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Lagrosen, Yvonne, and Stefan Lagrosen. "Organizational learning in consciousness-based education schools: a multiple-case study." International Journal of Educational Management 34, no. 5 (February 23, 2020): 849–67. http://dx.doi.org/10.1108/ijem-01-2019-0009.
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PurposeAn innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined.Methodology/approachA multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach.FindingsCategories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning.Research limitation/implicationThe study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited.Originality/valueCBE has not previously been studied from an organizational learning perspective.
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Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.
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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications The paper cautions against generalizing the findings. Originality/value There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.
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Thomas, Amy, and Beth Marsden. "Surviving School and “Survival Schools”: Resistance, Compulsion and Negotiation in Aboriginal Engagements with Schooling." Labour History: Volume 121, Issue 1 121, no. 1 (November 1, 2021): 33–55. http://dx.doi.org/10.3828/jlh.2021.17.
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In Australia, Aboriginal peoples have sought to exploit and challenge settler colonial schooling to meet their own goals and needs, engaging in strategic, diverse and creative ways closely tied to labour markets and the labour movement. Here, we bring together two case studies to illustrate the interplay of negotiation, resistance and compulsion that we argue has characterised Aboriginal engagements with school as a structure within settler colonial capitalism. Our first case study explains how Aboriginal families in Victoria and New South Wales deliberately exploited gaps in school record collecting to maintain mobility during the mid-twentieth century and engaged with labour markets that enabled visits to country. Our second case study explores the Strelley mob’s establishment of independent, Aboriginal-controlled bilingual schools in the 1970s to maintain control of their labour and their futures. Techniques of survival developed in and around schooling have been neglected by historians, yet they demonstrate how schooling has been a strategic political project, both for Aboriginal peoples and the Australian settler colonial state.
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Drysdale, Lawrie, Jeffrey Bennett, Elizabeth T. Murakami, Olof Johansson, and David Gurr. "Heroic leadership in Australia, Sweden, and the United States." International Journal of Educational Management 28, no. 7 (September 2, 2014): 785–97. http://dx.doi.org/10.1108/ijem-08-2013-0128.
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Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.
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Wang, Wenrui. "The Ways that Digital Technologies Inform Visitor's Engagement with Cultural Heritage Sites: Informal Learning in the Digital Era." GATR Global Journal of Business Social Sciences Review 10, no. 4 (December 30, 2022): 237–48. http://dx.doi.org/10.35609/gjbssr.2022.10.4(3).
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Johanson, Katya, and Hilary Glow. "Being and Becoming: Children as Audiences." New Theatre Quarterly 27, no. 1 (February 2011): 60–70. http://dx.doi.org/10.1017/s0266464x11000054.
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In this article, Katya Johanson and Hilary Glow examine the ways in which performing arts companies and arts policy institutions perceive the needs of children as audiences. Historically, children have been promoted as arts audiences. Some of these represent an attempt to fashion the adults of the future – as audiences, citizens of a nation, or members of a specific community. Other rationales focus on the needs or rights of the child, such as educational goals or the provision of an antidote to the perceived corrupting effect of electronic entertainment. Drawing on interviews with performing arts practitioners, the authors explore some of these themes through case studies of three children's theatre companies, identifying the development of policy rationales for the support of practices directed at children which are primarily based on pedagogical principles. The case studies reveal a shift away from educational goals for children's theatre, and identify a new emphasis on the importance of valuing children's aesthetic choices, examining how these trends are enacted within the case-study organizations, and the implications of these trends for company programming. Hilary Glow is Senior Lecturer and Director of the Arts Management Program at Deakin University, Victoria. She has published articles on cultural policy and the audience experience in various journals, and in a monograph on Australian political theatre (2007). Katya Johanson lectures and researches in the School of Communication and Creative Arts at Deakin University. She has published on Australian cultural policy and on the relationship between art, politics and national identity. With Glow she is the author of a monograph on Australian indigenous performing arts (2009).
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Avery, Gayle, and Narelle Hooper. "How David Cooke implemented corporate social responsibility at Konica Minolta Australia." Strategy & Leadership 45, no. 3 (May 15, 2017): 38–44. http://dx.doi.org/10.1108/sl-04-2017-0034.
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Purpose This interview demonstrates how CEOs can focus on CSR to engage the workforce and change the culture and performance of an organization. Design/methodology/approach This article reports on an interview with Dr David Cooke, Managing Director of Konica Minolta Australia. Findings By introducing CSR to the firm, and in particular pursuing the UN’s Sustainable Development Goal (SDG) #8 against human trafficking, the MD not only changed the management style and culture in the organization, but also enhanced commercial results. Performance improved across many measures: revenue, profit, market share in a declining marketplace, highest number of units placed into the Australian market, increasing prestige associated with the company’s brand, and becoming an employer of choice. Research limitations/implications The findings are consistent with the literature on corporate sustainable investment, but further studies are needed to fully understand the processes involved in changing culture and improving performance via CSR. Practical implications This interview clearly shows the steps that the new CEO took in radically changing the culture of his organization by adopting CSR extensively. Social implications The power of business is vital to pursuing societal goals, and the case of Konica Minolta Australia demonstrates that doing so also benefits the company. Originality/value This study clearly explains how a corporate culture was changed and performance enhanced through a strategy based on investment in social issues.
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Simon, Susan, and Mark T. Gibson. "Principal resilience and vitality in extremis." International Journal of Educational Management 33, no. 4 (May 7, 2019): 709–20. http://dx.doi.org/10.1108/ijem-05-2018-0163.
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Purpose High-stakes accountability and continuous multi-faceted pressures of the principalship require leaders to develop a broad range of personal qualities including resilience and personal vitality. Scant research exists on what happens to school principals when careers abruptly and involuntarily end, and the purpose of this paper is sought to hear principals’ accounts of their experiences and to identify whether these personal qualities assist recovery and career re-identification. Design/methodology/approach A collaborative English and Australian study of former principals aimed to evaluate effects of involuntary job loss from their own perspectives. In total, 12 case studies involved one-on-one interviews during a two-year period revealing impact of job loss, coping strategies, resilience and personal vitality. Findings Successful management indicators were found: personal qualities, including the ability to retain a perspective and big picture view of career journey; an enduring love of teaching; health and fitness; study; getting another suitable post; and psychological and medical support. Time taken to regain pre-existing levels of personal vitality varied significantly based on resilience and contextual circumstances, whilst psychological and social support from family and professional colleagues was invaluable for recovery. Originality/value This international study presents an original insight into effects of principals’ sudden job loss – a perspective which has imposing pastoral relevance for employing authorities, professional associations and collegial networks. Aspiring and current principals may feel, “There but for the grace of God, go I”, and it is they who may need ultimately to be prepared for what is an increasingly common occurrence in schools across the world.
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Moulis, Daniel. "Anti-Circumvention of Anti-Dumping Measures: Law and Practice of Ten World Trade Organization Members Australia." Global Trade and Customs Journal 11, Issue 11/12 (December 1, 2016): 479–86. http://dx.doi.org/10.54648/gtcj2016062.
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Laws dealing with practices that ‘get around’ tariffs imposed by World Trade Organization (WTO) Members on dumped or subsidized goods are well established in some Members but have only recently been introduced in Australia. The compliance of these laws with WTO norms is open to debate. The economic rationale for penalizing some kinds of commercial practice as circumvention may be similarly contested. This article outlines the Australian laws and accompanying investigation procedures, with available case studies, and poses questions about the need for them and about their legitimacy in policy terms.
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Li, Peter Ping, Mooweon Rhee, and Bilian N. Sullivan. "Remembering James March." Management and Organization Review 17, no. 4 (October 2021): 644–54. http://dx.doi.org/10.1017/mor.2021.63.
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On September 27, 2018, Professor James G. March, a giant in our field, passed away at the age of 90 (1928–2018), just one month after his wife and high school sweetheart, Jayne, passed away. March's impact on the field of organization studies and beyond is profound and long-lasting. The advancement of the field is truly indebted to March's brilliance and dedication to the search of truth as a great scholar. March wrote the inaugural article for Management and Organization Review (MOR) (2005), ‘Parochialism in the Evolution of a Research Community: The Case of Organization Studies’. This article not only provided a critical foundation underlying the editorial structure and philosophy of MOR but also argued eloquently for the salience of indigenous Chinese management studies as a necessary condition for building both contextualized and universal knowledge.
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Saeed, Ali Mohammed, Colin Duffield, and Felix Kin Peng Hui. "An enhanced framework for assessing the operational performance of public-private partnership school projects." Built Environment Project and Asset Management 8, no. 2 (May 14, 2018): 194–214. http://dx.doi.org/10.1108/bepam-07-2017-0041.
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Purpose A study of the current practices for evaluating the ex-post performance of public-private partnership (PPP) school projects in Australia via literature review and qualitative case studies has found that no consistent approach exists for evaluating operational performance. A detailed critique of international PPP audits and practices has identified existing gaps in ex-post performance evaluation. Through a process of comparative analysis and industry confirmation, a performance analysis technique aligned with international practice has been developed that can be utilised by the educational departments across Australia to evaluate the ex-post performance of PPP projects (PPPs). The paper aims to discuss these issues. Design/methodology/approach This paper opted for qualitative archival analysis of case studies using pattern matching, explanation building, time series, and comparative analysis. The data used for document analysis included value reports, project summaries, and contract documents, as well as local and international audit guidelines. Findings This paper reviewed current practices, identified a range of processes, and reported the best practices. However, consideration of the approaches taken in the UK and Australia for evaluating operational performance indicates that current techniques lack consistency. Research limitations/implications The developed ex-post performance measurement framework is limited to Australian PPP school projects and, at this stage, cannot be generalised to other social PPP projects. Practical implications The paper includes implications for the development of better performance evaluation practices and audits. Social implications An enhanced framework for measuring operational performance will increase the accountability of taxpayers in the content of their utilisation by the government. Originality/value This paper presents an enhanced ex-post performance measurement framework for education departments across Australia.
