Academic literature on the topic 'Educational governance'
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Journal articles on the topic "Educational governance"
Cowen, Robert. "International educational governance." Comparative Education 50, no. 4 (September 2014): 511–14. http://dx.doi.org/10.1080/03050068.2014.950827.
Full textBehrens, Christoph. "Educational Governance Today." Journal of Government and Politics 5, no. 2 (August 1, 2014): 176–89. http://dx.doi.org/10.18196/jgp.2014.0017.
Full textBilodeau, Philippe Antoine, Xin Mei Liu, and Beth-Ann Cummings. "Partnered Educational Governance." Academic Medicine 94, no. 10 (October 2019): 1443–47. http://dx.doi.org/10.1097/acm.0000000000002777.
Full textMundy, Karen. "Global governance, educational change." Comparative Education 43, no. 3 (August 2007): 339–57. http://dx.doi.org/10.1080/03050060701556281.
Full textMoos, Lejf. "Educational Governance in Denmark." Leadership and Policy in Schools 13, no. 4 (September 4, 2014): 424–43. http://dx.doi.org/10.1080/15700763.2014.945655.
Full textKogan, Maurice. "Models of educational governance." Irish Educational Studies 13, no. 1 (March 1994): 253–64. http://dx.doi.org/10.1080/0332331940130120.
Full textSideri, Maria, Angeliki Kitsiou, Ariadni Filippopoulou, Christos Kalloniatis, and Stefanos Gritzalis. "E-Governance in educational settings." Internet Research 29, no. 4 (August 5, 2019): 818–45. http://dx.doi.org/10.1108/intr-05-2017-0178.
Full textHill, Peter. "Clinical governance: an educational perspective." Hospital Medicine 60, no. 8 (August 11, 1999): 596–98. http://dx.doi.org/10.12968/hosp.1999.60.8.1182.
Full textMintrom, Michael. "Educational Governance and Democratic Practice." Educational Policy 15, no. 5 (November 2001): 615–43. http://dx.doi.org/10.1177/0895904801015005001.
Full textTolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy." International Journal of Information and Communication Technology Education 14, no. 2 (April 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.
Full textDissertations / Theses on the topic "Educational governance"
Jiava, Lori A. "Education governance in the twenty first century." Thesis, State University of New York Empire State College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10090217.
Full textThis position paper explores whether the current model of governance of public education is antiquated and in need of change. At present, the issue has not been included in any discussions regarding public education reform. Local boards of education are becoming obsolete due to federal and state mandates. School reform efforts have ignored the local governance factor, instead focusing on state-implemented curricula tied to federal funding. The literature shows us that local school boards focus on administrative issues and micromanagement which, along with such distractions as nepotism and “unholy alliances” with unions, indicates a need for change. However, the democratic foundation of our government makes it hard for legislators to implement a change that would be perceived as an attack on these basic principles. This position paper puts forth suggestions to these and other concerns related to local public education governance.
Black, Shaun M. "An examination of urban school governance reform in Detroit Public Schools, 1999--2014." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105019.
Full textIn 1983, the A Nation at Risk report stated that our educational institutions in the United States and especially in urban areas were not meeting the educational needs of our students. Since A Nation at Risk, elected school boards in urban areas were under fire from the media, parents, other civic and community leaders, and voters due to fiscal irresponsibility and poor student achievement. In selected urban cities across the nation, elected school boards were replaced in favor of mayoral control (e.g., Boston, Chicago, Cleveland, Detroit, New York City, Philadelphia, and Washington DC) and appointed school boards (Wong et al., 2007). In 1999, the Detroit Public Schools (DPS) was taken over by the state of Michigan in an effort to reform the district. In 1998 prior to the state takeover, DPS had 261 schools, 167,000 students enrolled in the district, and a $93 million budget surplus. In 2014 after several years of state control, DPS had 97 schools (−62%), 47,000 students enrolled (−71%) in the district, and a $232 million budget deficit (−349%). During this same time period, DPS had eight different district leaders under three different school governance models. This qualitative historical case study developed an understanding of the overall impact of school governance reform on the institutional progress in DPS from 1999–2014. Institutional Progress examines the overall functioning of a school district in the areas of: leadership, educational programs, finances, personnel, community support and political support. This study also described the external and internal barriers preventing DPS from making institutional progress. This qualitative study utilized four data sources: interviews of current and former Detroit Public School personnel (i.e., school board members, central and building administrators, teachers, parents and community activists), Detroit Board of Education meeting minutes reports, daily newspaper coverage of DPS from the Detroit Free Press and the Detroit News, and city of Detroit archives on the annual State of the City Address given by Detroit mayors to determine whether or not institutional progress was achieved in DPS from 1999–2014. The findings of this study were the following: 1.) there was a lack of institutional progress in Detroit Public Schools; 2.) school governance reforms in DPS did not have a positive impact; and 3.) internal and external barriers prevented DPS from making institutional progress.
