1.
The System of Teacher Education Management in Great Britain
Chychuk, Antonina
Comparative Professional Pedagogy, v5 n4 p80-86 Dec 2015
The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.
Descriptors: Teacher Education, Educational Quality, Foreign Countries, Educational Principles, Democratic Values, Educational History, Educational Administration, Educational Legislation, Quality Assurance, Educational Change, Evaluation Methods, Educational Trends, Trend Analysis
De Gruyter Open. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain); United Kingdom (England)
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)
2.
Analysis of Challenges for Management Education in India Using Total Interpretive Structural Modelling
Mahajan, Ritika; Agrawal, Rajat; Sharma, Vinay; Nangia, Vinay
Quality Assurance in Education: An International Perspective, v24 n1 p95-122 2016
Purpose: The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield's interpretive structural modelling (ISM). Design/methodology/approach: The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings: All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value: The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges.
Descriptors: Foreign Countries, Business Administration Education, Models, Barriers, Questionnaires, Graduate Surveys, College Graduates, Leadership, College Students, College Faculty, Research, College Instruction, Student Placement, College Curriculum, Accreditation (Institutions)
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
3.
Crisis Management for Secondary Education: A Survey of Secondary Education Directors in Greece
Savelides, Socrates; Mihiotis, Athanassios; Koutsoukis, Nikitas-Spiros
International Journal of Educational Management, v29 n1 p18-43 2015
Purpose: The Greek secondary education system lacks a formal crisis management system. The purpose of this paper is to address this problem as follows: elicit current crisis management practices, outline features for designing a formal crisis management system in Greece. Design/methodology/approach: The research is based on a survey conducted with the directors of secondary education and the interpretation of the survey results. Due to the echelon structure of secondary education the directors are experienced educators with plenty of experience. They are in a unique setting to be able to combine the managerial perspective with field experience, both of which are important for managing crises. Findings: First, events of sociopolitical nature are considered as important crisis triggers. Second, there is tendency to expect extended involvement of the state. Third despite the lack of a formal system, current practices are relevant and tend to mimic formal systems. Research limitations/implications: In practice the lack of a formal system does not impede crisis management to be applied in secondary education units. Originality/value: There is no other survey on crisis management at the directors' level that we are aware of. The findings outline existing practices from a tactical perspective, and can serve as a guide for designing a formal crisis management system that is suited for secondary education in Greece.
Descriptors: Foreign Countries, Crisis Management, Secondary Education, Surveys, Administrators, Educational Administration
Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
4.
Time Management for Directors
Jaffe, Ellen Hofstetter
Exchange: The Early Childhood Leaders' Magazine Since 1978, n161 p8-11 Jan-Feb 2005
Time management is a skill. Like any new skill, it takes time and commitment to develop. A frequent complaint of center directors is not having enough time. Most work extremely long hours and still feel they are not getting enough done. This article presents ideas on how to manage time and work smarter, not harder. These ideas are the following: (1) taking stock--carefully examining expectations and others as related to time; (2) self-assessment; and (3) crisis management. Furthermore, this article discusses useful time management strategies. Such strategies include: (1) prioritization--spending the most time alloted doing what is most important; (2) organization of time; (3) creation of a master calendar; (4) organization of the work space; (4) wise use of technology; (5) planning for the unexpected; (6) delegatation of duties; (7) personalization of the approach to time management; and (8) refueling. Gradually taking more control of time will enable work to become more productive, less chaotic, and benefits can be seen with each change made. (Contains 3 additional resources.)
Descriptors: Crisis Management, Time Management, Administrator Responsibility, Work Environment, Self Evaluation (Individuals), Needs Assessment, Technology Integration, Space Utilization, Planning, Administrator Role, Scheduling
Exchange Press, Inc.. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail: info@ChildCareExchane.com; Web site: www.childcareexchange.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
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