首页 > 最新文献

Management in Education最新文献

英文 中文
The Odyssey of Ukrainian Universities: From quality assurance to a culture of quality education 乌克兰大学的奥德赛:从质量保证到优质教育文化
IF 1.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-12 DOI: 10.1177/08920206231218351
Olha Gurenko, Y. Suchikova
This article addresses the evolution and importance of fostering a culture of educational quality in universities, focusing on the transformative experiences of Ukrainian institutions operating under a ‘university without walls’ model in the context of war and displacement. With an emphasis on integrating core values such as integrity, empathy and innovation, the article provides a nuanced understanding of institutional resilience beyond physical resources. Drawing upon Ukraine's unique circumstances, the article offers valuable policy insights and recommendations with global applicability. It advocates for an international dialogue to share these lessons to enhance educational institutions’ resilience, quality and ethical foundations worldwide.
本文论述了在大学中培养教育质量文化的演变和重要性,重点介绍了乌克兰院校在战争和流离失所背景下按照 "无围墙大学 "模式运作的变革经验。文章强调整合诚信、同理心和创新等核心价值观,提供了对物质资源之外的机构复原力的细微理解。文章从乌克兰的独特国情出发,提出了具有全球适用性的宝贵政策见解和建议。文章倡导开展国际对话,分享这些经验教训,以提高全球教育机构的复原力、质量和道德基础。
{"title":"The Odyssey of Ukrainian Universities: From quality assurance to a culture of quality education","authors":"Olha Gurenko, Y. Suchikova","doi":"10.1177/08920206231218351","DOIUrl":"https://doi.org/10.1177/08920206231218351","url":null,"abstract":"This article addresses the evolution and importance of fostering a culture of educational quality in universities, focusing on the transformative experiences of Ukrainian institutions operating under a ‘university without walls’ model in the context of war and displacement. With an emphasis on integrating core values such as integrity, empathy and innovation, the article provides a nuanced understanding of institutional resilience beyond physical resources. Drawing upon Ukraine's unique circumstances, the article offers valuable policy insights and recommendations with global applicability. It advocates for an international dialogue to share these lessons to enhance educational institutions’ resilience, quality and ethical foundations worldwide.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"10 4","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development and validation of teachers’ psychological empowerment scale in Ethiopian context 埃塞俄比亚教师心理赋权量表的编制与验证
IF 1.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-21 DOI: 10.1177/08920206231215264
Kelemu Zelalem Berhanu
The low motivations of teachers in Ethiopia reflect the psychological deempowerment of teachers. Thus, developing a scale is required to know exactly the empowerment level of teachers. Therefore, this study aimed at developing and validating a psychological empowerment scale in the Ethiopian context. The data were gathered from two different groups of 720 teachers (300+420) from 83 schools using a questionnaire. The exploratory factor analysis (EFA) results discovered four dimensions with a total variance of 69.685%. To know the fitness of the instrument in this study, the researcher carried out confirmatory factor analysis (CFA) with the LISREL 8.7 program with 420 participants. RMSEA (RootMean Square Error of Approximation) = .065 level, GFI (Goodness of Fit Index) = .93, adjusted goodness of fit index (AGFI) = .90, incremental fit index (IFI) = .98, relative fit index (RFI) = .96, non-normed fit index (NNFI) = .98 and comparative fit index (CFI) = .98. These values depict the good fitness of the model. Regading reliability, Cronbach’s alpha for goal internalization. Meaning, influence, and competence dimensions were 0.87, 0.842, 0.777, and 0.789, respectively. Total Cronbach’s alpha was .904. For this scale, the Average Variance Extracted and Combined Reliability are more than .7. Thus, the findings revealed that the psychological empowerment Scale, consisting of four dimensions and 15 items, was a valid and reliable instrument in Ethiopian school settings.
