Relevant bibliographies by topics / Management education system

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Management education system'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Management education system"

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M. Meenakshisundaram, M. Meenakshisundaram, G. P. Raja G. P. Raja, and Dr A. R. Saravanakumar Dr. A R. Saravanakumar. "Perspectives of Stress Management In Education System." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 75–76. http://dx.doi.org/10.15373/2249555x/feb2012/27.

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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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Raheem, Mr Khatik Abdul. "Building a Quality Management System in Higher Education." International Journal of Trend in Scientific Research and Development Volume-3, Issue-4 (June 30, 2019): 977–79. http://dx.doi.org/10.31142/ijtsrd23986.

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Antoniuk, Larysa, Iryna Kalenyuk, Olena Tsyrkun, and Mariia Sandul. "Rankings in the higher education competitiveness management system." Problems and Perspectives in Management 17, no. 4 (December 25, 2019): 325–39. http://dx.doi.org/10.21511/ppm.17(4).2019.27.

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The modern approaches towards higher education systems management often tend to focus on separate universities’ performance, lacking the systemic view of the overall higher education systems’ competitiveness. Thus, the policymakers often fail in tailoring the higher education strategies to the mission of higher education in contemporary society. The article focuses on providing a systemic insight into the global competitive positioning of the national higher education systems. Based on the suggested ranking methodology, the authors perform the evaluation and ranking of 94 higher education systems, highlighting the limitations of this method, and the cluster analysis, identifying 3 types of their competitive positioning: leaders, followers, and underperformers. Based on Pearson coefficients of skewness and kurtosis calculation, the article shows that globally the inequalities in terms of higher education enrolment rate are decreasing, while those of R&D institutions quality and university-industry collaboration in research remain unchanged. Therefore, upgrading higher education quality assurance systems becomes the main strategic priority for the developing countries in terms of ensuring their higher education systems’ competitiveness. Given the levelling of higher education attainment and its quality worldwide, the authors anticipate further specialization of the universities and broadening of their role within the national innovation system. The article shows that the more comprehensive the approach for evaluating the higher education systems performance – the better the policymakers may benefit in terms of higher education strategic management.
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Okutan, Mehmet. "Democracy in classroom management in Turkish education system." International Journal of Academic Research 5, no. 5 (October 15, 2013): 463–67. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.72.

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Abdullaeva, Nafisa. "Management of Preschool Education System in Cluster Approach." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 1671–80. http://dx.doi.org/10.47059/revistageintec.v11i3.2040.

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Yadav, Manisha. "Dimensions in Classroom Management:- Special Emphasis on Indian Education System." Paripex - Indian Journal Of Research 3, no. 2 (January 15, 2012): 79–81. http://dx.doi.org/10.15373/22501991/feb2014/23.

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Inoue, Masahiro. "Systems Engineering Management Education in Embedded System." IEEJ Transactions on Electronics, Information and Systems 130, no. 8 (2010): 1387–94. http://dx.doi.org/10.1541/ieejeiss.130.1387.

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Aldarbesti, Hassan, and J. P. Saxena. "Management Information System for Education." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 1 (2014): 36–44. http://dx.doi.org/10.9790/7388-04143644.

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Braddick, W. A. G. "European Management Education." Industry and Higher Education 5, no. 3 (September 1991): 138–42. http://dx.doi.org/10.1177/095042229100500303.

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The different national approaches to management education in Europe are described and the philosophical and structural differences are outlined. The article highlights the trend towards greater internationalization of courses and the need for harmonization of the accreditation system. Particular attention is paid to the role of business and industry in shaping the new European management education system.
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Dissertations / Theses on the topic "Management education system"

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Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
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Nolte, D. A. "Higher education system and institutional management trends and challenges." Journal for New Generation Sciences, Vol 2, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/463.

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The article reviews the trends in higher education internationally and links these changes to new policy developments in higher education in South Africa. The paper then reflects on the implications of these changes at the institutional level and the way the process of transformation can be managed. Issues touched on include the appointment of managers and the training of managers to better cope with their portfolios. A strategic approach to management is recommended and the notion of creating a learning organisation emerges from time to time. A caution is raised about treating students as customers if indeed they are customers, and the significance and role of leadership in any organization is commended to higher education institutions as well.
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Botha, Adriana Johanna Maria. "A learning management system based framework for higher education quality programme review." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75946.

