Journal articles on the topic 'School management and organisation'
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Dormann, Markus, Stefan Hinz, and Eveline Wittmann. "Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration." Educational Management Administration & Leadership 47, no. 2 (October 25, 2017): 275–90. http://dx.doi.org/10.1177/1741143217732793.
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Digital media and digital data processing have substantially influenced public institutions in recent years and changed their efficiency, effectiveness and organisational set-up (nature of organisations). Based on Fountain’s Technology Enactment Framework (TEF), this paper argues that, firstly, in a circular process, digital requirements transform the bureaucratic features of school organisation, and that the effects of digital technologies on the performance and efficiency of schools as bureaucratic organisations are ambivalent. We use interview data from a sample of 51% of the head teachers of vocational school centres in the jurisdiction of Bavaria in order to substantiate these assumptions by means of structured qualitative analysis. Email technology seems particularly significant from a quantitative perspective. Indications for the transformative nature of objective digital technologies with regard to the school bureaucracies can be found for all bureaucratic categories under consideration in this analysis, particularly for the feature ‘standardisation’. The examples presented here seem to highlight that gains in efficiency or reductions of losses in efficiency caused by digitalisation are mostly caused by the concrete use of digital technology within the respective school organisation.
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Markowitsch, Jörg. "Is there such a thing as school quality culture?" Quality Assurance in Education 26, no. 1 (February 5, 2018): 25–43. http://dx.doi.org/10.1108/qae-07-2015-0026.
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Purpose The purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review empirical studies that scrutinised the relation between organisational culture and quality management practices in education and business. Design/methodology/approach The paper builds on an extensive literature review that was conducted as part of a project, which intends to develop an instrument to diagnose schools’ quality management culture in initial vocational education. Findings The paper demonstrates that school quality (management) culture exists and differs from school (organisational) culture. A pluralist view of culture and a differentiation perspective are more appropriate to explain the complex relationship between culture and quality practices than unified or integrated approaches. However, they also pose a challenge to empirical studies because they call for longitudinal and multi-method research designs. Research limitations/implications The reciprocal relation between quality practices and school culture asks for a longitudinal and comparative research design. The findings also suggest using multi-perspective and multi-method approaches, and recommend cooperation between different but comparable fields such as education, health or social work. Practical implications This paper offers a literature base and a theoretical model to improve existing data collection tools to support quality management in vocational and other educational institutions. Originality/value Apart from the ideological question on whether “culture” is something an organisation is or an organisation has, the paper examines the question as to whether more “quality”-conducive cultures can be discerned from less conducive ones in schools. Furthermore, it deliberates on whether an organisation’s quality management culture is part of, or different from, an organisation’s overall culture and presents models to guide empirical analyses.
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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Cheng, Eric C. K. "Knowledge management strategies for capitalising on school knowledge." VINE Journal of Information and Knowledge Management Systems 47, no. 1 (February 13, 2017): 94–109. http://dx.doi.org/10.1108/vjikms-08-2016-0045.
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Purpose This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education. Design/methodology/approach A mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study. Findings The result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development. Originality/value This paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.
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Dogus, Yurdagul. "A qualitative research on organizational peace in schools." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 661–75. http://dx.doi.org/10.18844/cjes.v11i4.4486.
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The concept of organisational peace is a dynamic situation that can develop through open communication, whose main elements are justice, trust and goodwill, and affect the peace and happiness of individuals. Organisational peace consists of two dimensions such as ‘internal organisational peace’ and ‘external organisational peace’. ‘Internal organisational peace’, which is formed by relations and conditions within the organisation itself, is influenced by four factors such as individual, organisational, managerial and job characteristics. The ‘external organisational peace’, which is formed by the organisation's relations with others, stems from the direct–indirect, optional or obligatory interactions of the organisation. External organisational peace is influenced by five factors such as hierarchical relations, close environment, other organisations, society and global relations. This research is the first study that provides a conceptual framework for the concept of organisational peace and examines the concept of organisational peace empirically. The aim of this study is to determine the views of teachers in the ‘internal organisational peace’ dimension in schools. The research was carried out in the phenomenological design of qualitative research methods. The study group consisted of 10 teachers selected by the criterion sampling method. Teachers explain the concept of organisational peace with happiness, common goals, cooperation, justice, comfort, democratic values, harmony, respect and healthy communication. Factors that promote ‘internal organisational peace’ are positive personality, job satisfaction, fair practices, effective organisational communication, competencies of managers and good physical conditions of the job. Factors that prevent ‘internal organisational peace’ are negative personality, violent behaviour, unfair management, closed communication and bad physical conditions of the job.
Keywords: Organisational peace, school, Turkey.
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Craig, Ian. "Whatever happened to educational management? The case for reinstatement." Management in Education 35, no. 1 (October 7, 2020): 52–57. http://dx.doi.org/10.1177/0892020620962813.
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‘Leadership’ has now become one of the most over-used terms in school organisation, so much so that it is now difficult to find mentions of ‘management’ and ‘administration’ in school organisation literature. Papers published in Educational Management, Administration and Leadership and Management in Education over the last few years confirm this view. This article argues that although there is a significant overlap between them, leadership, management and administration are different from each other and this should be recognised when talking and writing about school organisation and development, with not all three being subsumed under the banner of ‘leadership’. In particular, the article argues for the re-establishment of management as a major element in the development and training of heads and prospective heads of schools and colleges.
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Agranovich, Yelena, Amina Amirova, Larissa Ageyeva, Larissa Lebedeva, Sholpan Aldibekova, and Elmira Uaidullakyzy. "The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis of ‘Time Management’ Technology." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 95. http://dx.doi.org/10.3991/ijet.v14i22.11755.
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This article is devoted to the study of self-organisational academic activity of future teachers of primary schools. The purpose of this study is to provide a theoretical basis and methodological support for the self-organisation of the educational activities of a future teacher of primary education based on the time management technology. The study describes theoretical and practical principles of self-organisation academic activity of bachelor students, examines the different approaches of scientists to the concept of ‘self-organisational academic activity’, given the characteristics of this phenomenon from the point of view of pedagogical science, including functions, components of this phenomenon; considered the pedagogical possibilities of technology ‘Time management’ in self-organisation of educational activity of future teachers. The ‘Time management’ technology is presented as the organisation of bachelor student’s life aimed for the most rational planning of the learning process and professional development. The theoretical studies are confirmed by experimental research related to the diagnostic and improvement skills of future elementary school teachers’ self-organisation. On the basis of theoretical, empirical research methods, as well as methods of statistical processing of research results, the results of a search study of students’ self-organisation are presented. The presented experimental results show the feasibility of using a variety of time-management technology tools in training sessions in the process of preparing specialists.
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Bekker, Michiel Christiaan. "Project governance: "Schools of thought"." South African Journal of Economic and Management Sciences 17, no. 1 (February 11, 2014): 22–32. http://dx.doi.org/10.4102/sajems.v17i1.595.
