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Hahn, Christopher J., and Jeanine E. Gangeness. "Business, Leadership And Education: A Case For More Business Engagement In Higher Education." American Journal of Business Education (AJBE) 12, no. 1 (January 1, 2019): 19–32. http://dx.doi.org/10.19030/ajbe.v12i1.10251.
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Institutions of higher education prepare and develop students for the workforce, and in the coming decade, the challenge of workforce preparation will increase as the current workforce is retiring during a time of economic growth. Traditional higher education practice tasks faculty with developing appropriate curricula for students that will adequately prepare them for employment and leadership within an organization, but often this development lacks direct industry input into course content and design resulting in a gap between industry needs and graduate skills. This study addresses both current and perceived future educational and leadership needs of a workforce in an 11 county region in the north central United States. It explores potential strategies for mitigating the skills gap as it relates to organizational leadership skills, the evolving roles of faculty, and curriculum design and application, and develops a community alliance model for business, leadership, and education.
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Chan, Chi-Fai, Chan-Leong Chan, and Wai-Lam Cheng. "Business Education in Hong Kong." Review of Pacific Basin Financial Markets and Policies 01, no. 04 (December 1998): 555–68. http://dx.doi.org/10.1142/s0219091598000338.
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There is a big demand for business talents in Hong Kong. Nevertheless, business schools are not producing what businesses in the Special Administration Region (SAR) need. For this reason, administrators in business schools should adopt a strategic approach when they formulate their educational goals and strategies. Several key elements which are essential to the success of business schools are discussed in this paper: customer orientation, capabilities development, and relationship and network marketing. Based on the strategic approach, a number of recommendations are made: namely, the initiation of a student intake campaign, and the emphasis on better curriculum design, extra-curricular activities, alumni activities, and the adoption of an internal marketing approach.
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Fralic, Maryann F. "The Value of Business Administration Education." JONA: The Journal of Nursing Administration 19, no. 11 (November 1989): 5,7. http://dx.doi.org/10.1097/00005110-198919110-00003.
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Bennett, Jeffrey V., and Hugh C. Thompson. "Changing District Priorities for School–Business Collaboration." Educational Administration Quarterly 47, no. 5 (September 26, 2011): 826–68. http://dx.doi.org/10.1177/0013161x11417125.
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Background: School district superintendents continue to favor collaborative relationships with their local business communities amid concerns over free-market competition, maintaining public legitimacy, and scarce financial resources. Prior research is inadequate regarding the development, implementation, and institutionalization of school and business collaboration, with respect to current institutional and market pressures, and the unique contributions of superintendents. Purpose: The purpose was to examine the superintendent’s role in the development and institutionalization of school and business partnerships in a district without prior history of collaborative relationships and to assess capacity for sustainability. Setting: A medium- sized (12,850 students) metropolitan-area school district in the U.S. Southwest that also includes one local chamber of commerce was the setting. Participants: Two district superintendents (transition in leadership occurred), a chamber of commerce CEO, and 13 other school district officials and business leaders (i.e., principals, chamber members, partnership coordinator) directly involved in partnerships or providing administrative oversight participated. Research Design: Qualitative case study was the research design. Data Collection and Analysis: Data were obtained using semistructured interviews, observations, and document analysis. A conceptual model for developing business partnerships and neo-institutionalism theory guide this qualitative analysis. Findings: Superintendent agency and district capacity for action (i.e., lack of professional development, departure of key roles, overdependency on myth and ceremony) both enabled and constrained partnership development, implementation, and capacity for institutionalization in the context of current institutional and market pressures. Conclusions: This study demonstrates the complimentary usefulness of the conceptual model and neo-institutionalism theory for studying leadership of school district and business partnerships and building school and community capacity for educational change.
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Hudson, Monika, and Keith O. Hunter. "Between righteous legacy and Pyrrhic victory – an administrator's dilemma." CASE Journal 12, no. 2 (May 5, 2016): 133–43. http://dx.doi.org/10.1108/tcj-05-2014-0043.
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Synopsis When do you throw it all away? The first senior female in a male-dominated business school decides it all comes down to a question of principle – and maybe a few others. What is the best balance between her responsibilities to students, family, and the next generation of female leaders? Can she both be true to herself and compromise? What factors should influence this decision? This case brings together questions about power and influence, rational decision-making, leadership, and the intra and inter-personal responsibilities of organizational “firsts.” Further, issues related to a university's effort to better compete within the global higher education marketplace, provide a valuable opportunity to explore institutional approaches to promoting diversity, inclusion, and cultural competency. Research methodology This case, which was developed from primary sources, highlights the array of competing objectives and personal and political tensions involved in university administration. Relevant courses and levels This case was designed for graduate students in Masters of Public Administration, Masters of Business Administration, Masters of Education in Organizational Leadership, or similar graduate degrees that include significant management and leadership content. Students working with this case should have already completed foundational courses in topics such as organizational management, public policy, leadership, strategic human resources management, or their equivalents within their respective programs of study. Virtually all of the issues raised by this case address core themes, concepts, theses, and theories associated with an accredited graduate program in educational management, business or public administration.
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Beiko, Darren, Julian Barling, Anne-Marie Houle, Timothy O. Davies, and J. Stuart Oake. "Exploring the business of urology: Leadership." Canadian Urological Association Journal 10, no. 7-8 (August 16, 2016): 241. http://dx.doi.org/10.5489/cuaj.3951.
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What characteristics constitute an exemplary leader? Let’s take a moment and reflect on dynamic leaders we have observed during our careers. What is it about them that cause us to consider them exceptional? It may have been one or more significant acts they performed, or perhaps it was an impactful discussion that left an impression on us. Fig. 1 highlights 10 characteristics of strong leaders with positive influence.1 According to a recent leadership study that surveyed Canadian urology program directors and division/ department heads, high personal integrity, as well as excellence in patient care and teaching were identified as the most important attributes for successful leadership.2 Urologists often find themselves in leadership positions, as do many physicians. In addition to being a leader in the clinical setting, many urologists achieve leadership roles in administration, education, and research. Some examples of such roles are shown in Table 1. The main objectives of this article are to gain some background information on leadership competencies and styles, and to learn about opportunities for development of leadership skills.
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Rosenbaum, Mark Scott, Rebekah Russell-Bennett, and Germán Contreras-Ramírez. "Editorial: business education in profound disruption." Journal of Services Marketing 35, no. 5 (September 1, 2021): 553–58. http://dx.doi.org/10.1108/jsm-08-2021-528.
