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Journal articles on the topic 'Educational organization on meso-level'
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1
Borysova, T. "DESIGN AND ERGONOMIC ASPECTS OF THE FORMATION OF THE EDUCATIONAL SPACE OF THE NEW UKRAINIAN SCHOOL." Ukrainian professional education, no. 7 (September 14, 2020): 139–46. http://dx.doi.org/10.33989/2519-8254.2020.7.238053.
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The article analyzes the issues of material and technical support of the educational process in institutions of general secondary education, the solution of which lies in the three-level subordination of educational institutions (macro-level – ministries, departments and institutions, meso-level – local executive authorities, local self-government bodies, united territorial communities, micro-level – educational institutions). It is indicated that in order to solve the tasks set at the state level to modernize educational processes, it is necessary to work together at all levels. It is proved that conceptually all issues of the organization of educational space are solved on macro-level, real ways of implementation and financing – on meso-level, and the leading role in the arrangement of specific educational premises is played by managers and teachers of educational institutions. Therefore, our research highlights the importance of training future teachers who are able to implement the concept of a New Ukrainian School in all its areas, in particular from the point of view of updating the educational space.
The key aspects of forming the educational space of the New Ukrainian School in terms of comfort, safety and aesthetic appeal are identified. Recommendations are given on the color design of the interior of educational premises for primary, middle and high school students, as well as on color solutions for educational premises for various purposes.
The relevance of zoning the educational environment by centers (discoveries, news, materials, communication, thematic, teachers, silence, creativity, wildlife) of educational activities of participants in the educational process is revealed. The main (permanent) and mobile (variable) zones of the training room are defined, and the approximate equipment of each of them is given. It is proved that the organization of a comfortable educational environment will contribute to the free development of the child’s creative personality. A number of requirements (ergonomics, safety, reliability and aesthetics) for school furniture are defined, as they should first of all be atropometrically appropriate and comfortable.
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McNeely, Connie L., and Yun-Kyung Cha. "Worldwide Educational Convergence." education policy analysis archives 2 (November 29, 1994): 14. http://dx.doi.org/10.14507/epaa.v2n14.1994.
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We argue for an examination of the role of the transnational organizational apparatus vis-a-vis nation-states in organizing national educational systems in accordance with world level educational ideologies, structures, and practices. We propose that more analytic attention be given international organizations as an institutionalizing force in examining educational convergence and change, and suggest four primary international organization activities as potentially fruitful avenues for research in this area: 1) the exchange of information, 2) charters and constitutions, 3) standard-setting instruments, and 4) technical and financial resources. Focusing on these activities, we present and discuss evidence of international organizations as world- level agencies influencing the incorporation and diffusion of educational ideologies and practices within and among nation-states.
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Kāposta, Iveta. "EDUCATIONAL INSTITUTION AS LEARNING ORGANISATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 232. http://dx.doi.org/10.17770/sie2013vol1.532.
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An educational institution by its structure, the mission and the mission and the composition of the staff and their competencies, as well as requirements on the quality of the education likely are according of the learning organization characteristics. Learning organization and its influence could be seen from various development levels: global, regional, organizations, teams, individual. For all the schools in Latvia now is a very important regional and organizational level. The school to be created as a learning organization, has everything necessary objective conditions. Empirical research shows that the learning environment for teachers in schools are provided, but required for school leaders using the learning outcomes target-based school development, and also make it visible to the teachers themselves.
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Rodriguez, Sophia, Benjamin J. Roth, and Leticia Villarreal Sosa. "“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students." AERA Open 8 (January 2022): 233285842110731. http://dx.doi.org/10.1177/23328584211073170.
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This qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’ perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers’ racial attitudes, and perceptions of racialized contexts and how they influence school social workers’ advocacy for immigrant students is offered.
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Ramanauskaitė, Simona, Neringa Urbonaitė, Šarūnas Grigaliūnas, Saulius Preidys, Vaidotas Trinkūnas, and Algimantas Venčkauskas. "Educational Organization’s Security Level Estimation Model." Applied Sciences 11, no. 17 (August 31, 2021): 8061. http://dx.doi.org/10.3390/app11178061.
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During the pandemic, distance learning gained its necessity. Most schools and universities were forced to use e-learning tools. The fast transition to distance learning increased the digitalization of the educational system and influenced the increase of security incident numbers as there was no time to estimate the security level change by incorporating new e-learning systems. Notably, preparation for distance learning was accompanied by several limitations: lack of time, lack of resources to manage the information technologies and systems, lack of knowledge on information security management, and security level modeling. In this paper, we propose a security level estimation model for educational organizations. This model takes into account distance learning specifics and allows quantitative estimation of an organization’s security level. It is based on 49 criteria values, structured into an AHP (Analytic Hierarchy Process) tree, and arranged to final security level metric by incorporating experts’ opinion-based criteria importance coefficients. The research proposed a criteria tree and obtained experts’ opinions lead to educational organization security level evaluation model, resulting in one quantitative metric. It can be used to model different situations and find the better alternative in case of security level, without external security experts usage. Use case analysis results and their similarity to security experts’ evaluation are presented in this paper as validation of the proposed model. It confirms the model meets experts-based information security level ranking, therefore, can be used for simpler security modeling in educational organizations.
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Zobov, A. E., R. M. Aminev, A. A. Kuzin, and A. S. Kucherov. "Organizational and functional form of infectious diseases control of servicemen studying in military educational organizations." Bulletin of the Russian Military Medical Academy 20, no. 1 (March 15, 2018): 245–49. http://dx.doi.org/10.17816/brmma12350.
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Control of infectious morbidity is considered as a functional tool for ensuring the sanitary-epidemiological well- being of servicemen studying in military educational organizations. At the same time, scientifically substantiated structural and logical schemes for interaction of officials of these organizations to control morbidity in the system of ensuring sanitary and epidemiological well-being of servicemen are absent. Literature data on the development of organizational and functional form of controlling the infectious morbidity of servicemen studying in military educational organizations is analyzed. The connection of infectious morbidity with the level of sanitary-epidemiological well-being of military contingents is mentioned. The concept of infectious morbidity in relation to the activities of officials of the military educational organization control in the sphere of ensuring sanitary and epidemiological well-being is explained. Existing approaches to the development of organizational and functional models in the field of health care are considered. The principles of development of the organizational and functional form of control of the infectious morbidity of personnel of the military educational organization are proposed and the expected results of its implementation are mentioned.
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Gajšek, Brigita, and Bojan Rosi. "Stakeholder differences in the understanding of inter-organizational concept content as a risk factor." International Journal of Logistics Management 26, no. 1 (May 11, 2015): 107–27. http://dx.doi.org/10.1108/ijlm-06-2012-0040.
