Relevant bibliographies by topics / Educational institutes- Management aspects

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Educational institutes- Management aspects'

Author: Grafiati
Published: 6 September 2023

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Journal articles on the topic "Educational institutes- Management aspects"

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Dybach, Inna. "Institutional aspects of educational quality management in higher educational establishments." Economics of Development 18, no. 1 (June 10, 2019): 33–43. http://dx.doi.org/10.21511/ed.18(1).2019.04.

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Higher education in Ukraine, as one of the prerequisites for national security and competitiveness of the country, needs to be reformed, first of all in the context of improving the quality of educational services. Educational quality studies have confirmed that the educational system does not adequately address the needs of customers and those who receive education. In this regard, the purpose of the article is to study the theoretical aspects of the institutional provision of the quality management process of higher education. Methods of dialectical cognition, comparative analysis, content analysis and a comprehensive approach to the analysis of transformations in the field of higher education are used in this work. A prerequisite for ensuring the quality of higher education is the definition of the hypostasis of the relevant procedures, among which process, functional and evaluation are identified. It is established in the article that the institutional environment in the field of education is an ordered set of legally established norms and informal rules that determine the conditions for the functioning of institutions of higher education, structure the relationship between the subjects of the educational process and are formed within the educational system. The article deals with a wide network of organizations that form the institutional environment of the national higher education, which, according to the levels of government, are divided into international, national, regional and local. It is noted that state agencies for ensuring the quality of education have the largest share in the formation of the institutional environment of the educational sphere. This often leads to a conflict of interest of stakeholders, which can be solved by the introduction of the Institute of Independent Educational Auditors.
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Narayanamurthy, Gopalakrishnan, Anand Gurumurthy, and Raju Chockalingam. "Applying lean thinking in an educational institute – an action research." International Journal of Productivity and Performance Management 66, no. 5 (June 12, 2017): 598–629. http://dx.doi.org/10.1108/ijppm-07-2016-0144.

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Purpose Lean thinking (LT) has been implemented in various manufacturing and service sectors. But, only a few published research articles have developed a framework describing the procedure for implementing LT in an educational institute. The purpose of this paper is to develop and demonstrate a framework that can provide a structured procedure for the implementation of LT in an educational institute. Design/methodology/approach Various LT tools and techniques applicable in educational institute were identified by reviewing the relevant literature. By adopting an action research methodology (ARM) for a time period of 28 months, the processes in a case institute were studied; wastes in the process were identified and various solutions were proposed and implemented. Findings A comparison of the performance measures before (Batch 1) and after (Batch 2) implementation of solutions provided interesting insights into the effectiveness of LT. In both the batches, absenteeism in the class was found to increase across the terms. But the magnitude of increase was lesser in Batch 2. Results also showed that the number of unfilled seats (poor utilization) in an elective course in the second year of the program drastically reduced in Batch 2. Finally, a framework that can guide LT implementation in educational institutes was proposed. Research limitations/implications The current study describes only the initial stages of implementation in an educational institute. Hence, some of the benefits discussed are expected in the long run which can be assessed by carrying out a longitudinal study. Future study can attempt to empirically validate the proposed framework in multiple educational institutes and theoretically explain the reasons behind the results obtained. Practical implications ARM can be used as a tool by practitioners to study the behavioral aspects of employees of educational institutes toward LT implementation. The proposed framework and its demonstration can assist employees in educational institutes to implement LT. Positive results obtained in this study can further motivate the educational institutes to consider LT as a potential tool for improving the processes. Originality/value This is the first study to develop and validate a framework for structured implementation of LT in the processes of an educational institute. The study is also unique in empirically capturing the impact of LT implementation of an educational institute by analyzing the archived data.
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Meghji, Areej Fatemah, Naeem Ahmed Mahoto, Mukhtiar Ali Unar, and Muhmmad Akram Shaikh. "The Role of Knowledge Management and Data Mining in Improving Educational Practices and the Learning Infrastructure." April 2020 39, no. 2 (April 1, 2020): 310–23. http://dx.doi.org/10.22581/muet1982.2002.08.

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Higher Educational Institutes hold a central and vital role in the knowledge economy. Knowledge generated by these institutes needs to be collected and disseminated to bring about improvement in not only student learning and performance, but also in educational practices, processes and the society in general. Sadly, in many institutes, this knowledge is rarely recognized, captured, analysed or utilized. Apart from the need for improved learning outcomes, rapid growth in educational data and technology has motivated several educational institutes to implement Knowledge Management (KM). KM is the key to enable educational institutes reach their goals and achieve their objectives. This paper explores the basic concept of KM and addresses the need of KM in higher educational institutes by proposing a framework to improve knowledge processes and practices in academia. This paper also highlights the role of data mining in facilitating KM in higher education through a case study that focuses on aspects of student management. Using data mining methods of pattern discovery and association rule mining, interesting patterns have been discovered from academic data that can be used for effective pedagogical decision making. The applications and challenges faced in the implementation of KM within higher educational institutes have also been briefly discussed.
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Gunjal, Bhojaraju, and Panorea Gaitanou. "Research Data Management: A proposed framework to boost research in Higher Educational Institutes." IASSIST Quarterly 41, no. 1-4 (December 10, 2017): 12. http://dx.doi.org/10.29173/iq12.