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Purpose This editorial aims to discuss 11 trends that are driving changes in business education, especially for Master of Business Administration (MBA) curriculum programming. Design/methodology/approach The editorial provides introspection, personal reflections and conceptualization using current literature. Findings The authors discuss 11 drivers that are influencing graduate business education. These drivers include the demographic cliff, the K-shaped recovery, MBA degrees losing their allure, emergence of two pricing structures, the rise of online universities, certificates and micro-credentials, the massive open online course (MOOC) MBA programs, MOOCs and certification, Grow with Google, Outsourcing MBA instruction and business education relevancy. Research limitations/implications Traditional university and college graduate business education providers must realize that the educational industry is experiencing a revolutionary disruption and that many universities will fail to meet learners’ expectations for relevant skills and organizational demands for employees who have specific skills for employability. Practical implications Learners will no longer rely on traditional four-year universities to obtain business skills. Originality/value This work synthesizes a disparate set of drivers that are affecting all graduate business educational providers.
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Kolachi, Nadir Ali, and Jan Mohammad. "Excellence In Business Education (A FRUCE Model For Higher Education CommissionRecognized Business Schools In Pakistan)." American Journal of Business Education (AJBE) 6, no. 3 (April 26, 2013): 311–20. http://dx.doi.org/10.19030/ajbe.v6i3.7811.
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The paper develops a new model of the essential factors required to be a top business school in the world for the benefit of schools recognized by the Higher Education Commission (HEC) in Pakistan. Globally, top business schools are those that excel in research, attract strong faculty, and successfully foster student development. The present research considers these factors in relation to HEC recognition; HECs stringent criteria are disliked by many educational entrepreneurs, for whom the profit motive can sometimes trump the delivery of high-quality programs, resulting in the awarding of spurious degrees.HECs criteria are intended to prevent situations like this, which became increasingly common in Pakistan and reduced educational quality. Under HEC recognition, top business schools and programs can once again be recognized. However, many business schools in Pakistan still have unqualified faculty, poor student development, and little or no research output. The present study shows that business schools in Pakistan can only survive if they explicitly or implicitly follow criteria based on the Faculty, Research, Use of Technology, Corporate Office, and Extracurricular Activities (FRUCE) model presented herein. The main motivation for presenting the FRUCE model is to help Pakistani business schools meet international standards.As context, this research also reports on the slow progress of some universities in achieving adequacy in the areas included in the FRUCE model, including not only the areas mentioned above but also administration/governance and advising. The FRUCE model has the ability to address all these areas.
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Malin, Joel R., and Donald G. Hackmann. "Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District." Educational Administration Quarterly 55, no. 2 (June 25, 2018): 189–224. http://dx.doi.org/10.1177/0013161x18785870.
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Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district’s career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson’s integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform’s initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.
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Dogar, Muhammad Nadeem. "Business case for diversification – Adult Basic Education society (ABES), Pakistan." Emerald Emerging Markets Case Studies 8, no. 4 (November 8, 2018): 1–23. http://dx.doi.org/10.1108/eemcs-05-2016-0086.
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Supplementary materials I would recommend the following two readings: Kotter, J. P. 2001. “What leaders really do” Harvard Business Review, vol, December 2001, pp. 85-96 and MIntzberg, H. & Waters, J. A. 1985. “Of strategies, deliberate and emergent” Strategic Management Journal, Vol. 6, pp. 257-272 Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Learning outcomes This case study aims to provide following four learning outcomes: enhanced understanding of organizational leadership style/approach in terms of rigidness or flexibility to bring modifications in organizational vision to tap current opportunities, enhanced understanding of the use of emotions and rationality in organizational decision-making to strike a balance between organizational needs and community needs in the context of organizational priority framework, enhanced understanding of issue of integration to meet community needs smartly particularly in social development organizations and enhanced understanding of leadership strategies for successful business diversification. Case overview/synopsis This case study highlights and discusses three issues: first, it explores issues related to change in organizational vision and aims keeping in mind the needs of community rather than sticking to organizational needs (flexibility versus rigidity). Second, it explores the role of emotions and rationality in organizational decision-making by its leadership. Third, it discusses the role of leadership in successfully transforming one-dimensional organization into multidimensional organization by adding new avenues for future growth by mobilizing existing organizational strengths and competencies. Finally, this case discusses theories of leadership and change management in the context of social development organizations to align their activities with community’s emerging needs. Complexity academic level Master Level - Master of Business Administration and Master of Management. This case provides sufficient material to be discussed at master level courses such as change leadership and change management in social development organizations. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code Management science
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Ball, Stephen J. "A new research agenda for educational leadership and policy." Management in Education 25, no. 2 (April 2011): 50–52. http://dx.doi.org/10.1177/0892020611399488.
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This paper identifies some new research issues and sketches out some new research questions for education policy and leadership researchers as a response to ongoing changes in the landscape of English education policy. Three interrelated issues are considered: leadership, values and interests, and ownership. It argues for the need to ask new research questions and also to look in different places for answers to these questions and suggests that researchers need to acquire new research skills and sensibilities, in particular forms of business and financial analysis.
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Carducci, Bernardo J., William C. Deeds, John W. Jones, Donald M. Moretti, Jeffrey G. Reed, Frank E. Saal, and Jerry E. Wheat. "Preparing Undergraduate Psychology Students for Careers in Business." Teaching of Psychology 14, no. 1 (February 1987): 16–20. http://dx.doi.org/10.1207/s15328023top1401_3.
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As a means of increasing their career opportunities, psychology majors can prepare themselves for business careers in areas such as marketing, human resources administration, and training and development. This article identifies some important skills for psychologists working in the business field and describes educational programs and curricular strategies for acquiring those skills.
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Röbken, Heinke. "Career Paths of German Business Administration Academics." German Journal of Human Resource Management: Zeitschrift für Personalforschung 23, no. 3 (August 2009): 219–36. http://dx.doi.org/10.1177/239700220902300303.
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The question of how the career path for professors should be structured is a central issue in the current debate on reforming higher education in Germany. In order to substantiate current discussions on promotion and faculty development this study presents empirical data on the biographies of 699 professors of business administration at German universities. The internet-based data collection provides descriptive analyses on the pathways to the professiorate, including age, sex, educational background, mobility and social networks of business professors. The results suggest that career opportunities for academics in business administration vary widely across different age cohorts. Business professors in Germany show a high mobility, and the ability to accumulate social capital differs significantly between male and female professors. The implications for policy makers and young academics are discussed.