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Purpose – The purpose of this paper is to help clarify understanding of the logistic platform concept so as to release its potential for the benefit of the logistics sector. Design/methodology/approach – Cross-sectional research was conducted in Slovenia, Poland and Singapore. Web-based survey responses were obtained from four organization types: logistics companies (LCs); production or service non-LCs; branch associations/state agencies/chambers of commerce; and educational institutions. Findings – Logistics platforms (LPFs) are a very much a multi-level phenomenon which, through macro-level organization, may multiply the micro- and meso-level effects obtained. The joint development of promising inter-organizational concepts which involve different stakeholder groups can be inefficient owing to differences in concept content understanding. Research limitations/implications – The research was limited to Slovenia, Poland and Singapore. Further research in other countries would be beneficial, and the survey can be repeated for other inter-organizational concepts. Practical implications – This paper proposes a general LPF model and seeks to raise awareness of the complexity surrounding the implementation of this particular inter-organizational concept. From the viewpoint of a practitioner, the knowledge that different stakeholder groups may have divergent perceptions of the concept’s content is important and will help strengthen inter-organizational projects by devoting attention to basic fact unification. Originality/value – This paper is the first transparent overview on the understanding and utilization of LPFs in theory and practice. The paper proposes a general LPF model. The authors wish to highlight the need for research into the perceptions held among different stakeholder groups regarding the concept’s content for the implementation of inter-organizational projects.
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Zacharoula, Lykopoulou. "EDUCATION MANAGEMENT AND THE IMPACT OF INNOVATION." Volume 8, Issue 2 v8, no. 2 (November 10, 2020): 183–96. http://dx.doi.org/10.37708/ep.swu.v8i2.15.
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This study concerns higher education in Greece, as applied today and in the forthcoming years and its aim is ternary; firstly, the study on the implementation of international innovation indicators in education, secondly the use of innovative teaching practices and finally the relationship between different organizations and its impact on innovative educational practices. The primary research contacted with the use of a questionnaire on a sample of 471 teachers all over Greece. The findings among others show that the higher the level of innovation regarding educational services, the higher also is the level of innovation on educational processes. Moreover, the higher the level of innovation regarding educational services, the higher also is the level of innovation on business organization, and the higher the level of innovation regarding educational processes, the higher also is the level of innovation on business organization. The importance of this work lies in its contribution to the description and definition of the concept, characteristics and operation of organizational innovation in the context of education, as well as the possibility of its use by the supervisors and teachers of the specific school level for better understanding and management of the culture of each school unit.
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Ermolenko, Vadim. "Nonlinear Organization of Support for Development of Project Competence of the Professional Educational Organization Head." Man and Education, no. 4 (73) (2022): 161. http://dx.doi.org/10.54884/s181570410023884-7.
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The article presents the results of a study on the organization of support for the development of project competence of the head of a professional educational organization to the highest (creative) level. The characteristic of the criterion-level assessment of its development is given. The meaning of supporting the development of project competence of the head of a professional educational organization is revealed. The organizational-diagnostic, program-activity and final-analytical stages of support are defined and characterized. The author's approach to the organization of the support process is proposed, the characteristic feature of which is the non-linearity of achieving the result, which provides personalized support of precisely those difficulties in the development of the project competence of the head of a professional educational organization to the creative level, which are diagnosed in a particular subject of support.
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Starykh , S. A., I. G. Kuzmicheva, and D. I. Raspopin. "URIC AS AN INTEGRAL INDICATOR OF MEASURING THE INNOVATIVE POTENTIAL OF AN ORGANIZATION." Region: systems, economy, management 2, no. 53 (2021): 138–44. http://dx.doi.org/10.22394/1997-4469-2021-53-2-138-144.
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Subject. The level of intellectual capital development that reflects the innovative potential of the organization. Topic. The study of the level of development of the intellectual capital of an educational institution as a type of innovative organization. Purpose. Evaluate and analyze the intellectual capital of an educational organization based on the characteristics of the assessment of the innovative and intellectual potential of the organization itself, the region, as well as the socio-economic system as a whole. Methodology. Methods of research, analysis, and systematization of data. Results. The proposed measurement method allows for periodic monitoring of PEC, identifying strong and weak areas in the field of intellectual capital of the enterprise, and gives a real opportunity for management to systematically manage PEC. Application area. Organizations of an innovative type. Conclusions. Educational institutions are typical representatives of innovative organizations, on the one hand, having specific features, and on the other, having pronounced characteristics of this type of organization. It is educational institutions that combine all the essential parameters that are characteristic of innovative organizations, so to specify the methodology for assessing intellectual capital, we propose to use the indicators that are characteristic of educational institutions. Keywords: URIC, integral indicator, innovative potential of the organization, assessment of intellectual capital
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Ruvolo, Catherine M. "Benefits of Organization-Level Identity." Consulting Psychology Journal: Practice and Research 56, no. 3 (2004): 163–72. http://dx.doi.org/10.1037/1065-9293.56.3.163.
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Kamenev, Roman Vladimirovich, Mariya Alekseevna Abramova, and Valeriy Vasilyevich Krasheninnikov. "Distance education: models, implementation levels and implementation challenges." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 54–63. http://dx.doi.org/10.15293/1812-9463.2103.05.
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The article aims to consider the problem of implementing distance learning at the micro-meso and macro levels. In the study, the authors rely on a systematic approach. Using the example of studies of the results of the introduction of distance learning during the pandemic, the problems faced by educational organizations at the regional level are shown. The actualization of the need for regional analysis led the authors to the conclusion that the issue is insufficiently developed at the macro level of administration of the process of implementing distance learning. The article also raises questions about the quality of “offline” and “online” training formats, the problem of commercialization of education and the transformation of university types as associated with unjustified expectations of the effectiveness of the introduction of distance learning format. The materials presented in the article will be of interest to those specializing in the field of education management: heads of educational organizations, employees of educational management bodies at all levels.
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Kolbergytė, Aušra, and Aistė Dromantaitė. "A Theoretical Analysis of Managerial Growth in the Context of Organizational Change." Sustainability 14, no. 8 (April 11, 2022): 4523. http://dx.doi.org/10.3390/su14084523.
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In analyzing the theoretical literature on managerial growth in the context of organizational change, an absence of research has been observed, especially that which comprehensively analyzes growth prospects and opportunities at the micro (individual), meso (group), and macro (organizational) levels, which considers organizational, social, emotional, and spiritual aspects. Therefore, one of the outstanding problems of this research was to select the relevant scientific literature to synthesize the theory and create a conceptual theoretical model based on it. The aim of this paper is to explore the context and preconditions for managerial growth during an organizational change at different levels and aspects of organizations. Therefore, six theoretical approaches from the fields of management, psychology, and education were chosen (Hiatt, Kotter, Kübler-Ross, Goleman, Mezirow, and Marcia). Conclusions provide insights into the context, aims, and directions of managerial growth within organizational change. First, the context of organizational change is understood as an educational environment that creates incentives for managerial growth at the macro, meso, and micro levels and encompasses the development of personal and professional skills and the conscious evolution of inner perceptions related to work. Second, managerial growth in the context of organizational change is targeted toward three objectives at the organizational, group, and individual levels: productivity, connection, and self-realization. Third, managerial growth in the context of organizational change is directed toward three dimensions: (1) the strategic-operational dimension overlaps with the development of leadership skills to ensure successful change implementation in the organization; (2) the social-emotional dimension overlaps with the development of psychosocial skills, enabling coping with challenges through relationships and an emotionally supportive workplace environment; and (3) the perceptual-spiritual dimension overlaps with the development of personal maturity and professional motivation, disclosing authentic performance during organizational change. These findings become a framework for further research but also provide practical guidelines for managers, HR specialists, and organizational leaders.
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Tinterri, Andrea, Maka Eradze, Anna Dipace, and Martina Fava. "Re-organization of assessment during the educational emergency in primary and secondary teaching: an Italian case." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2021): 478–92. http://dx.doi.org/10.3280/ess2-2021oa12520.