埃塞俄比亚教师的积极性很低,这反映了教师的心理失权。因此,需要制定一个量表来准确了解教师的赋权水平。因此,本研究旨在制定并验证埃塞俄比亚的心理授权量表。研究采用问卷调查的方式,从来自 83 所学校的两组不同的 720 名教师(300+420)中收集数据。探索性因子分析(EFA)结果发现了四个维度,总方差为 69.685%。为了解该研究工具的适用性,研究人员使用 LISREL 8.7 程序对 420 名参与者进行了确认性因子分析(CFA)。RMSEA(均方根近似误差)= 0.065,GFI(拟合优度指数)= 0.93,调整后拟合优度指数(AGFI)= 0.90,增量拟合指数(IFI)= 0.98,相对拟合指数(RFI)= 0.96,非标准化拟合指数(NNFI)= 0.98,比较拟合指数(CFI)= 0.98。这些数值表明模型的拟合度很高。在信度方面,目标内化的 Cronbach's alpha、意义、影响和胜任力的 Cronbach's alpha 分别为...意义、影响和能力维度的 Cronbach's alpha 分别为 0.87、0.842、0.777 和 0.789。总的 Cronbach's alpha 为 0.904。该量表的平均方差提取率和综合信度均大于 0.7。因此,研究结果表明,由四个维度和 15 个项目组成的心理授权量表在埃塞俄比亚学校环境中是一个有效且可靠的工具。
{"title":"Development and validation of teachers’ psychological empowerment scale in Ethiopian context","authors":"Kelemu Zelalem Berhanu","doi":"10.1177/08920206231215264","DOIUrl":"https://doi.org/10.1177/08920206231215264","url":null,"abstract":"The low motivations of teachers in Ethiopia reflect the psychological deempowerment of teachers. Thus, developing a scale is required to know exactly the empowerment level of teachers. Therefore, this study aimed at developing and validating a psychological empowerment scale in the Ethiopian context. The data were gathered from two different groups of 720 teachers (300+420) from 83 schools using a questionnaire. The exploratory factor analysis (EFA) results discovered four dimensions with a total variance of 69.685%. To know the fitness of the instrument in this study, the researcher carried out confirmatory factor analysis (CFA) with the LISREL 8.7 program with 420 participants. RMSEA (RootMean Square Error of Approximation) = .065 level, GFI (Goodness of Fit Index) = .93, adjusted goodness of fit index (AGFI) = .90, incremental fit index (IFI) = .98, relative fit index (RFI) = .96, non-normed fit index (NNFI) = .98 and comparative fit index (CFI) = .98. These values depict the good fitness of the model. Regading reliability, Cronbach’s alpha for goal internalization. Meaning, influence, and competence dimensions were 0.87, 0.842, 0.777, and 0.789, respectively. Total Cronbach’s alpha was .904. For this scale, the Average Variance Extracted and Combined Reliability are more than .7. Thus, the findings revealed that the psychological empowerment Scale, consisting of four dimensions and 15 items, was a valid and reliable instrument in Ethiopian school settings.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"28 5-6","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Let's decide to do better governing of schools and colleges 让我们决定更好地管理学校和大学
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-05 DOI: 10.1177/08920206231212550
Ron Hill, Gary Husband
{"title":"Let's decide to do better governing of schools and colleges","authors":"Ron Hill, Gary Husband","doi":"10.1177/08920206231212550","DOIUrl":"https://doi.org/10.1177/08920206231212550","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"52 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An investigation of P-12 school administrator stress in South Dakota 南达科他州小学12年级学校管理人员压力调查
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-01 DOI: 10.1177/08920206231209392
Nicole Schutter, Christopher Puglisi, Monte Meyerink
Stress is a demand made between the adaptive ability of the mind and body and the experience and resources available to cope with those demands and has become an epidemic in society and notably in educational settings. With the growing emphasis of overall wellbeing of students, few studies have focused on those who are in charge of the wellbeing of those students: school administrators. This study aimed to identify factors that impact stress in P-12 (Preschool-Grade 12) school administrators in South Dakota by administering the Administrative Survey Index (ASI). A total of N = 253 school administrators completed the survey. Initial results indicate that administrative constraints, interpersonal relations, and intrapersonal conflicts were the greatest sources of stress. Additionally, the degree to which an ASI item was a source of stress varied by administrators’ gender, occupational title, and grade range of students. The findings are discussed and future directions for research are presented.