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Silins, Halia C. "Leadership Characteristics and School Improvement." Australian Journal of Education 38, no. 3 (November 1994): 266–81. http://dx.doi.org/10.1177/000494419403800306.
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School leadership has been recognised as a critical element in school improvement and reform Theories about educational leadership have become closely aligned with theories about effective leadership in business, industrial and military settings. The concept of transformational leadership is a recent interpretation of the kind of leadership required to promote educational restructuring and improvement. Survey data from Canadian schools involved in school improvement programs were examined for evidence of relationships between principals' leadership behaviours and school outcomes. Using multiple regression analysis, transformational leadership accounted for a significant incremental effect above that of transactional leadership in bringing about enhanced school, teacher, program and instruction, and student outcomes. This supports a compelling argument that school leaders can promote change more successfully through employing methods associated with transforma tional leadership.
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Hassan, Ahlam, David Gallear, and Uthayasankar Sivarajah. "Critical factors affecting leadership: a higher education context." Transforming Government: People, Process and Policy 12, no. 1 (March 19, 2018): 110–30. http://dx.doi.org/10.1108/tg-12-2017-0075.
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Purpose While the importance of leadership in various domains has been highlighted in the extant literature, effective leadership in the context of higher education sector has not been well addressed in the leadership scholarship. There is a need to address the challenge of leadership effectiveness in the education sector, including business schools, given the failures noticed in the sector attributed to poor-quality leadership. The purpose of this study was therefore to explore the factors that affected leadership in the context of higher education institutions. Design/methodology/approach The research is exploratory in nature as the study critically reviewed extant literature surrounding leadership practices specifically from a public-sector context to identify factors affecting leadership effectiveness. Findings The findings of the study pointed out that, regardless of the nation or organisation, leadership effectiveness is a factor that is dependent on how well the followers have accepted the leader. This indicates that, amongst the different challenges explored in this study, leadership effectiveness is not only a challenge by itself but is also affected by other challenges, including leadership practice and style. Research limitations/implications This research provides a better understanding of the critical factors affecting leadership practice of deans of business schools and how the styles’ influence on leadership practice, the relationship between leadership practice and leadership effectiveness and how leadership style translates into leadership effectiveness. Originality/value This research contributes to the growing body of knowledge surrounding leadership scholarship from a public-sector context about the challenges that affect leadership effectiveness in the context of HEIs and stimulates further investigation into those challenges.
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Segal, Tatiana. "Setting up a new business – evidence from a business administration faculty." Proceedings of the International Conference on Business Excellence 13, no. 1 (May 1, 2019): 1248–60. http://dx.doi.org/10.2478/picbe-2019-0110.
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Abstract In the last decades, entrepreneurship in all of its complexity, as a basis for sustainable development, has become a major concern for a variety of socio-economic agents: legislative systems, production systems represented by entrepreneurs from all economic sectors, and education and research systems. As a result, numerous fields of studies which aim to develop an entrepreneurial spirit among youth and to prepare students for entrepreneurship have been introduced in the educational curricula starting with high school. One of the missions of the Faculty of Business Administration in foreign languages (FABIZ) from the Bucharest University of Economic Studies is to ensure that students gain the competencies and abilities necessary for being able to open a business and become interested in a career as entrepreneurs. However, discussions with the students from FABIZ showed that only a small percentage of students are planning or have already become entrepreneurs (approximately 5% which, for some researchers such as Fayolle and Filion (2016) is considered an optimal figure). This study aims to explore the degree to which FABIZ students, with a focus on the French section, are entrepreneurs or, at least, are interested to become entrepreneurs in the near future and to analyse their fields of interests, hopes and fears, i.e. their perception of their own career.
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Smith, Bryan L., and Aaron W. Hughey. "Leadership in Higher Education — Its Evolution and Potential." Industry and Higher Education 20, no. 3 (June 2006): 157–63. http://dx.doi.org/10.5367/000000006777690972.
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Leadership is a key ingredient in the ultimate success or failure of any organization. In this article the authors review the research on leadership in general and then focus on how leadership in the academic world is similar to, yet distinct from, leadership in the private sector. Included in this discussion are a description of how leadership in colleges and universities has evolved, the characteristics that are unique to higher education together with their implications for effective leadership, and consideration of the immense challenges academic leaders face as they attempt to keep higher education responsive to the needs of business and industry. The authors also address the emergence of student affairs administration and the current crisis in academic leadership.
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Robson, Ian. "Educating the Virtuous Leader: Exploring the Reflexive Practicum." Journal of Business Ethics Education 17 (2020): 133–48. http://dx.doi.org/10.5840/jbee2020178.
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The context of education under scrutiny in this paper is the post-experience practitioner sector, concerning students of ethics in Business Administration at both Masters and Doctoral levels. Responsible leadership is examined as a core theme in business ethics research and education. The paper proposes that responsible leaders require a virtuous mind-set, underpinned by Aristotelian thinking. Responsible leadership and romanticised models of leadership are interwoven in a critique of the technical-rational predominance in leadership and ethics research. The development of reflective practice is tracked from Argyris and Schon’s reflection on and in action to reflexivity. The paper considers the essence of Aristotle’s virtue ethics in proposing an integrative framework of skill and behaviour acquisition in organisational ethical decision-making. Reflective leadership and reflexivity are examined in relation to practitioner learning and the concept of a reflexive practicum explored to provide a praxis dimension to ethics education practice.
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Lamoureux, Kevin, and Jennifer Katz. "Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu." Exceptionality Education International 30, no. 2 (September 1, 2020): 12–18. http://dx.doi.org/10.5206/eei.v30i2.11078.
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In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.
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Dr. R. Duraipandian, Rajib Kumar Roy,. "Analysis of Business Internal Factors that Impact the profit of IT Entrepreneurship." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5533–39. http://dx.doi.org/10.17762/pae.v58i1.2170.