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The educational crisis caused by the pandemic created an unprecedented need to reorganize teaching and learning processes, and the educational assessment became one of the thorniest issues in this rapid change; assessment re-organization entails layered complexities on micro, meso and macro levels. This research is contextualized in a larger digital ethnographic study of three different Italian teacher online communities, uncovering the experience from mixed-methods research. Following this research, a survey instrument was developed and launched. Current paper reports on the survey aiming to uncover the change in assessment practices during the educational emergency while reflecting on teachers' beliefs on the assessment, the use of remote assessment methods before and during the pandemic, and its re-organization. Findings suggest a significant reorganization of assessment during the COVID-19 educational emergency in all school orders. Through all school orders, teachers perceived a reduction in the importance of assessment during the pandemic and, consequently, used most assessment techniques significantly less than before. However, different methods changed differently, with oral examinations diminishing dramatically and increased use of closed-question quizzes.
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FORTY, Svetlana N. "Individual educational trajectory of future teachers’self-organization development." Espacios 41, no. 44 (November 19, 2020): 302–7. http://dx.doi.org/10.48082/espacios-a20v41n44p23.
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The article reveals the features of building an individual educational trajectory in order to develop the level of future teachers’self-organization. For the purpose of conducting scientific research, we used the following methods: A. D. Ishkov's methodology "Diagnostics of the characteristics of self-organization", as well as the analysis of psychological and pedagogical literature on the issue of building an individual educational trajectory in order to develop the level of self-organization among students. As a result of diagnostics of the characteristics of the development of self-organization in future teachers, it was found that this level in students is not fully formed.
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Wang, Weihao, and Shike Zhou. "The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers: The Mediating Role of Teachers’ Engagement in Educational Research." Best Evidence in Chinese Education 11, no. 2 (July 30, 2022): 1499–515. http://dx.doi.org/10.15354/bece.22.or064.
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The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers’ engagement in educational research, utilizing the findings of a survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers’ participation in educational research, and teachers’ work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers’ participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level.
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Alemu, Daniel S., and Deborah Shea. "A path analysis of diagnosis of organizational levels of functionality." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1515–25. http://dx.doi.org/10.1108/ijem-10-2018-0297.
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Purpose The purpose of this paper is to investigate the extent to which organizational level of functionality is affected by its leadership, its staff, the way task is performed in the organization (culture), and the structural and governance makeup of organizations. This study also determined the direct and indirect impacts of these variables on organizational functionality in general and drawing lessons to educational organizations in specific. Design/methodology/approach This is a quantitative study. Data from 185 participants were analyzed using SPSS software version 24. The data analysis procedure for this study followed various steps. First, multiple factor analysis was conducted to narrow the long list of items and to create a manageable list of construct variables for analyses. Then path analysis, using a series of multiple regression, was conducted to identify the degree of relationship between the independent and dependent variables. Finally, a path model coefficient diagram was created. Findings Using path analysis, a new model that depicts the level of interactions among the proposed variables and the extent and direction of influence of each variable on organizational level of functionality has been created. In addition, a path diagram that illustrates the model is provided and explained. This study also determined the direct and indirect impacts of these variables on organizational functionality. Finally, conclusions and implications of the study for educational organizations were presented. Research limitations/implications It should be noted that path analysis studies, by nature, are based on assumptions provided by the researchers. Hence, future studies using different variables and different assumption may not necessarily generate the same result. In addition, this study looked at a broader view of organizations rather than a specific type. Practical implications This study expanded the use of organizational diagnosis frameworks, beyond studying organizational performance, to study organizational level of functionality which can be used to diagnose the level of function (or dysfunction) of organizations in a holistic manner. Social implications The present study contributes to the body of literature in organizational diagnosis in various ways; chief of which is the creation of a new path model which shows the direct and indirect effects of specific variables in numeric terms. Originality/value Unlike previous studies on the topic, this study suggests that organizational level of functionality should be studied using variables internal to the organization, because any two organizations of similar purpose and capacity, located in similar environment, could function differently due to factors internal to the organizations. Investigating organizational level of functionality using variables internal to the organization is assumed to provide a deeper diagnosis and self-assessment as it minimizes the noises created by variables external to the organization. All the variables in this study are therefore carefully selected to be internal to organizations.
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Salavatova, A. M. "ORGANIZATION OF MULTICULTURAL EDUCATION INA UNIVERSITY." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 43–50. http://dx.doi.org/10.36906/2311-4444/19-4/07.
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The article describes the organization of multicultural education in a university in the context of globalization that drives such general changes as the active integration, the creation of a single European cultural and educational space, and the strengthening of intercultural interaction, all of which brings peoples closer to each other. The theoretical analysis of literary sources highlighted an important component of extracurricular educational work of a university - the activity of student associations. This activity appears essential for understanding the required level of multicultural education. This research aimed to theoretically substantiate and empirically test the multicultural education of students (the levels of multicultural education beinghigh, medium and low). It was experimentally shown that students have a low level of multicultural education. To educatestudents on the topic and raise their general level of culture, a model for organizing multicultural education was developed and introduced into the real educational process. The proposed organizational model included such elements as the goal and objectives of multicultural education; the units and the stages of multicultural education; and the organizational and pedagogical structure of multicultural education in the multicultural educational environment of the university. The effectiveness of multicultural education was achieved through the proper organization of multicultural education and the ability to provide a high level of tolerance, a medium-high level of pedagogical communicative competence, empathic capabilities, and students' readiness for the dialogue of cultures.
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Kredentser, Oksana. "An empirical study of the development of types of educational staff's self-efficacy during the COVID-19 pandemic." Організаційна психологія Економічна психологія 1, no. 22 (March 31, 2021): 89–101. http://dx.doi.org/10.31108/2.2021.1.22.10.
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Introduction. The COVID-19 pandemic has significantly affected educational organizations. Therefore, studying the psychological factors that can increase educational organization staff's efficiency during the pandemic is very relevant to the present day and socially significant. Aim: to empirically investigate the development of different types of educational staff's self-efficacy during the COVID-19 pandemic. Methods. J. Maddux and M. Scheer The Level of Self-Efficacy (modified by L. Boyarintseva), Short Occupational Self-Efficacy (adapted by O. Kredentser), and a passport-questionnaire. Results. There is an insufficient level of development of all types of staff' self-efficacy in educational organizations. Particularly low self-efficacy has been found in teaching subjects. Staff's organizational and professional characteristics (work experience, position, qualification category) and socio-demographic characteristics (marital status) are associated with different types of staff's self-efficacy. There is also a close relationship between staff's self-efficacy and the characteristics of educational organizations. Conclusions. The obtained data necessitate the creation of special psychological technologies for the development of various types of educational staff's self-efficacy.
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Qadoori, Fayaq Mashal. "The impact of cognitive abilities Academy of effective leadership in the areas of organizational development A Case Study in the University of Tikrit." Journal of University of Human Development 2, no. 2 (June 30, 2016): 294. http://dx.doi.org/10.21928/juhd.v2n2y2016.pp294-316.
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The research aims at determining the correlation and effect between the(Cognitive abilities of leadership) and(The areas of organizational development) , has been applied at(Tikrit University) Through a form questionnaire distributed to(34) academic leaders of (University colleges). (SPSS) program is applied for the purpose of analyzing the data collected from the specimen. Generally, the research tries to find answers the following questions:
Is there a perception among the strategic minds in the researched the importance of cognitive abilities and areas of organizational development for their organizations educational organization?