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Ekaningsih, Lely Ana Ferawati, Ubud Salim, Djumahir Djumahir, Nur Khusniyah Indrawati, and Muhammad Djakfar. "Risk Management Based on Islamic Boarding School." IQTISHODUNA: Jurnal Ekonomi Islam 11, no. 2 (October 21, 2022): 223–34. http://dx.doi.org/10.54471/iqtishoduna.v11i2.1462.
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Uncertainty is often associated with risk, in Islamic economics the concept of uncertainty becomes one of the important pillars in the Islamic risk management process. Nothing in this life is free from risks and facts in every organization and its activities. The purpose of this research is to reveal and explain in depth the implementation of Islamic boarding school risk management.The paradigm used is post-positivistic. This type of research uses case studies. The key informant is the manager of the pesantren. Data analysis was carried out by an interactive analysis of the model from Miles and Huberman. The application of risk management at the Manba'ul Ulum Islamic boarding school in Banyuwangi Regency from the results of the study stated that it was very beneficial/positive, as evidenced by the increase in the number of students studying at the pesantren after experiencing the pandemic period from 2019. Islamic values frame Islamic boarding school risk management activities as a source of inspiration and aspirations. Has been applied by the predecessors and is a character that shapes the santri so that they are not shaken under any conditions, besides that it is also sourced from the Islamic values of the Qur'an and hadith as principles, then the educational curriculum is sourced from the book of ridhotun nashihin or akhlaq.
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Liu, Tingting, and Suzanne Wilkinson. "Using public-private partnerships for the building and management of school assets and services." Engineering, Construction and Architectural Management 21, no. 2 (March 11, 2014): 206–23. http://dx.doi.org/10.1108/ecam-10-2012-0102.
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Purpose – The provision of school assets and associated services is essential for achieving a country's educational outcomes. Building and managing schools usually features large component of operation, multiple groups of stakeholders, relatively simple design and technical requirements and tight timeframes to be completed to meet the open date. Internationally, public-private partnerships (PPPs) were introduced as innovative delivery models to bring forward school projects. The purpose of this paper is to evaluate the PPP experiences in the school sector focusing on the critical dimensions impacting on the viability of using PPPs for school development. Design/methodology/approach – Comparative case studies of two school PPP projects based in Australia and New Zealand were adopted as the main research method. Semi-structured interviews with key stakeholders were used as primary data collection method. Findings – By examining the procedural and organisational arrangements from a comparative perspective, the research finds that, for a successful school PPP, the followings are critical: sound business case development; size-adjusted and streamlined tendering process; localised private sector partner and streamlined finance; extensive stakeholder engagement; and effective governance and organisational structure and enhanced partnership. Originality/value – The findings provide practical implications for policy makers and public procuring authorities initiating school projects and private entities seeking investment opportunities. By implementing the strategies derived from this research and adjusting to their own social and economic environment, governments and industry would be at a better position to develop and manage schools using PPPs.
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Härtel, Charmine E. J., and Greg M. Latemore. "Mud and tears: The human face of disaster – A case study of the Queensland floods, January 2011." Journal of Management & Organization 17, no. 6 (November 2011): 864–72. http://dx.doi.org/10.5172/jmo.2011.17.6.864.
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Abstract January 2011 visited on Queensland Australia floods of proportions many thought could not have occurred again, following disaster management planning taken after the historic floods of the 1800s and 1974. This paper presents some reflections on this natural disaster, which affected many members of the ANZAM community and left a permanent mark on those directly affected and those who watched as the waters washed away lives, memories and many of the things that give people a sense of place. Amongst tragedy came stories of generosity of human spirit as well as the occasional case of greed and callousness. When all was over, however, there was no doubt about the human side of disaster management. Through two case studies of a family-owned business and a large organization impacted by the flood in Brisbane, we highlight some lessons for disaster management and propose some strategies for building social capital in times of disaster.
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Härtel, Charmine E. J., and Greg M. Latemore. "Mud and tears: The human face of disaster – A case study of the Queensland floods, January 2011." Journal of Management & Organization 17, no. 6 (November 2011): 864–72. http://dx.doi.org/10.5172/jmo.2011.864.
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AbstractJanuary 2011 visited on Queensland Australia floods of proportions many thought could not have occurred again, following disaster management planning taken after the historic floods of the 1800s and 1974. This paper presents some reflections on this natural disaster, which affected many members of the ANZAM community and left a permanent mark on those directly affected and those who watched as the waters washed away lives, memories and many of the things that give people a sense of place. Amongst tragedy came stories of generosity of human spirit as well as the occasional case of greed and callousness. When all was over, however, there was no doubt about the human side of disaster management. Through two case studies of a family-owned business and a large organization impacted by the flood in Brisbane, we highlight some lessons for disaster management and propose some strategies for building social capital in times of disaster.
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Härtel, Charmine E. J., and Greg M. Latemore. "Mud and tears: The human face of disaster – A case study of the Queensland floods, January 2011." Journal of Management & Organization 17, no. 6 (November 2011): 864–72. http://dx.doi.org/10.1017/s1833367200001231.
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AbstractJanuary 2011 visited on Queensland Australia floods of proportions many thought could not have occurred again, following disaster management planning taken after the historic floods of the 1800s and 1974. This paper presents some reflections on this natural disaster, which affected many members of the ANZAM community and left a permanent mark on those directly affected and those who watched as the waters washed away lives, memories and many of the things that give people a sense of place. Amongst tragedy came stories of generosity of human spirit as well as the occasional case of greed and callousness. When all was over, however, there was no doubt about the human side of disaster management. Through two case studies of a family-owned business and a large organization impacted by the flood in Brisbane, we highlight some lessons for disaster management and propose some strategies for building social capital in times of disaster.
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Pellegrini, Laura, Mirko Locatelli, Silvia Meschini, Giulia Pattini, Elena Seghezzi, Lavinia Chiara Tagliabue, and Giuseppe Martino Di Giuda. "Information Modelling Management and Green Public Procurement for Waste Management and Environmental Renovation of Brownfields." Sustainability 13, no. 15 (August 1, 2021): 8585. http://dx.doi.org/10.3390/su13158585.
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Information Modelling and Management (IMM) methods for Most Economically Advantageous Tender (MEAT) can promote the adoption of environmentally sustainable practices. Despite the wide regulatory framework and existing drivers, Construction and Demolition Waste (CDW) trends are still growing. The literature review analyzed IMM and CDW management implementation during design phases although few studies focused on Green Public Procurement (GPP) and CDW management integration from the Public Client’s point of view. This research aims at investigating the integration and efficiency of MEAT and IMM to promote the application of sustainable strategies focused on waste reduction and resource valorization. The study investigates the Public Client’s role in promoting sustainable practices, introducing digital material inventory and BIM during the design phases, and including environmental award criteria in the call for tender documents. A Design Build (DB) procurement model was considered in the case study of a brownfield renovation and the construction of a new school in northern Italy. The methodology provided the Public Client and included a method to evaluate the environmental impact of the bids, allowing for proper selective demolition planning, CDW decrease, and organization while promoting their integration in companies’ expertise and procedures. The replicability of the methodology is demonstrated by positive results of present and previous case studies.
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Nugroho, Kemara Jati, Matin Matin, and Siti Zulaikha. "The School principles’ Accountability in Management of Education Financing." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 26, 2022): 3173–84. http://dx.doi.org/10.35445/alishlah.v14i3.826.
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This study was conducted with the aim of analyzing the school principles’ accountability in management of education financing at Gunungsari 01 Elementary School Pamijahan district, Bogor regency. The dimensions of accountability for education financing are seen from management transparency (conceptual skills), the school principles’ performance standard (technical skills), and the partnership with school committees (human skills). The approach used is a case study by collecting the observation data, interview, and document studies. The informants of this research are the school principle, treasure, teachers, operator, committees, and supervisors. The data were obtained by using qualitative analysis. The steps of this research are data reduction, data presentation, and data verification. The result of the first research is about the transparency of education financing (conceptual skills) which consist of the planning, usage, reporting, and supervision. Indicator transparency in education financing (conceptual skills) which consist of the ability of school needs, having new idea as the outline in education financing, being anticipative of the change, and be able to see the school development opportunities through education financing that have emerges but need the consistency improvement in its activities. The second point is about the school principle performance (technical skills). The indicator of technical skills regarding the school principles’ understanding of school program planning and professionalism in managing education financing with transparency and accountable which have been seen, but it needs improvement in terms of supporting document. The third point, the partnership with school committees (human skills). The human skills indicator consist of a) the ability of communication effectively in organization, b) accommodate the needs of students, parents, and school committees, c) collaboration with others, d) delegation of the taks which has been carried out well but needs to increase the intensity of the partnership period.
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Turner, Kay-Alana, Craig S. Escamilla, and Enrique Henry R. Venta. "The Symphony Of Southeast Texas In 2015: A Regional Orchestra Navigating New Horizons." Journal of Business Case Studies (JBCS) 12, no. 2 (March 31, 2016): 61–68. http://dx.doi.org/10.19030/jbcs.v12i2.9623.