压力是精神和身体的适应能力与应付这些需求的经验和资源之间的一种需求,已成为社会特别是教育环境中的一种流行病。随着对学生整体福祉的日益重视,很少有研究关注那些负责这些学生福祉的人:学校管理人员。本研究旨在通过管理调查指数(ASI)来确定影响南达科他州P-12(12年级前)学校管理人员压力的因素。共有253名学校管理人员完成了调查。初步结果表明,行政约束、人际关系和内部冲突是最大的压力来源。此外,ASI项目成为压力来源的程度因管理者的性别、职称和学生的年级范围而异。讨论了研究结果,并提出了未来的研究方向。
{"title":"An investigation of P-12 school administrator stress in South Dakota","authors":"Nicole Schutter, Christopher Puglisi, Monte Meyerink","doi":"10.1177/08920206231209392","DOIUrl":"https://doi.org/10.1177/08920206231209392","url":null,"abstract":"Stress is a demand made between the adaptive ability of the mind and body and the experience and resources available to cope with those demands and has become an epidemic in society and notably in educational settings. With the growing emphasis of overall wellbeing of students, few studies have focused on those who are in charge of the wellbeing of those students: school administrators. This study aimed to identify factors that impact stress in P-12 (Preschool-Grade 12) school administrators in South Dakota by administering the Administrative Survey Index (ASI). A total of N = 253 school administrators completed the survey. Initial results indicate that administrative constraints, interpersonal relations, and intrapersonal conflicts were the greatest sources of stress. Additionally, the degree to which an ASI item was a source of stress varied by administrators’ gender, occupational title, and grade range of students. The findings are discussed and future directions for research are presented.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"269 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Digital instructional leadership in schools facing different levels of challenging contexts: A survey study during the COVID-19 pandemic 面临不同程度挑战背景的学校的数字教学领导:2019冠状病毒病大流行期间的一项调查研究
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-25 DOI: 10.1177/08920206231207586
Tahani Hassan, Izhak Berkovich
This study highlights the growing significance of integrating digital technology into instructional leadership in schools. Educational administration research cannot ignore the fact that digital technology has become an integral part of human interactions and organizational processes in twenty-first-century workplaces. This paper aims to explore digital instructional leadership behaviours of principals during the COVID-19 pandemic and explain behavioural differences in leadership related to different levels of socio-economic school settings. Data were collected through an online study from 380 teachers in Bahrain. We used a series of two-sample t-tests between percentages to compare differences in digital instructional leadership behaviours. The study revealed that means of principals’ digital instructional leadership behaviours were generally higher in schools serving student populations with a high rather than low socio-economic background. Principals in schools serving student populations with low socio-economic background were higher than their peers only in one digital instructional leadership behaviours, and this was related to socio-economic gaps. The study contributes to better understanding of digital instructional leadership, an approach that is becoming highly prevalent because of the pandemic, and sheds light on how levels of principals’ behaviours vary in different circumstances. Overall, the findings attest to the presence of a digital instructional leadership divide.
这项研究强调了将数字技术整合到学校教学领导中的重要性。教育管理研究不能忽视这样一个事实,即数字技术已经成为二十一世纪工作场所中人类互动和组织过程的一个组成部分。本文旨在探讨新冠肺炎大流行期间校长的数字化教学领导行为,并解释与不同社会经济学校环境相关的领导行为差异。数据是通过对巴林380名教师的在线研究收集的。我们使用了一系列的百分比之间的双样本t检验来比较数字教学领导行为的差异。研究发现,服务于高社会经济背景学生群体的学校,校长数字化教学领导行为的手段普遍较高,而不是低社会经济背景的学校。服务于低社会经济背景学生群体的学校校长仅在一项数字教学领导行为上高于其同龄人,这与社会经济差距有关。这项研究有助于更好地理解数字化教学领导,这是一种由于大流行而变得非常普遍的方法,并揭示了校长的行为水平在不同情况下的差异。总的来说,研究结果证明了数字教学领导鸿沟的存在。
{"title":"Digital instructional leadership in schools facing different levels of challenging contexts: A survey study during the COVID-19 pandemic","authors":"Tahani Hassan, Izhak Berkovich","doi":"10.1177/08920206231207586","DOIUrl":"https://doi.org/10.1177/08920206231207586","url":null,"abstract":"This study highlights the growing significance of integrating digital technology into instructional leadership in schools. Educational administration research cannot ignore the fact that digital technology has become an integral part of human interactions and organizational processes in twenty-first-century workplaces. This paper aims to explore digital instructional leadership behaviours of principals during the COVID-19 pandemic and explain behavioural differences in leadership related to different levels of socio-economic school settings. Data were collected through an online study from 380 teachers in Bahrain. We used a series of two-sample t-tests between percentages to compare differences in digital instructional leadership behaviours. The study revealed that means of principals’ digital instructional leadership behaviours were generally higher in schools serving student populations with a high rather than low socio-economic background. Principals in schools serving student populations with low socio-economic background were higher than their peers only in one digital instructional leadership behaviours, and this was related to socio-economic gaps. The study contributes to better understanding of digital instructional leadership, an approach that is becoming highly prevalent because of the pandemic, and sheds light on how levels of principals’ behaviours vary in different circumstances. Overall, the findings attest to the presence of a digital instructional leadership divide.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perception of favoritism in Brazilian small private colleges 巴西小型私立大学的偏袒现象