Is there a correlation between the impact of the strategic thinker capabilities and the development of educational organization in the surveyed areas of relationship?.
The research found a set of conclusions and the most important is; The difference in academic leaders in philosophy and decisions lead to variation and differences in the effectiveness of the adopted development areas by educational organizations. proven a decrease in the level of contribution to the effectiveness of cognitive abilities in the areas of organizational development in spite of moral influence.
. In addition, it provides a set of proposals. The most important to reconsider building academic work tasks of leadership in educational organizations and to contain their contents and ambitions .Make the dimensions of a standard cognitive abilities to those prescribed in the leadership of the organized labor.
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Ainur Rofiq. "Birokrasi, Perilaku, dan Budaya Organisasi dalam Pendidikan Islam." Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 2, no. 2 (August 30, 2019): 98–116. http://dx.doi.org/10.29062/dirasah.v2i2.63.
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In the educational institution, organization is very important to increase the process and function of education. The man who has much knowledge in the organization will make a wide knowledge and a strong personality. The main purpose of bureaucracy is to give service to the public easy and fluently. In the education perspective, bureaucracy has a high goal to increase educational quality easy. When the educational institution was able to good, the process and educational function make maximum. Behavior organization is a science that studies human behavior. It has a connection between human behavior and organization. the organizational culture and education have a relationship stronger. The educational concept has raised of human-level as high creature, which has the ability to create value and function of culture. The organizational culture can affect new positive things in education. It comes from outside interaction. So, it will be a new culture in education, especially to increase educational institution
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Vale, José, Manuel Castelo Branco, and João Ribeiro. "Individual intellectual capital versus collective intellectual capital in a meta-organization." Journal of Intellectual Capital 17, no. 2 (April 11, 2016): 279–97. http://dx.doi.org/10.1108/jic-05-2015-0044.
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Purpose – The purpose of this paper is to discuss and analyse how intellectual capital (IC) is created and deteriorated in a meta-organization by assessing the interdependency between the collective IC of the meta-organization and the individual IC of its members. Design/methodology/approach – A case study conducted in a seaport is adopted to explore how creation or deterioration of IC at one level of analysis affects the IC at the other. Four different illustrations are provided, depicting different instances of articulation between both types of IC. Findings – Evidence suggests that, in a meta-organization, IC appears as a function of both individual and collective IC dimensions. Changes in the meta-organization’s IC or in its members’ IC may have different impacts on each other, generating intellectual assets or intellectual liabilities at both levels. Evidence also suggests that those changes in IC should be analysed in a longitudinal way, since both levels affect each other in different ways over time. Research limitations/implications – Despite the validity of the interpretations provided in the context of the case study, generalization to other situations should be conducted only in a theoretically framed manner. Practical implications – This study provides important strategic and managerial implications for meta-organizations and their members, who are concerned with their performance. Originality/value – Although there have been some efforts to apply the traditional IC methodologies to a bigger scope, such as regions or nations, some meso level empirical contexts are yet far unexplored, such as the case of meta-organizations. Furthermore there is a gap in management sciences’ research on seaports.
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Elena I., Sukhova, and Semichev Daniil M. "Methods for Implementing Digitalization Processes in a Modern Preschool Educational Organization." Scholarly Notes of Transbaikal State University 16, no. 4 (2021): 132–42. http://dx.doi.org/10.21209/2658-7114-2021-16-4-132-142.
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This article presents the ways of using digital technologies in solving the actual tasks of a preschool educational organization, namely: the use of digital tools in organizing work with children, parents (legal representatives), in solving the daily tasks of pre-school employees, in implementing management tasks, etc. The article reveals the importance of the process of digitalization of a modern educational organization as one of the key factors for the success of the implementation of the educational process, as well as in solving a wide range of issues in preschool education. The author notes a number of opportunities presented to the teams of preschool educational organizations when using digital tools. Applied research methods: theoretical-analysis of pedagogical and educational-methodical literature, articles of practical teachers and researchers in the field of education. The authors present their own tool-navigator for the implementation of the digitalization process of a modern preschool educational organization with an indication of specific tasks solved by the kindergarten teaching staff and digital tools that contribute to solving these tasks. The above – mentioned navigator tool can be useful for kindergarten teachers who directly organize the educational process with children and interact with parents (legal representatives), other specialists of preschool education when organizing their work, as well as the management staff of educational organizations. According to the results of the study, the conclusion is formulated that when using digital technologies in preschool education, a wide range of opportunities opens up for kindergarten teams that significantly update the activities of an educational organization and bring it to a completely new level, the level of mobility, efficiency and effectiveness of all processes occurring in it. The competent use of digital tools is one of the factors of the success of the activities of the kindergartens. Keywords: digitalization, digital tools of a teacher, digital educational resources, preschool educational organization, preschool education
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Mustofa, Bisri, and Sunhaji Sunhaji. "Kedudukan dan Pengelolaan Konflik dalam Organisasi Pendidikan." Jurnal Kependidikan 8, no. 1 (May 29, 2020): 59–70. http://dx.doi.org/10.24090/jk.v8i1.4201.
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The purpose of this paper is to describe the position and management of conflict in educational organizations. it is a way of maintaining harmonious relationships at school. Harmonious relationships at school will make the learning environment comfortable and conducive to the learning process. Harmonious relationships at school will make the learning environment comfortable and conducive to the learning process. And vice versa, if the relationship between members of educational organizations is disharmonious, it can lead to an uncomfortable learning environment. This disharmonious relationship is usually caused by conflicts between individuals in schools. Conflict can become a serious problem in any organization, regardless of the form and level of complexity of the school organization, if the conflict is allowed to drag on without resolution. Therefore, the expertise to manage conflict is needed for every leader of educational organizations
Keyword: Position and conflict management, Educational Organization
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Dorogavcev, A., and A. Ganeev. "Analysis of the Results of a Complex of Monitoring Studies on Socio-Economic Mechanisms for the Implementation of E-Learning and Distance Learning Technologies." Standards and Monitoring in Education 10, no. 1 (February 7, 2022): 10–19. http://dx.doi.org/10.12737/1998-1740-2022-10-1-10-19.
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The article discusses the features of the transition of Russian education to distance learning. The most common problems that have arisen in connection with the new training format have been identified. The need to assess the compliance and readiness of educational organizations, teachers, students and their families to introduce a distance learning regime is indicated. In connection with this need, the importance of conducting a set of monitoring studies related to various socio-economic mechanisms for the implementation of e-learning and distance learning technologies, including models of financial, economic and resource support for distance learning at the level of the constituent entities of the Russian Federation, educational organizations, teachers, students and their families in the context of the transition to the specified format of classes. The results of the analysis of a complex of monitoring studies on the socio-economic mechanisms of the implementation of e-learning and distance learning technologies of various target groups are considered. Studies of strategies / models / organizational forms of ensuring the implementation of e-learning were carried out, an assessment of the financial, economic, methodological and resource support of distance learning at the level of regions, educational organizations and families was carried out, possible ways of forming an ecosystem of the digital economy in the general education system at the regional level were determined, studying the current conditions for ensuring the implementation of e-learning and the use of distance learning technologies in the context of the region, educational organization and family, assessed the level of the teacher's skills in working in the context of the implementation of e-learning and the use of distance learning technologies in the educational organization, as well as assessing the degree of parental satisfaction with the quality of educational process in the context of the implementation of e-learning. The advantages and disadvantages of the transition of educational organizations to distance learning are noted.