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the aim of this study is to find out the impact of business internal factors towards the business profit for IT entrepreneurships in Bangalore. We have taken the sample size from 200 companies of Bangalore. We have undertaken the internal factors like IT management skill, organization culture, leadership, project implementation experience, technical, marketing, business cash flow, physical asset, HR function, organization maturity into the consideration. We have taken the business profit and business profit as measurement of success factors for the business. During study it was identified that certain business internal factors i.e. organizational culture, business leader’s skill, technical skill, marketing skill, organization maturity and cash flow has significant impact on business success. Whereas other factors social acceptance of business, social culture, supply of local workforce, demography, business location, climate, law and order, corruption has no impact of significance on IT entrepreneurship’s profit.
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Edmonstone, John Duncan. "Escaping the healthcare leadership cul-de-sac." Leadership in Health Services 30, no. 1 (February 6, 2017): 76–91. http://dx.doi.org/10.1108/lhs-02-2016-0012.
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Purpose This paper aims to propose that healthcare is dominated by a managerialist ideology, powerfully shaped by business schools and embodied in the Masters in Business Administration. It suggests that there may be unconscious collusion between universities, healthcare employers and student leaders and managers. Design/methodology/approach Based on a review of relevant literature, the paper examines critiques of managerialism generally and explores the assumptions behind leadership development. It draws upon work which suggests that leading in healthcare organisations is fundamentally different and proposes that leadership development should be more practice-based. Findings The way forward for higher education institutions is to include work- or practice-based approaches alongside academic approaches. Practical implications The paper suggests that there is a challenge for higher education institutions to adopt and integrate practice-based development methods into their programme designs. Originality/value The paper provides a challenge to the future role of higher education institutions in developing leadership in healthcare.
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Jasmine K.S. "Risk Based Thinking and Contingency Modeling in Leadership and Administration for Quality Management in Higher Education." International Journal of Risk and Contingency Management 7, no. 4 (October 2018): 68–89. http://dx.doi.org/10.4018/ijrcm.2018100104.
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Risk based thinking is the core aspect to avoid or reduce the undesired effects and promote continual improvement for any organization, especially in the field of higher education. Preventive action becomes an automatic process when a management system is risk-based. The contingency approach to management will make fruitful results once it is considered as more explicit and builds it into strategic plan of the management system with upfront planning with the help of business models. In the strategic plan of any organization, leadership and administration plays an important role. By identifying the context related risks, leaders can analyze the opportunities in terms of impact and feasibility and plan towards prioritizing the risks to act on. In this direction, the need for a business model which focuses on efficient process-based approach towards risk prioritization, thereby prevention and avoidance is proposed, which demonstrates management their leadership, and commitment to the quality management of higher education.
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Pace, Doreen Said. "Critical Reflection on the Maltese Legal Framework and the Policy Documents in Relation to the Role of the Educational Leader." Journal of Education and Culture Studies 5, no. 3 (April 8, 2021): p1. http://dx.doi.org/10.22158/jecs.v5n3p1.
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In Malta, the core role of the educational leader is to be a curricular leader whilst attending to student matters, teaching personnel, home-school-community links, administration and finance. Research recommends that such expectation can be best fulfilled through the adoption of a distributed leadership style. However, when analyzing the Maltese legal contextual background laid out in the Laws of Malta - Education Act, the subsequent Government documents and the job description for the post of Head of School (HOS) to identify whether the theoretical stance and what is requested in practice align, the findings indicate that the suggested styles in the legal framework do not align clearly well with the policy documents and the practice thus possibly creating certain conflicts and confusion. The point being made is that notwithstanding being knowledgeable about what should be the core business of the school leader if the laws state otherwise, then the educational practitioners will end in a dilemma between the theory and the practice. Consequently, here, it will be emphasized that the legal documentation’s expectations of the system guiding the work of the educational leaders should not only be adjourned but more importantly, should promote more the distributed leadership role more clearly and allow the school leaders to fulfill what they are expected to do by reducing, or better still, removing unnecessary administrative work that alienates them from their core business.
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DePree, Jr, Chauncey M., and Rebecca K. Jude. "Daily Practice1: Ethics In Leadership." Contemporary Issues in Education Research (CIER) 3, no. 7 (November 9, 2010): 19. http://dx.doi.org/10.19030/cier.v3i7.217.
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The classic question, “Should business schools teach ethics?” is not often asked anymore given the drip, drip, drip of business corruption reported in the news. Even skeptics allow that business ethics education could not hurt and might improve the ethics of business leaders. Furthermore, universities, colleges, and business accrediting agencies prominently represent their ethics for all to see in standards, codes, handbooks, and advertisements. They seem to promote ethical conduct at their institutions. But how do faculty and administrators actually behave? And if not ethically, what are the educational lessons new professionals take to the workplace?
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Blau, Gary. "Integrating Perceived Added Educational Value Business Administration Core Course Items into Scales and Their Relationships to Degree Program Satisfaction and Business School Reputation Influence." Journal of Education and Learning 8, no. 4 (June 13, 2019): 1. http://dx.doi.org/10.5539/jel.v8n4p1.
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Prior research has not investigated perceived added education value in courses. Using a sample of 165 graduating business students, two business administration (BA) scales were created from six required BA core courses as part of students’ Bachelor of Business Administration (BBA) degree. Students were asked if each required course “added value to their education”. The two core scales (number of items) were labeled: BA Unique (4 items) and BA Generic (2 items). Analysis showed that the BA Unique scale had higher perceived added education value than the BA Generic scale. The BA Unique scale had stronger relationships to program degree satisfaction and Business School reputation than the BA Generic scale. These results supported the development of more unique required core courses based on business school stakeholder needs. Other schools should consider their stakeholders’ needs to see if more unique required core courses, beyond generic, are needed. Although only six of 21 required courses could be tested due to sample size limitations, these initial results suggest it is important to evaluate the perceived added education value of required courses in a curriculum.
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Richardson, Jayson W., and Sara Heintzelman. "Go online or get sidelined." CASE Journal 13, no. 4 (July 3, 2017): 479–93. http://dx.doi.org/10.1108/tcj-10-2016-0084.
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Synopsis Young professors Baxter, Jim, and Robert are eager to start a new graduate certificate in educational leadership with a focus on technology. The department supports their initiative. The department is even supportive of offering this certificate fully online. Support waned when, in an effort to boost student enrollment, it is suggested that additional graduate courses and programs within the department also move fully online. In department meetings, faculty members argue about the rigor of online courses and if it is possible to convert existing courses and programs to an online delivery format. Tammy and Larry are veteran faculty members who do not want to teach online and have made it clear to the rest of the faculty they are not eager to change. When there are not enough students to offer their programs in the traditional format, all faculty members are forced to begin teach online. Research methodology This is a disguised field-researched case. Relevant courses and levels This case may be used in a variety of graduate business or education courses, such as introduction to business, business ethics, educational leadership, technology leadership, or higher education. Theoretical bases Students should have some understanding of systems change, ethical decision making, and human resources development.