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-17 DOI: 10.1177/08920206231207718
Rosiane Dutra Martins, Jandir Pauli, Alana Guadagnin
This study aims to analyze the perception of professors about the practices of favoritism in Brazilian small private colleges. For this, qualitative exploratory research was carried out, in which 20 professors were interviewed. For data collection, a semistructured interview script was used and for data analysis, it was carried out through the technique of content analysis. Evidence of cronyism and nepotism were found in hiring processes, in the distribution of hours and disciplines, in the appointment of positions, in dismissal processes, in the distribution of resources, in access to information, and in the protection of some professors who have a closer relationship of friendship with the pedagogical coordinator. On the other hand, professors recognize that greater proximity between professors and managers is associated with a greater commitment to goals, providing evidence of legitimization of the practice of favoritism. This study allowed us to identify some situations in which favoritism occurs even if implicitly within private higher education institutions. The findings help managers to develop tools to increase transparency, equity of processes, and support to achieve organizational goals.
本研究旨在分析教授对巴西小型私立大学偏袒行为的看法。为此,本研究进行了定性探索性研究,对20名教授进行了访谈。数据收集采用半结构化访谈脚本,数据分析采用内容分析技术。任人唯亲和裙带关系的证据存在于招聘过程、工作时间和学科的分配、职位的任命、解雇过程、资源的分配、信息的获取以及对一些与教学协调员关系更密切的教授的保护等方面。另一方面,教授们认识到,教授和管理者之间的距离越近,对目标的承诺就越大,这为偏袒行为的合法化提供了证据。这项研究使我们能够确定某些情况下,偏袒发生,即使是隐含在私立高等教育机构。这些发现帮助管理者开发工具来增加透明度、过程的公平性,并支持实现组织目标。
{"title":"Perception of favoritism in Brazilian small private colleges","authors":"Rosiane Dutra Martins, Jandir Pauli, Alana Guadagnin","doi":"10.1177/08920206231207718","DOIUrl":"https://doi.org/10.1177/08920206231207718","url":null,"abstract":"This study aims to analyze the perception of professors about the practices of favoritism in Brazilian small private colleges. For this, qualitative exploratory research was carried out, in which 20 professors were interviewed. For data collection, a semistructured interview script was used and for data analysis, it was carried out through the technique of content analysis. Evidence of cronyism and nepotism were found in hiring processes, in the distribution of hours and disciplines, in the appointment of positions, in dismissal processes, in the distribution of resources, in access to information, and in the protection of some professors who have a closer relationship of friendship with the pedagogical coordinator. On the other hand, professors recognize that greater proximity between professors and managers is associated with a greater commitment to goals, providing evidence of legitimization of the practice of favoritism. This study allowed us to identify some situations in which favoritism occurs even if implicitly within private higher education institutions. The findings help managers to develop tools to increase transparency, equity of processes, and support to achieve organizational goals.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135994271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book review: Advanced Theories of Educational Leadership by Khalid Arar and Izhar Oplatka 书评:Khalid Arar和Izhar Oplatka著的《教育领导的高级理论》
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-12 DOI: 10.1177/08920206231207585
Rania Sawalhi
{"title":"Book review: <i>Advanced Theories of Educational Leadership</i> by Khalid Arar and Izhar Oplatka","authors":"Rania Sawalhi","doi":"10.1177/08920206231207585","DOIUrl":"https://doi.org/10.1177/08920206231207585","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135970159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editorial October 2023 2023年10月社论
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-01 DOI: 10.1177/08920206231197582
Paul Armstrong, Belinda C. Hughes