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Agarwal, Upasna A., and Shivganesh Bhargava. "Effects of Psychological Contract Breach on Organizational Outcomes: Moderating Role of Tenure and Educational Levels." Vikalpa: The Journal for Decision Makers 38, no. 1 (January 2013): 13–26. http://dx.doi.org/10.1177/0256090920130102.
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In contemporary knowledge-intensive organizations, which are characterized by short product life cycles and unhindered access to information and resources, organizational survival, let alone success, necessitates higher-than-average performance. Engaged and committed employees are considered critical resources for organizational survival and business success. Research suggests that the quality of employment relationship significantly impacts employee attitudes. Psychological Contract is a useful framework for examining the quality of employee-organization relationship. Psychological Contract Breach (PCB), defined as the cognition that one's organization has failed to meet one or more obligations within one�s psychological contract in a manner commensurate with one's contributions has deleterious effects of employee motivation. Previous research has shown that breach is a norm, not an exception. However, given that PCB is an organizational reality, little effort has been made to examine the impact of PCB on critical behaviours of work engagement and commitment. Further, extant research on psychological contract has primarily tended to adopt main effects approach in examining the psychological contract-outcome relationship and not addressed various individual and situational variables which can alleviate/aggravate our reactions. Finally, most previous research on psychological contract breach has been conducted in Western countries where cultures are typically individualist and low in power distance. This work is significant for three reasons: It examines the effect of PCB on two critical organizational outcomes: work engagement and affective commitment. It tests the role of individual level variables — tenure and educational level on PCBOutcome relationship. It examines PCB in novel geographical context. Respondents to a survey were 1,302 Indian managerial employees working in eight organizations in India. Results suggest that Tenure moderates the PCB-affective commitment relationship Education level moderates the effects of PCB on affective commitment Education level moderates the effects of PCB on work engagement. Most of the research on psychological contracts has focused on direct effects of breach on organizational outcomes. By examining the moderating effects of employee tenure and educational levels, this study has unmasked some interesting findings in the PCB-outcome relationship. The results of this study suggest that much like their counterparts in the West, Indian employees perceive their psychological contracts to have been breached. The negative ramifications of PCB challenge organizations not to ignore the situation but to approach it.
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Klochko, Alla. "Psychological features of development of educational organization managers' creative potential indicators." Організаційна психологія Економічна психологія 1, no. 25 (May 16, 2022): 75–80. http://dx.doi.org/10.31108/2.2022.1.25.8.
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Introduction. The creative potential of managers of educational organizations acquires special importance in the context of social transformations and social tension in the country. Aim: to analyze the psychological features of the development of educational organization managers' creative potential indicators. Methods. What is your creative potential? (Scale A (My Personality), Scale B (My Approach to Problem Solving), Scale C (My Work Environment)). Results. The majority of respondents had an average level of the creative potential indicator called "My Personality". A large number of respondents had a standard approach to solving problems without showing creativity. High level of the creativity indicator called Work Environment was found in a small number of educational organizations. Conclusions. The introduction of a special program aimed at developing the creative potential of managers of educational organizations can help increase creativity in management.
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Lagodzinska, Valentуna. "The impact of creativity on the components of educational organization staff's psychological health." Організаційна психологія Економічна психологія 2, no. 26 (July 22, 2022): 73–81. http://dx.doi.org/10.31108/2.2022.2.26.8.
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Introduction. The reorientation of modern education to European standards envisages the training of competent educators capable of personal and professional growth. An important condition of this is promotion of psychological health of the staff of educational organizations. In the hierarchy of determinants of psychological health of the staff of educational organizations, an important place belongs to staff's creativity. Aim: to empirically explore the levels of creativity development of the staff of educational organizations and the impact of staff's creativity on the components of staff's psychological health. Methods. The N. Vyshniakova Creativity questionnaire. Results. It was found that the levels of development of educational organization staff's creativity were mainly at the medium level. Educational organization staff's creativity affects the components of their psychological health in different ways. The reflective-personal component of psychological health is most affected by staff's creativity. Conclusions. The obtained results can be helpful in promoting psychological health of the staff of educational organizations.
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Srivastava, Dinesh Kumar. "Searching for Committed Employees." Management and Labour Studies 27, no. 4 (October 2002): 285–92. http://dx.doi.org/10.1177/0258042x0202700406.
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Today, organizations are facing threat of survival and growth. They can be successful by collective effort and commitment of all employees. An empirical study was conducted to identify determinants of organizational commitment including organizational and individual characteristics. Organization structure, and communication were taken as organizational characteristics, Age, work experience, educational qualification, and locus of control were considered as individual characteristics. Data have been collected from public sector, private sector and multinational corporations. Senior and middle level executives participated in the study. Among all independent variables, organizational structure, communication and educational qualification were found, as significant predictor of organizational commitment. Independent variables explained 27.05% of variance. Implications of the findings have been discussed for developing human resource policies.
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Olga Yu., Levchenko. "Ungraded Educational Оrganizations in Rural Areas: History and Modernity." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 129–35. http://dx.doi.org/10.21209/2658-7114-2020-15-4-129-135.
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In the national educational system, the rural school has traditionally been given a significant role, which is reflected in numerous studies published in different years. The analysis of historical and pedagogical sources revealed the main stages of the origin and development of rural schools in Russia. At the beginning of the XXI century rural ungraded educational organizations have not lost their significance and are widely represented in the educational space of the country. In modern conditions, the activities of educational organizations have a significant impact on the socio-cultural and economic condition of the village, being a key condition for the existence or revival of settlements.Appealing to regulatory documents dated from different periods made it possible to analyze the interpretation of the term “ungraded educational organization” in a historical retrospective. The study of historical and pedagogical sources and modern researches indicates the existence of certain features in the implementation of educational activities in ungraded educational organizations.Inherent organizational and pedagogical characteristics have an impact on the organization of foreign languageteaching. The problem of improving the quality of foreign language education in ungraded educational organizations located in rural areas continues to remain relevant. It requires its comprehensive study and search for more effective and methodically appropriate teaching methods, techniques and technologies, taking into account the existing historical experience. Achievement of the results of studying the subject area “Foreign languages” established in regulatory documents is possible only with teaching staff, having a higher level of subject-methodological training.
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Jha, Sumi, and Karuna Jain. "Organization Development Intervention: A Case of an Educational Institution." Global Business Review 21, no. 3 (June 25, 2018): 725–42. http://dx.doi.org/10.1177/0972150918778946.
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The purpose of the research was to study the intra-organizational trust and organization development intervention process for an educational institution. Researchers started with measuring trust level among respondents as a diagnosis exercise. The practice was initiated with the notion that any organizational intervention will not be successful if participants do not have trust in themselves (intra-organizational trust). Questionnaire measuring three factors of trust, namely, integrity, benevolence and competence, was used to measure the degree of trust among respondents. The finding illustrates differences among four groups of respondents having different trust levels and possible intervention post-diagnosis exercise. There is a shortage of study regarding understanding intervention practices in the higher educational institution. The article presents the diagnostic stage, as well as intervention initiatives, taken.
