scholarly journals Whatever happened to educational management? The case for reinstatement

2020 ◽  
Vol 35 (1) ◽  
pp. 52-57
Author(s):  
Ian Craig
Keyword(s):  
Major Element ◽  
Educational Management ◽  
Leadership And Management ◽  
Leadership Management ◽  
And Training ◽  
School Organisation

‘Leadership’ has now become one of the most over-used terms in school organisation, so much so that it is now difficult to find mentions of ‘management’ and ‘administration’ in school organisation literature. Papers published in Educational Management, Administration and Leadership and Management in Education over the last few years confirm this view. This article argues that although there is a significant overlap between them, leadership, management and administration are different from each other and this should be recognised when talking and writing about school organisation and development, with not all three being subsumed under the banner of ‘leadership’. In particular, the article argues for the re-establishment of management as a major element in the development and training of heads and prospective heads of schools and colleges.

RESEARCH ON BUILDING THE PROBATIONARY MECHANISM FOR LEADERS AND MANAGERS AT VIETNAM ACADEMY FOR ETHNIC MINORITIES*

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Dau The Tung ◽  
Phan Hong Minh
Keyword(s):  
Ethnic Minorities ◽  
Management Practice ◽  
Leadership And Management ◽  
Leadership Management

Derived from the practical requirements of leadership and management of the Vietnam Academy for Ethnic Minorities; from the assigned task functions; from the Party and State's guiding documents on leadership, management practice and issues raised from probationary leaders and managers in a number of agencies, units, ministries, the groups of authors focus on studying and formulating a probationary mechanism for leaders and managers at the Vietnam Academy for Ethnic Minorities, in which special attention is paid to the practical conditions and the peculiarities of the Vietnam Academy for Ethnic Minorities.

Development and Psychometric Testing of a Self-Rated Scale Based on National Nursing Core Competency Standards

2021 ◽  
pp. JNM-D-20-00049
Author(s):  
Al D. Biag ◽  
Vanessa L. Belen
Keyword(s):  
Psychometric Testing ◽  
Core Competency ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Leadership And Management ◽  
Five Dimensions ◽  
Leadership Management ◽  
Client Care ◽  
Research Competencies ◽  
Item Scale

Background and PurposeThe objectives of this study were to develop a National Nursing Core Competency Standards (NNCCS)-based instrument and determine its construct validity and internal consistency reliability.MethodsA methodologic research design was used to validate the 59-item scale based on the responses of 600 nurses. The scale items were culled from the client care, leadership and management, and research competencies identified in the NNCCS.ResultsThe results of the analyses confirmed 53 items and gave rise to a five-factor solution. The five dimensions are leadership, management, research, ethico-legal, and strategic competencies.ConclusionsThe seminal psychometric testing provided an evidence of acceptable validity and reliability of the proposed instrument. Further testing was recommended to accrue the psychometric soundness of the instrument.

scholarly journals Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Ahmad Helmi
Keyword(s):  
Training Program ◽  
Public Administration ◽  
Human Resource Development ◽  
Classical Method ◽  
Education And Training ◽  
Institute Of Public Administration ◽  
Leadership Management ◽  
Coaching Methods ◽  
The Impact ◽  
And Training

Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.

scholarly journals Findings from a survey of wildlife reintroduction practitioners

F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 29 ◽  
Author(s):  
Alexandra E. Sutton ◽  
Roel Lopez
Keyword(s):  
Organizational Structure ◽  
Potential Influence ◽  
Leadership And Management ◽  
Potential Value ◽  
Leadership Management

Wildlife reintroduction programs are a type of conservation initiative that seek to re-establish viable populations of a species in areas from which they have been extirpated or become extinct. Past efforts to improve the outcomes of reintroduction have focused heavily on overcoming ecological challenges, with little attention paid to the potential influence of leadership, management, and other aspects of reintroduction. This 2009 survey of reintroduction practitioners identified several key areas of leadership and management that may deserve further study, including: (i) the potential value of reintroduction partnerships for improving programmatic outcomes; (ii) the potential management value of autonomy vs. hierarchy in organizational structure; (iii) gaps in perceptions of success in reintroduction; and (iv) the need for improved evaluations of reintroduction programs and outcomes.

scholarly journals Rektorutdanning for en ny rektorrolle?

