Relevant bibliographies by topics / School crisis management

Academic literature on the topic 'School crisis management'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "School crisis management"

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Liou, Yi-Hwa. "School Crisis Management." Educational Administration Quarterly 51, no. 2 (May 7, 2014): 247–89. http://dx.doi.org/10.1177/0013161x14532467.

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Grissom, Jason A., and Lara Condon. "Leading Schools and Districts in Times of Crisis." Educational Researcher 50, no. 5 (June 2021): 315–24. http://dx.doi.org/10.3102/0013189x211023112.

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The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders’ responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels.
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Pastor, Mark Joseph Deblois, Rosabel Lorenzo Acosta, and Marlowe U. Aquino. "RESILIENCY PRACTICES IN EDUCATIONAL CRISIS MANAGEMENT AMONG SCHOOL ADMINISTRATORS." International Journal of Education 17, no. 1 (February 28, 2024): 71–78. http://dx.doi.org/10.17509/ije.v17i1.56986.

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The escalating impact of pandemics on schools, as exemplified by the pandemic crisis, underscores the pressing need for adept crisis management by school administrators. This study explores resiliency practices employed by public school administrators in the province of Ilocos Norte, Philippines, across three schools’ divisions before, during, and after the pandemic. Utilizing a phenomenological and narrative inquiry approach, themes emerged through categorization, analysis, and interpretation of data from documents and interviews. The findings underscore the importance of equipping school administrators with essential management tools such as capability-building initiatives, sustainability and contingency plans, as well as dynamic policies and guidelines. These elements collectively contribute to establishing resilience during pandemics. In response to these needs, the study introduces the Educational Crisis Resiliency Management Framework (ECRMF), a strategic educational management strategy validated for school administrators in Ilocos Norte. This framework serves as a comprehensive response to educational crisis, including pandemics, emphasizing the necessity of preparedness and effective crisis leadership. The ECRMF offers a valuable resource for school administrators navigating crises, emphasizing the importance of proactive measures and strategic procedures. As a conclusion, the study recommends further research to investigate additional practices of school administrators, providing a more in-depth exploration of disaster management in the educational realm.
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Solly, Ben. "Crisis management for school leaders." SecEd 2021, no. 1 (January 2, 2021): 10–11. http://dx.doi.org/10.12968/sece.2021.1.10.

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When it comes to handling crises, Ben Solly has certainly crammed more than his fair share into his seven years of headship. Here, he outlines his advice for managing challenging situations in schools
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Sharie Ayed Al-Widyan, Sharie Ayed Al-Widyan. "The Future of Educational Leadership in Light of the Crisis Management Aspects: مستقبل القيادة التعليمية في ضوء أبعاد إدارة الأزمات والكوارث." مجلة إدارة المخاطر والأزمات 3, no. 2 (September 30, 2021): 33–19. http://dx.doi.org/10.26389/ajsrp.w210620.

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The current descriptive survey study aims to address the problem of the apparent inadequacy of most school leaders in managing crises and disasters and to anticipate future scenarios for such crises. To achieve this, the researcher designed a questionnaire consisting of thirty-one (31) items distributed on three axes: The reality of school leadership, potential crises, and the anticipated future of the leadership in light of crisis management. was validated by calculating the correlated parameters statistically, and its stability by (test-retest) method on an external sample and then the Pearson correlation coefficient between their estimates in both times, and the questionnaires was distributed to the study's sample consisting of one hundred eighty (180) general education leaders in Wadi Al-Dawasir. The study's population is two hundred forty-six (246) male and female leaders, agents, and assistants. The study revealed that the leaders’ abilities in crisis management in the current reality and in anticipating the potential crises were weak while the expected scenario for the future of school leadership in light of crisis management was strongly positive. With a statistically significant difference at the level of (α = 0.05) due to the gender variable in favor of female leaders in the “Potential crises” axis, and statistically significant differences due to the variable of experience in leadership in all axes in favor of “Five years or more”. The researcher recommends that the Education Department should ensure that school leaders possess the skills of crisis management, the need to adopt one of the contemporary models in crisis management, and the need to establish an active unit for crisis management in schools.
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Hanaa Ebrahim Semran Al-Juhani, Randa Hariri, Hanaa Ebrahim Semran Al-Juhani, Randa Hariri. "The relationship of creative leadership with crisis management for the secondary stage in public schools in Jeddah from the teachers' point of view: علاقة القيادة الإبداعية بإدارة الأزمات للمرحلة الثانوية في المدارس الحكومية بمدينة جدة من وِجهة نَظر المعلِّمات." مجلة العلوم التربوية و النفسية 5, no. 40 (October 30, 2021): 45–18. http://dx.doi.org/10.26389/ajsrp.j020521.