Alharbi, Eman. "Preparing Saudi Universities for International Accreditation in the Area of Governance and Leadership." Thesis, Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641305.
Full textInstitutional accreditation in the last decades has been studies as an important assessment that ensures the quality of higher education institutions. The growth of the economy around the world has placed value on evaluating universities’ accountability and effectiveness. Therefore, one of the most significant current discussions in higher education institutions is obtaining international accreditation. Consequently, Saudi Arabia’s institutional accreditation system is seeking to improve higher education institutions’ quality assurance and accountability by preparing them for international accreditation. However, only 12 universities out of 34 have been accredited at the institutional level by the NCAAA. As a result, one of the major challenges facing Saudi institutions is their ability to meet accreditation standards concerning institutional effectiveness, governance, and leadership. Therefore, this quantitative study examined the extent to which Saudi universities prepare for international accreditation in the areas of governance and leadership. A comparison of accredited and non-accredited universities was done using a Mann-Whitney U test based on faculty and administrators’ perceptions of leadership and governance. The study concluded that Saudi universities are prepared to meet international institutional accreditation standards in the areas of governance and leadership. An effective strategy is needed to promote the accreditation process successfully.
Fowles, Jacob. "PUBLIC HIGHER EDUCATION GOVERNANCE: AN EMPIRICAL EXAMINATION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/100.
Full textBarber, Jennifer H., Colin G. Chesley, and Bethany H. Flora. "Impacts of the FOCUS Act on Governance in Tennessee Higher Education Institutions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2993.
Full textRocksund, Jill Ann. "Effective School Board Governance Behaviors of Montana School Board Members| A Delphi Stud." Thesis, Montana State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623862.
Full textSchool board governance matters. Past research has demonstrated that effective school boards are associated with higher student achievement. However, this research has been less clear about what those agreed upon effective practices are. The current study set out to identify effective school board governance practices and to determine the extent expert panelists agreed with these practices. Obstacles to effective governance were also identified and agreed upon. Differences in responses from panelists in five sizes of school districts were also explored.
Using a Delphi methodology, expert panelists in Montana provided information in the form of narratives and lists about their perceptions of effective school board practices as well as their encountered obstacles during round one. Qualitative analysis techniques were used to create a set of effective practices and a set of encountered obstacles. Further refinement was accomplished by using two additional rounds in which panelists provided feedback, reconsidered their responses and provided additional comments. A set of 17 highly agreed upon effective practices and a set of two highly agree upon obstacles resulted.
From this data, a model of effective school board governance was developed. This model aligns well with past research that was conducted based upon outside sources of judgment, such as high test scores.
However, some important deviations from past recommendations are also noted. Data from the current study places an increased emphasis on the actual operations of school boards, such as on the types of discussions that are held, as well as the mechanics of productive and collaborative school board meetings.
The power of school boards occurs when acting collectively as a group in a school board meeting and this study supports focusing improvement efforts in making that time more effective. School board members many gain knowledge and experience individually, but it is only through working together that they shape and guide the cultures that are needed to improve our public schools for the future.
Knowles, Kristopher Leo. "Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/201.
Full textDinius, Ann. "AIDS and the academic community: A study in university governance." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618403.
Full textRamos, Fernando Manuel Freire da Silva. "O conselho geral como instrumento de governança pública:estudo de Caso: O Agrupamento de Escolas de São João do Estoril." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2017. http://hdl.handle.net/10400.5/13198.