A warm welcome to readers of this final instalment of MiE for 2023. I write this editorial in the wake of the annual conference for the British Educational Leadership, Administration and Management Society (BELMAS) that was held in Belfast this year. It was a lively conference with the usual mix of presentations, keynote speakers and panel discussions centred, this year, around the theme of ‘Troubling Leadership’. In amongst this wonderful array of content there was an opportunity to recognise some of the best work from contributors to both BELMAS journals (MiE and EMAL) over the past 12 months. This year, the ‘MiE Editorial Board Choice’ award went to Adele Moodly for her article ‘Exercising positional power to advance and support women in leadership – conversations with men in higher education’. Huge congratulations to Adele for her important work and brilliant publication in this area of the field. In keeping with this theme, we have four articles within this issue each with a focus on higher education (HE) albeit from different contexts reflecting the usual diversity in our authorship. In the first article we head to Australia where Dawn Marie Gilmore and Chinh Nguyen explore the concept of ‘unbundling’ or the ‘differentiation of tasks and services offered by a single provider’ (in this case the university) within the context of online teaching in HE. They draw on three case studies to develop an unbundled teaching hierarchy to consider how online teachers are managed in the Australian HE sector and the potential consequences for student experience, teacher experience and cost effectiveness associated with unbundled teaching. Our second article is situated in North America where Heidi Batiste, Wendi Benson and Cynthia Garcia investigate interpersonal relationships between college administration and faculty members. Specifically, they looked at teamwork experiences and interpersonal constraints as potential predictors of attitudes amongst their participating faculty members. Their findings indicate that teamwork is a consistent predictor of a higher sense of belonging, perceived organisational worth, and lower cynicism whilst the presence of negative co-worker relationships was a significant predictor of lower sense of belonging and perceived organisational worth. Their data suggest the need for the systematic fostering of teamwork and positive relationships amongst faculty members within institutions of higher education The next article takes us to Hungary where Norbert Sipos, Gabriella Kuráth, Edit Bányai and Ákos Jarjabka report on their research into institutional selection criteria for applicants to HE in this context. To achieve this they employed factor and content analysis with data from 1396 Hungarian HE applications over two consecutive years. Their findings reveal vivacity, career and costs, image, and low commitment as the five most influential factors in respect of applications to HE. The practical implications for the management
{"title":"Editorial October 2023","authors":"Paul Armstrong, Belinda C. Hughes","doi":"10.1177/08920206231197582","DOIUrl":"https://doi.org/10.1177/08920206231197582","url":null,"abstract":"A warm welcome to readers of this final instalment of MiE for 2023. I write this editorial in the wake of the annual conference for the British Educational Leadership, Administration and Management Society (BELMAS) that was held in Belfast this year. It was a lively conference with the usual mix of presentations, keynote speakers and panel discussions centred, this year, around the theme of ‘Troubling Leadership’. In amongst this wonderful array of content there was an opportunity to recognise some of the best work from contributors to both BELMAS journals (MiE and EMAL) over the past 12 months. This year, the ‘MiE Editorial Board Choice’ award went to Adele Moodly for her article ‘Exercising positional power to advance and support women in leadership – conversations with men in higher education’. Huge congratulations to Adele for her important work and brilliant publication in this area of the field. In keeping with this theme, we have four articles within this issue each with a focus on higher education (HE) albeit from different contexts reflecting the usual diversity in our authorship. In the first article we head to Australia where Dawn Marie Gilmore and Chinh Nguyen explore the concept of ‘unbundling’ or the ‘differentiation of tasks and services offered by a single provider’ (in this case the university) within the context of online teaching in HE. They draw on three case studies to develop an unbundled teaching hierarchy to consider how online teachers are managed in the Australian HE sector and the potential consequences for student experience, teacher experience and cost effectiveness associated with unbundled teaching. Our second article is situated in North America where Heidi Batiste, Wendi Benson and Cynthia Garcia investigate interpersonal relationships between college administration and faculty members. Specifically, they looked at teamwork experiences and interpersonal constraints as potential predictors of attitudes amongst their participating faculty members. Their findings indicate that teamwork is a consistent predictor of a higher sense of belonging, perceived organisational worth, and lower