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This paper attempts to present a brief overview of several Research Data Management (RDM) issues and a detailed literature review regarding the RDM aspects adopted in libraries globally. Furthermore, it will describe several tendencies concerning the management of repository tools for research data, as well as the challenges in implementing the RDM. The proper planned training and skill development for all stakeholders by mentors to train both staff and users are some of the issues that need to be considered to enhance the RDM process. An effort will be also made to present the suitable policies and workflows along with the adoption of best practices in RDM, so as to boost the research process in an organisation. This study will showcase the implementation of RDM processes in the Higher Educational Institute of India, referring particularly to the Central Library @ NIT Rourkela in Odisha, India with a proposed framework. Finally, this study will also propose an area of opportunities that can boost research activities in the Institute.
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Kouatli, Issam. "The need for social and academic responsibility advisor (SARA): a catalyst toward the sustainability of educational institutes." Social Responsibility Journal 16, no. 8 (October 26, 2019): 1275–91. http://dx.doi.org/10.1108/srj-04-2019-0151.

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Purpose The purpose of this paper is to investigate elements of socio-academic-related sustainability in educational institutes and propose a structure of an advising system that can aid the most critical stakeholders in such educational institutes, i.e the student. Hence, after reviewing the contemporary University Social Responsibility (USR) Venn diagram, the paper focuses on the need to develop a social and academic responsibility advisor (SARA) system as a catalyst toward fulfilling social responsibility to the most important stakeholder and alternatively leads to enhanced sustainability of such educational institutes. Design/methodology/approach A combination of research methods used in this paper, defined as by identifying the need for SARA from a literature survey. By distributing a questionnaire to students investigating their desire of an academic advisor system and by establishing a focus group to study the academic and social aspects and its implications to students’ “quality of life” as an essential aspect toward the educational institutes' sustainability. Various issues related to the features of the SARA discussed. Findings Literature review shows only a few articles combine both aspects of advising activities (social and academic), most of which are not interrelated to the sustainability of educational institutes. This paper highlights the need and connectivity of SARA to contemporary USR sustainability. The descriptive statistics of the questionnaire showed about 86 per cent of student participants interested in applying the proposed features. The outcome of the focus group resulted in more detailed features of academic and social aspects of the expected SARA system. Research limitations/implications The proposed features of SARA described where the inter-related social and academic activities could be managed, logged and used by students. The proposed “heterogeneous study group” was investigated by observation implemented in four different courses in two different semesters. The result was not conclusive, and further study recommended. Even though this experimentation was not conclusive, the lesson learned from this study highlighted different issues associated with “study groups” within a course. Practical implications Applicability of SARA would enhance the quality of life of students in general and provide a mechanism to motivate low aptitude students to get engaged with study and projects with high-aptitude students. Social implications Avoiding the “feel” of isolation by some students due to the inability to find study partner who can also act as mentor to a study group. The proposed “Heterogeneous study group” would provide a mechanism for “Practiced student-to-student Social responsibility”. Originality/value The paper highlights and proves the need for SARA in contemporary USR where SARA can act as a catalyst for enhancing the socio-academic zone of the reviewed USR Venn diagram. Features of SARA identified as an outcome of the study in this paper. Proposal of “Heterogeneous Study Group” was proposed as mechanism of “social learning”. “Group health” testing was proposed as a criteria resulted from a balance between collaboration, social affinity and project effort.
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Ahmed, Waqas, Qaisara Parveen, and Muhammad Arshad Dahar. "Analysis of User Interface Design and Technological Aspects of Learning Management System." Global Educational Studies Review VII, no. IV (December 30, 2022): 40–48. http://dx.doi.org/10.31703/gesr.2022(vii-iv).04.

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In past, many universities in Pakistan launches Distance Education programs to address the diverse educational needs of student. Many of them were banned by Higher Education Commission. Investigating learners and instructors’ perceptions about user interface design and technological aspects of the LMS in distance education can provide guidance and recommendations for institutes of higher education that are considering expanding the use of distance education formats. This study was conducted on the 2 years master-level students and their instructors at the Virtual University of Pakistan, which is offering all its programs through LMS. A stratified sampling technique was use. According to the findings of the study, the interface design of VU-LMS is suitable for students and technologically has flexible features and functions. Both students and instructors were satisfied with the LMS. It provides a suitable environment for teaching learning process.
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Khan, Ali Junaid, Muhammad Azhar Bhatti, Altaf Hussain, Rashid Ahmad, and Jawad Iqbal. "Employee Job Satisfaction in Higher Educational Institutes: A Review of Theories." Journal of South Asian Studies 9, no. 3 (December 30, 2021): 257–66. http://dx.doi.org/10.33687/jsas.009.03.3940.

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Employee Job satisfaction is an indication of how happy you are with your job. A person will feel confident and enthused about their work if they adhere to this value of job satisfaction. Teachers play a crucial role in the delivery of knowledge in higher educational institutes, As a result, it is no wonder that the subject of their job satisfaction frequently comes up in conversation. Job-satisfaction theories from Maslow to Lock have all been proposed to try to explain or understand the phenomenon of job satisfaction and motivation. Factors that contribute to employee job satisfaction change over time and cultural aspects are very important very analyzing these theories. In this study, a descriptive research design is used, and conclusions are drawn using a theory-based approach. According to the findings, job satisfaction of academic staff can be improved by implementing theories of satisfaction/motivation in higher educational institutes. Job satisfaction of academic staff leads towards the delivery of quality education resulting in student satisfaction and better university performance. This study has several implications for researchers and policymakers that it makes no difference whether theories are correct or incorrect; rather, it is determined by the environment in which they are used. Theories must be redesigned to incorporate the most recent results in human psychology.
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M, Nagaraja, Sivakumar K, Sundaresan R, and Narayanan S. "Kaizen for standardizing educational institutions." Journal of Management and Science 1, no. 4 (December 30, 2012): 309–16. http://dx.doi.org/10.26524/jms.2012.40.