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The terminology, definition and context of project governance have become a focal subject for research and discussions in project management literature. This article reviews literature on the subject of project governance and categorise the arguments into three schools of thought namely the single-firm school, multi-firm school and large capital school. The single-firm school is concerned with governance principles related to internal organisational projects and practice these principles at a technical level. The multi-firm school address the governance principles concerned with two of more organisations participating on a contractual basis on the same project and focus their governance efforts at the technical and strategic level. The large capital school consider projects as temporary organisations, forming their own entity and establishing governance principles at an institutional level. From these schools of thought it can be concluded that the definition of project governance is dependent on the type of project and hierarchical positioning in the organisation. It is also evident that further research is required to incorporate other governance variables and mechanisms such as transaction theory, social networks and agency theory. The development of project governance frameworks should also consider the complexity of projects spanning across international companies, across country borders and incorporating different value systems, legal systems, corporate governance guidelines, religions and business practices.
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Dominic, Elizabeth, Vijay Victor, Robert Jeyakumar Nathan, and Swetha Loganathan. "Procedural Justice, Perceived Organisational Support, and Organisational Citizenship Behaviour in Business School." Organizacija 54, no. 3 (August 1, 2021): 193–209. http://dx.doi.org/10.2478/orga-2021-0013.
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Abstract Background/Purpose: The effectiveness of a Business School depends on the extra role behaviours or Organ-isational Citizenship Behaviour (OCB) of its committed academics. The social exchange theory postulates that employees tend to display OCB when they know how their organisation would treat them. As B-School academics’ inclination towards OCB is less understood, this study examines the interaction between Procedural Justice (PJ), Perceived Organisational Support (POS) and Organisational Citizenship Behaviour (OCB) among B-School academics. Methods: A survey was carried out to collect data from B-School academics, 378 responses were collected from B-Schools from the state of Kerala, India. Data validity and reliability analyses, and direct and indirect effects of research variables were tested using Partial Least Square (PLS) path modelling. Results: The results indicate PJ positively influences POS as well as dimensions of the OCB for B-School academics. Contrary to previous OCB studies, this study finds that POS do not significantly relate to Courtesy. The findings also show that POS fully mediates PJ’s relationship with Altruism, Conscientiousness and Civic Virtues of B-School academics. Conclusion: This research explains the dynamics of PJ and POS towards OCB in a B-School setting. The academic setting of this study provides more insight into the relationships and provides insights into enhancing the organisational citizenship behaviour of academics in enhancing educational outcomes. Further, it also adds to existing understanding of organisational behaviour theory.
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Lee, Les Tien Shang, and Franco Gandolfi. "A tertiary school organisation on the road to become a Learning Organisation." International Journal of Innovation and Learning 4, no. 3 (2007): 290. http://dx.doi.org/10.1504/ijil.2007.012383.
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Rompho, Nopadol. "The balanced scorecard for school management: case study of Thai public schools." Measuring Business Excellence 24, no. 3 (April 18, 2020): 285–300. http://dx.doi.org/10.1108/mbe-02-2019-0012.
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Purpose This study aims to develop and empirically test the balanced scorecard for public schools in Thailand. Design/methodology/approach Data were obtained from 3,351 public schools in Thailand. Structural equation modelling was used as a statistical tool to analyse the data. Findings The results showed that there are cause-and-effect relationships between students, internal processes and learning and growth perspectives in the balanced scorecard. Nevertheless, a relationship with the resources perspective was not found. Research limitations/implications The sampled schools in this study might be different from normal public schools because these schools get some support from the private sector. Thus, the generalisation of the findings should be made with caution. Practical implications The proposed balanced scorecard model that has been empirically tested in this study can be used in public schools to help manage their organisation. These schools can start with a generic model and modify it to suit their organisation. Originality/value Most of the studies on the application of the balanced scorecard for schools did not test the validity of the framework because of the lack of available data. This study was among the first to empirically test the relationships between perspectives in the balanced scorecard model for public schools. Additionally, the balanced scorecard can be a useful tool for non-managers who work in public schools.
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Kerr, Ron, and Martyna Śliwa. "When the political becomes (painfully) personal: Org-studying the consequences of Brexit." Organization 27, no. 3 (June 19, 2019): 494–505. http://dx.doi.org/10.1177/1350508419855705.
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This ‘Speaking Out’ essay contributes to debates over Brexit and populism by suggesting how we, as management and organisation studies scholars, might approach ‘org-studying’ Brexit. First, as UK-based European Union citizens working in UK business schools, we clarify our own position(s) in relation to Brexit. Second, we position ourselves more specifically as management and organisation studies academics by considering how we might begin to analyse the organisational consequences of Brexit through seeing it as part of a continuing global crisis – or series of crises – including and going beyond those affecting American and European societies and economies, as well as their political and other social fields and organisations. We highlight the salience of emotions with regard to Brexit, and in particular ressentiment in relation to populism as a political methodology. We also note the importance of identity and how political and personal identities are being reconstituted in the United Kingdom in light of the Brexit vote. We put forward suggestions for how management and organisation studies scholars might integrate these insights into an overarching approach to researching the organisational consequences of Brexit based on the works of Pierre Bourdieu and Gisèle Sapiro on the transposition of crisis. Our final remarks address the way that Brexit crisis continues to challenge our own established identities.
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Lynch, David, Richard Smith, Tony Yeigh, and Steve Provost. "A study into “organisational readiness” and its impacts on school improvement." International Journal of Educational Management 33, no. 2 (February 4, 2019): 393–408. http://dx.doi.org/10.1108/ijem-07-2017-0181.
