The Future of Leadership Framework in Malaysia Education Systems

2020 ◽  
Vol 24 (03) ◽  
pp. 617-625
Author(s):  
Irdayanti Mat Nashir ◽  
Dwi Esti ◽  
Nurul Nazirah Mohd Imam Ma’arof ◽  
Mohamed Nor Azhari Azman ◽  
Moh Khairudin
Keyword(s):  
Education Systems ◽  
Leadership Framework ◽  
The Future

The Future of Leadership Framework in Malaysia Education Systems

2020 ◽  
Vol 24 (03) ◽  
pp. 138-146
Author(s):  
Irdayanti Mat Nashir ◽  
Dwi Esti ◽  
Nurul Nazirah Mohd Imam Ma’arof ◽  
Mohamed Nor Azhari bin Azman ◽  
Moh Khairudin
Keyword(s):  
Education Systems ◽  
Leadership Framework ◽  
The Future

Nails on a Chalkboard

2020 ◽  
pp. 183-200
Author(s):  
Renée L. Cambiano ◽  
Jacob A. Murphy ◽  
Dana Eversole
Keyword(s):  
Higher Education ◽  
Historical Context ◽  
Next Generation ◽  
Faculty Leadership ◽  
Leadership Framework ◽  
The Future

This chapter examines faculty leadership from the perspective of the historical context, the role of faculty, the current landscape of faculty leadership, the critical climate of higher education, and looking into the future. The authors provide a plan to foster faculty leadership through the Trilateral Mentorship Model and the CEM Leadership Framework to facilitate institutional leaders in preparing and cultivating the next generation of faculty leaders. Through these models, silos will start to diminish.

Smart Cities Learning

2012 ◽  
Vol 3 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Carlo Giovannella ◽  
Vincenzo Baraniello
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
Smart Cities ◽  
Top Down ◽  
Education Systems ◽  
Policy Makers ◽  
Lifelong Learn ◽  
The Future ◽  
Sustainability Challenges ◽  
Functionalist Approach

The cities, despite the huge size reached by some and the problems by which they are sometimes afflicted, continue to attract people and pose epochal sustainability challenges to which policy makers and planners have decided to respond with a top-down functionalist approach aiming at transforming the cities in “smart cities”. The purpose of this paper is to present a critical analysis of such approach highlighting its limitations as far as education systems are concerned. The hope is to contribute to arise awareness and foster a timely and necessary redefinition of the functionalist approach to appropriately face an unavoidable transformation of the education system (space, strategies, processes and methods) that in turn will require the future learners to widen their skills to become smart enough to lifelong learn within and from smart territories.

scholarly journals Problems of Modernization of Professional Preparation of the Students of Pedagogical Higher Education Institutions

2020 ◽  
Vol 18 (2) ◽  
pp. 84-91
Author(s):  
Zaruhi ASATRYAN ◽  
Margarit ASATRYAN
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Professional Preparation ◽  
Content Management ◽  
Highly Qualified ◽  
Education Systems ◽  
The Future ◽  
New Graduate ◽  
Teaching Learning

The article touches upon the problems of modernizing the professional preparation of the students of pedagogical Higher Education Institutions (HEIs). It proves that the deepening of market relations and the contemporary level of the development of public life put great demands on the HEIs in terms of preparing highly qualified specialists. Due to the socio-economic transformations,  it is required that the entire education system of pedagogical HEIs should be reformed and a new graduate model should be elaborated. Among the significant problems, the authors single out the modernization of the system of the specialist preparation, the elaboration of new integrated educational strategies, models and technologies for the development of higher education systems, mutual understanding and collaboration among various education systems. Therefore the issues of the future specialists’ professional competency, reflective teaching/learning, the development of meta-competences, competitiveness and media literacy come to the fore. The solution to these problems implies a change in the requirements of the HEI graduate model, approaches and expected outcomes. The problem of developing a new methodology for the preparation of specialists in pedagogy at HEIs and improving the quality of the professional preparation should be considered in terms of functional, systematic, cultural, competence and anthropological approaches. The article provides justification for the claim that the process of the future pedagogues’ professional preparation should be regarded as the integrity of interrelated structural components, including the aim, content, management, operation, outcome. The effectiveness of the professional preparation at contemporary pedagogical HEIs is conditioned by certain managerial functions, principles, methods, implementation of innovations into the management of the higher education policy and the modernization of the content of the graduate model. The article presents social pedagogical conditions for the effective preparation of the HEI students and highlights a number of factors that contribute to the effectiveness of this process.