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The study aimed to discover the relationship between practicing creative leadership and school management crisis among female educational leaders of publicsecondary schools in Jeddah from the latter’s’ perspectives. The study adopted adescriptive, correlational-relational research design and used a questionnaire to randomly collect data from a sample of (357) female teachers during the first semester of the 1441/1442AH academic year. Findings revealed that female school leaders practice creative leadership, and school crisis management at a high degree, whereby, accommodation and cooperation styles ranked first and second respectively, and avoidance style ranked last. Findings also showed that there were statistically significant differences at the level of (0.5 = α) between the means of the degree of creative leadership and crisis management practices referred to the difference in experience. Moreover, results showed a positive correlation between the degree of creative leadership and crises management practices. The study recommended holding events in the education and schools’ management that highlight the role of creative leadership and its impact on enhancing schools’ ability to manage and face crises, along with offering training courses aboutcrisis management, and encouraging relevant practices by teachers and staff members.
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Serter, Ali. "Okullarda Kriz Yönetiminin İletişim Açısından Değerlendirilmesi." International Journal of Social Sciences 6, no. 27 (December 25, 2022): 407–16. http://dx.doi.org/10.52096/usbd.6.27.26.

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Crises occur at unexpected times and can have negative effects on the organization. All institutions make various plans in order to survive the crisis periods in the most undamaged way. However, it is not possible to say that crisis management planning in schools is very effective compared to other institutions. Crises in Turkey are mostly overcome impromptu and schools do not feel the need to work more on this issue. However, a crisis prepared in advance will enable the institution to come out of the crisis with the least damage in terms of both material and moral losses and the reputation of the school. Especially in such situations, it is very important for the schools where the students who need guidance the most to inform their staff and teachers about crisis management and to be prepared for the crisis. The purpose of this research is to examine the importance of crisis management and communication in schools.
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Özdemir, Gökçe, Sevilay Şahin, and Selin Özdemir Türkoğlu. "BEHAVIORS RELATED TO PRIMARY SCHOOL PRINCIPALS' CRISIS MANAGEMENT SKILLS: IN THE CONTEXT OF THE FEBRUARY 6TH 2023 EARTHQUAKE." Problems of Education in the 21st Century 82, no. 2 (April 30, 2024): 252–74. http://dx.doi.org/10.33225/pec/24.82.252.

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In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were "mostly" in the pre-crisis and post-crisis periods, and "sometimes" during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust. Keywords: crisis management, school principals' crisis management behaviors, February 6th,2023 earthquakes.
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Barclay, Colette. "Crisis management in a primary school." Teacher Development 8, no. 2-3 (October 2004): 297–312. http://dx.doi.org/10.1080/13664530400200222.

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Farfoura, Hadil H. "The Reality of Crisis Management for Principals of Public Primary Schools in Wadi Al-Seer District." Jordanian Educational Journal 8, no. 2 (April 30, 2023): 243–66. http://dx.doi.org/10.46515/jaes.v8i2.406.

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The study aimed at finding out the reality of crisis management among the principals of public basic schools in Wadi Al-Seer district from the teachers' point of view. The researcher used the descriptive survey methodology. The study sample reached (124) male and female teachers. The researcher developed a questionnaire consisting of (3) fields and (37) items. The results of the study showed that the reality of crisis management among the principals of public basic schools in Wadi Al-Seer district, from the teachers point of view, came at a moderate degree. And the absence of statistically significant differences at the level of significance (α ≤ 0.05) in the management of school crises among the principals of public basic schools in Wadi Al-Seer district according to the variable (gender and educational qualification). The study recommended the necessity of conducting training courses and workshops to develop the capacity of school principals in the field of crisis management.
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Dissertations / Theses on the topic "School crisis management"

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Lennartsson, Marie. "crisis management at one school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33721.

