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Journal articles on the topic 'Education management development'

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Published: 4 June 2021
Last updated: 18 February 2022

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1

Malipatil, Goudappa. "Development of Management Education System in India." Indian Journal of Applied Research 1, no. 9 (October 1, 2011): 157–58. http://dx.doi.org/10.15373/2249555x/jun2012/56.

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2

Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

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3

Kellie, Jean. "Management education and management development." Journal of European Industrial Training 28, no. 8/9 (October 2004): 676–88. http://dx.doi.org/10.1108/03090590410566598.

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4

Hailey, John. "Management education for sustainable development." Sustainable Development 6, no. 1 (March 1998): 40–48. http://dx.doi.org/10.1002/(sici)1099-1719(199803)6:1<40::aid-sd80>3.0.co;2-q.

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5

Makinson, Geoff. "Education, training and management development." Nursing and Residential Care 4, no. 9 (September 2002): 443–45. http://dx.doi.org/10.12968/nrec.2002.4.9.10729.

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6

Omelyanenko, Vitaliy, Inna Semenets-Orlova, Olena Khomeriki, Lyudmyla Lyasota, and Yuliia Medviedieva. "Technology transfer management culture (education-based approach)." Problems and Perspectives in Management 16, no. 3 (September 20, 2018): 454–63. http://dx.doi.org/10.21511/ppm.16(3).2018.36.

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Research deals with the analysis of theoretical aspects of increasing the competence of scientists and experts, whose task is to work with technology as a good promotion of technology on the market with a view to its commercialization or search for technological solutions according to the tasks of the organization and to examine the startup methodology as a tool of improving the technology transfer skills efficiency. The new specifics of technology transfer management within the Education 3.0 paradigm are considered. In the paper, the authors analyze the technology transfer as important source of innovation creation and an integral part of business development. Target result of technologies introduction, implemented within limited period with limited resources as an innovative purpose of technology transfer, which is aimed at the best possible development of organization, is identified. The paper also suggests consider¬ing processes of technology development and technology transfer based on startup methodology.
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7

Timofeeva, R. A. "TRIAD REGIONAL DEVELOPMENT – MANAGEMENT, ADMINISTRATION, EDUCATION." Business Strategies, no. 10 (January 1, 2016): 5. http://dx.doi.org/10.17747/2311-7184-2016-10-5.

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8

Timofeeva, R. A. "TRIAD REGIONAL DEVELOPMENT – MANAGEMENT, ADMINISTRATION, EDUCATION." Business Strategies, no. 9 (January 1, 2016): 5. http://dx.doi.org/10.17747/2311-7184-2016-9-5.

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9

Ostojić, Bojana, Ivana Berić, Katarina Pavlović, and Milutin Pećić. "Management Education and Sustainable Development Projects." European Project Management Journal 10, no. 1 (2020): 69–77. http://dx.doi.org/10.18485/epmj.2020.10.1.8.

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10

Hodge, Ralph. "Commitment to Management Education and Development." Management Education and Development 18, no. 3 (October 1987): 194–203. http://dx.doi.org/10.1177/135050768701800305.

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11

Lau, Cher Loon, and Suliman Al-Hawamdeh. "Knowledge Management Education and Curriculum Development." Journal of Information & Knowledge Management 01, no. 02 (September 2002): 99–118. http://dx.doi.org/10.1142/s021964920200042x.

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Given the emerging nature of the knowledge management (KM) profession and the differing schools of thought on KM by academics and practitioners, designing a curriculum in KM poses substantial challenges. One of these challenges is to be able to determine the optimal mix of subjects from the various disciplines that best meets the objective of developing the requisite professional competencies of knowledge professional. A two-pronged methodology was adopted for this study comprising a survey research to gather perceptions on KM and KM education as well as an investigation of relevant web sites on the Internet for existing postgraduate programs. The latter was used to support a comparative review of the courses' objectives and curriculum, where available. The study established that the adoption of KM in Singapore was most significant in large organizations and the public sector. However, there were differing perceptions as to who in an organization should be responsible for KM and what full-time KM roles should be in-scaled. Nonetheless, the findings did suggest that there is a potential market for knowledge professionals and reinforced the fact that KM is indeed interdisciplinary and drew upon the theories and practices of a number of disciplines such as information technology, information science, communication, business, and management.
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12

Mote, V. L. "Development of Management Education in India." Vikalpa: The Journal for Decision Makers 10, no. 4 (October 1985): 371–86. http://dx.doi.org/10.1177/0256090919850402.