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Purpose The purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circumstance of the socio-economic circumstance of the school. Design/methodology/approach In total, 22 Government schools from a single school district in Australia participated in the study, after having been involved in a system sponsored “teaching improvement program”. A survey, consisting of 30 seven-point Likert-style scale items, was administered to all teachers and school leaders in the school district. The survey was designed to rate levels of staff perceived alignment, capability and engagement to the programme as it was implemented by the Head in each school. The information regarding each school’s ICSEA value, funding per student and student learning performance, was obtained from the database provided by the relevant authority (ACARA). All statistical analysis was completed using SPSS Version 22. Findings The findings of this study indicate that high levels of organisational readiness, as defined by the alignment, capability and engagement (ACE) approach, are associated with effective teaching and improvement in student outcomes. In turn, the authors interpret this to mean that the internal organisation of a school has important effects on student achievement that are independent to external factors such as school funding or even the socio-educational positioning of the school. Research limitations/implications The findings of this study indicate that high levels of organisational readiness, as defined by the ACE approach, are associated with effective teaching and improvement in student outcomes. The implications are that the ACE provides a framework for what the school leader needs to focus on when whole of school teaching improvement is the goal. The study did not investigate what the school leader did in each school to ready their staff. Practical implications These findings indicate the importance of leadership in a school and provide an insight into what the school leader needs to focus on when whole of school teaching improvement is the intended goal. This focus can thus be understood as the leader working to ensure all staff members are ACE to the improvement agenda. Social implications The improvement of educational outcomes is a global goal of governments. In this respect, Organisation for Economic Cooperation and Development (OECD) school systems in particular have linked education system performance and international competitiveness in ways that place pressure on the “black box” of individual schools. Reports, such as the Programme for International Student Assessment and local testing regimes testify that governments and communities are interested in the academic performance of students within and across schooling systems. The benefits of high performing schools contribute to the standard of living of citizens and the well-being of a society more generally. This paper investigates propositions that focus the work of the school leader to achieving such inherent goals. Originality/value The paper introduces the concept of school readiness. The premise is considered important to the current research because it represents the ability of schools to participate in reform agendas that are characteristic of government policy positions. The “school readiness” approach lies outside the education literature, motivated by the idea that the literature on turning around failing organisations in sectors outside of education provides clear guidelines for reforming schools. The implications for turnaround leadership are particularly encouraging and important particular organisational factors, in common with sectors outside of education, are of significant importance in enhancing teacher motivation, teacher learning and consequential improvements in student outcomes. This paper seeks to add empirical evidence in support of these approaches by adopting what the authors refer as organisational “readiness” for reform developed by Schiemann (2014).
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Subramanian, Vidya K. "From Government to Governance." Contemporary Education Dialogue 15, no. 1 (December 18, 2017): 21–50. http://dx.doi.org/10.1177/0973184917742247.
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The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Bangalore, Hyderabad, Chennai and Ahmedabad—and is emerging as a focal point in a growing network of urban not-for-profit organisations seeking to infuse new logics of reform in municipal school administrative bodies. This article situates the emergence of the TFI programme in the Indian context and maps its links to local, national and global actors and organisations using Social Network Analysis (SNA). Through the use of SNA, the article highlights the growing network of non-state institutions in metro cities, most notably Mumbai and Delhi, which are playing a key role in school reform focusing on school management, school leadership, advocacy and teacher training.
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Bhengu, Thamsanqa Thulani, and Roxanne Gounder. "School Leadership Role in Creating a Learning Organisation: Perspectives from the Primary School Teachers and School Management." International Journal of Educational Sciences 7, no. 3 (November 2014): 633–42. http://dx.doi.org/10.1080/09751122.2014.11890225.
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R, Vikraman, Shulagna Sarkar, Vishnukumar K, and Selvarasu A. "Leading Sustainable CSR Efforts: A Case of Sneha Opportunity School by NLCIL." Indian Journal of Corporate Governance 14, no. 1 (April 24, 2021): 110–25. http://dx.doi.org/10.1177/09746862211007039.
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CSR is not a new practice and has been existing since ages; yet the role of a leader in driving responsible and sustainable CSR efforts is crucial. CSR is not just one-time activity and holds a high responsibility in ensuring the self-sustenance of the effort. There are very few organisations which guides its CSR efforts being sustainable. NLC India limited is one such organisation which believes in sustainable CSR efforts. The article explains the role of responsible leadership in being the drive behind enabling need based sustainable CSR efforts. The article shares the case of Sneha Opportunity School (SOS) at Neyveli, which is successful in its effort with the visionary leaders exhibiting responsible leadership over the years. Qualitative data has been collected using individual interviews of various stakeholders of the CSR initiative of SOS. The qualitative data shares perspectives on responsible leadership and SOS operations. The article also presents a model of responsible leadership in organisations leading to sustainable CSR efforts.
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Gunter, Helen. "Appraisal and the School as a Learning Organisation." School Organisation 16, no. 1 (March 1996): 89–100. http://dx.doi.org/10.1080/0260136960160108.
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Brüsemeister, Thomas. "Myths of Efficiency and the School System: Observed at the Levels of Interaction, Organisation and Society." European Educational Research Journal 1, no. 2 (June 2002): 234–55. http://dx.doi.org/10.2304/eerj.2002.1.2.3.
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The article discusses, how the logic of the economic system — facilitated by terms like efficiency and quality management — is introduced into the educational system. The thesis is, that similar myths concerning the supposed efficiency of quality management can be differentiated according to three dimensions: to observation constellations between various audience groups at the level of society, to influencing constellations, which are established by consulting organisations (organisation level), and to negotiation constellations, in which the educational professions in schools are involved (level of interaction). Such a multi-dimensional programmeme of observation seems to be necessary, both in order to take account of the diversity and the simultaneity of particular processes in schools and their environments as they occur in the context of globalisation. Thus, it is necessary to heuristically link different theoretical explanation modules: systems theory, neo-institutionalism and theories of action. The hypothesis is postulated that myths of efficiency have similar effects in the societal audience, in organisation and in the education profession, in the form of a mutually responding resonance.
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White, Richard T. "Questionable Assumptions Underlying Secondary School Classrooms." Australian Journal of Education 32, no. 3 (November 1988): 311–30. http://dx.doi.org/10.1177/000494418803200306.
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Some assumptions that determine decisions about the organisation and management of secondary school classrooms and the content that is taught in them are listed and challenged with the purpose of encouraging trials of new procedures that will meet better the needs of Australia and of individual learners.
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Morris, Julia E., Geoffrey W. Lummis, Graeme Lock, Cath Ferguson, Susan Hill, and Annette Nykiel. "The role of leadership in establishing a positive staff culture in a secondary school." Educational Management Administration & Leadership 48, no. 5 (July 30, 2019): 802–20. http://dx.doi.org/10.1177/1741143219864937.
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This Australian case study explored the implementation of strategies to support the development of a positive school culture among whole school staff. A participatory action research approach was used to involve leadership staff in the development of a mixed method assessment of the school organisation. Baseline data from the School Organisational Health Questionnaire ( n = 28) and qualitative data from focus groups ( n = 15) were collected and presented to the leadership team who identified four foci for the study: appraisal and recognition, participative decision-making, professional growth and supportive leadership. After a range of interventions, findings from both post-test surveys ( n = 22) and qualitative data ( n = 30) suggested a change in leadership style was a key factor of school cultural change across all factors. The case study highlights a number of visible strategies that were employed to increase morale and improve staff wellbeing.
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Wai-Yin Lo, Janet. "Implementation of the Learning Organisation Concept in School Management: a Literature Review." Studies in Educational Policy and Educational Philosophy 2004, no. 1 (January 2004): 26822. http://dx.doi.org/10.1080/16522729.2004.11803884.
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Anderson, Jane, and Petia Sice. "Evaluating the possibilities and actualities of the learning process." Learning Organization 23, no. 2/3 (April 11, 2016): 94–120. http://dx.doi.org/10.1108/tlo-02-2014-0004.