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Teaching, scientific and technological innovations are the most important key factors and heartof an educational institute. It is necessary to monitor and focus the entire aspects of an institute to bringoverall improvements. Effective teaching –learning process, quality, resource management and otherimprovement can be achieved in a short period of time using Kaizen. This is a Total Employee Involvement(TEI) technique which brings together all the employees of an organization right from top management toworkers for bringing continuous improvement in an academic organization.
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Rana, Minakshi, Jaya Bhasin, and Shahid Mushtaq. "Measurement of Cultural Intelligence and Its Impact on Psychological Adaptation of International Students in India." Vision: The Journal of Business Perspective 24, no. 4 (August 23, 2020): 452–59. http://dx.doi.org/10.1177/0972262920939789.

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In recent years, India has emerged as a host to several students from various countries. It tenders cheap and affordable education to the globe. Post liberalization, economic boost to the Indian economy was attained due to educational tourism also. The major facade here is the adaptation of the international students to the Indian environment. One of the major aspects which positively contributes towards cultural adaptation among these sojourners is cultural intelligence. Researchers argued that the concept of cultural intelligence is significant for international students who are short term visitors in a foreign country. It is important for them to develop cultural intelligence competency, that is, metacognitive, cognitive, motivational and behavioural cultural intelligence as these capabilities lead to their cultural adaptation. In this context, the present study has been conducted with an aim to understand the relationship between the different facets of cultural intelligence and psychological adaptation of international students. The present study has also analysed the level of cultural intelligence and psychological adaptation among international students to understand the components of these dimensions which are less developed among international students. Data has been analysed using various statistical techniques, that is, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), mean and structural equation modeling (SEM). Results of the study have depicted a lower level of cultural intelligence among international students in India. Authors have concluded that behavioural cultural intelligence has shown a direct and positive relationship on the psychological adaptability of international students. These results, therefore, have practical implications for educational institutes and policymakers as it will help in drafting a policy framework for Indian higher educational institutes (HEIs).
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Paudel, Krishna Prasad. "Expectations and Realities of Knowledge Management: Experiences from Higher Education in Developing Countries." Education and Development 29 (December 1, 2019): 89–102. http://dx.doi.org/10.3126/ed.v29i0.32574.

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The aim of this paper is to view the theoretical and practical aspects of knowledge management in the higher education of developing countries of Asia and Africa. It also emphasizes the usage and importance of Knowledge Management (KM) in developing countries. This paper argues that the use of KM is growing day by day in higher education institution after the development of information technology (IT), and information and communication technology (ICT). KM is highlighted in the developing countries along with the enablers of KM such as technology, leadership, culture and environment. Consequently, development of KM is not going ahead as intended in such countries. The aim of this paper is to explore the status and impact of KM in higher education institutions (HEIs) of developing countries. In this era, the usage of KM is increasing day by day in business sectors and educational institutions as well. This paper aims to elaborate the expectations of KM in higher education institutes of developing countries.
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Dissertations / Theses on the topic "Educational institutes- Management aspects"

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Vernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.

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Background:COVID-19 is the most discussed topic since the beginning of the year. Moreover, today's society faces various problems caused by the COVID-19 crisis requiring new knowledge and strategies since various social institutions are affected in different ways, and the education system is included between these institutions. In fact, higher education institutions witnessed a huge transition from traditional classroom-based teaching to a virtual approach and online education. While higher education may have transformed and moved to online due to COVID-19, it is unknown whether the transition resulted in a changeddirectionfor education management. Purpose:This study aims to take a deeper look into how students and teachers are affected by COVID-19 for a higher education institution in Sweden by seeking through how online platforms are used and how it is affecting the users of education. Moreover, the study aims to know what changed in management practices and grading strategies fora sustainable university education quality during pandemics and emergencies. Method:Fulfilling the purpose, qualitative research design gathering empirical data by conducting semi-structured interviews with both students and teachers and taking a single case study approach for Swedish higher education Institute (Jönköping University) using the benefit of various perspectives from different schools that Jönköping University has. Also, higher education in Sweden combines the perspective from both students and teachers as it is on the concept 'freedom with responsibility' with students mainly pursuing their studies on their own or in groups and not focusing on the teacher perspective only. Another unique asset for Sweden higher education is the possibility to access all data collected about schools and students, such as grades which are classified as secondary data. Conclusion:The results show that thetransition affected the education managementsince it impactedthe organizing and communicating. Thenresults showed some factors,such as an earlier experienceplayed a role inadapting education management changessincea new concept of teaching developed withinthis transition with adapted teaching strategies,and students responded to that byimproved learning plans. Anothermain finding ineducation management aspects is the grading strategieswhereit was found that the criteria did not change,but exams got modified,leading to changesin thegradepatternsthat can be described as unnormal. All of that was concluded in a frameworkaccording toour findings and research work.
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Al-Arifi, Mohammed Abrahem Saad. "Managerial decision-making : subordinate-managers' participation in management decisions in the Saudi security educational institutes and centres." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31103.