cynicism whilst the presence of negative co-worker relationships was a significant predictor of lower sense of belonging and perceived organisational worth. Their data suggest the need for the systematic fostering of teamwork and positive relationships amongst faculty members within institutions of higher education The next article takes us to Hungary where Norbert Sipos, Gabriella Kuráth, Edit Bányai and Ákos Jarjabka report on their research into institutional selection criteria for applicants to HE in this context. To achieve this they employed factor and content analysis with data from 1396 Hungarian HE applications over two consecutive years. Their findings reveal vivacity, career and costs, image, and low commitment as the five most influential factors in respect of applications to HE. The practical implications for the management ","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134935175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring the training of school principals as educational leaders in Mexico 探索墨西哥学校校长作为教育领导者的培训
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-28 DOI: 10.1177/08920206231203853
Lourdes Estefhany Orozco Gonzalez
The study aimed to investigate novice principals’ pre-role training in educational leadership. The research was originally intended as a mixed-methods approach; an online questionnaire was applied for data collection to answer the research question: Are public secondary school principals trained to be successful leaders when they undertake this role in Mexico? The questionnaire explored principals’ pre-role formal and informal training, their sense of readiness and the main challenges undertaking the position. It reached 29 responses ( n = 29), this very small sample is not representative, but provides insights for examining larger trends in school leaders’ training/preparation in Mexico. Most participants of this study did not have formal pre-appointment training in educational leadership. This seems to be related to Mexican recruitment processes for principalship, where leadership instruction is not required. Informal pre-role training/preparation was more reported to be helpful by participants. Their leadership was limited mainly by challenges related to administrative tasks. The study suggests the need to analyse and improve the Mexican recruitment process for principals, addressing pre-role training and job induction. If larger-scale studies corroborate this scenario, more detailed recommendations would be developed.
本研究旨在探讨初任校长的教育领导角色前训练。这项研究最初打算采用混合方法;一份在线调查问卷用于数据收集,以回答研究问题:墨西哥公立中学校长在担任这一角色时是否接受过成功领导者的培训?调查问卷探讨了校长在上任前的正式和非正式培训、他们的准备意识和担任该职位的主要挑战。它得到了29个回复(n = 29),这个非常小的样本不具有代表性,但为研究墨西哥学校领导培训/准备的大趋势提供了见解。本研究的大多数参与者没有接受过正式的教育领导培训。这似乎与墨西哥校长招聘程序有关,在那里不需要领导指导。非正式的角色前培训/准备被认为对参与者更有帮助。他们的领导能力主要受到与行政任务有关的挑战的限制。该研究表明,有必要分析和改进墨西哥校长的招聘流程,解决角色前培训和工作入门问题。如果更大规模的研究证实了这一设想,将会提出更详细的建议。
{"title":"Exploring the training of school principals as educational leaders in Mexico","authors":"Lourdes Estefhany Orozco Gonzalez","doi":"10.1177/08920206231203853","DOIUrl":"https://doi.org/10.1177/08920206231203853","url":null,"abstract":"The study aimed to investigate novice principals’ pre-role training in educational leadership. The research was originally intended as a mixed-methods approach; an online questionnaire was applied for data collection to answer the research question: Are public secondary school principals trained to be successful leaders when they undertake this role in Mexico? The questionnaire explored principals’ pre-role formal and informal training, their sense of readiness and the main challenges undertaking the position. It reached 29 responses ( n = 29), this very small sample is not representative, but provides insights for examining larger trends in school leaders’ training/preparation in Mexico. Most participants of this study did not have formal pre-appointment training in educational leadership. This seems to be related to Mexican recruitment processes for principalship, where leadership instruction is not required. Informal pre-role training/preparation was more reported to be helpful by participants. Their leadership was limited mainly by challenges related to administrative tasks. The study suggests the need to analyse and improve the Mexican recruitment process for principals, addressing pre-role training and job induction. If larger-scale studies corroborate this scenario, more detailed recommendations would be developed.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ableism and inspiration porn – Tackling disability discrimination 残疾歧视和灵感色情-解决残疾歧视
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-28 DOI: 10.1177/08920206231202966
Chris Oates
{"title":"Ableism and inspiration porn – Tackling disability discrimination","authors":"Chris Oates","doi":"10.1177/08920206231202966","DOIUrl":"https://doi.org/10.1177/08920206231202966","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Management in Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1