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Purpose This paper aims to reflect on the opportunities and challenges of the learning process in practice and explores the case of a local authority school Pilot Wellbeing Programme (PWP) intervention. The aim of the PWP was to create the best workplace conditions and circumstances for people to flourish and mature, both individually and collectively. Findings show that the socio-physical environment plays a significant and leading role in supporting this work, as does the consistent modelling of higher level behaviours including integrity, respect and acceptance by intervention managers and school leadership teams. It was also important that the change processes were continually tailored and nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Emphasis was also placed on encouraging individual involvement and commitment by implementing inclusive measures that fostered trust and openness. Design/methodology/approach The intervention worked to the organisational learning process model. Findings Headteachers (HT) are still playing a key role as caregivers to their staff. Wellbeing is something people in school generally expect to be “done” to them. Personal accountability for one’s own health and wellbeing is still a growth area in schools. Any change processes implemented to support this process need to be continually tailored and respectfully nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Accruing quantitative evidence to support the effects of wellbeing work in schools is painstaking and challenging. Practical implications HT have traditionally taken the role of school staff “caregiver”, overseeing staff wellbeing often to the detriment of their own wellbeing. This situation is becoming unsustainable as HT’ capacity for this kind of work is diminishing. School staff need to accept an increasing role in the maintenance of their own personal–professional wellbeing. Social implications School staff who do not mind their own wellbeing act as a poor model to their pupils who may ultimately emulate their behaviour. Additionally, as staff sickness absence due either directly or indirectly to stress becomes a growing issue in schools, educational standards will be increasingly difficult to attain and maintain. Wellbeing mechanisms need to be put in place now to stem this possibility. Originality/value The intervention is unique in as much as it took a deliberately holistic approach to school staff wellbeing by including all school staff in the change programme. Previous similar programmes have targeted professional staff only, excluding non-teaching classroom staff and school support and maintenance staff.
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Burdett, F. J., and M. G. Bradford. "An Organisational Approach to Analysis of Policy Innovation by Local Authorities in Britain: The Importance of the Concepts of Scrutiny, Conflict, and Centralisation." Environment and Planning C: Government and Policy 6, no. 2 (June 1988): 159–72. http://dx.doi.org/10.1068/c060159.
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In this paper an organisational approach is used to study the timing, duration, and outcome of the policymaking on public provision of local authorities. The organisation is considered as an intervening analytical level that bridges the gap between the effect of individual actors and that of the structure of society on the geography of public provision. Drawing on the literature of organisation theory, we analyse the effects of processes within organisations to help explain variation in public provision between authorities. The separate and combined effects of three major organisational concepts are examined: Scrutiny, conflict, and centralisation. These concepts are applied to policy innovation in four English local authorities, and specifically to their policies for the adoption of new technology in schools. Although the separate effects of the concepts help our understanding, it is their interaction which makes a significant contribution to the explanation of the timing and duration of policy innovation, as well as explaining the policy outcome, which was the aim of most previous work. Further understanding is gained when these concepts are set within the context of the overall structure and behaviour of the organisation.
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Townsend, Christina, and Andrew Sails. "Ensuring Equality of Opportunity in Management Development: Realising Potential." Equal Opportunities International 11, no. 6 (June 1, 1992): 4–6. http://dx.doi.org/10.1108/eb010585.
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Gender bias in the management school lecture room is one major hurdle facing aspiring women managers (“Getting the Basics Right”, Training Tomorrow, July 1992). But the experience of the NHS shows that the problems facing women — and other under‐represented groups — run much deeper than simple issues of business school style and content. They provide a wide‐ranging agenda of action for management developers which, if left unaddressed, can threaten the effectiveness of the whole organisation.
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González, Agustín, Olga Bernad, María Paz López -Teulón, Núria Llevot, and Roger Marín. "Rural schools from its weaknesses to its strengths: current analysis." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 135–60. http://dx.doi.org/10.15257/ehquidad.2021.0006.
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Thanks to the joint struggle of rural teachers and other social agents, since the end of the 20th century, the reviled image of rural schools has been reversed and their potential has become evident, until they are now perceived as educational institutions of great value. This paper analyses the current situation of rural schools. Specifically, it aims to look in depth at its strengths and weaknesses, emphasising four aspects which stand out in previous studies: organisation of the school, teaching team, students, relationship with families and material resources. This is based on a set of in-depth interviews and a survey, carried out in the first phase of the project, aimed at 240 representatives of the management teams of the nursery, primary, compulsory secondary, secondary school and vocational training centres in the province of Lleida, of which 71 were rural schools. The quantitative results, limited to schools located in rural environments and analysed in this study, show that the rural school is full of potential thanks largely to an organisation that makes the most of limited resources and makes it possible to create better coordinated working environments. The involvement of families is also highlighted and a very positive view of the school climate and good coexistence in rural schools is detected, an issue that has not been identified in recent scientific literature on this type of centre.
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Galdames, Sergio, Carmen Montecinos, Fabián Campos, Luis Ahumada, and María Verónica Leiva. "Novice principals in Chile mobilizing change for the first time: Challenges and opportunities associated with a school’s readiness for change." Educational Management Administration & Leadership 46, no. 2 (May 19, 2017): 318–38. http://dx.doi.org/10.1177/1741143217707520.
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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling ( n = 4) and in schools that were sinking ( n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school.
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GEORGESCU, CLAUDIA, ROXANA FIREZAR (TĂTAR), and PETRU PEȚAN. "Some insights on physical education classes in primary and secondary schools in Bihor County, Romania." Baltic Journal of Health and Physical Activity 12, Special Issue 1 (November 30, 2020): 87–96. http://dx.doi.org/10.29359/bjhpa.12.spec.iss1.10.
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Background: The paper presents some insights into the organisation of physical education classes in primary and secondary (lower secondary level) schools in Bihor county, Romania. Material and methods: The analyses are descriptive and address sports games played in physical education classes, time allotted to these classes, and also the quality of present sports infrastructure in schools. Data were collected by questionnaires applied to physical education teachers from primary and secondary schools in rural and urban areas, which were then descriptively analysed. Results: The results indicate an insufficient number of physical education hours established in the primary and secondary school curriculum. Conclusions. There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities. Conclusions: There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities.
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Bonell, C., F. Jamal, A. Harden, H. Wells, W. Parry, A. Fletcher, M. Petticrew, et al. "Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis." Public Health Research 1, no. 1 (June 2013): 1–320. http://dx.doi.org/10.3310/phr01010.