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För eller senare kommer man som lärare att ställas inför det faktum där man måste hantera en krissituation, där en eller flera barn behöver omsorg. Forskning inom ämnet krishantering är därför ett viktigt hjälpmedel för hur man på bästa sätt stöttar och hjälper barn och vuxna i svåra situationer. Mitt syfte med detta arbete har varit att ta reda på hur man inom skolan arbetar men krishantering för att på så sätt samla kunskap inom ämnet. Denna kunskap är ett viktigt redskap för mig i mitt kommande läraryrke men också för andra som är verksamma inom läraryrket. I min undersökning har jag använt mig av kvalitativa intervjuer och intervjuat två pedagoger och en rektor. Intervjuerna har tillsammans med den litteratur jag läst gett mig följande resultat: Ingen kris är den andra lik och det är därför svårt att förberedda sig inför eventuella kriser, dock är en krisplan ett väldigt bra hjälpmedel. Barn reagerar olika på kriser utifrån sin ålder och tidigare erfarenheter, det är därför viktigt att personal som jobbar inom skolan har kunskap inom ämnet barn och sorg. Den viktigaste känslan läraren kan förmedla är trygghet till den/dem som är drabbad. Känslan att vara förbered inför kommande kriser är varierad, några känner sig redo och andra skulle vilja ha mer utbildning inom ämnet krishantering.
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McKenzie, Karen. "School crisis and staff preparedness /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1594960281&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 67-71). Also available online in ProQuest, free to University of Oregon users.
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Green, Dawn Marie Klass Patricia Harrington. "School crisis plans in the state of Illinois." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134051&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177684825&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.
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Kim, Joon Hee. "Financial crisis : through various perspectives." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59137.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references.
The 2007 financial crisis can be viewed from various perspectives. First, it can be explained in a wider macroeconomic context, for example by looking at the housing bubble. Monetary policy can be explained according to the BB-NN and IS-LM models. Another way to view the crisis is from a banking perspective by analyzing the changes in the financial market and the deregulation of the banking industry. As the financial sector has grown enormously over the past years, the principle of "Too Big to Fail" should also be scrutinized. Wall Street's economic power was closely related to politics, and therefore it is very helpful to study the financial crisis from a political perspective. After looking at these perspectives, the regulation system should be considered in more detail, paying special attention to systemic risk. Apart from these perspectives, there is still another way to look at the financial crisis: as a Black Swan event. I will point out how the Black Swan event can provide a framework and meaning to interpret the financial crisis. Lastly, the problem of credit rating agencies will be addressed, as this is one of the main causes of the financial crisis. The goal of this thesis is to analyze the financial crisis from various perspectives, and find an appropriate solution to prevent the next financial crisis.
by Joon Hee Kim.
S.M.
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Croft, Ivan Akira. "Effectiveness of school-based crisis intervention : research and practice /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3123.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.
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Williams, Tomicka Nicole. "Crisis Communication Systems Among K-12 School Principals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6704.