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13

Ekosiswoyo, Rasdi, Mardliyah Mardliyah, Sugiyo Sugiyo, and Titi Prihatin. "Development Model Management Education Soft Skill Nurses Hospital Education." Journal of Business and Social Review in Emerging Economies 4, no. 1 (June 30, 2018): 73–80. http://dx.doi.org/10.26710/jbsee.v4i1.369.

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This research intent for management model development education soft skill nurse at education hospital, and has influence increase nurse’s soft skill on nurses unit. This model development utilizes method with approaching Research & Development from Borg & Gall (2007). Since time and cost limitation, therefore, is utilized a portion step of 10 Borg's steps and Gall, which is: (1 ) research & information as introduction step forward, (2 ) planning & develop preliminary form of product as step of makings designs start model, (3) preliminary field testing & revision as step of early model checking, (4 ) main field testing & revision as step of product feasibility test-driving and product revision, (5) analyze and studies to establish final products (final product), and (6) dissemination. Management model development education soft skill nurse at indispensable Education Hospital whereas nurse candidate or nurse college’s students that of its upstream of nurse service, and nurse candidate constitutes one of primal component in education management process in meets the need development soft skill nurse, therefore management model development education soft skill indispensable nurse, so is expected that can also minimalize complain of customer.
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14

Kenny, Brian, and Bob Trick. "Reform and Management Education." Journal of East-West Business 1, no. 1 (June 3, 1994): 69–95. http://dx.doi.org/10.1300/j097v01n01_05.

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15

Stanfield, James. "MARKET-BASED MANAGEMENT IN EDUCATION." Economic Affairs 27, no. 1 (March 2007): 88. http://dx.doi.org/10.1111/j.1468-0270.2007.00719.x.

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16

Zheng, Chuan-jun, and Hu Cheng. "Development of Engineering Management Education in China." Frontiers of Engineering Management 2, no. 3 (2015): 304. http://dx.doi.org/10.15302/j-fem-2015046.

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17

Barry, B. "The Development of Management Education in Australia." Asia Pacific Journal of Human Resources 34, no. 2 (December 1, 1996): 44–56. http://dx.doi.org/10.1177/103841119603400206.

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18

Marpaung, Halomoan, Sutaryat Trisnamansyah, Husen Saeful Insan, and Waska Warta. "Management of Character Education in Discipline Development." International Journal of Nusantara Islam 5, no. 2 (June 19, 2017): 245–51. http://dx.doi.org/10.15575/ijni.v5i2.11772.

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The development of social, cultural and economic forms of human growth today is based on character development as an inseparable part of every human individual. Management of Character Education Management in Discipline Development is part of forming human resources towards sustainable life. Resume & Eulogy Theory as the basis of research. Qualitative method through a process of observation, documentation and interviews developed with a triangulation system. Research questions 1) How is Character Education Planning in Discipline Development; 2) How to Organize Character Education in Discipline Development; 3) How is the Implementation of Character Education in Discipline Development; 4)) How to Supervise Character Education in Discipline Development. The results showed that the Character Education Planning in Discipline Development is defined as an attitude in which the development of knowledge, attitudes and skills is balanced. In the process of organizing all the components of the work unit structure in governance put forward the goal of building the character of the discipline itself. Implementation, the form of development of the educational implementation process leads to the formation of discipline in line with the basic goals of education. Supervision is arranged in line with the planning that human resources aim at achieving its goals.
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19

Nakpodia, E. D. "Management of Distance Education in the Development of Nigeria’s Education." Journal of Social Sciences 23, no. 1 (April 2010): 45–52. http://dx.doi.org/10.1080/09718923.2010.11892810.

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20

O'Shea, A. T. "School management and curriculum development." Irish Educational Studies 5, no. 2 (January 1985): 108–17. http://dx.doi.org/10.1080/0332331850050208.

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21

Cook, Mike. "Education and Professional development." Journal of Nursing Management 17, no. 5 (July 2009): 519–22. http://dx.doi.org/10.1111/j.1365-2834.2009.01030.x.

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22

Prasad Rao, DR C. R., DR T. Tammaiah, MR G. V. Subba Raju, and S. V. K. P. &. DR K. S. Raju. "The Ultimate Management: Unfinished Agenda of Management Education and Development." Paradigm 3, no. 1 (January 1999): 1–6. http://dx.doi.org/10.1177/0971890719990102.