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The Symphony of Southeast Texas (Beaumont, TX) is the only professional symphony orchestra between Houston, TX, and Lake Charles, LA. From 2010- 2014, the organization focused on resolving internal management and financial challenges. Additionally, the orchestra identified 3 major goals: (1) To be an orchestra able to play anything, (2) To be an orchestra reaching 1/3 of the local population each season, and (3) To be an orchestra hosting a music school with a full youth orchestra. As the 2014 -2015 season began, these initiatives created a position full of possibilities for the orchestra’s new executive director. He could now reach beyond simply solving problems within the organization, in order to bring the community of Southeast Texas a new perspective on classical music and the Symphony. This case study, best used in undergraduate or graduate management, marketing, service management, nonprofit management, operations management, or strategy courses, describes the progress of the orchestra and studies the opportunities and challenges still facing the Symphony of Southeast Texas in light of this new era. The information presented in the case study was obtained through interviews with staff and board members of the organization, along with a case study of the orchestra conducted in 2010. The findings were then analyzed to identify trends in opinions among members of the organization and to gather facts about the current management and the future of the Symphony of Southeast Texas. The study finds that the Symphony is well-managed, but must find new, exciting ways to fulfill its mission of reaching the community.
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Abdul Haq, Endun, Iim Wasliman, R. Supyan Sauri, Faiz Karim Fatkhullah, and Ahmad Khori. "Management of Character Education Based on Local Wisdom." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no. 1 (March 24, 2022): 73–91. http://dx.doi.org/10.31538/ndh.v7i1.1998.
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This article aims to identify and analyze: (1). Planning, (2).Organizing (3).Implementation (4). Evaluation. This research uses a qualitative approach with a case study method. Data collection is carried out by triangulation techniques using interviews, document studies, and field observations. Research location Baiturahman and MA Albasyariah Integrated High School Bandung. With the subject of the principal's research, teachers. The head of the Pencak silat hermitage, Data analysis was carried out through data reduction, data presentation, and conclusion drawing. Four important foundations are used in this research, including theological, philosophical, six value systems, and theoretical foundations. Then the theory that underlies this research is management theory and character theory. The findings of this study are (1). Planning for Character Education Based on Local Wisdom in the Development of Akhlakul Karimah for integrated high school students has been well structured and systematic, but the planning has not been oriented to the vision and mission of the school (2). The organization has been running according to the program with the same principle of understanding, commitment to responsibility even though it has not been supported by an adequate job analysis. (3). The implementation has gone well. However, they have not paid attention to the resources they have. (4). Evaluation according to the school's work program going forward, however, has not been followed up with innovative programs that meet the needs.
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Chand, Sai, Emily Moylan, S. Travis Waller, and Vinayak Dixit. "Analysis of Vehicle Breakdown Frequency: A Case Study of New South Wales, Australia." Sustainability 12, no. 19 (October 7, 2020): 8244. http://dx.doi.org/10.3390/su12198244.
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Traffic incidents such as crashes, vehicle breakdowns, and hazards impact traffic speeds and induce congestion. Recognizing the factors that influence the frequency of these traffic incidents is helpful in proposing countermeasures. There have been several studies on evaluating crash frequencies. However, research on other incident types is sparse. The main objective of this research is to identify critical variables that affect the number of reported vehicle breakdowns. A traffic incident dataset covering 4.5 years (January 2012 to June 2016) in the Australian state of New South Wales (NSW) was arranged in a panel data format, consisting of monthly reported vehicle breakdowns in 28 SA4s (Statistical Area Level 4) in NSW. The impact of different independent variables on the number of breakdowns reported in each month–SA4 observation is captured using a random-effect negative binomial regression model. The results indicate that increases in population density, the number of registered vehicles, the number of public holidays, average temperature, the percentage of heavy vehicles, and percentage of white-collared jobs in an area increase the number of breakdowns. On the other hand, an increase in the percentage of unrestricted driving licenses and families with children, number of school holidays, and average rainfall decrease the breakdown frequency. The insights offered in this study contribute to a complete picture of the relevant factors that can be used by transport authorities, vehicle manufacturers, sellers, roadside assistance companies, and mechanics to better manage the impact of vehicle breakdowns.
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Denysiuk, Oksana, and Nataliia Tytarenko. "MONITORING OF THE NEW UKRAINIAN SCHOOL AS A PART OF MANAGEMENT ACTIVITY (A CASE STUDY OF THE RESEARCH ON VOCATIONAL GUIDANCE OF STUDENTS DURING GENERAL SECONDARY EDUCATION)." Educational Analytics of Ukraine, no. 1 (2021): 93–103. http://dx.doi.org/10.32987/2617-8532-2021-1-93-103.
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The implementation of any reform in general, and education in particular, includes the monitoring of its implementation. Monitoring as a management method allows achieving the purpose of control over education reform. For the purpose of our research, we have adopted the definition of monitoring as a set of standardized procedures for continuous monitoring of changes in the activities of the studied object and directing these changes to achieve the object’s given development parameters. Thus, the purpose of the article is to illustrate the use of monitoring studies to collect statistical data for the case study, such as the readiness of general secondary education institutions to introduce a specialized school as a part of the third level of general secondary education. During the basic monitoring study of the organization of career guidance work in general secondary education institutions, conducted in October-November 2020, the standardization of the procedure was followed with the help of the Google Forms service. The service was used to develop and aggregate a questionnaire for deputy directors of educational institutions. The questionnaire contained qualitative indicators on the organization of career guidance in educational institutions, namely information on the experience of work organization, its effectiveness, the need to improve the professional level of teachers for the organization of career guidance. The main results of the case study are as follows. Career guidance was organized in the majority (96,9 %) of general secondary education institutions. 69,3 % of respondents rate the efficiency of vocational guidance organized in general secondary education institutions as «high», 14,4 % – as «low» and «lower» (2,6 % and 11,8 %, respectively). The features of the organization of career guidance are revealed, the needs of educational institutions for the modernization of this work are singled out, the request of the respondents for raising the professional level on the research subject is determined. The analysis provided an opportunity to formulate conclusions and recommendations that will be an objective tool for creating a strategy for reforming career guidance, taking into account the needs of the labor market and the abilities and talents of high school students.
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Mahendra, Mahendra, Yetri Hasan, Andi Thahir, Sovia Mas Ayu, and Junaidah Junaidah. "Manajemen Wakaf Pondok Modern Darussalam Gontor Kampus 7 Dalam Pengembangan Pondok Pesantren Di Kalianda." Al-Idarah : Jurnal Kependidikan Islam 12, no. 1 (June 24, 2022): 104–25. http://dx.doi.org/10.24042/alidarah.v12i1.12054.
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This study aimed to know the waqf management and asset empowerment of waqf boarding school in Pondok Modern Darussalam Gontor Campus 7 Kalianda. Also, it aimed to know the main obstacles in the implementation of management functions in the management of waqf boarding school in Pondok Modern Darussalam Gontor Campus 7 Kalianda. This research was qualitative research with descriptive approach based on case studies. The data weretaken from the leader of Pondok Modern Darussalam Gontor Campus 7, YPPWPM management, teachers and the management of Gontor organization. This study used observation, interviews and documentation as data collection tools. Then, the data that had been collected was analyzed with the stages of data reduction, data presentation and drawing conclusions. The results showed that the development of Pondok Modern Darussalam Gontor Campus 7 Kalianda could be separated from the role of waqf management, starting from the waqf of infrastructure facilities, waqf of business unit and waqf from the teachers in Gontor. They did not belong to individuals but to the people, which has been donated to the boarding school. Therefore, Gontor had a rapid development because of its waqf. Keywords: Management, Waqf, Islamic Boarding School Development
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Kučerová, Silvie R., Jan D. Bláha, and Zdeněk Kučera. "Transformations of spatial relationships in elementary education: A case study of changes in two Czech rural areas since the second half of the 20th century." Moravian Geographical Reports 23, no. 1 (March 1, 2015): 34–44. http://dx.doi.org/10.1515/mgr-2015-0004.
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Abstract Transformations in the spatial organization of elementary education in the Czech Republic over the last 50 years are examined in this article, via case studies of two rural regions (Turnov district and Zábřeh district). The aim of the study is to investigate the impact of general development trends in elementary schools in territorial detail. Changes in the spatial distribution of schools, the size of school catchment areas, and the main education-related commuter flows are analyzed and visualized in cartographic form, in the context of educational policy and management.
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Osipova, Alla A. "Multi-stage cases as a tool of intensification of educational results of economic preparation in high school." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 116–24. http://dx.doi.org/10.31862/2500-297x-2020-1-116-124.
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The article discusses the design and technology of using multi-stage cases in the process of implementing educational programs of higher education in the Economics areas of training. The author describes the possibilities of multistage case studies to increase the level of systematic nature of the generated knowledge and skills, accelerate their transformation into skills, obtain multiplicative educational effects, and prepare the student to perform a specific labor function. Multi-stage cases allow students to set larger tasks and formulate more complex tasks. The article describes characteristic of the content and organization of the multistage case study in the discipline "Accounting and Management Accounting" as well as the educational results in accordance with the norms of the Federal State Educational Standard and Labor Standard.
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Patronova, Irina A. "Designing additional professional education programs for rural school leaders." Pedagogy Of Rural School 1, no. 7 (2021): 142–52. http://dx.doi.org/10.20323/2686-8652-2021-1-7-142-152.