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Grounded in the Design Science Research Approach in Information Systems, the goal of this research project was to conceptualise, design, and develop, an innovative framework for Programme Alignment, Implementation, and Reporting (PAIR) in order to facilitate student success at a South African higher education institution (University ABC) . For this study, the researcher applied PAIR to two academic departments at University ABC. Construction of the framework was interpretively considered and informed by the Diffusion of Innovations Theory of Everett Rogers (1995). The Blackboard Learn® Goals Area (BbGA), a feature embedded in the official Learning Management System (LMS) of University ABC, was incorporated into PAIR as it afforded the two departments mentioned above the opportunity to provide proof of evidence that programme outcomes were constructively aligned with course content, course assessment, student digital activities, the tracking of students’ performance, and the monitoring of students’ progress. It was argued that PAIR could also provide a basis for professional programme outcomes in the departments mentioned above when aligned to their respective Professional Boards’ accreditation criteria requirements. It was found that, within a decentralised higher education institution (such as University ABC) where an annual quality review of programme and module outcomes alignment and reporting in departments is not compulsory, that PAIR could facilitate such a process as part of a faculty’s and a department’s teaching goals. It was also concluded that PAIR could afford South African higher education institutions in general the opportunity to contextualise outcomes coverage and achievement reporting to improve programme quality and to inform intervention strategies to advance effective student learning and student success.
Thesis (PhD (Information Systems))--University of Pretoria, 2020.
Informatics
PhD (Information Systems)
Unrestricted
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Li, Zhigang. "Management support and faculty's adoption of learning management system applying technology acceptance model 3." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4792.

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The purpose of this research study was to understand and identify the key factors that affect faculty's behavioral intention of using a learning management system. This research study adopted the Technology Acceptance Model 3 (TAM3) as the theoretical foundation and extended it by adding management support as an exogenous variable based on the recommendations from previous research studies. Technology Acceptance Model 3 is the latest iteration of Technology Acceptance Model – a widely adopted research framework for studying users' acceptance of technology. It provides a comprehensive network of determinants of technology adoption and use. A survey questionnaire with 54 measurement items was used to measure the 15 construct variables proposed in the research model. Path analysis was performed on the data collected from 105 faculty members, who were teaching at a metropolitan university located in Taipei City, Taiwan. The goodness of fit indices indicated that the initial research model did not fit the data, and adjustments were made based on the suggestions from the modification indices. The revised research model had a much improved and more acceptable model fit than the initial research model. The final results of this research study revealed a much more complex map of relationships among the construct variables than what was proposed in the initial research model. First, as evidenced by other researchers, perceived ease of use, perceived usefulness, subjective norm, and the interaction between subjective norm and voluntariness were significant determinants of behavioral intention. Second, subjective norm, image, job relevance, the interaction between job relevance and output quality, and computer playfulness were the significant determinants of perceived usefulness. Third, computer playfulness, perceived enjoyment, and image were the only three significant determinants of perceived ease of use. Lastly, management support along with a list of other variables jointly determined perceptions of external control, subjective norm, image, job relevance, result demonstrability, and the interaction between job relevance and output quality.
ID: 031001284; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed February 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-150).
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology Track
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Lemaster, Jeffrey B. Vaughn Randal L. "A study of a workflow management system in higher education." Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5330.

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Jones, Steven M. "Executive Management Education Tracking system (EMETRAK) design and implementation issues." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA312735.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, June 1996.
Thesis advisor(s): S. Sridhar,Steven R. Lamar. "June 1996." Includes bibliographical references (p. 157-158). Also available online.
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Han, Xiqian. "Design And Implementation Of Special Education Apps Information Management System." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492704386514278.

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Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-76).
Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.
by Esha T. Sahai.
S.M. in Engineering and Management
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Reyes, Ginger Q. "Identified enrollment management practices in the California State University system." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682381.

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This study focused on the California State University system's enrollment management activities. For schools in California who rely on state funds, managing enrollment has to be balanced with competing campus priorities, limited resources, volatile economic times, and the primary mission of the system which is serving students whose goal is to achieve a college degree.

Hossler and Bean (1990) defined enrollment management as the activities a campus conducts and how it organizes itself in order to influence student enrollment. Enrollment management components consist of marketing, admissions and recruitment, academic advising, career planning and placement, academic assistance programs, institutional research, orientation, financial aid, retention programs, and student services and activities (Hossler, 1984).

Individuals in leadership roles ranging from the presidents to administrators in various academic and student affairs areas were invited to participate in the study. A survey that inquired about campus enrollment management activities and perceived effectiveness of those activities was distributed through the campus system with support from the Chancellor's Office. Responses were received from each of the 23 campuses with a range of 1 to 6 respondents per campus.

A total of 90 surveys revealed the most prevalent enrollment management activities included the use of current students in the recruitment process, campus visits by prospective students, and the use of recruiters making visits. Also, the utilization of professional advisors in the advisement of students was used at a majority of campuses. Almost all the campuses had academic assistance programs in reading and study skills as well as used student tutors. Orientation activities were prevalent amongst all the campuses though student dropout follow-up, services addressing non-traditional students, and programs focused toward commuter students were found to be inconsistent amongst the campuses.