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Managerial decision making is an essential element of management. The complexity of the post industrial society, the growth of education, the speed of technological change, and the twentieth century informational revolution are important factors which increase efforts for participatory decisions. Today's subordinates are more educated, highly skilled, and more experienced than ever before. They cannot be managed by the old authoritarian decision making styles. However, the participative process of making a decision can help to increase subordinates' satisfaction, provide recognition and responsibility and reduce any conflict and ambiguity experienced by the work group. The approach used in this study is mainly exploratory and descriptive in nature and takes, as a starting point, a number of questions and hypotheses on the current managerial situation of the Saudi security educational institutes and centres. The methodology consists of the use of a survey questionnaire to obtain empirical data from the subject managers. This is to identify their managerial decision-making styles, the degree of participation that might exist in the decision making process and attitudes towards the concept of participation and its techniques. The data were analysed through the use of descriptive and inferential statistics. It was found that the five decision-making styles (AI, AII, CI, CII and GII) were all utilised by the respondents. The semi-autocratic style (AII) was predominantly employed by the respondents. The non-programmed decisions were most often made by the joint decision-making style (GII). The programmed decisions were most often done by the semi-autocratic style (AII).
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Vann, Rose Virginia. "A study of the relationship between the preference of conflict management styles, demographics, and selected characteristics of vice presidents of technical institutes in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/1472.

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The purpose of this study was to determine the relationship between the preference of conflict management styles, demographics, and selected characteristics of Vice Presidents of Technical Institutes in the State of Georgia using a correlational research design. Statistical analysis based on the responses from eighty-seven (87) Vice Presidents, found no significant relationship between the preference of conflict management styles, demographics, and selected variables. However, a significant relationship was found between leadership style and conflict management styles at the .01 level. A significant relationship was found with leadership style and age at the .05 level. These findings have significant implications for further situational leadership development for these leaders.
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Tratnik, Monika. "A comparative analysis of selected aspects of educational change : Slovenia and England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019209/.

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The thesis explores Educational Management Information Systems in Slovenia and England from a comparative perspective. The thesis evolves from the argument that postindustrial social developments mean a major shift in educational management in general, and in educational management information systems, as parts of educational management. The main argument, methodology, and organization of the thesis are explained in Chapter One. Chapter Two focuses on an overview of some of the theories about industrial and postindustrial societies; including theories of the 'information society', postmodernity, and postfordism; explores educational change in industrial and postindustrial societies; and thirdly, analyzes selected concepts of general and educational management which have developed in the twentieth century. In Chapter Three this larger theoretical framework is narrowed and refined by analysis of the concepts of an educational information system which evolved and developed within particular management theories. First, this thesis' definition of an EMIS is offered; second, principles of educational management in industrial and postindustrial social settings are explored; and third two ideal typical models of EMIS, 'fordist' and the 'postfordist', are delineated. Chapter Four and Chapter Five focus on contemporary social and educational contexts, the empirical research, and the analysis of findings in Slovenia and England. Empirical data on the two countries of England and Slovenia, collected through interviews and documents and analyzed in the previous two chapters, are compared in Chapter Six. In the same chapter these data are contrasted with the two ideal typical EMIS models. Chapter Six also provides an overall interpretation and concludes by outlining several policy implications of the thesis.
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Whitehead, Kevin D. "Historical Analysis of Leadership Theory in the Church of Jesus Christ of Latter-Day Saints and Its Educational System." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7186.

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An organization’s leadership theory acts as a collection of primary guiding characteristics which influence its identity and direction. Developing leaders has always been important for The Church of Jesus Christ of Latter-day Saints. Historically, the Church has promoted leadership ideals for all its members through various aspects of its doctrine and organization. This study provides an analysis of multiple leadership texts produced by the ecclesiastical and educational wings of The Church of Jesus Christ of Latter-day Saints. The study helps to reveal how Latter-day Saint leadership theory has developed over time. This study considers the unfolding of Latter-day Saint leadership theory from 1900 to 2017. The analysis provides greater understanding of how ecclesiastic leadership theory relates to leadership theory provided for the Church’s religious educators. Additionally, this study considers how themes in Latter-day leadership theory developed in relationship to other contemporary historical and theoretical trends. Data derived from this analysis are used to answer the following three questions: (1) How has the idea of leadership changed over time in The Church of Jesus Christ of Latter-day Saints and in its educational system? (2) What are the enduring themes and distinctive concepts of Latter-day Saint leadership theory? (3) What differences exist between the leadership constructs provided for ecclesiastical leaders in The Church of Jesus Christ of Latter-day Saints and those of its educational system?
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薛兆枝 and Siu-chi Simon Sit. "The implementation of school-based management in Hong Kong: issues, processes and politics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31966974.

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Stettler, Stephanie L. "Sustainable Event Management of Music Festivals: An Event Organizer Perspective." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/257.

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Sustainably managed music festivals have significant value and can provide a multitude of benefits to a healthy, sustainable and desirable society if their negative impacts are mitigated and positive impacts cultivated. To reach this great potential, sustainable event management of music festivals must become widely adopted and expanded as common practice. To drive this improvement of sustainable event management, there is a need to first understand the barriers and success factors event organizers face moving their music festivals toward sustainability. This study uses a research design of mixed quantitative-qualitative methods: a survey of thirty diverse music festival organizers across the United States and interviews with five selected survey participants. Research draws on pertinent literature from sustainability theory and practice, previous research on sustainable event management, existing strategies of sustainable events, and lessons from organizational change studies. Findings revealed seven key barriers and four success factors associated with sustainable event management of music festivals as well as three specific needs of event organizers to improve sustainable event management. With these findings, seven strategies are presented to help event organizers adopt and improve sustainable event management of music festivals. This study is significant because it fills an important gap in the academic literature on events and sustainability. Additionally, this study is immediately applicable to Untied States music festivals. The findings were drawn directly from the perspectives and experiences of event organizers, and the strategies are designed to be specifically applied to their sustainable event management work.
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Floro, Elisângela Ferreira [UNESP]. "Gerencialismo educacional e precarização do trabalho docente no Instituto Federal de Educação, Ciência e Tecnologia do Ceará." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/141910.