2016 ◽  
Vol 10 (4) ◽  
pp. 82-102
Author(s):  
Bjart Erling Grutle ◽  
Knut Roald
Keyword(s):  
Professional Development ◽  
Performance Management ◽  
Education Program ◽  
Education And Training ◽  
Professional Judgment ◽  
Educational Management ◽  
Principal Role ◽  
The Future ◽  
University Colleges ◽  
And Training

Artikkelens formål er å skape økt innsikt i hvordan de forandringer vi ser i statlige styringsdokumenter og fagmiljøers emneplaner for den norske Rektor-utdanningen, uttrykker endringer i hvilke kunnskapsformer som vektlegges. Ut fra de endringene vi finner, tar vi opp til diskusjon i hvilken grad Rektor-utdanningen møter sentrale utfordringer som fremheves i nyere nasjonal og internasjonal debatt om hva som vil være viktige kompetanser for ledere i fremtidens skole. Med utgangspunkt i Aristoteles’ kunnskapsbegreper “episteme”, “tekhne” og “phronesis” analyseres endringer i Utdannings-direktoratets anbudsdokumenter for perioden 2009–2014 i forhold til perioden 2015–2020. Gjennom dokumentanalyse undersøker vi hvilke former for kunnskap som blir sett på som sentrale i Rektorutdanningen i de to periodene. Vi etterspør også hvordan endringene følges opp i plandokumenter for universitets- og høyskolemiljøer som er gitt i oppdrag å gjennomføre Rektorutdanningen. Funnene diskuteres i forhold til dagsaktuelle nasjonale og internasjonale utdanningspolitiske dokumenter og forskningsarbeider.I Utdanningsdirektoratets styringsdokumenter for Rektorutdanningen finner vi i noen grad en utvikling fra en instrumentelt orientert rektorrolle basert på resultatstyring, til en mer systemisk orientert rektorrolle der faglig ledelse av kollegabasert profesjonsutvikling vektlegges. Pedagogisk ledelse trer sterkere frem i de nye anbudsdokumentene, og det legges vekt på at skoleledere skal få utvidet forståelse for sitt handlingsrom til å lede utvikling av skolen ut fra sitt eget faglige skjønn. Det er likevel et spørsmål om grunnlagsdokumentene for den nasjonale Rektorutdanningen for perioden 2015–2020 fullt ut møter dagsaktuelle utfordringer for skoleledelse som OECD og NOU 2015:8 “Fremtidens skole” trekker opp. Dette spørsmålet forsterkes når vi ser at plandokumentene for universiteter og høyskoler som tilbyr Rektorutdanningen, i ulik grad vektlegger endringene i Utdanningsdirektoratets styringsdokumenter.Nøkkelord: skoleledelse, rektorutdanning, profesjonsutvikling, fremtidens skole, organisasjonslæringAbstractThe purpose of this article is to make greater insight into how the changes we see in various policy documents and plans for the Norwegian Principal Education Program, express a trend of change in emphasized knowledge forms. Based on Aristotle’s concepts of knowledge “episteme”, “tekhne” and “phronesis”, the changes in the tender documents from the Norwegian Directorate for Education and Training for the period 2009–2014 are analyzed and compared against the period 2015–2020. Through analyses of documents we investigate which knowledge forms are seen as the central ones in the Principal Education Program in these two periods. We also study how changes are reflected in plan documents for universities and university colleges that offer the Principal Education Program. The findings are discussed in relation to contemporary national and educational policy plans and research.In policy plans for the Principal Education Program issued by the Norwegian Directorate for Education and Training, we find to some extent an evolution from an instrumentally oriented principal role based on performance management, towards a more systemicly oriented principal role where professional management of peer professional development is emphasized. Educational management has a stronger position in the new tender documents, and it is emphasized that educational leaders should have an extended understanding of their freedom of action to guide the development of the school, based on their own professional judgment. It is still a question whether the Fundamental Plans for the National Principal Education Program for the period 2015–2020 fully meet the contemporary challenges for education management as OECD and NOU 2015:8 “The school of the future” outline. This question is reinforced when we see that the plan documents for universities and university colleges that offer the Principal Education Program, to varying degrees emphasize the changes in the policy plans from the Directorate for Education and Training.Keywords: educational management, professional development, Principal Education Program, “The school of the future”, organizational learning

scholarly journals Role of Transformational Leadership and Philosophical Mindset in Teachers