From this study, the following conclusions were determined. Certain components of enrollment management, such as recruitment and institutional research, could be standardized. Enrollment management components such as academic advisement and learning assistance must stay within the choice of campus so they can have the latitude to meet the needs of the students they serve. Enrollment Management activities focus on the goal of student retention and persistence

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Chang, Chinhong Lim. "Faculty Perceptions and Utilization of a Learning Management System in Higher Education." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210864179.

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Books on the topic "Management education system"

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Malawi. Education Management Information System. Education Management Information System. Lilongwe, Malawi: Ministry of Education Science and Technology, Department of Education Planning, 2010.

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McCowan, Richard J. Training management system. Buffalo, N.Y: Center for Development of Human Services, Buffalo State College, 1998.

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The French education system. New York: St. Martin's Press, 1985.

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The French education system. London: Croom Helm, 1985.

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Bloomer, Keir. Decentralising the education system. London, England: Commonwealth Secretariat, Education Programme, Human Resources Development Group, 1991.

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(Firm), New ERA. Report on the education management system in Nepal. Kathmandu, Nepal: New ERA, 1989.

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Dyer, Alice. Instructional classroom management system. [Albany]: University at Albany, State University of New York, Two-Year College Development Center, in cooperation with Office of Occupational & Continuing Education, State Education Dept., 1989.

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Dmitry, Chugunov, ed. Education brief 2012: Education system in the Russian Federation. Washington DC: World Bank, 2012.

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Schalkwyk, O. J. Van. The education system: Theory and practice. Alkantrant [South Africa]: Educo, 1986.

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International Institute for Educational Planning., ed. An efficiency-based management information system. Paris: Unesco, International Institute for Educational Planning, 1993.

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Book chapters on the topic "Management education system"

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Gabriel, Robert. "Sustainability Management System." In Encyclopedia of Sustainability in Higher Education, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_260-1.

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Gabriel, Robert. "Sustainability Management System." In Encyclopedia of Sustainability in Higher Education, 1696–706. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_260.

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Cheng, Eric C. K. "Institutionalising a School Knowledge Management System." In Knowledge Management for School Education, 59–70. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-233-3_6.

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McKenzie, H. G. "The management of system change." In CADCAM: Training and Education through the ’80s, 141–47. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-7118-2_12.

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Voyer, John, Susan Bassi Brown, Nathan Gage, Dmitry Kovalenko, and Travis Williams. "A System Dynamics Approach to Improving an Advising System For Business School Undergraduates." In Higher Education Management and Operational Research, 125–52. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-976-3_8.

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Maqbool, Fatima, Seema Ansari, Tahniyat Aslam, and Adeel Ansari. "Experiential Versus Traditional Education System: A Comparative Study of Engineering Education Methodologies in Higher Education." In Proceedings of the Fifteenth International Conference on Management Science and Engineering Management, 724–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79203-9_55.

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Zhang, Lian-feng, Rui-jin Zhou, Li-ping Sui, and Guo-qing Wu. "Construction of Library Management Information System." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 467–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_83.

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Matias, Rosa, Angela Pereira, and Micaela Esteves. "S.A.M.—A System for Academic Management." In The Challenges of the Digital Transformation in Education, 174–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_17.

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Hazeyama, Atsuo. "Knowledge Management System for Information System Design and Implementation Education." In Enabling Society with Information Technology, 257–67. Tokyo: Springer Japan, 2002. http://dx.doi.org/10.1007/978-4-431-66979-1_25.

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Sharma, Sudhir Kumar, and Gaurav Kumar. "Online Students’ Feedback Management System for Higher Education." In Role of ICT in Higher Education, 187–97. Chapters are selected papers from the International Conference on the Role of ICT in Higher Education: Trends, Problems and Prospects, held at the Institute of Information Technology & Management, Delhi, India, on 14th-15th February 2020.: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9781003130864-16.

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Conference papers on the topic "Management education system"

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Bîtcă (Bunghez), Maricica-Dănuta, Gicu-Valentin Dogaru, and Razvan-Ion Chitescu. "Reform of Public Education System in Romania." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/27.

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From an epistemological perspective, the public education system is a specially developed concept to determine qualitative transformations, superior in the pedagogical reality delimited in a macro-structural context. It reflects a virtual pedagogical reality, important through its superior, formative, open, inexhaustible methodologically and praxeological potential. The main goal of the education system is to educate the further workforce, in this macro-context it is part of the global social system and should be in accordance to the transformation of the society. Education units are the base cells where the education, training programs are design, using the existing infrastructure and human resources, placing the educational process in time and space. In this research, we aim to analyze the mission, organizational and management structures of the public education service in Romania. Unpredictable, education plays an important role in any society that focuses on knowledge. Through it, the personality of the most important resource, the man, is modeled. That is why the education system has to build to provide knowledge and skills comparable with other European Union or worldwide education units.
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Заякина, И. А. "Effectiveness of Management Decisions in the Education System." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.65.88.035.