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A Lei n. 11892/2008 criou os Institutos de Educação, Ciência e Tecnologia (IF’s) a partir da fusão dos CEFET’s, das Escolas Agrotécnicas Federais e das Escolas vinculadas às universidades. As Escolas Agrotécnicas e os CEFET’s eram especializados (salvo algumas experiências com o ensino tecnológico) na oferta de educação profissional técnica de nível médio. Contudo, a Lei que os criou, imputou-lhes a responsabilidade de atuar em todos os níveis de ensino (desde o fundamental até a pós-graduação), como forma de ampliar o número de vagas com menor custo, maximizando o aproveitamento dos recursos estruturais e humanos já existentes. Os docentes tradicionalmente habituados a trabalhar com educação profissional de nível médio se viram impelidos a atuar em vários níveis de ensino e a desenvolver extensão e pesquisa em moldes similares aos praticados nas universidades. Diante da realidade, o Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) acionou um intenso processo de gerencialismo educacional para regular o trabalho docente, a fim de comprometê-los com as metas da missão institucional, fato que afetou diretamente as condições de trabalho dos docentes que atuam na rede federal de ensino. Em virtude desta situação, esta pesquisa visou investigar se as mudanças na estrutura gerencial do IFCE estão ocasionando gradual intensificação e precarização do trabalho docente. O universo da pesquisa foi composto pelos três campi mais antigos do IFCE, onde realizamos observações diretas e coleta de dados de fontes bibliográficas primárias (tais como a legislação educacional e os documentos internos do IFCE). Realizamos entrevistas com um membro da equipe técnico-pedagógica e/ou dos Recursos Humanos, a fim de averiguar os motivos que conduziram às reformas internas do IFCE e complementamos estas informações com a realização de entrevistas e questionários aplicados a 10% dos docentes de cada campi observado. A partir das entrevistas e dos questionários, constatamos que os impactos do gerencialismo educacional não atingem o conjunto dos docentes da mesma forma, levando uma parcela dos profissionais a considerar que a intensificação do trabalho e a perda da autonomia são problemas isolados, que devem ser resolvidos individualmente. Além disto, a reestruturação da carreira não aumentou o staus profissional dos docentes da EBTT, que ainda são vistos como profissionais mais ligados ao pragmatismo da área técnica e tecnológica do que a profissionais vinculados à área acadêmica. No entanto, os docentes são cobrados pelos sistemas de avaliação a desempenhar trabalhos bastante similares aos docentes das universidades, contribuindo para precarizar ainda mais suas condições de trabalho devido à intensificação de atribuições.
The Brazilian Law n. 11892/2008 created The Institutos de Educação, Ciência e Tecnologia (IF’s)* since the fusion of CEFET's, Escolas Agrotécnicas Federais** and some schools which are bonded to universities. The Escolas Agrotécnicas and the CEFET's were specialized (but not at some experiences with the technological education) in the technical professional high school education offering. However, the law that created them, imputed them the responsibility to behave on all levels of education (from the elementary grades to post graduation) as a way to increase the number of vacancies at a lower cost, maximizing the use of structural and human resources that already exist there. The teachers who are traditionally used to working with high school professional education found themselves compelled to act in various levels of education and to develop researches and extension activities on similar manners to those ones which are practiced in universities. On reality, the Instituto Federal de Educação, Ciência e Tecnologia do Ceará*** (IFCE) started up an intense process of educational management to regulate the labor of teaching, in order to commit them to the goals of the institutional mission, it is a fact that it directly affected the job conditions of teachers that work in the federal educational system. Because of this situation, this study is aimed to investigate whether the changes in the management structure of the IFCE is causing a gradual intensification and precariousness of teaching. The scope of this research is composed of the three oldest campi of the IFCE, where we performed direct observations, data collection and the analysis of primary bibliographic sources (such as the national educational legislation and the internal documents of the IFCE). We interviewed a member of the technical-pedagogical and/or Human Resources staff, aiming to check out the purposes which led to the internal changes with the IFCE, and we complemented those informations with the acquirement of interviews and questionnaires applied to 10% of the teachers from each observed campi. Since the interviews and questionnaires, we found out that the impact of the educational managerialism does not reach all the teachers in the same way, taking a portion of the professionals to consider that the intensification of work and loss of autonomy are isolated problems that must be solved individually. Besides, the Career's restructuring did not increase the professional status of the EBTT teachers who are still seen as professionals more associated with the technical and technological pragmatism than the professionals related to the academic field. However, teachers are charged for evaluation systems to perform very similar work to teachers of universities, and this fact contributes to turn the working conditions more precarious due to the assignments's intensification.
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Woodman, Richard. "Values in educational administration : a critique of aspects of the writings of Christopher Hodgkinson, and an opinion of their usefulness and applicability for school administrators /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00000939.

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Longshore, Renee Michelle. "The rhetoric of state assessment: Educational politics in the public school system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2721.