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23

Byrt, William. "CYERT TO RALPH TO MIDGLEY: MANAGEMENT EDUCATION OR MANAGEMENT DEVELOPMENT?" Australian Journal of Public Administration 50, no. 2 (June 1991): 128–30. http://dx.doi.org/10.1111/j.1467-8500.1991.tb02465.x.

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24

BRADDICK, W. A. G. "Partnership in Management Development." European Journal of Engineering Education 14, no. 1 (January 1989): 39–56. http://dx.doi.org/10.1080/03043798908903335.

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25

Glassock, Les. "Business Development Needs Management Development." Journal of European Industrial Training 9, no. 1 (January 1985): 28–32. http://dx.doi.org/10.1108/eb014210.

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26

Handler, Sylvia. "Strategically directed financial management development∗." Accounting Education 1, no. 3 (September 1992): 247–51. http://dx.doi.org/10.1080/09639289200000035.

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27

Pryima, Serhii, Yuan Dayong, Olena Anishenko, Yuriy Petrushenko, and Anna Vorontsova. "Lifelong learning progress monitoring as a tool for local development management." Problems and Perspectives in Management 16, no. 3 (July 4, 2018): 1–13. http://dx.doi.org/10.21511/ppm.16(3).2018.01.

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The concept of learning cities and regions is recently becoming widespread both in the European and global theory of regional development acting as a tool for successful local socio-economic development management of a city and region, development of their human potential, the basis of the regional education policy of countries. Analysis of theoretical principles and, particularly, the practice of implementing the concept of learning cities and regions for Ukraine is currently a necessary condition for its sustainable development, full entry into the European and global economy, as well as the educational space. All mentioned above makes relevant the research of theory and practice of the European and world regional education policy on the example of learning cities and regions. The article analyzes the potential of the Composite Learning Index and European Lifelong Learning Index to monitor the progress of lifelong learning as a tool for local development management and proposes the list of indicators and measures – the Ukrainian Lifelong Learning Index – adapted to the Ukrainian education area.
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28

Barker, Dennis. "Action Learning Projects For Management Development." Assessment & Evaluation in Higher Education 18, no. 1 (January 1993): 35–43. http://dx.doi.org/10.1080/0260293930180103.

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29

Ashmarina, Svetlana, and Ekaterina Nikulina. "Assessment of global trends impact on development of higher education system." Problems and Perspectives in Management 15, no. 3 (December 5, 2017): 365–76. http://dx.doi.org/10.21511/ppm.15(3-2).2017.06.

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The article deals with research of global regularities in the global system of higher education. The interrelation of information, Internet and educational environments, branding and marketing are investigated as a qualitative basis for sustainable development of universities. The government strategies stimulating development of international experience for students are explored and analyzed. This experience resulted in mass opening of international branch campuses and popularity of educational centers (“education hubs”). World tendencies in the field of human capital development in the sphere of higher education are revealed. Special attention is given to development of international institutional and industrial partnership. At present, the challenges facing the modern system of higher education in Russia are related to the need to ensure its competitiveness in the international arena and create centers for the innovative development within the Russian Federation. In the sphere of higher education of Russia, a number of priority projects of the higher education system can be identified, which were approved at the end of 2016: “Universities as Centers of Innovation Development”; the project of “Modern Digital Educational Environment” and the model of the export potential development of the “Russian education system”, which increases the attractiveness and competitiveness of the international educational services market in order to increase the volume of revenues from the export of educational services.
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30

Kemal, Isthifa, Suryadi Suryadi, and Unifah Rosyidi. "Management of Lecturers Resource Development at Higher Education." International Journal of Higher Education 8, no. 5 (September 18, 2019): 246. http://dx.doi.org/10.5430/ijhe.v8n5p246.

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The purpose of this study was to determine the management of the development of lecturer resources in the tri dharma of higher education in STKIP Bina Bangsa Getsempena (STKIP BBG) Banda Aceh. This research is focused on the implementation of the tri dharma of higher education. This research uses a qualitative method with a case study approach. Data were collected by interview, observation and documentation study, then analyzed qualitatively. As for data analysis techniques, descriptive-inductive and reflective models are specifically used in this study. The results of these research programs in the implementation of the tri dharma of higher education are carried out on an ongoing basis so that lecturer resources are maintained. All of them in the management of lecturer resource development rests on the vision of the institution to make universities superior.
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31

Shenoy, Veena, and Sharath Chandra Kamath. "“Management Education-Key to Holistic Development of Society”." South Asian Journal of Marketing & Management Research 6, no. 12 (2016): 20. http://dx.doi.org/10.5958/2249-877x.2016.00036.9.

