Management is devoted to publishing scholarly empirical and theoretical research articles that have a great impact on the management field as a whole. It appreciates multidisciplinary research reflecting the diversity of the management science professions.

Bernard Oliver

Editorial Board Member of Management

Professor, University of Florida, USA

Research Areas

Leadership, Diversity, School Reform, College Access/Retention


1975-1978Ed. D.Teacher Education and Curriculum Development, Stanford University, Stanford California
1971-1972M.A.Education, Stanford University, Stanford California
1967-1971B.S.Physical Education and History, California State University, Hayward, California


Postdoctoral fellow at University of Texas at Austin, Harvard, Stanford School of Business, & Bush Foundation
Tenured Professor at University of Florida, Washington State University, University of Missouri-Kansas City, Syracuse University & St. Cloud State University
2005-presentProfessor/Director/Program Coordinator, University of Florida
2002-2005Assistant Superintendent for High School Education, Virginia Beach City Public Schools, Virginia Beach, Virginia
1997-2002Ewing Kauffman Foundation/Missouri Endowed Chair, Professor, Director, Center for Educational Partnerships; Dean, School of Education (1997-2000), University of Missouri-Kansas City, Kansas City, Missouri
1991-1997Dean and Professor, College of Education, Washington State University Pullman, Washington
1988-1991Dean, College of Education, St. Cloud State University, St. Cloud, Minnesota
1985-1988Associate Professor and Chair, Syracuse University, Syracuse, New York
1983-1985Education Consultant-Research and Evaluation, California Commission on Teaching Credentialing, Sacramento, California
1981-1982Postdoctoral Administrative Fellow, Division of Student Affairs, The University of Texas at Austin, Austin, Texas
1978-1983Assistant Professor and Coordinator of Professional Preparation, The University of Texas at Austin, Austin, Texas
1975-1978Supervisor, Stanford University, Stanford, California
1972-1975Teacher-Coach, Jefferson Union High School District, Daly City, California
1971-1972Intern-Teacher, Aragon High School, San Mateo, California

Academic Achievement

1991-1992, Awarded postdoctoral fellowship in leadership from the Bush Leadership Fellows Program, St. Paul, Minnesota
1991, Awarded a postdoctoral scholarship in educational management from Harvard University
1981-1982, Awarded a postdoctoral fellowship in higher education administration from the Council of Southern University
1979, Awarded a postdoctoral fellowship in educational research and development from Correlates of Effective Teaching Program, Research and Development Center for Teacher Education, The University of Texas at Austin, Austin, Texas
1977-1978, Awarded a National Ford Foundation Fellowship for advanced graduate study at Stanford University
1975-1976, Awarded a Stanford University Fellowship for graduate study


National Association of Secondary School Principals (NASSP)
American Association of School Administrators (AASA)
National Association of Multicultural Education (NAME)
Association for Cultural Diversity in Higher Education (OPENMIND)
Association for the Study of Higher Education (ASHE)
American Educational Research Association (AERA)
Association for the Supervision and Curriculum Development (ASCD)
Association of Teacher Educators (ATE)
National Alliance of Black School Educators (NABSE)
American Alliance of Health, Physical Education, Recreation, and Dance (AAHPERD)
American Association for Higher Education (AAHE)
American Association of University Administrators (AAUP)