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BackgroundIn contrast to curriculum-based health education interventions in schools, the school environment approach promotes health by modifying schools' physical/social environment. This systematic review reports on the health effects of the school environment and processes by which these might occur. It includes theories, intervention outcome and process evaluations, quantitative studies and qualitative studies.Research questionsResearch question (RQ)1: What theories are used to inform school environment interventions or explain school-level health influences? What testable hypotheses are suggested? RQ2: What are the effects on student health/inequalities of school environment interventions addressing organisation/management; teaching/pastoral care/discipline; and the physical environment? What are the costs? RQ3: How feasible/acceptable and context dependent are such interventions? RQ4: What are the effects on student health/inequalities of school-level measures of organisation/management; teaching/pastoral care/discipline; and the physical environment? RQ5: Through what processes might such influences occur?Data sourcesA total of 16 databases were searched between 30 July 2010 and 23 September 2010 to identify relevant studies, including the British Educational Index, the Cumulative Index to Nursing and Allied Health Literature, the Health Management Information Consortium, EMBASE, MEDLINE and PsycINFO. In addition, references of included studies were checked and authors contacted.Review methodsIn stage 1, we mapped references concerning how the school environment affects health and consulted stakeholders to identify stage 2 priorities. In stage 2, we undertook five reviews corresponding to our RQs.ResultsStage 1: A total of 82,775 references were retrieved and 1144 were descriptively mapped. Stage 2: A total of 24 theories were identified (RQ1). The human functioning and school organisation, social capital and social development theories were judged most useful. Ten outcome evaluations were included (RQ2). Four US randomised controlled trials (RCTs) and one UK quasi-experimental study examined interventions building school community/relationships. Studies reported benefits for some, but not all outcomes (e.g. aggression, conflict resolution, emotional health). Two US RCTs assessed interventions empowering students to contribute to modifying food/physical activity environments, reporting benefits for physical activity but not for diet. Three UK quasi-experimental evaluations examined playground improvements, reporting mixed findings, with benefits being greater for younger children and longer break times. Six process evaluations (RQ3) reported positively. One study suggested that implementation was facilitated when this built on existing ethos and when senior staff were supportive. We reviewed 42 multilevel studies, confining narrative synthesis to 10 that appropriately adjusted for confounders. Four UK/US reports suggested that schools with higher value-added attainment/attendance had lower rates of substance use and fighting. Three reports from different countries examined school policies on smoking/alcohol, with mixed results. One US study found that schools with more unobservable/unsupervised places reported increased substance use. Another US study reported that school size, age structure and staffing ratio did not correlate with student drinking. Twenty-one qualitative reports from different countries (RQ5) suggested that disengagement, lack of safety and lack of participation in decisions may predispose students to engage in health risks.LimitationsWe found no evidence regarding health inequalities or cost, and could not undertake meta-analysis.ConclusionsThere is non-definitive evidence for the feasibility and effectiveness of school environment interventions involving community/relationship building, empowering student participation in modifying schools' food/physical activity environments, and playground improvements. Multilevel studies suggest that schools that add value educationally may promote student health. Qualitative studies suggest pathways underlying these effects. This evidence lends broad support to theories of social development, social capital and human functioning and school organisation. Further trials to examine the effects of school environment modifications on student health are recommended.FundingThe National Institute for Health Research Public Health Research programme.
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Lim, Siew Hui, and Gurcharan Singh Bishen Singh. "The Influence of Instructional Leadership on Learning Organisation At High Performing Primary Schools in Malaysia." Asian Journal of University Education 16, no. 2 (August 6, 2020): 69. http://dx.doi.org/10.24191/ajue.v16i2.10298.
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Transforming a school into a learning organization requires a significant cultural shift, change of mind-sets and a school-wide commitment to self-reflection and evaluation. The headmaster’s presence and drive in the school are urgently needed to bring the school to its intended purpose. Various styles of leadership will characterize the behaviour of a leader in performing their duties. It is essentially crucial for headmasters to increase competencies and skills in their practice of instructional leadership at the school. This study was conducted to identify the influence of instructional leadership on learning organization. It involved 286 teachers from 14 high-performing primary schools in the northern zone of Peninsular Malaysia. The modified Principal Instructional Management Rating Skills (PIMRS), and Middle School Teacher Survey (MSTS) were applied as research instruments. Data was analyzed using Structural Equation Modeling (SEM) aided program AMOS 24. Findings indicated that instructional leadership was significantly related to learning organization. Results showed that loadings were significantly fit based on all index values tested with SEM and achieved the required level of the Goodness-of-Fit. Hence, findings could potentially benefit educational practitioners in planning, designing, implementing and evaluating future training such as professional development programs to sustain and enhance the leadership excellence of school leaders in Malaysia. Considerable time, efforts, and resources, however, will need to be allocated strategically, to turn any school into a successful and sustainable learning organization. What is important in bringing change and improvement is the collective agreement of the vision and objectives of the school.
Keywords: High Performing School, Instructional Leadership, Learning Organisation,
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Kavanagh, Donncha. "James March in Irvine: A history of the ahistorical in organisation theory." Management Learning 51, no. 1 (September 16, 2019): 35–54. http://dx.doi.org/10.1177/1350507619869680.
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James G. March, one of organisation theory’s most influential scholars, died in September 2018. From 1963 to 1969, he was the founding Dean of UC-Irvine’s School of Social Sciences where he led a unique and influential experiment in organisation, pedagogy and social scientific inquiry. This article gives an account of that experiment and also reflects on March’s memory and legacy. In line with contemporary enthusiasms, March believed that social phenomena could be modelled using sophisticated mathematical techniques, and that this should inform both research and pedagogy. These techniques were necessarily ahistorical. He also celebrated innovation and interdisciplinarity, and so assembled a heterogeneous group, many of whom were not mathematical modellers. In retrospect, the School was an important node in the development of new and influential streams of research, such as situated learning, ethnomethodology and conversation analysis. Significantly, these approaches were also ahistorical. The experiment provides an important historical setting for understanding how, where, and when these fields emerged and illustrates the contextual nature of knowledge in organisation theory. It also helps explicate how history and theory have come to be differentiated from one another in organisation studies and contextualises attempts to integrate the two domains.
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McQueeney, J. "The Development of Secondary School Organisation and Staff Management: The Headteacher as Principal Protagonist." Educational Management & Administration 13, no. 2 (January 1985): 106–12. http://dx.doi.org/10.1177/174114328501300206.
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Denman, Susan, James Pearson, David Hopkins, Christine Wallbanks, and Veronica Skuriat. "The management and organisation of health promotion: a survey of school policies in Nottinghamshire." Health Education Journal 58, no. 2 (June 1999): 165–76. http://dx.doi.org/10.1177/001789699905800208.
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Kingsley, Obasi Veronica. "Management of learning facilities." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 82–87. http://dx.doi.org/10.18844/prosoc.v6i7.4516.
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Facilities management is an integral part of the overall management of the school. The actualisation of the goals and objectives of education requires the provision, maximum utilisation and appropriate management of the facilities. The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behaviour through critical thinking. These processes do not take place in a vacuum but rather in an environment structured to facilitate learning. As stated in the conference objective, the match between an individual’s characteristics with the learning environment together with the management of those learning environment is also important. Learning facilities management is a process that ensures that buildings and other technical systems support the operation of an organisation. This will improve the quality of teaching and learning facilities. A direct relationship exists between the quality of learning facilities provided and the quality of the products of the school. The physical environment of a school is a major determining factor in the attainment of its objectives. This paper describes the concept, nature, types of learning facilities, the need for learning facilities in the school and facility management methodologist. It recommended among others that school managers and teachers who constantly use learning facilities be given orientation on the maintenance of such facilities.