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The article deals with the design of additional professional education programs based on the identification of professional and personal difficulties of rural schools heads, the results of evaluation procedures. The traditional leading role of rural schools in the performance of educational, up-bringing, general cultural and social functions is determined. Various approaches to the problem of identifying professional deficits of heads of educational organizations located in rural areas are considered: regulatory and scientific. The article describes the study results of the identified difficulties in the organization of procedures for certification of managers, implementation of additional professional education programs. A number of features of the support organization for heads of rural and small schools are highlighted: continuity of organizational and methodological assistance; accessibility; variability, relevance and differentiation; advanced support; focus on reflection, the results of evaluation procedures, professional and personal deficits and needs. A system for identifying professional deficits and difficulties using designed tests, case studies, and the «Virtual School» system is described. The normative andscientific-methodological approach to the problem under study allowed us to determine the list of relevant significant professional and personal competencies, combined in the following blocks: «Personnel management», «Resource management», «Process management», «Results management», «Information management». The article considers the methodological basis for the formation of the assessment of professional and personal competencies and the continuous support of their development in the process of educational and professional activities, the system of additional professional education. As a result of the analysis of evaluation procedures, the obtained data are described in relation to individual educational organizations and managers, which allow providing targeted support and support in the regional system of additional professional education. The article raises the issue of building individual educational routes, choosing various forms of additional professional education: formal, non-formal and informal. The article describes the most relevant forms of additional professional education in relation to the heads of rural schools: seminars, webinars, mutual training, internships, mentoring, activities of informal educational groups, associations, laboratories of «Rural schools»
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Marks, Helen M., and Karen Seashore Louis. "Does Teacher Empowerment Affect the Classroom? The Implications of Teacher Empowerment for Instructional Practice and Student Academic Performance." Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 245–75. http://dx.doi.org/10.3102/01623737019003245.
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Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom practices or student academic performance, are mixed. This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. Based on the assumption that participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately, student achievement, we hypothesize a positive relationship between empowerment and student performance through the linkages of school organization for instruction and pedagogical quality. The data we use to examine empowerment are drawn from a sample of 24 restructuring elementary, middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing 16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical quality, assessments of student academic performance, and case studies based on interviews and observations; the primary method of analysis is hierarchical linear modeling (HLM). The results suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects of empowerment on classroom practice vary depending on the domain in which teacher influence is focused; (3) Teacher empowerment affects pedagogical quality and student academic performance indirectly through school organization for instruction.
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Wiyono, Dwi Fitri. "CURRICULUM DEVELOPMENT STRATEGIC MANAGEMENT MODEL ISLAMIC INTERNATIONAL BOARDING SCHOOL (IIBS) IN THURSINA IIBS MALANG." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (May 1, 2021): 121–42. http://dx.doi.org/10.29313/tjpi.v10i1.8232.
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The aims of this study to find the process of formulating, implementation and evaluation of the curriculum strategy strategy for the International Islamic Boarding School Islamic education model at the Thursina IIBS Islamic Education Institute Malang Regency. The method in this study uses a qualitative approach, case study research with multi-site design, data collection techniques, namely: interviews, observations, and document studies, analysis techniques using single cases and cross-cases. The results of this study are: (1) Formulation of the curriculum development strategy of the International Islamic Boarding School model through the following stages: first, the input strategy: combining the Islamic boarding school curriculum, the national curriculum and the international curriculum namely the Coumbridge Curriculum, graduates from the International Islamic Boarding School (IIBS) will have a charter Coumbbrige, Second, process strategy: developing curriculum through language strengthening and self-development with global insight (enrichment and extension), third, output strategy: commitment to the quality of graduates who have an Islamic personality (morally excelent), globally minded (internationally minded) , and spirited leader (an inspiring leader). (2) Implementation of the strategy of developing Islamic education curriculum model International Islamic Boarding School (IIBS), implementation of the curriculum through the process of organizational culture and refocusing the organization and specialization class (Moslem scholar, entrepreneur, sciencepreneur, professional) (3) Evaluation of strategy development of Islamic education curriculum the International Islamic Boarding School model, the evaluation adapts to the standard curriculum blending the pesantren curriculum, national, and international, the evaluation is carried out holistically starting from the input, process, output, and outcome by involving all stakeholders in curriculum development.
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AEBSAPAP, Teerasak, Tungkunanan PARIYAPORN, and Sisan BOONCHAN. "Confirmatory factor analysis of head of department’s functional competencies development: a case study in the secondary schools inThailand." Espacios 42, no. 15 (July 15, 2021): 56–65. http://dx.doi.org/10.48082/espacios-a21v42n13p05.
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Functional competencies of Head of Department has been paid attention to because for a school in Thailand, the head of each department, is very important. However, the issue is the appointment of a teacher who does not have any prior proper training before. This may cause such a teacher to have incomplete functional competencies. Therefore, it is necessary to develop the functional competencies of the Head of Department. This research focuses on the components of the functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission. As for this study, from the review on a great number of related literature, it can be granted that functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission can be grouped as follows: 1) Intellectual Leadership 2) Quality Management 3) Educational Innovation and Information Technology 4) Professionalism Development 5) Curriculum, Measurement and Evaluation of Learning 6) Learning Organization and 7) Professional Ethic. These seven dimensions are then examined using Confirmatory Factor Analysis, which shows the congruence with the empirical studies.
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Zavedenskiy, K. E., and P. D. Rabinovich. "Project and digital technologies in school education: Motivation, cognition, competencies." Informatics and education, no. 7 (November 4, 2020): 6–16. http://dx.doi.org/10.32517/0234-0453-2020-35-7-6-16.
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The article presents the results of a study of the problem of the gap between the changes taking place in the economy, social sphere, political guidelines, culture, on the one hand, and the content of the education system, on the other. The observed changes actualize the need to transform education in order to fully respond to the challenges of the environment surrounding education. One of the important tasks is to create an environment for the formation of a person who is capable and motivated to innovate and create creative activities, for which project activities are optimally suited. As a result, it is necessary to develop a new approach to the organization of project activities, involving the use of modern and most effective methodologies and practices of project management, creative and problem-analytical activities. The purpose of the presented work is to substantiate a new model for building project activities, called the norm and setting boundaries, rules and technologies based on certain values, principles, technologies and methods of project activities in schools. Methods of achieving the purpose were factor analysis to assess the impact of changes in the environment on education, case studies to assess problem areas and positive developments in the organization of project activities of schoolchildren. A case study was conducted in 33 educational institutions in Russia and abroad. An additional method was the analysis of scientific literature and professional standards for project management in order to identify and generalize in the form of an author’s model common and proven results of methodological and methodological developments on the organization of project and innovation activities. The analysis of environmental factors (economy, social sphere, politics, culture) and their impact on the education system is carried out. It is concluded that education should take on the following functions: formation of thinking, self-determination, selforganization, reflection as technologies that allow a person to build their own trajectory of development and turn information into knowledge. While preserving the functions of translation and reproduction of cultural, social and professional norms, education becomes a centering activity that provides the possibility of human existence in any other spheres of activity in the modern world. To perform these functions, a model of the norm of project activity of schoolchildren is proposed, which is built on certain values and principles developed by the authors, and includes three stages of performing project activity of a student (conception, implementation or management of implementation, understanding of the work done). The proposed model of the project activity norm meets the requirements of changes in the environment of education. It assumes a radically different approach in comparison with the existing practices of organizing project activities, which corresponds to the principles and methods of project activities generally accepted in project management, but at the same time corresponds to the new goals and objectives of the education system in the conditions of its transformation.
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Ruci, Dewa, and Dini Lestary. "Pengendalian Internal pada Pondok Pesantren Al I’tishom Kubu Raya." Eksos 18, no. 2 (December 31, 2022): 131–45. http://dx.doi.org/10.31573/eksos.v18i2.510.
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Islamic boarding school is a non-profit organization. Internal control over financial reporting in religious entities, especially Islamic boarding schools, is rarely a special concern in practice and scientific studies. In making financial reports, trust is needed to separate organizational interests and personal interests, this is to avoid conflicts of personal interest in taking advantage of the organization. The researcher wants to dig deeper into the concept of amanah, and Islamic boarding school administrators account for Islamic boarding schools' finances, not only to the people but also to know the understanding of accountability to Allah as God. Islamic boarding schools on financial management. This research method is qualitative followed by an interpretive paradigm that provides guidelines for choosing the right research methodology, namely case studies. the method of collecting and analyzing the research data is by observation, interviews, and document analysis. The results of this study are that the Al I'tishom Kubu Raya Islamic Boarding School is in accordance with the internal control structure which consists of 5 (five) components namely Control Environment, Risk Assessment, Control Activities, Information and Communication, and Supervision, at this time it has been fulfilled even though it is not overall. Likewise, the financial reports of the Al I'tishom Kubu Raya Islamic Boarding School at this time do not compile financial reports independently, but are only tasked with reporting all forms of transactions that occur at the Islamic boarding school to the financial sector. Islamic boarding school financial records are made by the assistant treasurer by keeping simple bookkeeping accompanied by proof of transactions. The existence of valid evidence and records is also a manifestation of the mandate and internal control that is applied to the Al I'tishom Kubu Raya Islamic Boarding School.
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Tumlovskaja, Jelizaveta, and Romas Prakapas. "Factors Determining the Success in Self-Evaluation of General Education School: The Case of Lithuania." Pedagogika 137, no. 1 (June 4, 2020): 105–16. http://dx.doi.org/10.15823/p.2020.137.6.