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KITANAKA, Hideaki, Asako TAKADA, and Eri YOKOTA. "An Examination of the Educational Effects of the Agent Based Approach in Business Administration Education." Japanese Journal of Administrative Science 17, no. 3 (2004): 159–72. http://dx.doi.org/10.5651/jaas.17.159.
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Dyllick, Thomas. "Responsible management education for a sustainable world." Journal of Management Development 34, no. 1 (February 9, 2015): 16–33. http://dx.doi.org/10.1108/jmd-02-2013-0022.
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Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like. Design/methodology/approach – The paper builds on the existing literature on the needed changes in business schools and has been written as part of a large international project, the 50+20 initiative (www.50plus20.org), which was developed by a broad coalition of organizations with the World Business School Council for Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the UN Principles for Responsible Management Education (PRME) at its core and 16 business schools and organizations from all around the world as supporters (Muff et al., 2013). Findings – Business schools need to transform themselves fundamentally, if they want to be a provider of solutions to the crises of responsibility and sustainability and thereby keep and regain their legitimacy. Originality/value – The paper pulls together insights from a diverse area of literature and develops practical conclusions.
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Olkhovaya, T. A., and S. V. Pankova. "Priorities of a Regional University Educational Activities Modernization." Higher Education in Russia 27, no. 10 (December 3, 2018): 108–14. http://dx.doi.org/10.31992/0869-3617-2018-27-10-108-114.
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The article is focused on the problem of educational programs modernization on the basis of principles of project-oriented training and students’ involvement in solving scientific-research and industrial-technological tasks relevant for the region. Special attention is paid to the multilevel career guidance work at Oreburg State University (special projects such as pre-university education centre “Applicant”, University Computer School, University physics and maths school, “University Saturdays”). The task of creating a complex of educational and intellectual products that ensure high competitiveness of university graduates is considered. For this purpose, the University reali- zes two educational projects: “School of leadership” and “Going to study at OSU”. These projects implement project-oriented training, involve employers in educational process. As a result, students present their own business projects with financial support. Special course of technological entrepreneurship is aimed at development of business thinking, business planning, management skills, key competences to start a business or to conduct innovation projects at companies. Modernization of educational practices gives considerable topical relevance to the question of young teachers and researchers retention at the University, their integration in academic community.
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Farnsworth, John R., and Brian H. Kleiner. "Trends in ethics education at US colleges and universities." Management Research News 26, no. 2/3/4 (March 1, 2003): 130–40. http://dx.doi.org/10.1108/01409170310783853.
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Concentrates on ethics, leadership and responsibility in the business world in the USA today. Looks at how distrust in the workplace has increased for workers, which breeds dissatisfaction. Comments on ethics courses and pinpoints some of them and the universities involved. Employs tables to aid in explanation and methods. Sums up that educational institutions cannot accomplish the mission alone and students can have a two‐way experience with regard to experiences prior to enrolment.
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Sfakianaki, Eleni, Anna Matsiori, Dimitrios A. Giannias, and Ioanna Sevdali. "Educational leadership and total quality management: investigating teacher leadership styles." International Journal of Management in Education 12, no. 4 (2018): 375. http://dx.doi.org/10.1504/ijmie.2018.095165.
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B. Davison, Christopher. "Selected leadership demographics as predictors of continuity planning." Disaster Prevention and Management 23, no. 3 (May 27, 2014): 243–51. http://dx.doi.org/10.1108/dpm-08-2013-0140.
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Purpose – The purpose of this paper is to present the findings that describe any correlations between leadership demographic characteristics with that of the levels of business continuity (BC) and disaster recovery (DR) planning by surveying the academic department's continuity planners at two major research universities in Southern California. Design/methodology/approach – The research methodology was a quantitative method utilizing a correlational research design (logistic regression). Survey data from a self-reporting web-based survey were analyzed. Findings – Analysis of five leadership demographic characteristics and four covariates reveals one statistically significant predictor of resiliency planning. Furthermore, close to one-quarter of the academic departments were found to have no BC or DR plan. Conversely, having a budget for resiliency planning was not found to be a significant predictor of resiliency planning. Research limitations/implications – This study was specifically limited to continuity planners within two major, public, academic research institutions within Southern California. This allows for an in-depth understanding of a specific contingency planning phenomenon: geographically bounded public, research-oriented, higher education institutions. This study could provide a framework for administrative leaders in academic settings to assess their organizations’ capacity for recovery from an unexpected business disruption. This study could assist university administration in identifying personnel to lead resiliency planning within the institution. Practical implications – The research indicates that educational institutions lack in organizational resiliency planning. This study could provide a framework for administrative leaders in academic settings to assess their organizations’ capacity for recovery from an unexpected business disruption. Originality/value – While there is much literature on the separate topics of leadership in an academic environment and contingency planning, no study exists that attempts to observe any correlations between these concepts.
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Liu, Ting. "Research on Personnel Training Mode of Business Administration Major Based on OBE." Modern Management Forum 5, no. 1 (April 10, 2021): 56. http://dx.doi.org/10.18686/mmf.v5i1.3288.
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The establishment of teaching and scientific literacy training for business administration majors in universities is not only related to the implementation quality and level of teaching for business administration majors in universities, but also has an important impact on the training of applied talents in China. In the strategy of rejuvenating the country through science and education, we should not only explain theoretical knowledge in teaching, but also pay attention to the improvement of students’ practical ability and knowledge application ability, especially in higher vocational colleges, so as to provide high-quality talents for the development of various undertakings in China. Cultivating high-level and high-quality innovative talents is an important mission shouldered by colleges and universities, and it is also an urgent need of the development of the times. This paper draws lessons from the advanced educational idea of results-oriented education, and discusses how to improve the teaching quality, students’ professional skills and students’ adaptation to the future working environment through OBE (Outcome-Based Education) teaching mode, so as to find out a teaching mode that is more suitable for improving the professional core competence of college business administration students.