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32

Zhuravska, N. "US AGRARIAN EDUCATION DEVELOPMENT TRENDS: MANAGEMENT COMMUNICATION ACTIVITIES." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 1 (February 27, 2020): 11–16. http://dx.doi.org/10.30929/1995-0519.2020.1.11-16.

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33

Luttikhuis, E. J. Oude, J. de Lange, R. ten Klooster, and E. Lutters. "Project-led Education in Packaging Development and Management." Procedia CIRP 21 (2014): 348–53. http://dx.doi.org/10.1016/j.procir.2014.03.126.

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34

Mallick, Fuad H., and Mohammad Aminur Rahman. "Disaster Management and Development in Bangladesh: Education Perspective." Asian Journal of Environment and Disaster Management (AJEDM) - Focusing on Pro-active Risk Reduction in Asia 01, no. 01 (2009): 93. http://dx.doi.org/10.3850/s179392402009000052.

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35

Langendahl, Per-Anders, Matthew Cook, and Cecilia Mark-Herbert. "Exploring Gamification in Management Education for Sustainable Development." Creative Education 08, no. 14 (2017): 2243–57. http://dx.doi.org/10.4236/ce.2017.814154.

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36

Masri, R. M. "Environmental management and monitoring for education building development." Journal of Physics: Conference Series 1013 (May 2018): 012105. http://dx.doi.org/10.1088/1742-6596/1013/1/012105.

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37

Veeraraghavan, J. "Governance for Development—The Management Challenge in Education." Indian Journal of Public Administration 50, no. 1 (January 2004): 138–50. http://dx.doi.org/10.1177/0019556120040116.

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38

Simkins, Tim. "Book Review: Leadership and Management Development in Education." Educational Management Administration & Leadership 37, no. 1 (January 2009): 147–48. http://dx.doi.org/10.1177/1741143208099401.

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39

Rausch, Erwin. "An old question concerning management education and development..." Development and Learning in Organizations: An International Journal 18, no. 1 (February 2004): 3–5. http://dx.doi.org/10.1108/14777280410510364.

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40

Monks, Kathy, and James S. Walsh. "The role of postgraduate education in management development." Journal of European Industrial Training 25, no. 2/3/4 (March 2001): 148–56. http://dx.doi.org/10.1108/03090590110395780.

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41

Snell, Robin, and Kim James. "Beyond the Tangible in Management Education and Development." Management Learning 25, no. 2 (June 1994): 319–40. http://dx.doi.org/10.1177/1350507694252010.

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42

Riegel, Carl, and Carolyn U. Lambert. "Management Development: a New Role for Hospitality Education." Hospitality Research Journal 15, no. 2 (May 1991): iv—v. http://dx.doi.org/10.1177/109634809201500201.

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43

Wallis, J. "Knowledge management in education; enhancing learning and education." International Journal of Educational Development 23, no. 6 (November 2003): 682–83. http://dx.doi.org/10.1016/s0738-0593(03)00064-6.

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44

Серов and V. Serov. "On Maintenance and Development of Administrative Education." Administration 5, no. 1 (March 16, 2017): 5–11. http://dx.doi.org/10.12737/24696.

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This article gives a brief assessment of the current management education crisis and presents the author’s approach to its maintenance and development, based on the assumption that the management objects are technical, socio-economic systems, and socio-political processes. Accordingly, the requirements for the maintenance of curriculums of the trainings for the management specialists in the university, the ratio of the technical-technological disciplines in economics, organization and production management, socio-political relations organization and management are determined. The post-graduate management education is also considered.
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45

Козбаненко and Viktor Kozbanenko. "ADMINISTRATIVE EDUCATION DEVELOPMENT: APPROACHES AND PROSPECTS." Management of the Personnel and Intellectual Resources in Russia 1, no. 3 (December 18, 2012): 0. http://dx.doi.org/10.12737/119.