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N. Davydova, Nataliia, Evgeniy M. Dorozhkin, and Vladimir A. Fedorov. "Educational research networks principles of organization." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 24. http://dx.doi.org/10.14419/ijet.v7i2.13.11573.
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Relevance. Modern society has global transformations; as a result, the level characteristics of its system development are changing, new opportunities and new situations to implement a self-organizing system to solve problems of self-government appear. Thus, there is the need to organize the multiplicity of interactions in the new environment, including education. The success of the development mechanisms, organizing innovative activities in the educational systems of different levels is largely determined by the active development of interaction network forms and interaction effective management. The article is devoted to development of theoretical ideas about the processes of network interaction in education to justify and describe the principles of modern scientific-educational network on the basis of system-synergetic approach. A leading approach to study this problem can be considered as system-synergetic which allows studying network interaction within the scientific and educational network as a holistic entity consisting of interrelated elements, structured and complex. The results of the study showed that described principles of effective networking and the conditions of scientific and educational networks development allow you to combine and re-combine the accumulated actors of this knowledge and practical experience interaction, turning them into the means of its innovative activities. The article can be useful to heads of educational institutions of different levels, as well as researchers of innovative processes development problems in education.
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Zabrodin, Yu M., and O. I. Leonova. "The organization of application of the professional standard "The Educational Psychologist (the Psychologist in Education)" in the adaptation mode." Psychological-Educational Studies 9, no. 3 (2017): 19–29. http://dx.doi.org/10.17759/psyedu.2017090303.
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This article is devoted to the application of the professional standard "Pedagogue-psychologist (educational psychologist)" in organizations in the period of 2017 - 2019. The stages of application of the professional standard "Pedagogue-psychologist (educational psychologist)", formulated in accordance with the established conditions for mandatory application of professional standards in organizations are considered. In the context of the first experience of social and professional discussion of the requirements of the professional standard "Pedagogue-psychologist (educational psychologist)", the proposals for the organization of the application of this professional standard in the adaptation mode at the level of the executive body of the subject of the Russian Federation, self-government, as well as at the level of the organization that conducts educational activities in the territory of the subject of the Russian Federation. These proposals were considered and discussed in 2017 by the experts of professional and public discussion.
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Тарасенко, В., and V. Tarasenko. "Structural-Functional Approach to Determining the Content of Managerial Competence of the Head of Educational Organization." Management of the Personnel and Intellectual Resources in Russia 7, no. 4 (September 25, 2018): 5–9. http://dx.doi.org/10.12737/article_5b8d05b73858f2.87282676.
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The article presents the results of a study of the management staff of educational organizations, in which it was revealed a contradiction between the need for the education system in the heads of educational organizations with the current level of managerial competence and the presence of systematic professional difficulties in the activities of these leaders in the implementation of management functions. To resolve the revealed contradiction, the author clarifi es the essence of the concepts of «competence», «management competence of the head of the educational organization». A structural and functional model of the educational organization management system is developed as a basis for determining the content of management functions and competence of the head of the educational organization. Clarifi cation of management functions in the context of the structural and functional model of the management system allowed to determine the content of the managerial competence of the head of the educational organization. In the structural and content relation managerial competence is presented as interpenetration of administrative knowledge, skills, experience of administrative activity, motives, values, professional and personal qualities; respectively, set of cognitive, activity and motivational–personal components.
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IVANOVA, NATALIA V., and LUDMILA E. MIRONOVA. "THEORETICAL AND PRACTICE-ORIENTED ASPECTS OF OVERCOMING BARRIERS TO ACCEPTANCE OF FUNDRAISING ACTIVITIES BY HEADS OF EDUCATIONAL ORGANIZATIONS." Cherepovets State University Bulletin 2, no. 107 (2022): 138–51. http://dx.doi.org/10.23859/1994-0637-2022-2-107-11.
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The article presents the typology and characteristics of external and internal barriers that hinder the organization of fundraising activities in educational organizations. The results of an empirical study on the identification of barriers among the heads of preschool educational organizations are analyzed. The authors describe methodological aspects of designing an educational program for professional development of the heads of educational organizations aimed at overcoming barriers to accepting fundraising activities: the development of variable educational routes depending on the severity level of psychological barriers; the use of active social learning methods.
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Vaganova, Valentina I., and Olga P. Kuchumova. "Information-motivational environment: quality improvement and self-organization development in the conditions of education informatization." RUDN Journal of Informatization in Education 19, no. 3 (December 15, 2022): 239–48. http://dx.doi.org/10.22363/2312-8631-2022-19-3-239-248.
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Problem and goal. The information technologies influence features and the educational environment on the school education quality are considered. The results of studies of the Unified State Exam, State Russian Exam, Russian Verification Work, international studies (PISA) in national regions (on the example of the Republic of Buryatia) in the conditions of education informatization were studied. The information infrastructure was explored, which includes information resources, information systems of various classes, as a motivation system and students’ self-organization, especially during distance learning. Methodology. The data of these studies were grouped and combined, and then analyzed for problems of the general education quality in the conditions of the information environment using. The data sample was made for 2011-2020, according to such criteria as popular subjects, the general trend in the general education of students, the rating of countries in reading, mathematical and natural science literacy. Results. The information-motivational environment is singled out and its levels (macro, meso, micro) are determined. The technical interaction principle of the subject with the hierarchy of levels in the information-motivational environment is revealed. Conclusion. The information and motivation interaction contributes to the improvement of self-organization and the quality of education. The development of the information and motivational environment and its management can become a necessary technology for the development of a digital-centric person, a criterion for the quality of educational results, a set of measures aimed at creating conditions for obtaining high-quality general education in state and municipal educational organizations in the national regions of the Russian Federation.
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Mukhamedyarova, Natalya A. "Organizational and pedagogical conditions for formation of metasubject competencies in future teachers of the system of additional education." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 18–26. http://dx.doi.org/10.20323/1813-145x-2021-5-122-18-26.
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The article is devoted to the problem of formation of metasubject competences among teachers of the system of additional education for children (DOD). The relevance of this topic is due to the rapid development of the field of preschool education as an integral part of the system of continuous education, where the key role is played by the teaching staff. The results of a pilot study of the level of formation of metasubject competencies among pedagogical workers of the system of additional education for children (198 people) revealed the problem of mastering the most important of them such as information, research, communicative, organizational and managerial and competencies of self-organization and self-development. These and many other metasubject competencies need to be formed in the process of teaching future teachers of the system of additional education for children, as well as in the process of their further professional development. In this work, the author reveals the essence and structure of the metasubject competencies of a teacher of educational institutions, which were identified as a result of a theoretical and practical analysis of the features of the modern system of educational institutions, requirements for the «teacher of educational institutions» profession and the specifics of his pedagogical activity. The metasubject competences included information, research, communication, organizational and management, and the competence of self-organization and self-development. The article indicates that the effectiveness of the process of forming metasubject competencies is determined by a complex of organizational and pedagogical conditions: intradisciplinary, interdisciplinary and transdisciplinary integration of professional development and training of teachers. The description of these conditions, their main content is presented. The author describes the main results of the study, stating the problems and deficiencies in the formation of metasubject competencies among future teachers. Among all the studied competencies, only the informational one turned out to be at an advanced level, research, communication, organizational and managerial and the competence of self-organization and self-development are at the initial level. After the experimental work, having realized the organizational and pedagogical conditions, a positive dynamics in the formation of competencies was shown, the respondents reached a high level. The conclusions stated in the article can be useful for managers and teaching staff of institutions of higher and nonuniversity professional education, for general educational organizations, organizations of additional education for children, as well as for institutions of additional professional education (advanced training).