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Crisis communication systems (CCS) in educational settings have been challenged by mass casualty events including shootings, natural disasters, and health outbreaks in the United States. The U.S. federal government and the U.S. Department of Education have created safety and security instructions to manage these complex and diverse security issues, yet they do not address the role of school leaders within a CCS. Using complex adaptive systems as the theoretical construct, the purpose of this qualitative case study was to examine CCSs utilized by school leaders within a single public school district in the United States. The research questions are focused on the influence of components in a CCS, CCS influence on safety and security, and the school leader's role. Data were collected through interviews with 20 school principals and assistant principals of the school district. Interview data were inductively coded and subjected to thematic analysis. Findings indicate that approximately 40% of interviewees believe that communication behavior was the most critical component in a CCS. Methods of communication are varied and include a combination of technologies and behaviors. In addition, the majority of participants reported that internal decision making used by human agents in a CCS influences safety and security in an educational environment. The positive social change implications stemming from this study include recommendations to the school district to enhance communication systems with both human and nonhuman methods, which may contribute to creating safer educational settings for students, faculty, and communities.
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Michaels, Olufunke. "Strategic relational communication in crisis : the humanitarian example." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/80693.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.
Added subtitle in June 2013 MIT Degrees Awarded booklet reads: A Study of interactions between organizations and host communities in Haiti. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 127-146).
The discourse on Haiti is both vast and varied with public attention soaring when an earthquake hit the island in January 2010. Many questions have since been raised by global stakeholders as to how the situation was handled. The primary purpose of this work is to investigate communication cycles between aid organizations and the Haitian community, and to compare the effects on the execution of projects during and after the crisis. The objective is to gain entry into the psyche of both the helpless and the helper, and to show that sociocultural immersion makes for better trust building which as a direct derivative, smoothes the communication exchange between aid organization teams and the host community. Information was gathered in the narrative style, with story-telling as the major tool for collecting vital cues on thoughts, feelings, and expectations of respondents. This technique is particularly appropriate in Haiti's cultural context where stories are an integral part of social record-keeping. From the narrations, insightful answers are found to the research questions guiding this work: What communication gaps existed? What communication mistakes were made? What can be done to avoid such pitfalls in future situations? Building on these, results are presented within each chapter showing the problem or communication mistake, and how the application of my Strategy-Planning-Immersion-Communication-Execution (SPICE) theory addresses these shortfalls and makes for smoother project executions. In conclusion, this work shows that for aid work to have full effect (physical and psychological) on the receivers, team leadership must be immersed into the culture of the host community. The SPICE theory is therefore advanced as a process guide to integrating immersion as a key ingredient in the strategy-to-execution process.
by Olufunke Michaels.
S.M.
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Fiorina, Carleton S. (Carleton Sneed). "The education crisis : business and government's role in reform." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14471.

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Koh, Kyung Hee S. M. Massachusetts Institute of Technology. "Currencies' exchange rate trend-before and after financial crisis." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59301.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references.
Do financial crises tend to arise together? Recent financial crisis that has originated from credit crisis in US in 2008 spread throughout countries ranging from Asia, to Europe, to Africa. Generally a shock to one country's asset market that causes changes in asset prices in another country's financial market is called financial contagion. While financial turbulence from Lehman bankruptcy spread crisis over a large number of countries, can we say that there is financial contagion? Were countries in different regions of the globe affected in the same way? This thesis will analyze credit crisis by looking into the extent to which it affected 34 countries in six different regions of the world. Foreign exchange markets are often in conjunction with a banking system crisis. In recent credit crunch a banking problem led exchange rate movement. The thesis is particularly focusing on recent volatility of exchange rates in the world.
by Kyung Hee Koh.
S.M.
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Russ, Zelma. "The Val Verde financial crisis." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1117.

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Books on the topic "School crisis management"

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Virginia. Department of Education. Division of Instruction. Office of Compensatory Programs. Model school crisis management plan. Richmond, Va. (P.O. Box 2120, Richmond 23218-2120): The Office, 1999.

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Paul, Serluco, ed. Public school emergency preparedness and crisis management plan. Lanham, MD: Government Institutes, 2009.

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Philpott, Don. Public school emergency preparedness and crisis management plan. Lanham, Md: Government Institutes, 2010.

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1977-, Pepper Matthew J., and American Association of School Administrators., eds. Leading schools during crisis: What school administrators must know. Lanham: Rowman & Littlefield Education, 2009.

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Carleton Roman Catholic School Board. Crisis intervention handbook. [Nepean, Ont: Carleton Roman Catholic School Board, 1991.

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Costiniuk, Bill. Crisis management: [keys to prevention and intervention]. Toronto: Ontario Secondary School Teachers' Federation,Educational Services Committee, 1999.