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The self-evaluation of the quality of activities in general education schools in Lithuania was started in 2002. A number of scientific studies have been carried out during the process of design and application of quality self-evaluation tools; however, research showed that the essence of quality self-evaluation processes was not always understood. Meanwhile, there are examples of good practice in Lithuania that have been identified with an external quality evaluation of the schools. Therefore, this article addresses to the problem of the factors that determine the success of self-evaluation of quality in general education schools. The article is based on a case study strategy. Classical and content analysis methods were used to process the research data. The study concludes that the key factors of the success of quality self-evaluation in schools consist of a well-organized self-evaluation process, timely use of self-evaluation data, and an impact on organizational development in response to change challenges. Factors identified with the study are related to clear management decisions related to planning, responsible involvement of all community members, and integration of internal processes focusing on the challenges of educational process change. This helps to clearly understand the mission of the organization, and also provides a great foundation for the leadership of every member of the community and contributes to the development of their professional competencies.
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Hasyim, Farid. "PENGUATAN ORGANISASI SEKOLAH MELALUI PENDEKATAN MUTU TERPADU." El-HARAKAH (TERAKREDITASI) 5, no. 1 (March 20, 2008): 23. http://dx.doi.org/10.18860/el.v5i1.5147.
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<p>The most important of school organizations is to create effective and efficient teaching and learning processes in schools, which are the main task of the school. Without touching on this aspect, the school organization will have no significance in building schools in conducting the education process effectively. Some of the most effective studies that are associated with organizational processes always provide an important part of the role of school management in creating an effective school climate and culture. In this case, parent and student communities should be directly involved in the school management process, especially in the decision-making process. This is done as an effort to increase commitment, ownership and responsibility in peroses education in schools.</p><p> </p><p>Yang terpenting dari organisasi sekolah adalah menciptakan proses pengajaran dan pembelajaran secara efektif dan efisien di sekolah, yang merupakan tugas pokok sekolah. Tanpa menyentuh aspek ini, maka organisasi sekolah tidak akan mempunyai arti penting dalam membangun sekolah dalam melakukan proses pendidikan secara efektif. Beberapa penelitian yang efektif yang dikaitkan dengan proses organisasi selalu memberikan bagian penting dari peran manajemen sekolah dalam menciptakan iklim dan kultur sekolah yang efektif. Dalam hal ini, komunitas orang tua dan siswa hendaknya terlibat langsung dalam proses pengelolaan sekolah, terutama dalam proses pembuatan keputusan. Hal ini dilakukan sebagai upaya meningkatkan komitmen, rasa memiliki dan tanggung jawabnya dalam peroses pendidikan di sekolah.</p>
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Becker, Daniel J., Alex D. Washburne, Christina L. Faust, Erin A. Mordecai, and Raina K. Plowright. "The problem of scale in the prediction and management of pathogen spillover." Philosophical Transactions of the Royal Society B: Biological Sciences 374, no. 1782 (August 12, 2019): 20190224. http://dx.doi.org/10.1098/rstb.2019.0224.
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Disease emergence events, epidemics and pandemics all underscore the need to predict zoonotic pathogen spillover. Because cross-species transmission is inherently hierarchical, involving processes that occur at varying levels of biological organization, such predictive efforts can be complicated by the many scales and vastness of data potentially required for forecasting. A wide range of approaches are currently used to forecast spillover risk (e.g. macroecology, pathogen discovery, surveillance of human populations, among others), each of which is bound within particular phylogenetic, spatial and temporal scales of prediction. Here, we contextualize these diverse approaches within their forecasting goals and resulting scales of prediction to illustrate critical areas of conceptual and pragmatic overlap. Specifically, we focus on an ecological perspective to envision a research pipeline that connects these different scales of data and predictions from the aims of discovery to intervention. Pathogen discovery and predictions focused at the phylogenetic scale can first provide coarse and pattern-based guidance for which reservoirs, vectors and pathogens are likely to be involved in spillover, thereby narrowing surveillance targets and where such efforts should be conducted. Next, these predictions can be followed with ecologically driven spatio-temporal studies of reservoirs and vectors to quantify spatio-temporal fluctuations in infection and to mechanistically understand how pathogens circulate and are transmitted to humans. This approach can also help identify general regions and periods for which spillover is most likely. We illustrate this point by highlighting several case studies where long-term, ecologically focused studies (e.g. Lyme disease in the northeast USA, Hendra virus in eastern Australia, Plasmodium knowlesi in Southeast Asia) have facilitated predicting spillover in space and time and facilitated the design of possible intervention strategies. Such studies can in turn help narrow human surveillance efforts and help refine and improve future large-scale, phylogenetic predictions. We conclude by discussing how greater integration and exchange between data and predictions generated across these varying scales could ultimately help generate more actionable forecasts and interventions. This article is part of the theme issue ‘Dynamic and integrative approaches to understanding pathogen spillover’.
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Busbach-Richard, Uwe, and Antje Dietrich. "A Framework for Multidisciplinary Business Simulations." Economics and Culture 15, no. 2 (December 1, 2018): 55–63. http://dx.doi.org/10.2478/jec-2018-0020.
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Abstract In this paper, the design and introduction of a framework for multidisciplinary business simulations at the School of Public Administration of Kehl University will be presented. Within Kehl’s Public Administration study program, various subjects like organization, law, human resources, computer sciences, finance, psychology and economics are supported in an interdisciplinary way. Both theoretical and scientific skills as well as soft skills such as teamwork, project management and coordination will be further developed by using an interdisciplinary approach. A framework for multidisciplinary business simulations has been developed to support this interdisciplinary approach. The framework integrates realistic and practical simulations of interdisciplinary case studies into the study program of Public administration at Kehl University. In order to reduce costs for case study development, the framework offers a generic case study pattern. This pattern was purposefully developed and covers very different disciplines in the best possible way so that the students can conduct simulations that are realistic and possible during their studies. Further, two different simulation implementations of the case studies were designed within the framework for multidisciplinary business simulations. A short-term simulation intends to check the ongoing learning success. A long-term simulation aims for giving students feedback concerning their skills just before graduating. The case studies based on the generic case study pattern come from a wide variety of public administration tasks. Examples of currently conceived case studies include e-invoicing, IT-infrastructure for schools and IT-office workplaces. The case studies were developed together with practitioners from municipalities and local agencies in order to create realistic simulations. This addresses the actual complexity of the future working environment of students. The comprehensive application of knowledge learnt in different subjects motivates students to work on these case studies.
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Chemello, Clarice, Fernanda de Souza, Eliziane de Souza Patricio, and Mareni Rocha Farias. "Pharmaceutical care as a strategy to improve the safety and effectiveness of patients? pharmacotherapy at a pharmacy school: a practical proposal." Brazilian Journal of Pharmaceutical Sciences 50, no. 1 (March 2014): 185–93. http://dx.doi.org/10.1590/s1984-82502011000100019.
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Several patients experience at least one drug-related problem and Pharmaceutical Care can change this reality. This work describes a model for structuring the pharmaceutical care service at a pharmacy training unit of the Brazilian Public Health System based on pharmacotherapy follow-up program of Parkinson’s disease patients’ results. From the follow-up results (phase 1), a Therapy Management Scheme was designed (phase 2). Of the 57 patients followed-up, 30 presented at least one drug-related problem and 42% were non-adherent to treatment, which supported the need of pharmacotherapy management. The Pharmacotherapy Management Scheme was proposed as a pharmaceutical care service model, which presents 6 steps: first, the pharmacist fills out the dispensing form and assesses patient´s pharmacotherapy, if there is a suspect problem, he is invited to the follow-up (steps 1 and 2) and they agree the first appointment. After that, pharmacist studies the patient’s case (study phase, steps 3 and 4). At the second meeting, the pharmacist proposes the intervention needed, and at the third, assesses the intervention results and new problems (steps 5 and 6, respectively). The process ends when all therapeutics outcomes are reached. This practical model can significantly contributed to the development and organization of pharmaceutical care services.
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Bello, Ismail, and Muhammad Fuad Othman. "Multinational corporations and sustainable development goals." International Journal of Educational Management 34, no. 1 (January 6, 2020): 96–110. http://dx.doi.org/10.1108/ijem-03-2019-0103.
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Purpose There are over 263m out-of-school children in the world, and Nigeria is not an exception to the problem facing basic education. Education provides the necessary skills and knowledge needed by people in other to live a better life. The purpose of this paper is to explore the role of multinational corporations (MNC) towards basic education development in Nigeria using Etisalat Telecommunication as a case study. Design/methodology/approach A qualitative method of data collection and analysis was used for the study. Interviews were conducted with 15 participants. NVivo software was utilized in transcription, coding and analysis of data from the interview conducted. Findings Findings from the research revealed that Etisalat has made a significant contribution towards the development of the education sector in Nigeria, particularly basic education. This is evident in “adopt a school” initiative across the country. Etisalat intervention is in line with Sustainable Development Goal 4: quality education, which has led to improved infrastructure, school enrolment and most importantly improved quality of learning. Practical implications This study will help educational institutions, government and international organization explore ways of utilizing private funds to develop basic education, not only in Nigeria but other climes around the world. Originality/value This study adds to the literature on the role of non-state actors, especially MNC, towards developing the education sector in Nigeria. Previous studies have focussed on MNCs in other sectors; the use of Etisalat Telecommunication opens a new frontier in understanding the role of telecommunications MNCs in developing basic education in Nigeria.