Keywords: Learning, facilities, management and need for learning facilities.
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Giles, David. "A storyline of ideological change in a New Zealand primary school." International Journal of Organizational Analysis 23, no. 2 (May 11, 2015): 320–32. http://dx.doi.org/10.1108/ijoa-09-2012-0614.
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Purpose – This article aims to report on the findings from a research project that explored a school’s changing ideological storyline with the appointment of a new Principal and the Board of Trustees’ intention to move towards a strengths-based approach to education. Following the school’s dialogue and decision-making over a three-year period enabled the identification of a range of competitive processes between the dominant and an emergent ideology within the school. Design/methodology/approach – Using an ideological framework proposed by Meighan et al. (2007), the research focussed on the development and maintenance of shared understandings within each ideology. For the purpose of this article, the participants have been limited to those in school governance, the school’s senior leadership team and some teachers across a three-year period. Data were gathered through semi-structured interviews, online surveys and informal observations and analysed through interpretive and hermeneutic processes. Findings – The findings show the subtleties and nuances of two dominant and competing ideologies that represented different philosophies for education: a deficit discourse of progressive ideals and a strengths-based ideology of education. The existing and dominant ideology is challenged by the determination and moral purpose of the principal with the unanimous support from those in governance. In due process, the school emerged into a creative enterprise through the adoption of shared understandings that were underscored by a strengths-based ideology. Originality/value – It is incumbent upon school principals to notice the shifting organisational storylines within their schools and communities and act in a manner that realises the moral imperative of schooling for the students (Fullan, 2011). This article opens specific ideological processes that have appreciatively moved a school towards pedagogical excellence and a repurposing of the organisation for the students’ sake.
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Dunphy, Dexter. "Corporate Sustainability: Challenge to Managerial Orthodoxies." Journal of Management & Organization 9, no. 1 (January 2003): 2–11. http://dx.doi.org/10.1017/s1833367200004880.
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ABSTRACTThis paper addresses the issue of corporate sustainability. It examines why achieving sustainability is becoming an increasingly vital issue for society and organisations, defines sustainability and then outlines a set of phases through which organisations can move to achieve increasing levels of sustainability. Case studies are presented of organisations at various phases indicating the benefits, for the organisation and its stakeholders, which can be made at each phase. Finally the paper argues that there is a marked contrast between the two competing philosophies of neo-conservatism (economic rationalism) and the emerging philosophy of sustainability. Management schools have been strongly influenced by economic rationalism, which underpins the traditional orthodoxies presented in such schools. Sustainability represents an urgent challenge for management schools to rethink these traditional orthodoxies and give sustainability a central place in the curriculum.
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Mbonu, Victoria Chimezie, and Ifeanyi Mathew Azuji. "Relationship between School Principals’ Distributed Leadership Style and Teachers’ Organizational Commitment in Public Secondary Schools in Anambra State, Nigeria." European Journal of Education and Pedagogy 2, no. 1 (January 7, 2021): 7–11. http://dx.doi.org/10.24018/ejedu.2021.2.1.19.
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This study investigated the relationship between school principals’ distributed leadership style and teachers‟ organizational commitment in public secondary schools in Anambra State, Nigeria. Three research questions guided the study while one null hypothesis was tested at a 0.05 level of significance. Correlational research design was used in conducting the study. The sample comprised of 1,105 teachers. Two research instruments, namely; Leadership Density Inventory (LDI) (Smith, Ross, and Robichaux, 2004) and Organisational Commitment Questionnaire (OCQ) were used for data collection. The reliability coefficient value of the instruments is as follows; r = 0.85 for LDI and 0.73 for CDQ. Copies of the instruments were distributed by the researchers through direct delivery to the respondents. Pearson Product-Moment Correlation Coefficient was used to answer the research question, while a t-test of significance of relationship was used in testing the null hypothesis. The findings of the study showed, among others, that there is a significant low positive relationship between the distributed leadership style of Secondary school principals in Anambra State and the teacher’s commitment to the organisation. Based on the findings of the study, it is recommended that increased knowledge of the relationship between distributed leadership and teacher commitment should be applied by the school management commission in order to equip principals and other school leaders.
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Macra-Oșorhean, Maria-Daniela, Alexandru Morar, and George Suciu. "Conflict Management Within Transylvania College International School." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 65, no. 4 (December 30, 2020): 81–90. http://dx.doi.org/10.24193/subbeag.65(4).33.
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ABSTRACT. The conflict has always been an inevitable progress and it existed since our earliest times whenever there was a desire to lead a group or even an empire. For this theme we took into account the fact that the term “conflict” has a negative connotation and it is often associated with concepts such as anger, aggressivity, opposition, although conflict doesn't necessarily need to be referred to as a negative experience. We must acknowledge the fact that if we experience conflicts in our lives, it means we are sincere, we express our visions, opinions, thoughts and feelings, and that, in this way, we can evolve and develop as humans. The objectives of the research within the international school Transylvania College Cluj-Napoca were to analyse the types of conflicts and what caused them within the organisation, the people who offered support to solve these conflicts and the number of conflicts each teacher had. For the research we used a survey where 37 teachers (males and females) replied to several questions in a google form at the end of the 2018 - 2019 academic year and where the responders had difficulties the researchers offered additional explanations by email or verbally. The study concluded that conflicts are not created because of the difference in objectives, but from the difference in how the parties involved want to achieve these objectives and the most common of the conflicts was definitely when people didn’t express clearly what they wanted or gave unclear instructions. Furthermore, a clear communication reduces the differences in perception and the probability of a conflict.
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Arthur-Mensah, Nana. "Bridging the industry–education skills gap for human resource development." Industrial and Commercial Training 52, no. 2 (March 9, 2020): 93–103. http://dx.doi.org/10.1108/ict-11-2019-0105.
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Purpose The purpose of this study is to describe one advanced manufacturing company’s efforts to build a channel of skilled workforce by developing an apprenticeship programme with high schools. Design/methodology/approach Using a qualitative case study approach, the authors interviewed the members of the organisation to gain insights into opportunities and challenges they faced in addressing their skills needs. Findings The analysis showed that the collaboration and commitment of stakeholders were essential to the success of the programme. Furthermore, flexibility in employer’s expectations to allow for career progression was critical to motivating students to continue in the programme. A positive impact of the programme on overall employee morale and organisational culture was revealed. Research limitations/implications Although the findings may be relevant to other similar organisations, they may have limitations in their applicability to other contexts. Practical implications The study holds promise for the field of human resource development, as practitioners and scholars can benefit from the renewed interest in youth apprenticeship to identify how their activities within and outside of the organisation can build and retain the human capacity needed for organisational performance and competitiveness. Originality/value Employer–education partnerships have been touted as a solution to the skills gaps in industries. However, there is very little literature on employer-initiated apprenticeships focused on youth in the USA. Industry–education apprenticeship programmes offers employers an opportunity to address the skills problem in ways that meet their need.