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Lovre, Cheri. Media relations for schools: Including crisis communications. Bloomington, IN: Solution Tree, 2007.

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Lovre, Cheri. Media relations for schools: Including crisis communications. Bloomington, IN: Solution Tree, 2007.

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Lovre, Cheri. Media relations for schools: Including crisis communications. Bloomington, IN: Solution Tree, 2007.

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Lovre, Cheri. Media relations for schools: Including crisis communications. Bloomington, IN: Solution Tree, 2007.

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Book chapters on the topic "School crisis management"

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Chun, Julia, Tyler Tingley, and William Lidwell. "Crisis Management." In The Elements of Education for School Leaders, 20–21. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-10.

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Saitis, Christos, and Anna Saiti. "Crisis Management at School." In Initiation of Educators into Educational Management Secrets, 197–211. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47277-5_10.

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Kolbert, Jered B., Laura M. Crothers, and Tammy L. Hughes. "Crisis Management and Trauma Informed Practice." In Introduction to School Counseling, 264–84. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003167730-13.

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Maya, İlknur Çalışkan. "Primary School Principals’ Crisis Management Skills." In Chaos, Complexity and Leadership 2012, 95–101. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7362-2_13.

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McDonald, Kathy, and Erica Fenderson. "Crisis Management and Trauma-Informed School Counseling." In School Counselors as Practitioners, 83–98. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003400417-8.

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Dumitriu, Camélia. "Crisis Management in School Shooting Situations: The School—A Forgotten Factor in the Equation." In School Shootings, 441–76. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5526-4_20.

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Sohler, Nancy, Lisa Auerbach, and Erica S. Friedman. "Medical Students and the Medical School." In Health Crisis Management in Acute Care Hospitals, 259–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95806-0_16.

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Baxter, Jacqueline, and Alan Floyd. "Crisis Leadership in English Secondary Schools: Its Effects on School Leaders' Long-Term Visions of Education." In Leadership and Management for Education Studies, 89–101. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003321439-9.

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Elomaa, Mailis, Marja-Kristiina Lerkkanen, and Eija Pakarinen. "Principals’ Perceptions of Their Work During the COVID-19 Pandemic." In Leadership in Educational Contexts in Finland, 281–99. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_14.

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AbstractThe present study aimed to describe school principals’ perceptions of the changes and challenges they faced during the COVID-19 pandemic and what kinds of support and new competences they found important for managing their work. Fifty-five Finnish principals completed an online questionnaire that included open-ended questions. Qualitative content analysis was used to analyze the data. The results showed that principals experienced changes mainly in their workload, in the nature of their work, and at an individual level, such as in family-work balance and increased motivation. Information and communication technology skills were mentioned most often as new skills needed due to the COVID-19 pandemic, though some principals argued that no new skills were needed. Principals highly valued support from the school community through discussions, flexibility, and teamwork, as well as clear instructions and guidelines from the upper-level administration. The results help in planning crisis leadership to ensure the continuity of high-quality education during exceptional circumstances. As other educational crises may follow the COVID-19 pandemic and crisis and change management are essential skills for principals, these skills should be taken into account when revising the pre- and in-service training curricula.
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Mitroff, Ian I., Lindan B. Hill, and Can M. Alpaslan. "Crisis Management—An Imperative For Schools." In Rethinking the Education Mess, 136–55. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137386045_9.

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Conference papers on the topic "School crisis management"

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Yu Tai and Guo Qiang. "On the school crisis management platform construction." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130857.

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Caneva, Christiane, and Caroline Pulfrey. "SCHOOL LEADERS: FROM CRISIS MANAGEMENT TO DIGITAL TRANSFORMATION?" In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1999.

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Shu-Lin, Shen, Jeng Yoau-Chau, Chen Der-Fa, and Chao Chih-Yang. "The Study on Taiwan's High School Crisis Management Model." In 2017 International Conference on Information, Communication and Engineering (ICICE). IEEE, 2017. http://dx.doi.org/10.1109/icice.2017.8479221.