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Shatskaya, Irina V. "Competitive Advantages as an Element of the Strategy of an Educational Organization (Based on the V. L. Kvint’s Methodology)." Journal of Modern Competition 15, no. 4 (November 16, 2021): 127–39. http://dx.doi.org/10.37791/2687-0649-2021-15-4-127-139.
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Competitive advantages are an important economic category that is receiving close attention from researchers. Any organization needs to have distinctive characteristics in order to distinguish it from other market participants. This rule is also relevant for educational organizations that operate in the educational services market, which is characterized by a stable increase in the level of competition. Thus, the relevance of this study is due to the necessity to find optimal methods for solving the problem of competition between educational organizations in the higher education system. The purpose of the study is to reveal the essence of the competitive advantages of an educational organization, as well as to study the factors contributing to their formation and development. In accordance with the goal, the following tasks are set: to reveal the content of the competitive advantages of an educational organization; to formulate the factors characterizing the competitiveness of an educational organization; put forward recommendations related to the formation and development of competitive advantages of an educational organization. The theoretical and methodological basis of the research is the scientific achievements of domestic and foreign scientists on the issues of managing the competitiveness of an economic entity, including an educational organization. The author’s scientific conclusions are based on the theory of strategy and the methodology of strategizing by the outstanding scientist V. L. Kvint. To substantiate the achieved results, a set of scientific methods and approaches were used: analysis and synthesis, generalization, analogy, scientific theory. As a result of the research, based on the theory of strategy and the methodology of strategizing by V. L. Kvint, the essence of the competitive advantages of an educational organization as an element of its strategy is revealed. It is concluded that competitive advantages are an essential element of the strategic architecture, which, firstly, ensures the effectiveness of the strategy, and secondly, is a kind of filter in the goal-setting system of an educational organization. A number of recommendations related to the management of the competitive advantages of an educational organization are put forward.
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Manuylova, Viktoriya V. "Formation of professional inclusive competencies among employees of educational organizations in rural areas." Pedagogy Of Rural School 2, no. 12 (2022): 100–111. http://dx.doi.org/10.20323/2686-8652-2022-2-12-100-111.
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This article is devoted to disclose one of the key tasks of modern Russian education — the creation of conditions for accessibility of education for persons with disabilities (hereinafter HIA) and permanent disablement. The subject of experimental study was the system of secondary vocational education, in the context of ensuring the availability of training programs for mid-level specialists, skilled workers and employees for applicants with disabilities and HIA. The basis for ensuring accessibility, according to the author, is undoubtedly the readiness of administrative and managerial personnel and teaching staff as a whole to implement inclusive secondary vocational education. The author considers in detail the issues of determining and developing special (personnel, program-methodical, material-technical, organizational) conditions in educational organizations of secondary vocational education. The results of a monitoring study of the state of employees’ readiness in technical schools and colleges for inclusive education are presented. The methods used in the monitoring process were: questionnaires, questionnaires for heads of educational organizations, support specialists, teachers, production masters and parents of students with disabilities. According to the results of the study, personnel shortages were identified and the directions of development of the personnel in colleges and technical schools on the organization and implementation of inclusive education were described. One of the issues under consideration is the organization and implementation of training of defectological personnel for special and inclusive education in conditions of professional educational organizations (colleges, universities). And also the issue of the use of human resources within the framework of networking of educational organizations, including those implementing training programs for mid-level specialists, skilled workers and employees.
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Nizamova, Chulpan I. "TIME MANAGEMENT TECHNOLOGY AS A MEANS OF ADAPTING A A FORMER SCHOOL CHILD TO STUDYING IN A UNIVERSITY." Volga Region Pedagogical Search 34, no. 4 (2020): 81–85. http://dx.doi.org/10.33065/2307-1052-2020-4-34-81-85.
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School education is different from university education. If at school students are under the care of parents and a team of teachers, then at university students face the need to independently organize their learning activities. This kind of change is embarrassing for many first-year students. This problem is associated with the low level of self-organization of first-year students. In addition to this, self-organization of students has its own character of manifestation in different groups of students. Based on the above, an urgent problem in pedagogical research is a qualitative and quantitative diagnosis of the level of selforganization of first-year students and the search for effective means to increase the level of self-organization of students. Thus, the problem of this study is to identify the existing level of self-organization among first-year students and recommend how to increase the level of selforganization. To diagnose the level of self-organization we used a diagnostic complex created by the author. According to the identified level and characteristics of self-organization, there are given recommendations for increasing the level and quality of self-organization of firstyear students using time management techniques. An increase in the level of self-organization in the experimental group of students in educational activities was revealed. Consequently, the time management technology in the development of students’ organizational skills in educational activities is considered justified and effective self-management.
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Van der Vegt, Rein, Leo F. Smyth, and Roland Vandenberghe. "Implementing educational policy at the school level – Organization dynamics and teacher concerns." Journal of Educational Administration 39, no. 1 (February 2001): 8–23. http://dx.doi.org/10.1108/09578230110366883.
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Alekhina, S. V., E. V. Samsonova, and A. Yu Shemanov. "Approach to Modeling Inclusive Environment in Educational Organization." Психологическая наука и образование 27, no. 5 (2022): 69–84. http://dx.doi.org/10.17759/pse.2022270506.
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The article focuses on the problem of modeling inclusive educational environment as a complex system object in which the system-forming relation is the connection between support and active participation of all participants of the educational environment, taking into account the diversity of educational needs. The empirical research data presented in the article illustrate the theoretical provisions that special educational conditions as support measures for students with disabilities can become the basis for their active participation in the educational process, provided that a subjective request for support is formed based on the reflection of the students’ own interests and difficulties. The sample included 8 institutions of secondary vocational education (N=1811 students, 17,3% of them with a status of disability or SEN). Throughout the sample, forms of work organized in a vocational educational organization (VEO) and support options were significantly less demanded by students (p<0.05) as compared to the opportunities provided. The level of difficulties recognition in the students varied between “never”/”rarely” and “rarely”/”sometimes”. The found paradoxical statistically significant (p<0.01) positive relationship (from weak to moderate) between the experienced level of support and the student’s desire to leave VEO is discussed. Strategies for modeling the inclusive educational environment are considered, and prospects for studying its technological support are outlined.
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Kasmawati, Yuni. "Pentingnya budaya kolaboratif : suatu tinjauan literatur." Jurnal Manajemen Strategi dan Aplikasi Bisnis 2, no. 2 (December 23, 2019): 203–14. http://dx.doi.org/10.36407/jmsab.v2i2.97.
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At present, cooperation between organizations and within organizations is demanded that an organization be able to compete. In the educational environment, collaborative culture is considered as an important component in influencing overall school success. Based on a literature review, this article discusses the importance of collaborative culture in educational organizations as a strategy in increasing school effectiveness and increasing teacher capacity. This research shows that collaborative culture has an important role not only at the teacher and student level but also at the school level and ultimately will improve the quality of the school.
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Razinkina, Elena, Ludmila Pankova, Irina Trostinskaya, Elena Pozdeeva, Lidiya Evseeva, and Anna Tanova. "Influence of the educational environment on students’ managerial competence." E3S Web of Conferences 110 (2019): 02097. http://dx.doi.org/10.1051/e3sconf/201911002097.