Publications: Conferences/Workshops/Symposiums/Journals/Books

[1]  Oliver, B. (2009). Students need more than academics. FORUM, 33(1), 10-13.
[2]  Oliver, B. (1993). (Ed.). Minorities in physical education-African American perspectives on recruitment and retention. Journal of Physical Education, Recreation and Dance, 64, 65-81.
[3]  Oliver, B. (1990). Defining competence: The case of teaching. Journal of Teaching in Physical Education, 9, 184-188.
[4]  Griffey, D.; Oliver, B. (1990). Teacher testing and teacher competence. Journal of Teaching in Physical Education (monograph), 9, entire volume.
[5]  Oliver, B. (1988). Structuring the teaching for force: Will minority teachers suffer? Journal of Negro Education, 57, 159-165.
[6]  Oliver, B. (1988). Developing standards for teacher education programs: A state agency perspective. Physical Educator, 45, 58-62.
[7]  Oliver, B. (1988). Educational reform and physical education. Journal of Physical Education, Recreation, and Dance, 59, 68-71.
[8]  Oliver, B.; Bibik, J.; Chandler, T.; & Lane, S. (1987). Teacher development and job incentives: A psychological view. Journal of Teaching in Physical Education, 7, 121-131.
[9]  Oliver, B. (1987). Teacher and school characteristics: Their relationship to the in-service needs of teachers. Journal of Teaching in Physical Education, 7, 38-46.
[10]  Chandler, T., Lane, S., Bibik, J., & Oliver, B. (1987). The career ladder and lattice: A new look at the teaching career. Journal of Teaching in Physical Education, 7, 132-141.
[11]  Oliver, B., & Chandler, T. (1987). Quality programs through quality instruction: The role of rewards and incentives. Journal of Physical Education, Recreation, and Dance, 58(6), 55-58.
[12]  Oliver, B. (1987). Evaluating alternative credentialing. Educational Horizons, 65(2), 65-66.
[13]  Oliver, B., & McKibbin, M. (1985). Teacher trainees: California's answer to alternative credentialing. Journal of Teacher Education, 36(3), 20-23.
[14]  Oliver, B. (1984). Teachers and curriculum development: Utilization of the naturalistic model of curriculum development. Journal of the New Jersey Association for Health, Physical Education, Recreation, and Dance, 57, 12-15.
[15]  Oliver, B. (1983). In-service needs of physical educators and coaches. National Association of Secondary School Principals, 67(461), 55-59.
[16]  Oliver, B. (1982). Desirable qualities in teacher appraisal systems. The Teacher Educator, 18(3), 26-30.
[17]  Oliver, B. (1982). Female teachers, student achievement, and attitude in coed instruction. Education, 103(2), 139-144.
[18]  Oliver, B. (1982). Teacher responses to sex-typed behavior in coed instruction. Psychology, 19(2), 37-44.
[19]  Oliver, B. (1981). Evaluating teachers and teaching. California Journal of Teacher Education, 8(2), 82-87.
[20]  Oliver, B. (1980). Systematic observation: Improving teaching in physical education. Journal of Professional Studies, 5(3), 30-35.
[21]  Oliver, B., & Taylor, J. (1980). Teacher characteristics and classroom behavior. Journal of Classroom Interaction, 16(1), 11-18.
[22]  Oliver, B. (1980). Improving the evaluation of physical education teachers. Clearinghouse, 16(2), 82-84.
[23]  Oliver, B. (2000). Schools and Colleges of Education are unable to raise funds. In G. Morine-Dershimer & G. Huffman-Joley (Eds.), Dispelling myths about teacher education. Washington, D.C.: AACTE Publications.
[24]  Oliver, B. (1997). Dean's perspectives on information officers in Schools of Education (essay). In B. London (Ed.), The role of information officers in Schools of Education. Washington, D.C.: AATCE Publications.
[25]  Oliver, B., & Davis, J. (1993). Things they don't teacher you about being a dean. In J. Davis (Ed), Coloring the halls of ivy. (pp. 78-86). Boston, MA: Anchor Press.
[26]  Morine-Dershimer, G., & Oliver, B. (1990). Examining complexity of thought in secondary school teachers. In J. Lowyck, C. Clark, & R. Halkes (Eds.), Teacher thinking in action (pp. 397-411). Leuven, Belgium: International Study Association of Teacher Thinking.
[27]  Oliver, B. (1989). Educational policy and teaching. In T. Templin & P. Schempp (Eds.), Socialization into physical education: Learning to teach (pp.2 69-288). Indianapolis, IN: Benchmark Press.
[28]  Oliver, B. (1988). The educational reform movement: Implications for physical education. In F. A. Carre and P. R. Moody (Eds.), Teacher Education and Teaching Physical Education (pp.61-66). Vancouver, Canada: University of British Columbia Press.
[29]  Morine-Dershimer, G., & Oliver, B. (1986). Examining complexity of thought in secondary school teachers. In J. Lowych (Ed.), Teacher thinking and professional action: Proceedings of the third international study association on teacher thinking (pp. 174-192). Leuven, Belgium: University of Leuven Press.
[30]  Oliver, B. (1983). Direct instruction: An instructional model from a process-product study. In T. Templin (Ed.), Teaching physical education (pp. 289-309). Champaign, IL: Human Kinetics Publishers.
[31]  Oliver, B. (1979). Cognitive process: A basis for curriculum in physical education. In A. Jewett & C. Norton (Eds.), Proceedings of the first annual curriculum conference (pp. 155-160). Athens, GA: University of Georgia Press.