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Blank, T., M. Anderson, and H. Trout. "297. Management of a Mold Crisis in an Elementary School." In AIHce 2004. AIHA, 2004. http://dx.doi.org/10.3320/1.2758224.

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GASPAR, Florentina. "APPROACH OF THE SCHOOL PRINCIPAL IN THE CONTEXT OF CURRENT EDUCATION THEORY." In INTERNATIONAL MANAGEMENT CONFERENCE. Editura ASE, 2024. http://dx.doi.org/10.24818/imc/2023/05.09.

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The school director, any kind of school, from kindergarten to high school, state or private, is constantly subject to new sets of challenges: scientific, educational, legislative, administrative, social, so that at this moment the role he plays in the community it has many more values than 20 years ago, and we can already talk about the institution of the school director. In this sense, the school director must develop skills and competencies on three different levels: manager, leader, coach. The work aimed to summarize the main roles that school principals have, as well as the ways of action by which they can fulfill their roles. In order to lead effectively and responsibly, the school director must know and apply the principles and functions of the didactic process, the functions of institutional management, communication strategies with students, parents, teachers, educational partners, create a safe and open environment for students and parents, to be able to manage crisis situations and difficult situations that arise in this activity, to have thorough knowledge of financial management and marketing. Also, to achieve the institutional objectives, the school director must have leadership qualities to be a model in this sense, to support his team and to motivate his team to complete the tasks.
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Peltola, Jussi-Pekka, Eila Lindfors, and Emilia Luukka. "COPING IN TURBULENT TIMES – CONCEPTUAL CONSIDERATION OF ELEMENTS OF SCHOOL CRISIS MANAGEMENT PROCESS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0868.

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APOSTOL, Vasile. "MANAGEMENT STRATEGIES ON DIGITALIZATION IN THE HEALTH FIELD." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/01.16.

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This article presents the analysis of the current state of digitalization in the public health field, more precisely in school medicine in Bucharest, the impact and consequences for the daily activity of medical staff on one hand and to the decisions maker on the other hand and also the steps undertaken to optimize the process by digitalizing the medical assistance in public schools in Bucharest. This analysis was the starting point for an active involvement in the digitization of school medicine practices and implicitly their alignment with European standards. The purpose of this article is to highlight a macro-level management perspective in the digital era. Digital evolution is absolutely necessary and natural in adapting the system to current requirements, the need to have access to important health data at all times being for the benefit of all stakeholders. Another important factor that led to the digitalization of the school medicine network was the crisis generated by the COVID-19 pandemic, which taught us to adapt and move from lost hours for a medical consultation and paper prescriptions to online consultations. Analyzing the imposed situation, we chose to take a major step towards progress, capitalizing on the time of medical staff and patients and the time at management level to properly adapt and implement medium and long term decisions.
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Zeiringer, Johannes P. "Knowledge Risks in Digital Supply Chains Proposal of a Dissertation Project at the School of Business, Economics and Social Sciences University of Graz." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.54.

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The digital transformation changes the way how organizations exchange data in supply chains (SC). Data traditionally shared, is enriched by detailed data sets captured by sensors in the production itself. Advanced data analytic approaches make it possible to extract knowledge from such data sets and thus increase the risk that competitive knowledge unintentionally spills over. From a knowledge management perspective, little attention is paid to such knowledge risks arising from data-centric collaborations. Hence, this proposed PhD project aims at investigating this, by using the overall method of Design Science Research. The project focuses on digital SC, as data-centric collaborations play a central role within them. To contribute to knowledge research, a framework is being sought. The elaborated framework should allow an assessment of knowledge risks and support the selection of suitable measures and it should contribute on how to support the management of knowledge risks in digital SC.
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Yakoupov, Alexander. "How a Management Crisis Occurs. A Fragment of a Provincial Music High School History." In 2nd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/jahp-17.2017.57.

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Kang, Zhao, Mengqi Sun, and Shangming Wang. "Application of Peer Psychological Counseling in Psychological Crisis Intervention of Primary and Middle School Bullying." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.252.