2019 ◽  
pp. 1-10
Author(s):  
Ezzati, Maryam ◽  
Pashaei, Jafar ◽  
Ashrafi, Mohammad Hossein ◽  
Seyyed Valilou, Mirmahmood
Keyword(s):  
Transformational Leadership ◽  
Psychological Needs ◽  
Three Dimensions ◽  
Educational Management ◽  
Leadership Management ◽  
Self Actualization ◽  
Correct Function ◽  
Mutual Relations ◽  
Definition Of

The subject of this article achieved by combining "transformational Leadership" and "Philosophical mindset", two important and affective issues in educational management and curriculum areas and its application in education teachers' performance. Transformational Leadership (management) theory offered by Burns (1978) in order to explain the behavior of group of Leaders and managers that connecting powerful motivational mutual relations with followers. Philosophical mindset is the way of thinking of correct function which has three dimensions: Comprehensiveness, penetration and flexibility, that offered by Philip, J. Smith (2016). Methods: In this paper we examine the philosophical spirit in the transformational leadership and philosophical mindset with functional wisdom features, attention to self actualization, future favorable theoretical and practical prospects according to the present (here and now), reasonable daubt, curiosity, wide visibility, tolerance, seeking progress and unity of the personality. Findings: Application of transformational Leadership and philosophical mindset in education teachers leads to improve correct, logical and creative scientifically thinking in them and eventually transfer these concepts to students. Results: This type of application relate the immediate issues to distant targets, intelligent rational behavior, avoid accelerated decisions, attention to the levels of psychological needs, logical and positive communication with students, attention to solving the problems, and logical distance from Clear definition of doing duties and having desirable work ethic.

scholarly journals Evaluating the Responsiveness Level of a Training Program for General School Managers in Southern Vietnam

2019 ◽  
Vol 7 (2) ◽  
pp. 69
Author(s):  
Huong Vu Thi Lan
Keyword(s):  
Mixed Methods ◽  
Education System ◽  
Mixed Methods Research ◽  
Research Study ◽  
Training Programs ◽  
Ministry Of Education ◽  
Leadership And Management ◽  
Southern Vietnam ◽  
General School ◽  
And Training

The purpose of this article is to present the results of a mixed methods research study conducted by the Ministry of Education and Training to evaluate the responsiveness level of a refresher programs for general school managers in Southern Vietnam. The program was designed to improve the capacities of managers in general schools to take the initiative in innovating leadership and management that will develop the schools and thereby advance the fundamental and comprehensive innovation of Vietnam’s education system training programs.

Post-levy apprenticeships in the NHS – early findings

2019 ◽  
Vol 9 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Denise Baker
Keyword(s):  
Social Mobility ◽  
Structured Interviews ◽  
Leadership And Management ◽  
Content Type ◽  
Potential Problems ◽  
Ethical Approval ◽  
Potential Impact ◽  
Further Development ◽  
And Training ◽  
Sector Employer

Purpose The purpose of this paper is to investigate apprenticeship developments in two National Health Service (NHS) organisations since the introduction of the apprenticeship levy in April 2017 and considers potential impact on social mobility. This is a pilot for a broader exploration of implementation of government apprenticeship policy in the NHS. Design/methodology/approach Following ethical approval, semi-structured interviews were conducted with two key informants with responsibility for education and training in their respective organisations. Interviews were recorded and transcribed verbatim. Thematic analysis was undertaken to identify major and sub-themes of the interviews. Findings Four major themes were identified – organisational readiness, the apprenticeship offer, opportunities for further development and potential problems with implementation. Both organisations were actively seeking opportunities to spend their levy and had developed local strategies to ensure this. The levy was being used to develop both new and existing staff, with leadership and management being particularly identified as an area of growth. Similarly, both organisations were using levy monies to develop the bands 1–4 roles, including the nursing associate. The affordability and bureaucracy of apprenticeships were seen as potential problems to the wider implementation of apprenticeships in the NHS. Practical implications Although the apprenticeship levy is being spent in the NHS, there are some challenges for employers in their delivery. The levy is offering new and existing staff the opportunity to undertake personal and professional development at a range of educational levels. This has the potential to increase and upskill the NHS workforce, improve social mobility and possibly lead to larger cultural and professional changes. Originality/value This paper offers an early insight into the implementation of apprenticeship policy in a large public sector employer such as the NHS.

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