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в статье рассматриваются вопросы эффективности принятия управлен-ческих решений в системе образования; подчеркивается важность госу-дарственных целей и задач для организаций, осуществляющих образовательную деятельность. the article discusses the effectiveness of managerial decision-making in the education system; emphasizes the importance of state goals and objectives for organizations engaged in educational activities.
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Angelescu (Demirci), Violeta Mihaela. "Implementing Quality Management Systems in Preschool Education." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/5.

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This paper aims to highlight essential contributions in terms of management development in preschool institutions, the facts that leads to increasing quality of the entire educational process. Approaching this topic and bending with particular interest in the field of formal education in Romania, we dive into the essence of educational management so that we can offer important constructive suggestions for optimizing analysis activities and implicitly increasing performance in terms of specific management of the network of kindergartens. Preschool education is the cornerstone of the formation of human personality, as well as the first gateway to knowledge. To ensure high quality in education, a complex process is needed, very well organized and structured, which must be integrated into the institutional culture of the organization. Talking about quality management while focusing on quality in education represents in fact an analysis and careful research on management actions aimed directly at increasing the satisfaction of the needs of the beneficiaries of the educational system.
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Girsang, Abba Suganda, David Alfa Sunarna, Ahmad Syaikhoni, and Aris Ariyadi. "Business Intelligence for Education Management System." In 2019 International Conference of Computer Science and Information Technology (ICoSNIKOM). IEEE, 2019. http://dx.doi.org/10.1109/icosnikom48755.2019.9111559.

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Zhang, Guoquan. "Design of Physical Education Management System." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.139.

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Adjijgogov, Lazar, Dejan Stamenov, and Edmond Jajaga. "SMIA: Improving Kosovo's education management system." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.91.

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Tundrea, Emanuel, and Catalin Eduard Popovici. "HIGHER EDUCATION PARTNER MANAGEMENT SYSTEM IMPLEMENTATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0945.

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Huang, Shuli. "Online Educational Management System." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.315.

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Hu, Yong, Xiangzhou Zhang, Xiaoyan Yang, Zhengfei Huang, Junye Chen, and Weiwu Zhu. "A 3E E-Commerce Education System." In 2010 International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2010. http://dx.doi.org/10.1109/iciii.2010.553.

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Ni, Ni, and Li Jinsong. "Application of Educational Idea of Individuation in Physical Education Teaching." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and Technology Publications, 2015. http://dx.doi.org/10.5220/0006021301670170.

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Reports on the topic "Management education system"

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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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Horrell, Margaret A. Educating Physicians on the Workload Management Systems for Nursing. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada237860.

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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Gage, William, and Michelle Sengara. From Radical Disruption to Robust Systems: Change Management for The Evolution of Trust in Higher Education. York University, January 2019. http://dx.doi.org/10.25071/10315/36069.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Aiginger, Karl, Andreas Reinstaller, Michael Böheim, Rahel Falk, Michael Peneder, Susanne Sieber, Jürgen Janger, et al. Evaluation of Government Funding in RTDI from a Systems Perspective in Austria. Synthesis Report. WIFO, Austria, August 2009. http://dx.doi.org/10.22163/fteval.2009.504.

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In the spring of 2008, WIFO, KMU Forschung Austria, Prognos AG in Germany and convelop were jointly commissioned by the Austrian Federal Ministry for Transport, Innovation and Technology and the Austrian Federal Ministry of Economy, Family and Youth to perform a systems evaluation of the country's research promotion and funding activities. Based on their findings, six recommendations were developed for a change in Austrian RTDI policy as outlined below: 1. to move from a narrow to a broader approach in RTDI policy (links to education policy, consideration of the framework for innovation such as competition, international perspectives and mobility); 2. to move from an imitation to a frontrunner strategy (striving for excellence and market leadership in niche and high-quality segments, increasing market shares in advanced sectors and technology fields, and operating in segments of relevance for society); 3. to move from a fragmented approach to public intervention to a more coordinated and consistent approach(explicit economic goals, internal and external challenges and reasoning for public intervention); 4. to move from a multiplicity of narrowly defined funding programmes to a flexible, dynamic policy that uses a broader definition of its tasks and priorities (key technology and research segments as priority-action fields, adequate financing of clusters and centres of excellence); 5. to move from an unclear to a precisely defined allocation of responsibilities between ministries and other players in the field (high-ranking steering group at government level, monitoring by a Science, Research and Innovation Council); 6. to move from red-tape-bound to a modern management of public intervention (institutional separation between ministries formulating policies and agencies executing them, e.g., by "progressive autonomy").
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