Building the Future of Education

2016 ◽  
pp. 1-11 ◽  
Author(s):  
Stavros Nicolaou Yiannouka
Keyword(s):  
Developing Countries ◽  
Educational Innovation ◽  
Education Systems ◽  
Educational Issues ◽  
Iron Triangle ◽  
The Future ◽  
Future Of Education

The chapter will begin with a discussion of the current array of failings in the education systems of both developed, and developing countries, and will continue with an analysis of the concept of the iron triangle. Within that context, suggested goals of education, as well as an agenda as to how these might be attained will be presented. At the end, discussion of i2Flex (Avgerinou, Gialamas, & Tsoukia, 2014) as an educational innovation will unfold with the view to addressing how the earlier mentioned educational issues could be solved via its implementation.

Innovation Leadership in the Digital Enterprise

2021 ◽  
pp. 86-109
Author(s):  
Sabrina Schork
Keyword(s):  
Innovation Management ◽  
Self Regulation ◽  
Innovation Strategy ◽  
Response Behavior ◽  
Digital Innovation ◽  
Management Leadership ◽  
Leadership Framework ◽  
The Future ◽  
Digital Enterprise ◽  
Innovation Leadership

In this chapter, the EIL (Effective Innovation Leadership) framework is tested empirically. First, peer-reviewed journals in the innovation management, leadership, and transformation discipline are analyzed. Second, a pre-test with 58 executives takes place. The response behavior of the participants varies depending on the company's degree of digital maturity. Third, 20 innovation leaders employed in mature digital companies answer the survey. The participants perceive their company as innovative and state that up to 89% of created innovations are digital. Values relevant to digital innovation leaders are innovation, responsibility, positivity, and transparency. Relevant strengths are creativity and learning. Both strongly correlate with a few efficacy items. Decisiveness correlates with innovation strategy. Entrepreneurship, self-regulation, and culture correlate with each other. Creativity connects the value of innovation and the practice of communication. The insights from this chapter contribute to building a reliable and valid factor-based effective digital innovation leadership questionnaire in the future.

Rethinking professional collaboration and agency in a post-pandemic era

2020 ◽  
Vol 5 (3/4) ◽  
pp. 337-341
Author(s):  
Paul Campbell
Keyword(s):  
Lived Experience ◽  
Design Methodology ◽  
Lessons Learned ◽  
Teacher Leader ◽  
Professional Collaboration ◽  
Education Systems ◽  
Content Type ◽  
The Future ◽  
Over Time

PurposeThis paper explores the role of professional collaboration and agency during the global COVID-19 pandemic and possible lessons for the future from the perspective of a teacher, leader and postgraduate researcher.Design/methodology/approachThis essay explores the complex role of collaboration and agency in responding to the challenges arising during the global COVID-19 pandemic utilizing research as well as the author's lived experience.FindingsThe author finds that through a renewed emphasis on effective professional collaboration and agency, not only are there opportunities to embed lessons learned during the COVID-19 pandemic, there is also scope to work towards education systems that reflect the complex global socio-political contexts communities may find themselves in and the evolving needs that result from them.Originality/valueThis paper offers insights into the work of teachers and school leaders, the increasing complexity of their roles over time, and particularly during the COVID-19 pandemic, considering what this might mean for the future.

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