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R, SIVAGAMI, and UMAMAHESWARI D. "Job Satisfaction Of Private And Government School Teachers In Thanjavur City." Restaurant Business 118, no. 9 (September 26, 2019): 73–82. http://dx.doi.org/10.26643/rb.v118i9.7970.
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The sustainability of any organisation depends on the retention of its employees which in turn depends on their satisfaction level. In this study the researcher had investigated the satisfaction levels of private and government school teachers handling primary children. For this research, 50 Government school teachers and 50 Private school teachers, totally 100 teachers, from different schools in Thanjavur city were examined. This study compares the satisfaction levels of the private and government school teachers based on ten variables which are found to influence them. This study also reveals that the demographic factors such as age, qualification, gender, marital status and work experience makes no difference in the job satisfaction levels of teachers. Ten factors such as Opportunity to advance professionally, Income, Recognition, Job Security, Colleagues, Working Conditions, Respect, Personal growth, Management and Immediate supervisor were considered to measure the job satisfaction and it is proved that the job security is the most significant factor among the ten factors which influences job satisfaction.
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Kuzmina, Ksenija, Rhoda Trimingham, and Tracy Bhamra. "Organisational Strategies for Implementing Education for Sustainable Development in the UK Primary Schools: A Service Innovation Perspective." Sustainability 12, no. 22 (November 17, 2020): 9549. http://dx.doi.org/10.3390/su12229549.
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Education for sustainable development (ESD) in schools requires a whole-school approach to ensure that all stakeholders, including students, value sustainability and express this value in an active engagement in the ongoing development process. Such inclusivity however is rarely achieved, with benefits of ESD in schools usually recognised only by a select few. School strategies that continue to dominate research focus on management of the finite resources or give emphasis to a particular pedagogical agenda, whereas approaches that emphasise whole-school ESD engagement are scarce. This paper aims to address this gap. To do so, we propose to frame schools as service organisations and use service logic approach and service innovation theory to review how five primary schools in England define and implement ESD. The findings from our comparative case study discuss three strategies that schools as service organisations need to consider: defining sustainable student experience as a core service concept, developing an organisational culture of sustainability-driven innovation, and engaging in a value co-creation process with external stakeholders in order to facilitate the concept. Our results suggest that by placing “sustainable student experience” as the core service concept, schools can align their external and internal organisational activities to enable sustainable education for all stakeholders.
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Rutzinger, M., M. Bremer, B. Höfle, M. Hämmerle, R. Lindenbergh, S. Oude Elberink, F. Pirotti, M. Scaioni, D. Wujanz, and T. Zieher. "TRAINING IN INNOVATIVE TECHNOLOGIES FOR CLOSE-RANGE SENSING IN ALPINE TERRAIN." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences IV-2 (May 28, 2018): 239–46. http://dx.doi.org/10.5194/isprs-annals-iv-2-239-2018.
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The 2nd international summer school “Close-range sensing techniques in Alpine terrain” was held in July 2017 in Obergurgl, Austria. Participants were trained in selected close-range sensing methods, such as photogrammetry, laser scanning and thermography. The program included keynotes, lectures and hands-on assignments combining field project planning, data acquisition, processing, quality assessment and interpretation. Close-range sensing was applied for different research questions of environmental monitoring in high mountain environments, such as geomorphologic process quantification, natural hazard management and vegetation mapping. The participants completed an online questionnaire evaluating the summer school, its content and organisation, which helps to improve future summer schools.
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Heinecke, Rosslyn. "Resistance factors in critical incident management." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 75–79. http://dx.doi.org/10.1017/s1037291100002168.
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This paper explores resistance and contextual variables which impinge on the successful implementation, adoption and management of critical incidents. Time constraints and uncertainty are two constant and overriding forces within the critical incident framework. These implicit pressures interact within different levels of the culture of the organisation, school or community. Two distinct yet interactive levels are discussed. They are the idiographic or personal domain, and the nomothetic or social system domain. The idiographic dimension includes personality variables as well as the role of the key stakeholders in critical incident management. The nomothetic dimension involves the organisation's social system, which has process variables and linkage mechanisms which need to be understood so that successful critical incident management can be ensured.Resistance, or refusal to comply, has been a common pervading and often intangible force in schools in relation to the management of critical incidents. My perception of this opposition to the design and implementation of critical incident management plans has been the driving force for me to think about reasons why this is so, to collect research and to write this paper.On a continuum, resistance and its opposite, acceptance, represent the endpoints of a critical incident management perspective. Opposition or resistance to a new idea, in this case, critical incident management, can be counteracted by guidance, knowledge and involvement. These are the principles of two well known models of problem solving: the Discount Hierarchy used in the NSW Child Protection Program (1988) and the Concerns Based Adoption Model (CBAM, Loucks etal., 1975).
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Rotich, Joyce Cheruto, Pauline Keitany, and Hellen W. Sang. "Ethical Principles and Procurement Management in Selected Public Secondary Schools in Kericho County, Kenya." East African Journal of Business and Economics 3, no. 1 (March 16, 2021): 57–64. http://dx.doi.org/10.37284/eajbe.3.1.298.
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Ethical practices are norms that are accepted and should be adopted in institutions to ensure a flawless procurement management process. The procurement system varies depending on the organisation in a major way due to the fact that most projects are donor-funded, thus creating inconsistency in public schools. This study aimed to determine the relationship between ethical principles and procurement management in selected public secondary schools in Kericho County. The study was guided by the following theories deontological theory and virtue ethical theory. The study adopted a correlation research design. The target population used 220 public secondary schools, which comprised of 1100 tendering committees. The study used stratified and simple random sampling techniques to sample the school. The sample size was 294 respondents, which were derived using Yamane’s formula. Questionnaires were used for data collection. It is hoped that the findings of the study may benefit school management, scholars, policymakers, and other stakeholders. Descriptive and inferential methods were utilised for data analysis and presentation. ANOVA results indicated that ethical principles had a significant relationship with procurement management (p < 0.05). Ethical principles should be adhered to since it has improved procurement management significantly. Therefore, there is a need to tighten internal control systems in detecting procurement corruption and fraud to ensure integrity in the process.
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Dunphy, Dexter. "Corporate Sustainability: Challenge to Managerial Orthodoxies." Journal of the Australian and New Zealand Academy of Management 9, no. 1 (January 2003): 2–11. http://dx.doi.org/10.5172/jmo.2003.9.1.2.