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Maddalena, Victor, and Lisa Fleet. "Developing a Physician Management & Leadership Program (PMLP) in Newfoundland and Labrador." Leadership in Health Services 28, no. 1 (February 2, 2015): 35–42. http://dx.doi.org/10.1108/lhs-02-2014-0012.
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Purpose – This article aims to document the process the province of Newfoundland and Labrador used to develop an innovative Physician Management and Leadership Program (PMLP). The PMLP is a collaborative initiative among Memorial University (Faculty of Medicine and Faculty of Business), the Government of Newfoundland and Labrador, and the Regional Health Authorities. As challenges facing health-care systems become more complex there is a growing need for management and leadership training for physicians. Design/methodology/approach – Memorial University Faculty of Medicine and the Gardiner Centre in the Faculty of Business in partnership with Regional Health Authorities and the Government of Newfoundland and Labrador identified the need for a leadership and management education program for physician leaders. A provincial needs assessment of physician leaders was conducted to identify educational needs to fill this identified gap. A Steering Committee was formed to guide the design and implementation and monitor delivery of the 10 module Physician Management and Leadership Program (PMLP). Findings – Designing management and leadership education programs to serve physicians who practice in a large, predominately rural geographic area can be challenging and requires efficient use of available resources and technology. Originality/value – While there are many physician management and leadership programs available in Canada and abroad, the PMLP was designed to meet the specific educational needs of physician leaders in Newfoundland and Labrador.
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Penn, Helen. "Understanding the contexts of leadership debates." Contemporary Issues in Early Childhood 20, no. 1 (October 3, 2018): 104–9. http://dx.doi.org/10.1177/1463949118800768.
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This colloquium argues that writings on leadership in the early years commonly assume a service ethos. The aim of nurseries and other early childhood settings is to provide a service for children and their parents, and the task of leadership is seen to be to find effective ways of defining and realizing this aim. But increasingly, and especially in English-speaking countries, early years childcare and education is viewed as an industry, as a specialized and speculative business. This has had major repercussions for the operation of services, especially in England where the various intermediary levels between individual nurseries and national or state policies, which have provided opportunities for discussion and exchange of practice, and a basis for negotiated standards for leadership, have been stripped out. Processes for accountability are badly eroded. Concepts of leadership are necessarily contextual.
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E. Witte, Anne. "Co-operation – the missing value of business education." Journal of Management Development 33, no. 4 (April 8, 2014): 357–73. http://dx.doi.org/10.1108/jmd-02-2013-0027.
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Purpose – The purpose of this paper is to demonstrate that co-operation is a vital behavioral skill that should be developed in educational systems, particularly business and management programs, because it is an intangible factor that boosts productive output. Design/methodology/approach – The paper explains why co-operation is an important intangible factor for organizations and the larger economy. It recommends the development of educational designs to remediate the pedagogical lack of focus on the cooperative disposition. Findings – Co-operation is contingent on trust – an indispensable factor to engage in distant relations, accept rule of law across nations, and confer in intermediaries the authority to arbitrate unresolved differences between organizations. In other words, without co-operation, people within organizations commit themselves to parochial concerns, inhibiting efforts to combine resources toward a collective goal. The lack of a cooperative attitude is not destiny – it can be forged through careful educational designs and organizational strategy. Research limitations/implications – There is little empirical data available to measure co-operation in a diverse environment and co-operation is an intangible concept that is difficult to pin to specific organizational habits. The concepts developed here based on broad social science data would do will to be tested in an empirical framework at the micro level. Practical implications – Low co-operation arises in an environment which does not foster trust. Management might inadvertently reward low organizational capacity by not evaluating co-operation and monitoring narcissism. Recruiters need to adapt recruitment strategies that pinpoint individuals capable of managing the specific co-operation needs of situational organizations, especially in diverse situations. A successful managerial education program will target training that optimizes thoughtful and sustainable co-operation. Social implications – Co-operation is a factor of sustainability for development but also for the modern organization. It is both a moral and methodological disposition that fosters collective action positively, while inhibiting in-group interests. Originality/value – Formal management training to instill a thoughtful sense of co-operation would complement the current emphasis on teamwork and leadership. Without the moral and methodological goal of being co-operative for the greater good, organizations waste human resources and fail to reap benefits from collective productions.
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Urick, Angela. "Examining US principal perception of multiple leadership styles used to practice shared instructional leadership." Journal of Educational Administration 54, no. 2 (April 11, 2016): 152–72. http://dx.doi.org/10.1108/jea-07-2014-0088.
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Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.
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Ekanem, Ekpenyong E., Comfort R. Etor, and Nse N. Ukpong. "Task-Based Approach to Learning Risk Management on University Business Administration." International Education Studies 13, no. 4 (March 22, 2020): 133. http://dx.doi.org/10.5539/ies.v13n4p133.
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Introduction: Lack of accountability demands in university business administration may be as a result of less attention given to genuine learning approach in university education. This study was undertaken to assess the causal effects of task-based approach to learning risk management on effective business decision making and outcome appraisal of universities in Nigeria.
Method: The study was a true experimental design study aimed at Knowledge and Learning Management (KALM) in universities for enforcing business accountability. The population included 250 undergraduate final year students of educational management in public universities in Cross River State, Nigeria for 2017/2018 session. The sample consisted of 120 subjects purposely selected. A researcher constructed instrument was validated and had a reliability coefficient of 0.88 obtained using cronbach’s alpha method. Three research questions and one hypothesis guided the study. Data was analysed using mean, percentage and independent t-test analysis.
Results: The results showed that task-based approach produced improvement in knowledge after learning risk management. Male and female students learned risk management in the same way for university business decision making and outcome evaluation.
Discussion and conclusion: Based on the result above, task-based approach to learning risk management guaranteed development of knowledge and cognitive skills of university students in university business opportunities. The implication of this finding was that students’ learning motivation and task sharing towards knowledge retention in university business outcome could not have been achieved unless something urgent was done to address the issue in a timely manner. Therefore, university management should be able to pay particular attention to genuine learning of task processes and task strategies in risk management. More so, university teachers should be aware of the benefits of integrating learning stages of pre-task, task cycle and post task in enhancing quality decision making choices in university business offers.
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Želvys, Rimantas, Rita Dukynaitė, Jogaila Vaitekaitis, and Audronė Jakaitienė. "School leadership and educational effectiveness." Management 24 (May 29, 2019): 17–36. http://dx.doi.org/10.30924/mjcmi.24.si.2.
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This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.