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Patton, Kevin, and Linda L. Griffin. "Experiences and Patterns of Change in a Physical Education Teacher Development Project." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 272–91. http://dx.doi.org/10.1123/jtpe.27.3.272.
Full textAbstract:
This article describes comparative case studies of 2 of 12 veteran middle school physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project. The goals of the project were to help teachers examine and reframe their assessment practices and to design and implement curricular programs that encourage active teaching and learning. The following research questions guided this study: (a) What are the ways in which teachers changed their practices and/or beliefs concerning physical education teaching and assessment of student learning? and (b) what factors, both personal and institutional, influenced the level of changes (i.e., materials, teaching approaches, beliefs) experienced by each teacher? Three patterns of change were prominent in the teachers’ experiences: (1) increased planning and more efficient organization and management, (2) improved alignment of instruction processes and assessments, and (3) a shift in teacher roles characterized by the use of more indirect pedagogies to facilitate student-oriented small-sided games and student peer assessment. Even though these teachers made substantial changes, major shifts in assessment and instructional practices were not accomplished overnight. Changes required time, opportunity, and ongoing support.
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Pan, Jiejing. "An Online Teaching Design of Oral English against COVID-19: An “Ideological-and-Political-Theories-Education-in-All-Courses” Perspective." English Language Teaching 14, no. 9 (August 27, 2021): 39. http://dx.doi.org/10.5539/elt.v14n9p39.
Full textAbstract:
Under the outbreak of the Coronavirus Disease 2019 (COVID-19) and the philosophy of “Ideological and Political Theories Education in all Courses (IPTEC)” by China’s Ministry of Education, college curriculum reform has become a pressing issue in both form and content. Oral English course is characterized with flexible organization and a wide selection of teaching materials, thus closely related to the shaping of college students’ values. An online teaching mode of oral English featuring “DingTalk + WeChat Group + FiF” is proposed after a mining of “ideological and political elements”, with the sophomore oral English course of School of Foreign Studies, Guangzhou University of Chinese Medicine as a case. The highlights of this mode are as follows. First, all links of the teaching design are permeated with ideological and political elements, which realizes the blending of explicit and implicit educations. Second, it supports teacher-to-student and student-to-student voice interactions in a multi-party manner at any time. Third, a complex is created where one online classroom is systematically nested in another among the various platforms. Fourth, group and single games enrich the organization of the classroom. Fifth, it provides private and convenient classroom and homework management.
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Husen, Fathurrohman, and Azaki Khoirudin. "Sekolah Kebhinnekaan: Potret Kebijakan Internal SMA Negeri di Mataram." Dialog 45, no. 1 (June 29, 2022): 111–26. http://dx.doi.org/10.47655/dialog.v45i1.570.
Full textAbstract:
Artikel ini bertujuan untuk menganalisis kebijakan internal sekolah yang menunjukkan inklusivitas karakter toleran pada peserta didik yang majemuk. Fokus penelitian pada kebijakan inklusif dalam arti keadilan, kesetaraan, dan sikap positif terhadap kemajemukan agama. Sekolah berperan untuk memenuhi hak peserta didik dalam keberagamaan. Menjadi masalah, jika lembaga sekolah diskriminatif atau tidak memfasilitasi pendidikan kerohanian pesesrta didiknya. Studi kasus penelitian adalah SMAN 1 Mataram dan SMAN 5 Mataram. Penelitian ini adalah field research dengan teknik penggalian data observasi kegiatan peserta didik yang mencakup: organisasi, kerohanian, aturan hari libur agama, ketersediaan tempat ibadah; dan wawancara mendalam kepada peserta didik, guru, dan pelaku kebijakan sekolah. Hasilnya, kedua sekolah tersebut menerapkan institusionalisasi ide menjadi kebijakan. Di antara kebijakan tersebut: melaksanakan kegiatan imtaq (iman dan taqwa) sesuai agama peserta didik; memberikan izin pembentukan organisasi rohani; fasilitas tempat maupun alat ibadah multi-agama; memfasilitasi guru rohani di setiap agama yang dipeluk oleh peserta didik; dan kebijakan libur fakultatif. Pemahaman masyarakat di wilayah sekolah tentang keberagaman suku, bahasa, dan agama yang praksis (tidak teoritis) menjadikan modal penting dalam kelangsungan toleransi di sana. Meskipun kedua sekolah tersebut tidak mewakili kebhinnekaan dalam hal suku dan etnis, setidaknya agama peserta didik yang berbeda-beda mewakili cerminan dari Indonesia yang beragam.
Kata Kunci: sekolah kebhinnekaan, kebijakan internal sekolah, karakter toleran, Mataram
This article aims to analyze the school's internal policies that show the inclusiveness of the tolerant character of diverse learners. The research focuses on inclusive policies in terms of justice, equality, and positive attitudes towards religious pluralism. Schools play a role in fulfilling the rights of students in religion. It becomes a problem if school institutions are discriminatory or do not facilitate the spiritual education of their students. The research case studies are SMAN 1 Mataram and SMAN 5 Mataram. This research is field research with data mining techniques for observing student activities which include: organization, spirituality, rules for religious holidays, availability of places of worship; and in-depth interviews with students, teachers, and school policy actors. As a result, both schools implemented the institutionalization of ideas into policies. Among these policies: carry out imtaq (faith and taqwa) activities according to the religion of the students; granting permission to form a spiritual organization; facilities for places and tools of multi-religious worship; facilitate spiritual teachers in each religion embraced by students; and facultative holiday policies. The understanding of the community in the school area about the practical (non-theoretical) ethnic, linguistic and religious diversity is an important asset in sustaining tolerance there. Although the two schools do not represent diversity in terms of ethnicity and ethnicity, at least the different religions of the students represent a reflection of the diversity of Indonesia.
Keywords: diversity school, school internal policy, tolerant character, Mataram
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Suryawan, Ian Nurpatria, and Klemens Wedanaji Prasastyo. "Pelatihan Kepemimpinan Bagi Karyawan Level Manajerial LAI." Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian 2, no. 2 (June 5, 2022): 309. http://dx.doi.org/10.37905/dikmas.2.2.309-312.2022.
Full textAbstract:
<p>A good leader can bring the organization in accordance with the mission and vision that has been set by management. Without good leadership, the organization will run without a clear direction. LAI with P3M Trisakti School of Economics held leadership training for LAI managerial level employees. The method of conducting lectures, learning from leadership case studies in various organizations, simulations and evaluations was then closed with a question and answer session from the participants. The two instructors provided a lot of material in the form of actual cases, interspersed with interesting videos and presented in a straightforward and two-way manner, making the participants not only interested and not bored. In the future, LAI and P3M Trisakti School of Economics will make further training and evaluate so that the training provided can be good so that various organizational plans can run well.</p><p>Pemimpin yang baik dapat membawa organisasi ke arah sesuai dengan misi dan visi yang telah ditetapkan oleh manajemen. Tanpa kepemimpinan yang baik, maka organisasi akan berjalan tanpa arah yang jelas. LAI dengan P3M Sekolah Tinggi Ilmu Ekonomi Trisakti mengadakan pelatihan kepemimpinan bagi karyawan level manajerial LAI. Metode pelaksanaan pelatihan meliputi ceramah, belajar dari studi kasus kepemimpinan di berbagai organisasi, simulasi dan evaluasi kemudian ditutup dengan tanya jawab peserta. Kedua instruktur banyak memberikan materi dalam bentuk kasus aktual yang diselingi dengan video yang menarik dan disajikan secara lugas dan dua arah membuat para peserta tidak hanya tertarik dan tidak merasa bosan. Untuk di masa yang akan datang hendaknya LAI dengan P3M Sekolah Tinggi Ilmu Ekonomi Trisakti membuat materi pelatihan kepemimpinan lanjutan dan melakukan evaluasi agar pelatihan yang diberikan dapat berjalan baik sehingga berbagai perencanaan organisasi dapat berjalan dengan baik.</p>
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Stracke, Christian M., Daniel Burgos, Gema Santos-Hermosa, Aras Bozkurt, Ramesh Chander Sharma, Cécile Swiatek Cassafieres, Andreia Inamorato dos Santos, et al. "Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education." Sustainability 14, no. 3 (February 7, 2022): 1876. http://dx.doi.org/10.3390/su14031876.
Full textAbstract:
This paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the ‘new normal’. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning.
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Genao, Soribel. "Measuring the effectiveness of an alternative education collaboration." International Journal of Educational Management 28, no. 4 (May 6, 2014): 432–50. http://dx.doi.org/10.1108/ijem-01-2013-0011.
Full textAbstract:
Purpose – Program efficacy and outcomes can often be determined through an examination of collaborative activities between and among inner city school districts with high dropout rates and private, public, and nonprofit organizations. Kettl (2004) adeptly describes additional collaborative practice trends that not only transform governance structures, but blurs the line between and among sectors. These trends illuminate the need for governmental agencies to collaborate with nonprofit and for-profit organizations to address “wicked problems” where no single organization has sufficient resources and the consequences are enormous. The paper aims to discuss theses issues. Design/methodology/approach – Utilizing a quantitative approach, this research compares the efficacy of a newly developed collaborative alternative education program to existing programs in New Jersey's Newark Public Schools during 2008-2009. Findings – The results indicate that the overall performance of the students enrolled in the new research models is significantly higher than in the existing program due to incentives and not administrative collaboration. Research limitations/implications – Implications for future research include: first, the need for studies to reveal enduring, universal effects of collaboration; second, longitudinal studies of the effects of collaboration on alternative education issues; and third, an evaluation of the effectiveness of collaborative training. Originality/value – This research intends to contribute to the literature concerning these distinctive types of partnerships – specifically the integration of three very different systems into a collaborative service. This single case study presents support of how these services subsist within four settings and what force they have on special services for students in alternative education in the public schools.