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This paper considers university educational environment to be an important factor in the development of students’ organizational and managerial competence. The authors discuss the approaches to the educational environment of the university, analyze its parameters and characteristics, and study the connection between the developmental educational environment and a high level of managerial competence attained by technical university graduates. The authors rely on the environmental approach which allows them to assess the impact of the educational environment on students’ organizational and managerial competence taking into account the analysis of empirical data obtained by monitoring methods of sociological research. This method also made it possible to improve self-organization and self-management skills of students, and to achieve a high level of resilience both on the environmental and personal level.
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TARNAVSKYI, Roman. "PRINCIPLES OF FORMATION OF TEACHING AND RESEARCH SUPPORT STAFF OF JAN KAZYMYR UNIVERSITY IN LVIV (1919–1939)." Вісник Львівського університету. Серія історична / Visnyk of the Lviv University. Historical Series, no. 54 (November 3, 2022): 245–56. http://dx.doi.org/10.30970/his.2022.54.11611.
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The article investigates the principles of formation of teaching and research staff of the University of Jan Kazimir in Lviv in the interwar period. The organization of educational and scientific studies at Lviv University throughout its history had its own characteristics at different stages. Until 1939, the activities of the University and its structural units were determined by the educational legislation of Austria-Hungary, and later – Poland, which provided for the existence of professorial departments (the department was identified with extraordinary or ordinary professor) and associate professors. Research was provided by units of educational and scientific direction, namely – seminars, institutions and institutes, which functioned on an identical basis (supervisor and assistant research assistants). Periodically there were reorganizations of educational and scientific units from one type to another. It is proved that the complete identification of institutes (institutions) with departments, which we observe in most works on the history of Lviv University, is erroneous. The transformation of the Imperial-Royal University named after Emperor Franz I in Lviv into Jan Kazymyr University in Lviv and the Ukrainian University in Lviv with its initial stage in the form of Ukrainian university courses did not affect the principles of educational and scientific activities. However, in 1939/40 AD. The principles of formation of teaching and research and support staff of the University have changed dramatically. The transformation of the structure of Lviv University from the end of 1939 at the meso level was the unification of professorial departments and associate professors with institutes (institutions) into departments as the main educational and scientific units.
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Muchin, Pavel V., and Maxim P. Muchin. "SAFETY ISSUES WHEN CONDUCTING EXERCISES ON PHYSICAL EDUCATION AND ORGANIZATION OF SPORTS, MASS AND HEALTHCARE ACTIVITIES." Interexpo GEO-Siberia 5 (May 21, 2021): 115–20. http://dx.doi.org/10.33764/2618-981x-2021-5-115-120.
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The paper analyzes the documents defining the safety of physical culture classes and the organization of sports events in educational organizations. The possibilities of increasing the level of safety of the educational process and reducing traumatism of students through the optimization of the work of the labor protection service have been identified.
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Shobonov, Nikolai A. "Public participation in general educational organization management." Social And Political Researches 2, no. 15 (2022): 93–106. http://dx.doi.org/10.20323/2658-428x-2022-2-15-93-106.
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Public participation in the management of an educational organization, which has a tradition in Russian educational practice since the XVIII century, is an integral part of its management activities. One of the fundamental principles of the relationship between the state and its citizens is the right of society to participate in governance. The state in educational policy, the National project “Education” considers the formation of state-public management of an educational organization as a priority in its activities, understanding the importance of public participation in education management. At the federal level, the rights and obligations of participants in educational relations are defined. The article gives several definitions of the concept of state-public management of education, which reveal the essence of this process. Most Russian scientists understand the state-public management of education as constant participation in the management and interaction of two subjects expressing the interests, policies of both the state and the interests of society and the population. The author analyzes the historical experience of managing education with public participation, noting that the insufficient development of democratic institutions in Russia until the second half of the XIX century prevented the establishment of a dialogue between the authorities and society in matters of education. The Zemstvo reform of 1864 became the catalyst for the process of public participation in the management of education. Further, the author characterizes the activities of public governing bodies of educational organizations, such as the School Council, the governing council, the board of trustees, etc. The article presents a theoretical understanding of the forms of public administration, examples of successful educational practices are given. The federal law “On Education in the Russian Federation” defined the requirements for taking into account public opinion when making a number of managerial decisions by the heads of educational organizations, granted the right to teachers, students and their parents to participate in management. Emphasis is placed on a list of a number of reasons that impede the development of public participation in the management of a general educational organization, and directions for optimizing the management process are proposed.
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Pettersson, Fanny. "Digitally Competent School Organizations – Developing Supportive Organizational Infrastructures." Seminar.net 14, no. 2 (October 12, 2018): 132–43. http://dx.doi.org/10.7577/seminar.2976.
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While research on digital competences so far has focused on the level of single actors (teachers, pupils, and school leaders), a growing but occasionally overlooked field of research looks at school-level competences when promoting digitalization and educational change. The aim of this study is to explore how schools structure their organizations, institutional infrastructure, and activities as conditions for digitalization. The study relies on interviews with school leaders and educational technologists from five upper secondary schools with extensive experience in digitalization and remote teaching. By using three categories, namely setting the direction, developing people, and developing the organization, as an analytical framework, this study identifies two types of digitally competent school organizations: goal- and structure-oriented schools and culture-oriented schools. This study’s insights serve as a point of departure for understanding the different ways schools can organize themselves to become comprehensive, stable, and digitally competent organizations and for understanding important challenges related to this process.
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Janos, Reka, and Kinga Szabo. "Organizational Commitment Can Be Predicted? Comparative and Descriptive Analysis." European Journal of Economics and Business Studies 9, no. 1 (October 6, 2017): 244. http://dx.doi.org/10.26417/ejes.v9i1.p244-250.
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Organizational commitment has been in researchers’ focus for a long period and it is very important for organizational practice. The aim of this study is to investigate the role of situational and personal factors in organizational commitment. 531 job applicants completed the Blau and a demographic questionnaire from different Romanian and Hungarian organizations. The study sample included employees and leaders as well. Differentiated effect and relations, professional and organizational commitment, job involvement and work value were investigated. Results indicate significant differences in level of organizational and occupational commitment based on participants’ educational level. Moreover, the status in organization had significant effect on all four commitment dimensions. The cultural effect was not demonstrated. Findings can be useful in practice to keep up proper labor.
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Yaokumah, Winfred. "Investigation into the State-of-Practice of Operations Security Management Based on ISO/IEC 27002." International Journal of Technology Diffusion 7, no. 1 (January 2016): 53–72. http://dx.doi.org/10.4018/ijtd.2016010104.
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This study assessed information security management in organizations through a questionnaire based on the ISO/IEC 27002, with special focus on operations security. A survey with cross-sectional research design was conducted and data collected from 223 participants from 56 organizations. Overall, the level of operations security maturity was 61.2%, which is the maturity Level 3 (well-defined). This level suggested that operations security controls and processes were documented, approved, and implemented organization-wide. Backups and malware protection were the most implemented security controls, while logging, auditing and monitoring were the least implemented controls. Assessment of inter-organizational operations security found significant differences among the organizations. Financial and Health Care Institutions outperform Educational Institutions and Government Public Service. The study provided insight into maturity levels of operations security controls and the results useful for benchmarking inter-organizational performance, competitiveness and improvement in information security.