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ABSTRACTThis paper addresses the issue of corporate sustainability. It examines why achieving sustainability is becoming an increasingly vital issue for society and organisations, defines sustainability and then outlines a set of phases through which organisations can move to achieve increasing levels of sustainability. Case studies are presented of organisations at various phases indicating the benefits, for the organisation and its stakeholders, which can be made at each phase. Finally the paper argues that there is a marked contrast between the two competing philosophies of neo-conservatism (economic rationalism) and the emerging philosophy of sustainability. Management schools have been strongly influenced by economic rationalism, which underpins the traditional orthodoxies presented in such schools. Sustainability represents an urgent challenge for management schools to rethink these traditional orthodoxies and give sustainability a central place in the curriculum.
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Retna, Kala S., and Ng Pak Tee. "The challenges of adopting the learning organisation philosophy in a Singapore school." International Journal of Educational Management 20, no. 2 (February 2006): 140–52. http://dx.doi.org/10.1108/09513540610646127.
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Leboea, P. D., E. O. Adu, and K. O. Adu. "Organisation Policy and School Management Team’s (SMT’s) Job Performance in South Africa: A Literature Review." Journal of Social Sciences 45, no. 2 (November 2015): 103–12. http://dx.doi.org/10.1080/09718923.2015.11893492.
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Starkey, Kenneth, Sue Tempest, and Silvia Cinque. "Management education and the theatre of the absurd." Management Learning 50, no. 5 (October 22, 2019): 591–606. http://dx.doi.org/10.1177/1350507619875894.
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In this article, we recommend the drama of theatre of the absurd as a novel space for critically reflecting upon management and management education as shaped by the forces of emotion, irrationality and conformism rather than reason. We discuss the theatre of the absurd as uniquely relevant to understanding our troubled times. We present a brief overview of the history of business schools and management education. We apply the idea of absurdity to the world of business schools and management education, focusing on the work of one of the theatre of the absurd’s leading proponents, Eugène Ionesco. We emphasise the importance of fiction and fantasy as key aspects of organisation and education. We contribute to debates about management education by reflecting on possible futures for management education and the business school, embracing the humanities as a core disciplinary focus. We suggest that this will help rebalance management education, retaining the best of the existing curriculum, while re-situating the study of management in its broader historical and philosophical nexus.
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Pelantova, Vera. "New Teaching of Quality." Applied Mechanics and Materials 474 (January 2014): 9–14. http://dx.doi.org/10.4028/www.scientific.net/amm.474.9.
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Present society is established as an informational. A man meets a lot of sources of information every day. Their understanding and further application in practice is important for the life of an individual human. The organisation uses the knowledge of employees for its production subsequently. The level of efficient and successful knowledge management depends on internal organisational culture. In order to prepare future employees for such a working environment, they must acquire a lot of tacit and explicit knowledge before. An educational environment at school is a basic point of creation of the knowledge of future employee, heavily influenced by teachers, teaching aids, tools and content of teaching. The article deals with a professional education of students. This is a combination of teaching at the school with requirements of a business practice. Some facts about building-up an optimal knowledge about the field of quality are shown in this article on the example of lecturing courses about the quality. They are defined a teaching content, a form, a person of teacher, a mode of feedback from teaching and a continuity of the business practice to production systems of enterprises. The aim of the article is to contribute to building-up a learning organisation by applying of the process approach in the teaching.
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Snyder, Kristen. "Engaged leaders develop schools as quality organisations." International Journal of Quality and Service Sciences 7, no. 2/3 (June 15, 2015): 217–29. http://dx.doi.org/10.1108/ijqss-03-2015-0027.
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Purpose – This paper explores the question, “what does it mean to be an engaged school leader in an educational context that promotes standards-based accountability as a model of quality development?” Specifically, what drives educational leaders? What do they do to lead schools as quality organisations? and How do they lead schools as quality organisations? Design/methodology/approach – An ethnographically grounded theory case study was conducted with 16 principles in Sweden, USA and Finland, who participated in a three-year project to lead schools as global learning centers. Findings – Findings showed that school leaders used a variety of leadership styles as they developed worked cultures grounded in a value system, to support student learning and development. Also, work cultures that engaged members of the school and community were critical for leading schools as learning organisations. Research limitations/implications – The small sample may not be generalizable to all educational systems. Practical implications – This study provides evidence about the complexities for school leadership today that are not currently addressed in most principal preparation programs. The findings can serve to help inform further development of principal preparation. Originality/value – The experiences shared in this study provide an alternative perspective about what it is that school leaders do and think about amidst a high-stakes testing context of school development. The grounded theory nature of this study, combined with an ethnographic approach, provides deep insights into the daily working life of engaged school leaders to learn first hand from their dialogue about what it takes to lead schools as quality organisations.
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Douglas, Heather, Buriata Eti-Tofinga, and Gurmeet Singh. "Hybrid organisations contributing to wellbeing in Small Pacific Island Countries." Sustainability Accounting, Management and Policy Journal 9, no. 4 (September 3, 2018): 490–514. http://dx.doi.org/10.1108/sampj-08-2017-0081.
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Purpose This paper aims to examine the contributions of hybrid organisations to wellbeing in small Pacific island countries. Design/methodology/approach The concept and different forms of hybrid organisations are examined, and then the operation and contributions to wellbeing of three Fijian hybrid organisations are considered. Findings Hybrid organisations in this region operate with a commitment to the common good and an ethic of care. Fijian hybrid organisations improve social and economic wellbeing for individuals, families and communities by providing employment, schools and training facilities, financial and support services, sustainable agriculture projects and facilitating networking. These services improve individual and community social and economic wellbeing, build resilience, add to personal and family security, offer opportunities for the future, advance leadership skills and sustain the environment. Commercial activities that support these organisations in their wellbeing endeavours include product sales, service fees, project levies and investment income. Research limitations/implications Generalisability beyond the Pacific region is not assured, as this review only examines hybrid organisations in small Pacific island countries. Practical implications Hybrid organisations offer an alternative pathway to achieve a sustainable enterprise economy, an approach that is more culturally relevant for the Pacific region. Policies to nurture the development of these organisations, and research into the startup, operation, impact and effectiveness of different hybrid organisation models would help to improve wellbeing in this region. International charities and aid agencies could advance the wellbeing of people living in this region by supporting the development of hybrid organisations. External agencies seeking to support hybrid organisation development are advised to consider providing funding through a regional agency rather than engaging directly with national governments. Social implications Developing a robust hybrid organisation sector will improve social and economic wellbeing for people living in small island nations. Originality/value As one of the first studies to examine wellbeing and hybrid organisations, this review adds to hybrid business theory by its consideration of small Pacific island countries. The authors add to existing understandings of how hybrid organisations contribute to social and economic wellbeing for individuals, families and communities. The review identifies each form hybrid organisational form adopts. Each has a central commitment to generating social and economic value but different revenue sources. The review adds valuable new knowledge to the limited scholarship of this region by identifying the philosophical foundations and contributions to wellbeing of these hybrid organisations. A future research agenda and policy development process is proposed to improve wellbeing and advance hybrid organisations in the region.