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Antonczak, Laurent, Marion Neukam, and Sophie Bollinger. "When industry meets academia." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 1, 2022): 14–16. http://dx.doi.org/10.24135/pjtel.v4i1.134.
Full textAbstract:
This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment.
More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics.
Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections.
Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies.
The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business.
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Alyousef, Hesham Suleiman, and Suliman Mohammed Alnasser. "A study of cohesion in international postgraduate Business students’ multimodal written texts: an SF-MDA of a key topic in finance." Buckingham Journal of Language and Linguistics 8 (October 14, 2015): 56–78. http://dx.doi.org/10.5750/bjll.v1i0.1047.
Full textAbstract:
Empirical research studies of finance students’ language use have investigated students’ performance in finance courses and the effect of class attendance on students’ performance.Similarly, research on accounting students’ texts has been directed at readability of accounting narratives and lexical choices. Systemic Functional Linguistics (SFL) based research in multimodal communication and representation has been confined to school and workplace contexts. Whereas multimodal communication investigations in tertiary contexts has been conducted across the fields of mathematics, science and computing, and nursing, business courses have not been explored. The purpose of this paper is to report on a case study designed to investigate the key multimodal academic literacy and numeracy practices of ten international Master of Commerce Accounting students enrolled at an Australian university. Specifically, it aims to provide an account of the salient textual and the logical patterns through the analysis of cohesive devices in a key topic in the Principles of Finance course, namely capital budgeting techniques and management reports. This study is pertinent as most international ESL/EFL students’ enrolments in Australia and elsewhere is in business programs. This study is underpinned by Halliday’s (1985) Systemic Functional Linguistics (SFL) approach to language and Halliday and Hasan’s (1976) cohesion analysis scheme. The study employs a Systemic Functional Multimodal Discourse Analysis (SF-MDA) for the analysis of cohesive devices in the participants’ multimodal texts. Lexical cohesion formed the largest percentage of use, and in particular repetition of the same lexical items, followed by reference.The findings contribute to the description of the meaning-making processes in these multimodal artefacts. They provide a potential research tool for similar investigations across a broad range of educational settings. Implications of the findings for finance students and educators are finally presented.
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Prince, Melvin, David Burns, Xinyi Lu, and Robert Winsor. "Knowledge and skills transfer between MBA and workplace." Journal of Workplace Learning 27, no. 3 (April 13, 2015): 207–25. http://dx.doi.org/10.1108/jwl-06-2014-0047.
Full textAbstract:
Purpose – This paper aims to use goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace. Design/methodology/approach – Data were obtained by an online survey of MBA students enrolled in at four US graduate business schools. These were a public and private institution in the Northeast region, a private sectarian institution in the Midwest region and a private institution in the Pacific region. All students worked while attending the university. The sampling frame consisted of each school’s MBA enrollees. Questionnaires were distributed to a random cross-section of part-time students at each graduate school of business representative of returned by 144 students. The profiles of responders were consistent with parameters for the entire MBA student population. Findings – The research shows that multiple goals of reciprocal knowledge and skills transfer may be in harmony and mutually reinforcing. In principle, each goal is more likely to be attained with greater economy of effort than might be surmised. Additionally, the same forces may act similarly to facilitate attainment of two well-integrated goals, in this case transfer between MBA studies and work, as well as between work and MBA studies. Research limitations/implications – The present study involved participants from part-time public and private MBA granting institutions in the USA. The study tested and extended goal-setting theory and introduced the innovative concept of reciprocal transfer. Future studies should seek to generalize the findings to a broader population of part-time MBA students, especially from other nations. Despite its strengths, the findings of this study need to be interpreted in the perspective of some limitations. The current study did not measure transfer climates in either the organization or university settings. Transfer climates undoubtedly have an important bearing on transfer outcomes. Practical implications – Review of the present study suggests that a positive MBA environment is needed to influence motivation to learn and perceptions of the MBA program’s utility, thereby promoting transfer of knowledge and skills to MBA studies from the workplace. A supportive work-to-MBA-studies transfer climate will lead to more active learning of course content that has greater relevance for achieving career goals. Potentially generalizable from the organizational transfer climate literature (Rouiller and Goldstein 1990; Rouiller and Goldstein 1993), positive transfer from work to MBA studies will occur when appropriate situational cues and consequences are present in the program. Social implications – A constructive implication suggested by the findings of this study would be the intervention and transfer management by educators to structure and strengthen the university transfer climate of their part-time MBA programs. Traditionally, the concept of transfer climate has been primarily applied to employee workplace training activity and job performance. The university culture of the MBA student might emphasize and reward continuous learning from workplace experiences. Opportunities at the university should be provided for the exercise of newly acquired workplace skills that reinforce MBA learning experiences. Originality/value – This is the first study that shows how learning goals and performance goals are integrated in the context of a new concept, i.e. reciprocal transfer of knowledge and skills between MBA and workplace settings. It also demonstrates, for the first time, the impact of learning and motivation for MBA studies and perceived utility of MBA program on the extent of transfer of learning and skills from the workplace to the university setting.
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Wulan, Sri, and Lara Fridani. "Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 379–94. http://dx.doi.org/10.21009/jpud.152.10.
Full textAbstract:
Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education
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AJbarzinji, Zaid. "Fifth Harvard University Forum Islamic Finance." American Journal of Islam and Society 19, no. 3 (July 1, 2002): 156–62. http://dx.doi.org/10.35632/ajis.v19i3.1937.
Full textAbstract:
Each year, the Harvard Islamic Finance Information Program (HIFIP) of the Center for Middle Eastern Studies organizes this forum. This year's forum had an international flavor, thanks to participants from Malaysia, South Africa, the Middle East, and Europe. Participants were mainly finance industry representatives from the Islamic Development Bank, the Kuwait Finance House, HSBC Amanah Finance, the Dow Jones Islamic Index, Bank Indonesia, Freddie Mac, and others. In addition, several experts in Islamic economics and finance, such as Monzer Kahf, M. Nejatullah Siddiqi, Nizam Yaquby, and Frank E. Vogel participated. Many other participants sought to educate themselves about the principles of Islamic finance and the availability of lslamically approved financial products. Overall, the forum was more of an opportunity for those interested in Islamic finance to meet each other, network, and present some of their latest lslamically approved financial instruments and contracts. The forum featured a few research papers and many case studies. Most presentations and panel discussions focused on current and past experiences in the Islamic finance industry, challenges facing the development of new financial instruments, effective marketing and delivery of products to end-users, and areas where applying jjtihad is most needed and promising. Participants also discussed the need to develop relevant financial institutions to strengthen the stability and perfonnance of Islamic financial service providers ( e.g., managing liquidity and risk). Thomas Mullins, HIFIP's executive director, welcomed the guests. He stressed the Islamic finance industry's important role in creating a dialogue between I slam and the West - a role made especially relevant after September 11. Forum chairperson Samuel Hayes, Jacob Schiff Professor Emeritus at Harvard Business School, used his opening remarks to commend the industry on its many accomplishments during the past decade and outlined areas for improvement. In his introduction, Saif Shah Mohammed, president of the Harvard Islamic Society, suggested that the industry should prer vide relevant services to students, such as Shari'ah-compliant educational loans and young professional programs. Ahmad Mohamed Ali, president of the Islamic Development Bank (IDB), delivered the keynote address: "The Emerging Islamic Financial Architecture: The Way Ahead." He discussed the infrastructure required to strengthen the Islamic financial industry, which is in a process of evolution. Some recent major initiatives include the Accounting and Auditing Organization for Islamic Financial Institutions, the Islamic Financial Services Organization, an international Islamic financial market with a liquidity management center, and an Islamic rating agency. Currently, there are ...
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Nunes, Suzana Gilioli. "Capacidade de Absorção do Conhecimento e a Comunicação com o Ambiente Externo: Uma Análise em Empresas de Palmas/TO." Revista Observatório 1, no. 1 (September 30, 2015): 123. http://dx.doi.org/10.20873/uft.2447-4266.2015v1n1p123.