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In this thesis I explore the rhetoric behind the assessment push nation-wide and, particularly, in California. I take a close look at what politicians, educators, and citizens say about public education and their views of the current educational reform: whether they are speaking in support of or opposition to the No Child Left Behind Act of 2001. I look specifically at the finances of public education in California, the impact and current outcome of NCLB, and propose new reforms as suggested by those intimately involved in education.
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Books on the topic "Educational institutes- Management aspects"

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Len'kov, Roman. Higher education as a resource management socio-cultural modernization of regions. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084388.

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The monograph examines the actual theoretical and applied aspects of institutional and regulatory support for social and cultural modernization of regions, including the specification of higher education as a resource and the conditions of modernization, periodization and content of practice of management reform of higher education, the evolution of the role of forecasting in public administration the graduate school. The analysis of resource and policy support socio-cultural modernization of the regions population with higher education through the explication of the problem of the "Assembly" of the future intelligentsia as a socio-cultural potential of modernization, the role of the Institute of higher education in the solution of problems of modernization. The empirical study support a highly skilled regional population policy of modernization in four regions: Moscow region, Bashkortostan, Belgorod region and the Republic of Kalmykia. Proposals for processing of the array data of the respondents with higher education, complemented by social and cultural portraits and information card regions. For professionals and experts on issues of science, higher education and public administration. Will be sought after by post-graduate students, teachers and scientific employees of educational and academic institutions.
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Science, Department of Education &. Aspects of management education training and developmentat the Dorset Business School, Dorset Institute. Stanmore: Department of Education and Science, 1990.

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Kroehler, Kenneth John. Culture in higher education: The Asian Institute of Management. Ann Arbor, MI: U.M.I., 1990.

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Siegel, Donald S. Assessing the impact of organizational practices on the productivity of university technology transfer offices: An exploratory study. Cambridge, MA: National Bureau of Economic Research, 1999.

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Mozgovai͡a, A. V. Nauchnai͡a organizat͡sii͡a kak obʺekt sot͡siologicheskikh issledovaniĭ. Moskva: "Nauka", 1992.

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Furman, Jeffrey L. Climbing atop the shoulders of giants: The impact of institutions on cumulative research. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Mukhiya, Bal Bahadur. Educational administration in Nepal & socio-legal aspects of private educational institutions. Kathmandu, Nepal: Agam Mukhia, 2003.

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Kachar, Kamarudin Hj. Some aspects of educational administration in Malaysia. Kuala Lumpur, Malaysia: Teks Pub., 1989.

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Herbert, Altrichter, and Elliott, John, Dip. Phil. Ed, eds. Images of educational change. Buckingham [England]: Open University Press, 2000.

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Museum and gallery education. Leicester: Leicester University Press, 1991.

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Book chapters on the topic "Educational institutes- Management aspects"

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Jakowicka, Maria. "Methodological Initiation Aspects of Educational Innovation." In Technology Education, Innovation, and Management, 196–200. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79875-7_24.

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Rai, Kamini, Bhajneet Kaur, and Supriya Sardana. "Awareness of Cybercrime against Women among Students of Higher Educational Institutes in Delhi." In Performance Management, 163–74. Boca Raton : CRC Press, 2020. | Series: Information technology, management and operations research practices: CRC Press, 2020. http://dx.doi.org/10.1201/9781003089308-13.

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Ercegovac, Ina Reić, Morana Koludrović, and Andreja Bubić. "School Governance Models and School Boards: Educational and Administrative Aspects." In School Effectiveness and Educational Management, 107–24. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_7.

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Selwood, Ian, Phil Wild, and Daniel Millin. "Introduction of IT in School Management: Approaches, Preparation, Human and Political Aspects." In Information Technology in Educational Management, 235–37. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_33.

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Ghosh, Sadhan Kumar, Sutripta Sarkar, Sannidhya Kumar Ghosh, Kaniska Sarkar, Aida Ben Hassen Trabelsi, Arisman, S. M. Tariqul Islam, et al. "SARS-CoV-2 Variants and Third Wave: Impact on Social, Economic, Health, Educational, and Waste Management Aspects." In Health Care Waste Management and COVID 19 Pandemic, 317–52. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9336-6_15.

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Marín, Victoria I., and Daniel Villar-Onrubia. "Online Infrastructures for Open Educational Resources." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_18-1.

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AbstractOpen educational resources (OER) have generated a considerable amount of attention in recent years in the field of open, distance, and digital education (ODDE). Digital knowledge infrastructures of different kinds have enabled the creation, storage, management, sharing, and adoption of these resources across educational sectors, levels, and geographies. This chapter presents a general overview of these infrastructures, the underpinning models of OER provision, main characteristics, and key insights from research. It draws on the literature and discusses examples purposively selected to illustrate the diversity of scope, educational stages, and types of online OER infrastructures established on a global, national, regional, or institutional scale. Key challenges are also discussed, including licensing issues, concerns about quality assurance, metadata problems, the sustainability of the initiatives, and sociocultural aspects, among others. In addition to revisiting the conception and adoption of OER in different cultures, important topics to be further addressed by future ODDE research are presented.
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Marín, Victoria I., and Daniel Villar-Onrubia. "Online Infrastructures for Open Educational Resources." In Handbook of Open, Distance and Digital Education, 283–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_18.