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Teneng, Patience P. "Transformational Leadership and Wealth Creation in Educational Organizations: The Case of Higher Education in Cameroon." Global Journal of Transformative Education 2, no. 1 (December 29, 2020): 99–113. http://dx.doi.org/10.14434/gjte.v2i1.31229.
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Education is a trillion-dollar industry, booming, with a growing population thirsty for knowledge. There has been tremendous influx of graduates in this industry, seeking for self-reliance since obtaining a decent job upon graduation remains a nightmare particularly in developing countries. Consequently, the surroundings of all state and private universities in Cameroon are overcrowded with educational subsidiary firms created by graduates. Most of these firms intend to metamorphose into giant self-reliant enterprises while mitigating the problem of graduate unemployment. This hardly happens as most end at ground levels, while others close down in less than 5 years of existence. The question that arises is; what hinders these small and medium-sized education businesses from thriving? This study surveyed 210 small and medium-sized educational firms, selected through the clustering technique. The SWOT analysis technique was used to determine the strengths, weaknesses, opportunities, and threats to these firms. Results revealed little or no leadership education, specifically in wealth creation as a major weakness, that threatens these firms from thriving. The multiple regression further confirms the absence of transformational leadership education as a statistical predictor to setbacks in these firms. Key recommendations call for mainstreaming pragmatic transformational and strategic leadership education in higher education courses, using the case of the Faculty of education of the University of Yaoundé I. learners should be opened to the world of business through meaningful partnership with the world of work, and quality entrepreneurship courses as well.
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Ataev Shokir Quranboevich, Selimanova Svetlana Mikhailovna,. "Administrative Restrictions In The Field Of Business Activity." Psychology and Education Journal 58, no. 1 (January 29, 2021): 210–14. http://dx.doi.org/10.17762/pae.v58i1.760.
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Administrative procedures in the field of entrepreneurial activity should be introduced in order to protect the rights and freedoms of citizens, property, ethics, public order and safety of citizens and the environment, and the effective organization of public administration in this area.The article analyzes the procedures for liberalization, licensing and permitting of administrative procedures in the field of entrepreneurship.
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Sharma, Umesh, and Martin Kelly. "Students’ perceptions of education for sustainable development in the accounting and business curriculum at a business school in New Zealand." Meditari Accountancy Research 22, no. 2 (November 11, 2014): 130–48. http://dx.doi.org/10.1108/medar-12-2012-0042.
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Purpose – The purpose of this paper is to explore students’ perceptions and understandings of, and attitudes towards, education for sustainable development (ESD) at Delta Business School (DBS) in New Zealand[1]. The aim is to extend the limited literature on students’ perceptions of ESD within an accounting and business curriculum. Design/methodology/approach – To ascertain the students’ evaluations of their ESD, a survey was administered to 60 accounting and business students at DBS. The survey data were supplemented with interview evidence from 20 of the 60 students to obtain a deeper understanding of the students’ evaluations. Findings – A majority of the students perceive ESD as a “good thing.” Students were supportive of the sustainable business learning experience offered at DBS. The results suggest that students’ knowledge of sustainable business practices improved significantly from their studies. Practical implications – The paper should assist education providers to assess how students perceive ESD. This may help bring about changes, to improve the teaching of sustainable development. Universities can be the main providers of ESD, but other educational providers such as the professional accounting bodies will also need to manage the development of ongoing education processes. Most students at DBS believe they are obtaining a good understanding of the concept of sustainability. Originality/value – There is a shortage of research concerning how students perceive sustainable development education. This paper contributes to the discussion of what to incorporate in sustainable education programmes, to help students properly to understand sustainable development. We believe accounting and business education should develop graduates into broad-minded thinkers with a capacity for independent and critical thought. This will prepare them for future leadership roles.
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Armstrong, Paul Wilfred. "School business managers in England: negotiating identity." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1266–77. http://dx.doi.org/10.1108/ijem-08-2017-0207.
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Purpose The purpose of this paper is to explore the concept of group identity formation amongst school business managers in the English school system. Design/methodology/approach Data were generated via a research project that employed semi-structured interviews with school business managers as a means of exploring their experiences as a relatively nascent group, carving out their own territory within a school system traditionally led and managed by trained educationalists. Findings The findings provide insight into the enabling and inhibiting factors encountered by school business managers in establishing and negotiating a distinguishable group identity within the wider school workforce including their variable career trajectories and motives, the suitability of their qualifications and the diverse composition of their roles. Originality/value The paper throws light on the identity formation of a cohort of the school workforce in England who are not directly involved in educational leadership or classroom practice but nevertheless play a crucial role in the ecosystem of the school. While the research reported is situated within England, the issues raised can be applied to education systems in other contexts given the universal importance of financial and organizational management in schools.
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Tomczyk, Łukasz, Valéria Farinazzo Martins, Maria Amelia Eliseo, Ismar Frango Silveira, Cibelle de la Higuera Amato, and Lazar Stošić. "ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective." World Journal on Educational Technology: Current Issues 12, no. 4 (October 30, 2020): 401–24. http://dx.doi.org/10.18844/wjet.v12i4.5198.
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The paper aims to present the conditions surrounding the use of ICTs in Brazilian schools. The goal of the study was to offer a wide perspective that included the opportunities, barriers, transfer of knowledge, and challenges related to introducing information technology into education. The technique used was qualitative - an expert interview with four experienced respondents. The individuals interviewed represented different areas of professional activity: the academic sector, the implementation of practical activities in schools, pedagogical supervision, and the development of commercial software. The study was conducted in 2019, as part of the expert conference CBIE (Congresso Brasileiro de Informática da Educação – Brazilian Conference on Computers in Education). The results of the analyses reveal that the challenges of implementing ICT in educational processes are similar to those found in the global perspective. According to these experts, Brazil faces similar issues to those found in other countries, namely: the appropriate preparation of teachers in the use of ICT, supplying schools with high-speed and up-to-date hardware and software, encouraging teachers to use ICT, the re-constitution of educational policies, and changes in administering IT resources within schools.
Keywords: ICT; Brazil; school; computers; Internet; information society; experts; interview; SELI;
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Hilty, Donald M., John Luo, Evangelina Giron, and Dong-Gil Ko. "A Shared Information Technology-Business-Health Model: Lessons for Healthcare Leaders on Integrating Technology from Investment." Psychology and Cognitive Sciences – Open Journal 7, no. 1 (July 6, 2021): 1–18. http://dx.doi.org/10.17140/pcsoj-7-159.