Full textAbstract:
O objetivo principal desta pesquisa foi avaliar a capacidade de absorção do conhecimento organizacional, tendo como uma das suas dimensões a comunicação com o ambiente externo. Foi desenvolvida uma pesquisa de caráter quantitativo com cem empresas pertencentes aos setores de comércio e de serviços, localizadas na cidade de Palmas, TO. O questionário aplicado envolveu a utilização de uma escala da capacidade de absorção do conhecimento, desenvolvida por Matusik e Heeley (2005). Os autores avaliam que a capacidade de absorção é composta de múltiplas dimensões: 1) relação da empresa com seu ambiente externo, 2) a estrutura, as rotinas de conhecimentos, e o grupo principal de criação de valor e, 3) absorção de habilidades individuais. Os resultados demonstraram que as empresas pesquisadas possuíam alto grau de predominância de relacionamento com o ambiente.Palavras-chave: Capacidade de Absorção do Conhecimento; Conhecimento; Comunicação com o ambiente externo. ABSTRACTThe main objective of this research was to evaluate the absorption capacity of organizational knowledge, having as one of its dimensions communication with the external environment. One quantitative study with a hundred companies belonging to the trade and service sectors has been developed, located in the city of Palmas, TO. The questionnaire involved the use of a range of absorption capacity of the knowledge developed by Matusik and Heeley (2005). The authors estimate that the absorption capacity is made up of multiple dimensions: 1) the company's relationship with its external environment, 2) the structure, routines of knowledge, and the main group of value creation and, 3) absorption of individual skills . The results showed that the surveyed enterprises had a high degree of dominance relationship with the environment.Keywords: Absorption Capacity of Knowledge; Knowledge; Communication with the external environment. RESUMENEl principal objetivo de esta investigación fue evaluar la capacidad de absorción de conocimiento organizacional, teniendo como una de sus dimensiones de comunicación con el ambiente externo. Un estudio cuantitativo con un centenar de empresas pertenecientes a los sectores de comercio y servicios se ha desarrollado, que se encuentra en la ciudad de Palmas, TO. El cuestionario implicó el uso de una gama de capacidad de absorción del conocimiento desarrollado por Matusik y Heeley (2005). Los autores estiman que la capacidad de absorción se compone de múltiples dimensiones: 1) la relación de la empresa con su entorno externo, 2) la estructura, las rutinas de conocimiento, y el grupo principal de la creación de valor y, 3) la absorción de las capacidades individuales . Los resultados mostraron que las empresas encuestadas tenían un alto grado de relación de dominación con el medio ambiente.Palabras clave: Capacidad de absorción de conocimiento; el conocimiento; la comunicación con el ambiente externo. REFERÊNCIASCOHEN,W. M., LEVINTHAL, D. A. Absorptive capacity: A new perspective on learning and innovation. Administrative Science Quarterly, v. 35: 128-152, 1990.CRADWELL, D. The Norton history of technology. London: Norton.1995.FELDMAN, M. S.; PENTLAND, B., T. Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science quarterly, v. 48, n. 1, 94-118, 2003.FLATTEN, T.; BRETTEL, M.; ENGELEN, A.; GREVE G. A measure of absorptive capacity: Development and validation. Academy of Management Proceedings Volume: 2009, Publisher: Academy of Management, Pages: 1-7, 2009.GOES, J. B.; PARK, S. H. Interorganizational links and innovation: The case of hospital services. Academy of Management Journal, v. 40: 673-697, 1997.GREVE, H.R. Exploration and exploitation in product innovation. Industrial and Corporate Change, 1-31, may, 2007.HUBER, G. P. Organizational learning: The contributing processes and the literatures. Organization Science, v. 2:88-115, 1991.JANSEN, J.J.P., VAN DEN BOSCH, F.A.J.; VOLBERDA, H.W. Exploratory innovation, exploitative innovation, and performance: Effects of organizational antecedents and environmental moderators. Management Science, v. 52, 1661-74, 2006.KIM, L. Crisis construction and organizational leanirg: capability bulding in catchinp-up at HyaundayMotor. Organization Science, 9: 506-521, 1998.KOGUT, B.; ZANDER, U. Knowledge of the firm, combinative capacidades and the replication of technology. Organization Studies, v. 3, p. 383-397, 1992.KHOJA, F. AND MARANVILLE, S. How do firms nurture absorptive capacity? Journal of Managerial Issues, Vol. 12, No. 2, pp. 262-278, 2010..LANE, P. J. LUBATKIN, M. Relative absorptive capacity and interorganizational learning. Strategic Management Journal, v.19, n. 5, 461-477. 1998.LEONARD-BARTON, D. Wellsprings of knowledge: Building and sustaining the source of innovation. Boston: Harvard Business School Press, 1995.MATUSIK, S.F.; HEELEY, M.B. Absorptive capacity in the software industry: Identifying factors that affect knowledge and knowledge creation activities. Journal of Management, v. 31, n.4, p. 549-572, 2005.MATUSIK, S. F.; HILL, C.W. L. The utilization of contingent work, knowledge creation, and competitive advantage., Academy of Management Review, v. 23: 680-697, 1998.NONAKA, I. A dynamic theory of organizational knowledge creation. Organization Science, v. 5: 14-37, 1994.NONAKA, I. TAKEUCHI, H. The knowledge-creating company: How japanese companies create the dynamics. Oxford: Oxford University Press. 1995.ROSA, A. C. ; RUFFONI, Janaina . Mensuração da Capacidade Absortiva de Empresas que possuem Interação com Universidades. Economia e Desenvolvimento (Santa Maria), v. 26, p. 80-104, 2014.ROXAS, B. Clarifying the link between social capital and MSME innovation performance: the role of absorptive capacity, Asia-Pacific social science review, vol. 7, no. 1, pp. 31-51, 2007.WAHYUNI, S.; SUDHARTIO, L. How to increase local partners' bargaining power and absorptive capacity in joint ventures? Global Management Journal. Vol. 2, n. 1, 86-93, 2010.ZAHRA, S. A., GEORGE, G. Absorptive capacity: A review, reconceptualization, and extension. Academy of Management Review, v. 27, n. 2, 185-203, 2002.ZANDER, U.; KOGUT, B. Knowledge and the speed of the transfer and imitation of organizational capabilities: An empirical test. Organization Science, v. 6, n. 1: 76-92, 1995. Disponível em:Url: http://opendepot.org/2720/ Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo
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Kolomycew, Anna. "The Non-public Stakeholders’ Participation in the Implementation of Educational Tasks as a Form of Education Policy Rationalization. The Case of Local Education Policy in Poland." Socialiniai tyrimai 40, no. 2 (February 12, 2018): 5–19. http://dx.doi.org/10.21277/st.v40i2.194.
Full textAbstract:
The aim of the article is to present the process of non-state actors’ involvement in the implementation of educational tasks. The author focused on the most engaging form of participation in terms of education policy, which is the acquisition of education tasks, including school management by non-public stakeholders. The non-public stakeholders’ participation in education policy implementation discussed in the article has been present for a few years now and used by Polish municipalities as a tool to reduce costs of educational tasks. The costs of education policy implementation have been steadily increasing for years, disproportionately to the number of students. The problem of high costs of education is particularly acute for small municipalities, especially rural and urban-rural. Looking for solutions to rationalize local expenditures and curb spending on education policy, which in some municipalities consumes more than 60% of the total budget spending, the authorities look for new ways to save money.
Such a solution is the possibility of transferring small schools (up to 70 students) to non-public stakeholders (including social organization or natural person) to avoid their liquidation. On the one hand, the implemented solution was created to support local governments, which, in the face of growing educational expenditures, had limited investment opportunities in other areas. On the other hand, this solution corresponds to local communities’ needs and takes into account the specificity of rural areas and the relationships within local communities (usually small, rural) for which the school was not only educational institution, but also integration and meetings centre.
In this article the author analyzes the conditions of involving non-public stakeholders in the process of carrying out educational tasks as well as the current formal and legal basis of this procedure. The process of implementing educational tasks by non-public stakeholders refers to the concept of co-production of public services, which is the theoretical framework of the present article. The analysis presented in the text is based on the concept of co-production as a form of performance of public tasks involving members of the local community who contribute and bear partial responsibility for the performance of public services, with a view to improving their quality and delivery standards.
In the course of the analysis, the author tries to verify the hypothesis, that the actual participation of non-state actors manifests itself in full engagement in public tasks, involving expenditure (financial, labour), personal commitment and responsibility. In this sense, participation can be considered a form of co-production. By examining the hypothesis, the researcher poses the following research questions: What are the constraints between the apparent and the actual participation of the stakeholders in education policy?, What are the circumstances of the participation of non-public actors in the public service provision? What are the conditions of the non-public entity’s participation in the public service delivery system? How do the roles of both public and non-public actors change in the context of co-production of public services?
In the article, the author uses the following research methods: the analysis of existing sources, including the content of normative acts and documents as well as the literature of the subject. In addition, the partial empirical studies conducted by the author in Polish municipalities were used in the publication. In total, the author conducted 60 semi-structured interviews based on the interview scenario. The selection of respondents to the study was purposeful and selected in two stages. In the first stage, the author selected the provinces (województwa) to study, among those in which the most and the least local schools were closed in 2006–2014. Then, the author selected the municipalities in each of the provinces (4 municipalities in each province). In the second stage, the respondents were selected. In the group of respondents were the representatives of local authorities (executive and constituent bodies), the representatives of the school community, the representatives of social organizations, local community members as well as public officials and local leaders of the selected municipalities.
The conclusions of the research indicate that the mechanism in the form of participation of non-public actors in the performance of educational tasks is in practice difficult to implement and depends on a number of factors, such as: the level of local community activity, the experience of cooperation between public authorities and local community in other areas, the attitude of local authorities to cooperate with social actors. The reluctance to cooperate, the lack of mutual trust between local governments and local communities, and the domination of the traditional model of local governance with the leading position of local authorities (as a creator and public service contractor) make the running of schools by non-public actors rarely practiced. Frequently, the main problem is the relationship and attitude of both local authorities and the local community, which make this solution impossible to implement. In the course of the research three models of relations between local authorities and local stakeholders were identified: a) the so-called “radical model” – local authorities plan to liquidate the school entirely and do not plan to transfer it to other entities; b) the so-called “cooperative model” – local authorities propose to delegate educational tasks to non-public stokeholds declaring financial and non-financial support; c) the so-called “conciliation model” – local authorities do not plan to transfer the school, but in a face of local community initiative they agree to let it be run by a non-public stakeholder.