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Reports on the topic "School crisis management"

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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Flórez-Jimenez, María Paula, Álvaro Lleó, Nuria Chinchilla, and Felipe Ignacio Rivera. II Barómetro sobre la Implantación del Propósito Corporativo en la Península Ibérica y América latina. Sostenibilidad y competitividad empresarial. Servicio de Publicaciones de la Universidad de Navarra, 2024. http://dx.doi.org/10.15581/028.0005.

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Ante unos tiempos definidos por las guerras, la crisis climática o la polarización política, sabemos que las prioridades de la sociedad, las empresas y las personas han cambiado. Existe una demanda social para que las empresas sean conscientes de su responsabilidad y se comporten como un actor social preocupadas por el impacto social y medioambiental de su actividad. La sociedad demanda empresas con propósito, que desarrollen soluciones rentables a los problemas de las personas y del planeta y no a costa de ellos. Sin embargo, sabemos que no es suficiente con tener un propósito. Definir un propósito es una cosa, activarlo para cambie el día a día de la organización es otra. La clave no es tener un propósito, sino vivir ese propósito. El reto no es sencillo, de ahí este estudio que tiene como objetivo conocer hasta qué punto las empresas tienen formulado su propósito, cómo lo han activado y qué impacto tiene en los aspectos A.S.G. (Ambientales, Sociales y de Gobierno Corporativo) para impulsar la sostenibilidad corporativa. Por todo ello es por lo que desde el Purpose Strenght Project®, de la Facultad de Económicas de la Universidad de Navarra y de IESE Business School, en colaboración con DCH–Organización Internacional de Directivos de Capital Humano, lanzamos el estudio “Barómetro sobre Ia implantación del Propósito Corporativo en la Península Ibérica y América Latina” que empezamos en 2023. Retomamos ahora la segunda edición en la que se incorpora la CEOE como colaborador impulsor y los siguientes partners académicos: IPADE, CIHE, IDE, INALDE, PAD, ESE, IAE, IEEM, ISE, AESE y Barna Management School. Este trabajo ha estado patrocinado por la Cátedra ISS de Desarrollo de Organizaciones Sostenibles de la Universidad de Navarra. Queremos tomar el pulso a las organizaciones y ver cómo va evolucionando año a año para poder iniciar una conversación entre académicos y directivos sobre cómo implantar y desplegar mejor el propósito corporativo y para potenciar sus beneficios.
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Menon, Shantanu, and Kushagra Merchant. Quest Alliance: Learning how to learn. Indian School Of Development Management, January 2023. http://dx.doi.org/10.58178/2301.1016.

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Quest Alliance began its organizational journey as digital technology was about to unfold sweeping changes in India, including in the areas of education and employment. As if to symbolize its tryst with technology, it is nestled in India’s “silicon valley” city of Bengaluru. Today, it also happens to enjoy the patronage of an enviable list of marquee donors ranging from leaders in the financial services industry and information technology to multilateral development agencies and Indian Government. Over the course of its work with these partners, Quest Alliance has come to serve as an interesting node in the arena of skill development and operates at the intersection of education, technology and youth employment. Established in 2005, it started as an earnest but modest enterprise. From 2009—when it had seven people and a sudden crisis of funding at hand—till 2022, it saw rapid acceleration. By the end of 2022, it had a team of 234 handling over INR 62 crore worth of annual funding. What Quest was working on—“Enabling self-learning”—was highly topical and certainly aided its growth, but amidst this growth something unusually remained steadfast: the extent of its investment on learning, development and capacity building of its own team. This holds significance for civil society where sourcing and building talent is a continuous pre-occupation for leadership. The case engages with the journey of Quest and its founder Aakash Sethi, and explores what it takes to put in place the internal scaffolding to hold together this deliberate and sustained focus on self-learning and development of its own people. It also engages with Quest’s work towards evolving a model of talent-building of young people in schools as well as those in transition from education to employment: anchored in the notion of young people as self-learners equipped with 21st century skills. The latter part of the case explores how Quest has crafted its own people management practice around the “self-learner” and gives learners the opportunity to reflect on the challenges of building and maintaining a way of being, doing and relating in a rapidly growing organization.
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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.

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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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