Full textNa última década, a administração das escolas públicas tem-se confrontado com novos desafios. Os governos dos Estados-Membros da União Europeia são pressionados a implementar modelos de gestão que prossigam com políticas descentralizadoras, que reforcem a autonomia das escolas e facilitem o processo de governança pública. Exige-se a participação das comunidades locais na tomada de decisão da escola e a criação de parcerias estratégicas e de redes entre as escolas e outras instituições, em prol da melhoria do serviço público de educação. Estas diretrizes conduziram ao atual modelo de administração escolar consubstanciado no Decreto-Lei n.º 75/2008, de 22 de abril. Este estudo visa analisar de que forma essas novas orientações têm condicionado e influenciado as políticas educativas em Portugal. No enquadramento teórico, estabelecemos um paralelismo entre os conceitos de autonomia e descentralização. De seguida, procedemos à identificação e análise de algumas das correntes de pensamento, com maior enfoque na governança pública. Na análise empírica, tendo em conta os princípios e critérios de avaliação da governança defendidos por alguns autores, procuramos apurar de que forma é que o Conselho Geral (CG), órgão de orientação estratégica que integra um modelo de gestão e administração escolar, numa realidade educativa particular, tem contribuído para o desenvolvimento de uma governança pública eficaz.Pretende-se também aferir se, do ponto de vista das perceções dos atores sociais, a criação do CG reflete uma descentralização de poderes face ao poder central e se traduz num reforço da autonomia para as escolas. Este estudo permite-nos observar que, do ponto de vista das práticas, apesar de algumas fragilidades, a governança pública já se faz sentir na administração e gestão da escola. Por outro lado, do ponto de vista das vontades políticas, persistem ainda constrangimentos ao nível da autonomia e da descentralização de poderes e competências para as escolas que impedem a implantação de uma adequada e eficaz governança educacional e a expressão plena do exercício da democracia.
In the last decade, the administration of public schools has been faced with new challenges. The governments of the European Union Member States are under pressure to implement management models continuing with decentralizing policies, reinforcing the autonomy of schools and facilitating the process of public governance. It is required the participation of local communities in school decision-making and the creation of strategic partnerships and networks between schools and other institutions, in order to improve the public service of education. These directives led to the current model of school administration implemented in public schools, embodied in Decree-Law No. 75 / 2008 of 22 April. This study aims at examining how these new guidelines have conditioned and influenced educational policies in Portugal. In the theoretical framework, we establish a parallel between the concepts of autonomy and decentralization. We then proceed to the identification and analysis of some of the schools of thought, with greater focus on public governance. Within the empirical analysis, taking into account the principles and governance evaluation criteria defended by some authors, we try to determine how the General Council (GC), the body of strategic direction, which includes a school management and administration model, within a particular educational reality, has contributed to the development of effective public governance. It is also intended to assess whether, from the point of view of the perceptions of social actors, if the creation of the GC reflects a decentralization of powers against the central government and is reflected in increased autonomy for schools. This study allows us to observe that from the point of view of practice, despite some weaknesses, public governance is already being felt in the administration and management of school. On the other hand, from the point of view of the political will, there are still constraints in terms of autonomy and decentralization of powers and responsibilities to schools that hurdles the establishment of an appropriate and effective educational governance and the full expression of the exercise of democracy.
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Carraway, Deborah Louise. "Information technology governance maturity and technology innovation in higher education| Factors in effectiveness." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591474.
Full textPrior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education.
Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.
Books on the topic "Educational governance"
Altrichter, Herbert, Thomas Brüsemeister, and Jochen Wissinger, eds. Educational Governance. Wiesbaden: VS Verlag für Sozialwissenschaften, 2007. http://dx.doi.org/10.1007/978-3-531-90498-6.
Full textMaag Merki, Katharina, Roman Langer, and Herbert Altrichter, eds. Educational Governance als Forschungsperspektive. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-531-19148-5.
Full textLanger, Roman, and Thomas Brüsemeister, eds. Handbuch Educational Governance Theorien. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-22237-6.
Full textYang, Ming, and Hao Ni. Educational Governance in China. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0842-0.
Full textMaag Merki, Katharina, Roman Langer, and Herbert Altrichter, eds. Educational Governance als Forschungsperspektive. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-06443-3.
Full textWieth, Sven. Educational Governance in historischer Perspektive. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28660-6.
Full textGrosvenor, Ian, and Lisa Rosén Rasmussen, eds. Making Education: Material School Design and Educational Governance. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97019-6.
Full textC, Hunter Richard. School governance. Thousand Oaks, Calif: Sage Publications, 2012.
Find full textSchool governance. Thousand Oaks, Calif: Sage Publications, 2012.
Find full textGroup, California Legislature Joint Committee to Develop a. Master Plan for Education-Kindergarten Through University Governance Working. Governance Working Group final report. Sacramento, Calif: Senate Publications, 2001.
