and self-exclusion of many education researchers from the making of education policy. More openness and professional changes are called for.

This review examined the literature addressing humor as a potential trait that may enhance leadership styles in higher educational administration. It provides an overview of current humor research from several disciplines of major contemporary leadership theories and styles in higher educational administration and develop and propose a theoretical link between humor as functional management communication for enhancement to other leadership characteristics. The framework developed in this analysis offer a suitable range of humor and its implications for leadership and leadership development in university environments for more effective leadership competencies to manage the multi-dimensional intricacies and practicalities. Additionally, the review provides strategic insights, and practical ways of incorporation of humor into leadership styles in higher education administration along with suggestions for further empirical exploration on relationships of humor and leadership effectiveness.

Sixty years of vocational education and training policy in the European Union: this book presents the main developments, orientations, and achievements of the EU VET policy, and explains its rationale and functioning. The book shows how the European Commission, the Member States, the social partners, and civil society, interact through both the "Community method" and the "Open method of coordination" within the framework of the Copenhagen Process. The book highlights how the Union shapes Member States' approaches to the content of VET programmes, the conditions for accessing VET, and the acquisition, validation, certification, and international recognition of skills and qualifications.