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AbstractOpen educational resources (OER) have generated a considerable amount of attention in recent years in the field of open, distance, and digital education (ODDE). Digital knowledge infrastructures of different kinds have enabled the creation, storage, management, sharing, and adoption of these resources across educational sectors, levels, and geographies. This chapter presents a general overview of these infrastructures, the underpinning models of OER provision, main characteristics, and key insights from research. It draws on the literature and discusses examples purposively selected to illustrate the diversity of scope, educational stages, and types of online OER infrastructures established on a global, national, regional, or institutional scale. Key challenges are also discussed, including licensing issues, concerns about quality assurance, metadata problems, the sustainability of the initiatives, and sociocultural aspects, among others. In addition to revisiting the conception and adoption of OER in different cultures, important topics to be further addressed by future ODDE research are presented.
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Ramakrishna, Yanamandra. "Developing a Quality Management Systems Framework for Business Management Institutes." In Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions, 156–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8085-1.ch009.

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There has been an increasing awareness about implementation of quality management systems (QMS) in higher educational institutions worldwide in the recent past. Improved awareness levels among aspiring students, competitive environment, students' preference to seek admission in quality-oriented institutions, compelling norms of regulatory authorities, and the urge of institutions to be among the top are the major reasons for this increased awareness. Existence and continuance of some of the institutes, especially the management institutes, has become a challenging task without focusing on QMS through a strategic approach. Implementation of QMS provides a direction for accreditations by top-rated agencies. This chapter develops a framework to enable the implementation of QMS by the management institutes by conducting a systematic analysis of accreditation standards of various agencies worldwide. The outcomes of this research would enable the management and other stakeholders of business management institutes to focus on key aspects towards implementing the QMS.
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Aldhaen, Esra. "The Relationship of Leadership in Knowledge Management Towards Effectiveness in Higher Education Institutes." In Handbook of Research on Implementing Knowledge Management Strategy in the Public Sector, 254–60. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9639-4.ch013.

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Higher education institutes around the world are facing serious challenges in particular to strategic planning, accreditation, and deriving high-priority operations. Various studies declared that one of the main aspects that is causing higher education institutes a tremendous failure is leadership styles, specifically the random selection of leaders to run the operations to match with the recruitment cycle. In some countries such as the United Kingdom, leaders of the higher education institute or the school within the university must be changed after a specific year handling the position. This change normally impacts the change of leadership styles and strategies, including knowledge management and sharing strategies. This was found to be one of the important factors that could hinder the operations and may lead to failure in implementing the planned targets.
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Kulkarni, Sunil Jayant. "Politics and Ethical Aspects in Private Engineering Colleges in India." In Considerations on Education for Economic, Social, and Environmental Sustainability, 370–80. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8356-5.ch017.

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Engineering education is facing the challenging task of creating competent engineers due to COVID-19. In the pre-COVID-19 scenario also it was facing challenges like quality of teachers, infrastructure, approach of the regulating authorities, and competitiveness. Engineering education in India is imparted through government-aided, private self-financed institutes of technologies. Engineering teachers from private engineering colleges face the problems of work environment and motivation. Politics in private engineering colleges plays a demotivational role in engineering education. The political influence and unethical practices in many organizations are killing motivation for excellence in honest teaching professionals. In staff selection also, many times, political background is taken into consideration. Management many times encourages incompetent people due to the non-technical factors that are not relevant to teaching quality. Internal politics among the staff members for hiding uncompetitiveness plays deteriorator in engineering education.
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Conference papers on the topic "Educational institutes- Management aspects"

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Ben messaoud, Montassar. "DYNAMIC: HYBRID CASE-BASED RECOMMENDER SYSTEM FOR ASSIGNING EXAMINATION'S ROOMS TO SUPERVISORS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-147.

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The examination is the pivotal axis around which the educational system evolves and the success or failure of that process is an indicator of the quality of education that we provide to our youth. The Higher Institute of Commercial Studies in Carthage (IHEC-Tunisia), which is a public higher educational institution well equipped with necessary modern facilities and academic experience, has opted to provide a personalized examination's rooms recommendation system in order to curb the malpractices that threaten the integrity of the examination process and enter a new era in which growing number of e-transparency systems will be employed. The goal of this work is to explore all aspects of the examination problem and employ an intelligent system that can be more accurate and provide better recommendations to the examination's supervisors. The adopted strategy is based on a Case-Based Reasoning (CBR) mechanism by analyzing user's behaviors. The main reason for the choice of this technique is that examination management focuses particularly on the use of experience. A system largely relying on old cases that contain supervisor's preferences, previously recorded conflicts and presence states will enable obtaining more convenient recommendations and avoid making conflicting assignments. The recommender system, which we named "Dynamic" software, is already finished and it has been successfully tested by the IHEC examination's office. The Dynamic software created a competitive advantage, increased the job satisfaction and also inspired other tunisian higher institutes to adopt and replicate its model for their own administrative needs.
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Potgieter, Christo. "Exploring Change and Innovation by ICT Teaching Staff in the New Zealand Polytechnic Sector." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2828.

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Papers presented at the 2003 conference of HERDSA (Higher Education Research and Development Society of Australasia) proposed guidelines for change and innovation in higher education. This paper empirically studied these guidelines in the ICT environment of an institution. We explored change and innovation outputs by ICT staff at ITPs (Institutes of Technology and Polytechnics), aspects of the environment in which ICT staff work and the leadership of that environment. It appears that the particular environment does not emphasize change and innovation that one would typically expect of the ICT environments. Staff perceptions indicate that change and innovation are not highly emphasized and visibly lead by management. We advise on ways that leadership could create this environment. Empirically study of the organization for change and innovation by ICT staff will require further development of instruments that considers the observations made in this project.
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Roberts, John W. "The Nuclear Engineering Doctorate and NTEC CPD and Masters Programmes: Education, Training and Research for the Decommissioning Skillsbase." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16395.