Find full textBook chapters on the topic "Educational governance"
Kierchhoff, Arnd. "Einleitung: Komplexität ernst nehmen." In Educational Governance, 1–6. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_1.
Full textKierchhoff, Arnd. "Der Übergangsbereich. Eine Annäherung." In Educational Governance, 7–55. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_2.
Full textKierchhoff, Arnd. "Grundlegung der Forschung." In Educational Governance, 57–165. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_3.
Full textKierchhoff, Arnd. "Planung der und Vorgehen in der empirischen Arbeit." In Educational Governance, 167–99. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_4.
Full textKierchhoff, Arnd. "Feinanalyse der Daten." In Educational Governance, 201–55. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_5.
Full textKierchhoff, Arnd. "Theoretisierende Datenanalyse." In Educational Governance, 257–328. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_6.
Full textKierchhoff, Arnd. "Das Übergangsregime: Zwischen priorisierter Autonomie und akzeptierter Hierarchie." In Educational Governance, 329–58. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_7.
Full textKierchhoff, Arnd. "Kritik und Ausblick." In Educational Governance, 359–74. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22462-2_8.
Full textRidderbusch, Jens. "Einführung." In Educational Governance, 1–16. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-25710-1_1.
Full textRidderbusch, Jens. "Theoretischer Rahmen und Methodik." In Educational Governance, 17–75. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-25710-1_2.
Full textConference papers on the topic "Educational governance"
Yanyan, Cao, and Liu Jingchao. "Educational Informationizational Governance in Private University." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.162.
Full textMusliman, Dita Anggraini Nurjannah. "Educational Governance Innovation through Implementation of Four UNESCO Education Pillars." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.50.
Full textLeuciuc, Eugenia Gabriela, and Daniela Mihaela Neamtu. "LEGISLATIVE GOVERNANCE IN THE EUROPEAN AND NATIONAL EDUCATIONAL SYSTEM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1831.
Full textHsu, Wei-Ling, Huan Shen, ShanYou Duan, Yee-Chaur Lee, and Hsin-Lung Liu. "Review of Smart City Governance since 2000." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0157.
Full textCenci, Karina. "Government Data Interoperability among Educational Organizations." In ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209415.3209518.
Full textBatker, Carol J. "The Crisis In U.S. Higher Education: Alternative Governance And Financing Models." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.70.
Full textQuan, Shaoning. "Exploration and Research on Educational Governance in Higher Vocational Colleges." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.59.
Full text"The Cultivation of College Students' Civic Awareness from the Perspective of Modernization of National Governance." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000912.
Full text"The Responsibility on Supervision and Support in the Governance of the Private Higher Education in China." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000985.
Full textPatarakin, Evgeny, Vasiliy Burov, and Igor Remorenko. "Scaffolding Educational Community of Practice Using Visual Storytelling." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047378.
Full textReports on the topic "Educational governance"
Baghdady, Ahmed Baghdady, and Omar Zaki Zaki. Education Governance in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36890.
Full textBolton, Laura. Transition to Federal Health and Education Governance. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.096.
Full textBankus, Brent, Lorelei Coplen, and James O. Kievit. Examining Military Governance as a Part of Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada544532.
Full textBrinkerhoff, Derick W., and Anna Wetterberg. Governance and Sector Outcomes: Making the Connections. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0019.1809.
Full textPritchett, Lant. A Review Essay—The Politics and Governance of Basic Education: A Tale of Two South African Provinces. Research on Improving Systems of Education (RISE), June 2019. http://dx.doi.org/10.35489/bsg-rise-ri_2019/010.
Full textCruz, Paula R., Alyssa Luisi, and Victor Rebourseau. Social Innovation and Higher Education in the BRICS (2): a multiscalar governance approach with evidence from DESIS Labs. E-papers Servicos Editoriais Ltda, April 2018. http://dx.doi.org/10.48207/23577681/bpcp0503.
Full textDirector, Dana. The Impacts of Change in Governance on Faculty and Staff at Higher Education Institutions: A Case Study of OHSU. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1489.
Full textCedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, February 2021. http://dx.doi.org/10.6027/r2021:4.1403-2503.
Full textLapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.
Full textChadwick, Patricia. Collective bargaining: a process adopted by Oregon's four-year institutions of higher education to support faculty members' participation in institutional governance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.457.
Full text