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Objective: Technology is rapidly shifting our day-to-day existence, education, social relationships, health care and business. Psychiatric leaders have slowly explored telepsychiatric services – but few have an approach to technology in general–due to competing clinical, educational and research demands. Technology has typically been added on, rather than integrated, to institutional functions. Method: This narrative review used a literature search of Medline, PsycNET, PsycINFO, Embase, Cochrane, SpringerLink, Scopus, ABI/Inform, Business Source Complete, and Web of Science, using subject headings and keywords along with a manual search of reference lists of articles published by November 2020. The keywords explored four areas: 1) business; 2) service delivery; 3) system change; and 4) technology. Articles were reviewed by title/abstract, full text review and review of references. They were included if they discussed integration of technology into health care and compared literature from medicine/health, psychiatry/behavioral health, business, technology, leadership and health care administration. The goal was to explore how medicine/psychiatry has integrated technology compared to business, and apply business approaches to health care and training. Results: From a total of 2,710 potential references, two authors found 327 eligible for full text review and found 69 papers directly relevant to the concepts. Business and medicine/psychiatry have similarities/differences from both historical and contemporary views. Many health care systems and companies lack a strategic plan for technology and focus only on short-term due to administrative demands. Clinical informatics is a rapidly expanding area and would be central to this process. It has started to facilitate patient-centered care as defined by quality, affordable, and timely health care. While in principle information systems use integrative approaches, electronic health records, electronic means of communications with patients and staff, behavioral health indicators and related digital advances are often added to existing systems rather than integrated. Effective businesses use integrative approaches to share domain knowledge and streamline practices to link information technology (IT) with research and development, production, financing and marketing management. A case example highlights the IT strategy and business leaders’ comments in shifting to straight through processing (STP) from the banking industry for investments. It also exemplifies a model of shared IT-business understanding, which improves performance via efficiency, quality of data/information processing/integration and managerial teamwork. Conclusion: When it is integrated into health care service delivery workflow, evaluated and quality improved, IT facilitates the translation of strategic planning into organizational change. Incremental versus strategically innovative approaches to technological integration for care, education and administration are considered. Successful implementation requires a needs and impact assessment for patients, staff, clinicians and leaders across all levels of the organization. Benefits to the mission, limited disruptions of core operational workflow and reasonable costs reduce the likelihood of failure.
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Malin, Joel R., and Donald Hackmann. "Urban high school principals’ promotion of college-and-career readiness." Journal of Educational Administration 55, no. 6 (September 4, 2017): 606–23. http://dx.doi.org/10.1108/jea-05-2016-0054.
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Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.
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Cowan, David A. "Understanding Leadership through Art, History, and Arts Administration." Journal of Management Education 16, no. 3 (August 1992): 272–89. http://dx.doi.org/10.1177/105256299201600301.
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Marinaș, Cristian, Simona Goia (Agoston), Ramona Igreț, and Laura Marinaș. "Predictors of Quality Internship Programs—The Case of Romanian Business and Administration University Education." Sustainability 10, no. 12 (December 12, 2018): 4741. http://dx.doi.org/10.3390/su10124741.
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To a large extent, research regarding internship programs emphasizes their crucial role in the future career of students. Business professionals and educators acknowledge the positive influence in the engagement of companies towards future potential employees. However, the quality of these internship programs in Romania is sometimes questionable and further research is needed in the field. Our paper aims at identifying and analyzing the main factors which influence the quality of an internship program from Romanian business and administration students’ perspective. The findings and analysis of the current paper are based on a survey conducted on 458 undergraduate and master students of the Bucharest University of Economic Studies. By acknowledging these qualitative factors, third parties such as policy makers in educational sector, universities, and companies receive important information to better organize internships in order to meet students’ expectations and discover real high potential candidates.
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Khasanah, RR Ninik Barokatul, and Hendro Widodo. "PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM MODEL KURIKULUM 2013 DI SD MUHAMMADIYAH YOGYAKARTA." Muaddib : Studi Kependidikan dan Keislaman 1, no. 1 (April 24, 2019): 64. http://dx.doi.org/10.24269/muaddib.v1i1.1450.
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The curriculum is a reference component for each education unit and directs all forms of educational activities to achieve educational goals. The curriculum becomes an absolute requirement of education and becomes an integral part of education and teaching.Muhammadiyah Jogokariyan Elementary School Yogyakarta is one of Muhammadiyah's Business Charities under the Regional Education Council of Muhammadiyah Yogyakarta Regional Leaders also uses 2 curricula (government curriculum and Muhammadiyah Yogyakarta Regional Leadership curriculum).One of the curriculums developed at Muhammadiyah Jogokariyan Elementary School in Yogyakarta is about memorizing the Qur'an, thank God that with Tahfidz every year his students always increase and gain the trust of the community.
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Kyriakopoulos, Grigorios, Stamatios Ntanos, and Sofia Asonitou. "Investigating the environmental behavior of business and accounting university students." International Journal of Sustainability in Higher Education 21, no. 4 (May 15, 2020): 819–39. http://dx.doi.org/10.1108/ijshe-11-2019-0338.
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Purpose The purpose of this study is to explore the underlying dimensions of environmental behavior (EB) and examine how environmental education (EE) and ecological sensitivity (ES) motivate the EB of Business Administration and Accounting students (BAS). Design/methodology/approach A questionnaire survey was conducted and a sample of 190 BAS was randomly selected from the departments of Business Administration and Accounting and Finance at the University of West Attica (UNIWA), Greece. Findings The analysis was structured upon four underlying components under the EB of the sample: information seeking, recycling, green consuming and active participation. A positive relationship between EB and EE was revealed, while EB and ES were moderately interrelated. An important result was the hesitation of students to convert EE and ES to active participation and green consuming behavior, thus reaffirming similar results from other studies. Research limitations/implications The findings should be further developed using larger samples among other higher education institutions. Future research could be extended to students who reside at sub-urban or rural regions or students who are educated upon diverse academic disciplines. The basket of questions can be enriched with issues of immediate concern among future business executives such as the “ethical” role of accountants or the value creation for local societies. Originality/value The significance of this study lies on associating students’ EB with formal EE with personality characteristics such as ES. Educational policy-makers can enrich the curricula of BAS with environmentally oriented courses and teaching methods that can increase the active participation of students.