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Since its establishment in 2005 the Nuclear Decommissioning Authority (NDA) has a remit to maintain the skillsbase for safe, secure and cost effective decommissioning of the existing UK civil nuclear power plants and associated facilities. With an aging workforce and a competitive tender process for each project a number of new companies are realising the potential of the UK decommissioning market. The Nuclear Engineering Doctorate and NTEC Masters Programmes have been designed to provide the nuclear workforce of the future. The doctorate is a partnership between industry, a university partner and the research engineer with the benefit to industry that the research engineer is based with the industrial partner. Technical and management modules are studied at the university whilst the research project is carried out in the industrial environment. The Masters programme draws on the expertise of 11 Higher Education Institutes and offers over 20 modules that are delivered in a short-fat format either as stand alone CPD courses or, by taking further modules, a certificate, diploma or on completion of a research project an M.Sc. Modules are available that cover the technical aspects of decommissioning as well as management of the decommissioning process. The availability of modules in a Distance Learning format now enables students based around the world to benefit from this programme. This paper will describe the two programmes in detail and provide examples of current projects that are delivering the research and workforce required for a successful decommissioning programme.
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Petrica, Gabriel, and Ioan cosmin Mihai. "AN ANALYSIS ON SECURITY OF E-LEARNING PLATFORMS IN ROMANIAN HIGHER EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-223.

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The adoption of e-learning technologies brings real benefits to companies that will achieve high productivity as their employees will have wider knowledge and skills, as well as to educational institutions that will provide pupils and students a complex education using modern technologies. In this paper the authors analyze the current state of the e-learning platforms implemented at the Romanian higher education level. The analysis starts from the Report on the National Academic Metaranking Exercise, a ranking achieved in 2016 by the Ministry of National Education to identify the level of visibility of Romanian universities in the relevant international rankings. This paper takes into account the extent to which the best-rated Romanian universities have implemented e-learning platforms as support in the development of the educational process. There are presented some aspects of the used e-learning platforms and their vulnerabilities to cyber-attacks based on the statistics provided by CVE Details, a database with information retrieved from NIST (National Institute of Standards and Technology). Using updated software versions of e-learning platforms, HTTPS (Hypertext Transfer Protocol Secure) protocol for encrypted information transfer and securely storage of sensitive information (usernames, passwords, or other personal data of users) are benchmarks which will be comparatively analyzed. The paper also contains an estimate of the extent to which the main actors involved in education (both the professors and the personnel at the level of university management or government) are open to the introduction of electronic technologies as methods for disseminating information. A questionnaire on e-learning issues was designed and its results are analyzed to identify opportunities for improving and developing education and research in Romanian academic field.
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Elnozahy, Walaa, and Ghada El Khayat. "Multi-Lang Question Answering Framework for Decision Support in Educational Institutes." In 6th Special Session on Educational Knowledge Management. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0012059700003470.

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Subhashini, G. K., and T. Vinesh. "Educational leadership: The effects of leadership in students educational performance in engineering institutes." In 2014 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2014. http://dx.doi.org/10.1109/ieem.2014.7058799.

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Darwis, Darwis, Badeni Badeni, and Sudarwan Danim. "Developing Model of Quality Assurance for Higher Education Institutes." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.70.

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Freitag, Viviane da Costa, Silvio Paula Ribeiro, Letícia Medeiros da Silva, and Adolfo Alberto Vanti. "Compliance of Accounting Information: educational aspects." In 13th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2016. http://dx.doi.org/10.5748/9788599693124-13contecsi/rf-3990.

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Saiko, D. S., I. E. Medvedkova, E. N. Kovaleva, A. V. Lemeshkin, S. N. Chernyaeva, and I. A. Matytsina. "Educational and Cultural Aspects of Digitalization of Economy." In Russian Conference on Digital Economy and Knowledge Management (RuDEcK 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200730.061.

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Wu, Chunyan, Yanhua Yu, Dongming Zhang, and Chenjun Shen. "Research and Practice in Revising Talent Training Programme in Local Agriculture Higher Educational Institutes." In 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icessms-16.2017.54.

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Reports on the topic "Educational institutes- Management aspects"

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Lysokon, Illia. Organizational aspects of implementation of digital technologies in the management of investments of a higher educational institution=Організаційні аспекти впровадження цифрових технологій в управлінні інвестиціями закладу вищої освіти. Молодий вчений, 2023. http://dx.doi.org/10.31812/123456789/7056.

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The relevance of the researchlies in the fact that at the current stage of the development of society, the informatization process occupies one of the leading places. The educational sector is not an exception. For more than 20 years, the domestic educational and scientific space of Ukraine has been implementing information and communication tools. Nowadays, in conditions of a social crisis, such as military aggression in Ukraine (since 2014) and a global pandemic due to COVID-19 (since 2020), the pace of adoption of digital technologies in the educational environment has accelerated. It is an undeniable fact that the digitalization of higher education concerns not only the educational process or scientific activity, but managerial activity as well. The aim of the studyis to conduct an analysis of the available educational and informational resources that may be used in professional activities to manage the educational investments of a higher educational institution.
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