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Article is prepared on the basis of the report at All-Russia scientific and methodical conference “Evolution of management and the future of administrative education”, that took place on April 25, 2012 within annual meeting of Educational and methodical association of Russia higher education institutions in the management area.
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46

Козбаненко and Viktor Kozbanenko. "ADMINISTRATIVE EDUCATION DEVELOPMENT: APPROACHES AND PROSPECTS." Management of the Personnel and Intellectual Resources in Russia 1, no. 2 (September 20, 2012): 53–56. http://dx.doi.org/10.12737/1627.

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Article is prepared on the basis of the report at All-Russia scientifi c and methodical conference “Evolution of management and the future of administrative education”, that took place on April 25, 2012 within annual meeting of Educational and methodical association of Russia higher education institutions in the management area.
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47

LeNir, Philip. "Social learning for management development." Industrial and Commercial Training 48, no. 1 (January 4, 2016): 38–41. http://dx.doi.org/10.1108/ict-08-2015-0052.

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Purpose – The purpose of this paper is to introduce social learning for management development. Design/methodology/approach – The paper introduces perspectives on how managers learn to be managers in organizations. And introduces Mintzberg’s approach to management education and discusses how it is being applied to management development directly in the workplace. Findings – Mintzbergs approach to management education, when used in the context of management development directly in the workplace, leads to an approach which allows for self-directed learning in small groups. Research limitations/implications – None. Practical implications – L & D practitioners need to experiment and pilot truly novel pedagogical approaches to management development in their organizations. Originality/value – This paper introduces the thinking that led to a novel pedagogical approach to management development under the theme of social learning.
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48

Verbovskyi, I., and I. Novitska. "DEVELOPMENT OF NATIONAL LEGISLATION IN HIGHER EDUCATION ESTABLISHMENT MANAGEMENT." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1 (104) (June 1, 2021): 15–27. http://dx.doi.org/10.35433/pedagogy.1(104).2021.15-27.

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The article studies the main stages of development of national legislation regulating the management of a higher education establishment. It conducts the analysis of the works of modern scientists having dealt with the issues of regulating the activities of a higher education establishment in various aspects, issues of management information defining and systematizing, problems of legal regulation in the higher education establishment management and certain aspects of its statutory and regulatory support by international and foreign legislation, theoretical and practical aspects of administrative and legal regulation in Ukrainian education in the context of European integration. The paper analyzes and highlights three main periods of national legislation development on the higher education establishment management. The first stage of development of legislation on the higher education establishments management (XIX – 1920) is associated with the adoption of the Provisional rules about the higher education establishments management of the Ministry of public education of August 27, 1905 and legislative acts regulating the higher education establishments management. The second stage of development of legislation on higher education (1920-1990) is associated with the fact that during the existence of the USSR, the management of higher education had its own peculiarities, as far as the political system of Soviet government and the state apparatus differed from the modern state democratic structure, and on its territory there were state bodies that existed only under the communist regime. Higher education management was carried out centrally by legislative acts of both the republican and all-union levels, in the complete absence of autonomy of higher education establishments. Third stage of development of the national legislation on higher education management is characterized by the reform of the higher education system on the basis of adopted legislative and bylaws, especially, Ukraine’s Higher Education Act of 2014, the creation of conditions for the autonomy of the higher education establishment management, the introduction of bodies and institutions for monitoring the higher education quality standards and recommendations of the European Union.
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49

Efremkina, Irina Nikolaevna, Elena Vladimirovna Liksina, Valerii Liusev, and Natalia Vladimirovna Osipova. "Positive Management Tools in Education Management." SHS Web of Conferences 79 (2020): 02004. http://dx.doi.org/10.1051/shsconf/20207902004.

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The purpose of the study is to identify the problem areas in education management and the opportunities to apply positive management tools. The authors believe that it is possible to diminish the issues related to authoritarian education management by using the tools and principles of positive psychology, specifically, positive management connected to addressing the human factor. The authors note the inefficiency of strict and regulated methods of education management as it often requires unorthodox, original solutions. The article contains the results of the pilot study of education workers’ subjective perception of a positive management tool – engagement. The survey method has been utilized for the study. The analysis of the data has resulted in the following conclusions: 1) it has been found that the positive management tools identified through the analysis are insufficiently used in education management; 2) the identified problem areas in education management are related to expectations for work, satisfaction with the evaluation and feedback, interpersonal relations, as well as career and development.
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50

Dill, David D., and Robert V. Smith. "Development and Management of University Research Groups." Journal of Higher Education 60, no. 5 (September 1989): 601. http://dx.doi.org/10.2307/1982271.

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