Relevant bibliographies by topics / MANAGEMENT OF EDUCATIONAL ORGANIZATION

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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 OF EDUCATIONAL ORGANIZATION'

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Published: 24 April 2022

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Journal articles on the topic "MANAGEMENT OF EDUCATIONAL ORGANIZATION"

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��������� and I. Burlakova. "Educational Organization as a Subject of Management." Standards and Monitoring in Education 3, no. 3 (June 17, 2015): 57–60. http://dx.doi.org/10.12737/11853.

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Educational organizations are complex, but the most developed social systems, embracing various subsystems. The main shaping features of any social system are goals that help perform specific functions. Nowadays educational institutions that have chosen in favor of the quality strategy should develop a pyramid of goals understandable to all their employees. Each employee should know the goals of the whole team, its general ideas, his\her personal role in the educational process and in the structural unit. Universal properties of the social organization are the following: apartness, direct management, activity self-regulation capacities, sound organizational culture.
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Nikulina, I. V. "CONFLICT MANAGEMENT IN EDUCATIONAL ORGANIZATION." Vestnik of Samara University. History, pedagogics, philology 25, no. 1 (March 28, 2019): 76. http://dx.doi.org/10.18287/2542-0445-2019-25-1-76-81.

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Klochko, Alla. "TYPES OF MANAGERS IN EDUCATIONAL ORGANIZATIONS BY THEIR LEADERSHIP POSITIONS: RELATIONS WITH ORGANIZATIONAL PERFORMANCE AND PERSONAL CHARACTERISTICS." PSYCHOLOGICAL JOURNAL 6, no. 12 (December 30, 2020): 48–56. http://dx.doi.org/10.31108/1.2020.6.12.5.

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The article, basing on the empirical research, describes statistically significant correlations between the types of managers in educational organizations by their leadership positions (“leadership”, “managerial”, “harmonious”) and psychological characteristics of their organizations (“organizational development”, “performance of the teaching staff”). The “Managerial” type correlated with lowered “organizational development” of the educational organization. The “Leadership” type was related directly with such factors of team development as “preparedness for activity”, “organized nature” and “activity”. The study results give grounds to say that managers with “Leadership” and “Harmonious” types had innovative management styles. “Managerial” managers, most likely, used traditional management approaches. There were statistically significant correlations between the leadership types of educational managers and organizational and functional factors (“a period of organization existence”, “a status of the organization in the city (region) educational system”, “innovations in an organization”). Positive statistically significant correlations were between educational managers’ self-development and traditional and innovative management styles (the higher self-development was, the more willingly did educational managers use innovative management styles) and a negative correlations was with creative potential. The obtained data indicate that, during managers’ psychological training, a special attention should be paid to different managerial types in educational organizations in order to promote innovative management styles.
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Klochko, Alla. "Types of educational organization managers in relation to their attitudes towards change: the relationship with the organization's characteristics." Організаційна психологія Економічна психологія 4, no. 21 (December 23, 2020): 73–81. http://dx.doi.org/10.31108/2.2020.4.21.7.

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Introduction. Modernization of education highlights the role of educational organizations' psychological characteristics in promoting the development of innovative management styles used by educational organization managers. Aim: to analyze the relationship between educational organizations' psychological characteristics and the types of educational organization managers in relation to their attitudes to change. Methods. K. Freilinger and I. Fischer "How Do You Feel About Change?", V. Siegert and L. Lange "How Is Your Organization Developing?" (modified by L.M. Karamushka), V.O. Rozanov "Assessment of Job Satisfaction", G. Perue-Badu Subjective Well-Being Scale (adapted by M.V. Sokolova), and a questionnaire-passport developed by the author. Results. The empirical research conducted by the author found positive and negative statistically significant relationships between the three groups of psychological characteristics of the educational organization (intra-organizational, organization-and-staff interaction relevant, and organizational-functional) and certain types of educational organization managers in relation to their attitudes towards change. Conclusions. The findings can facilitate the development of innovative management styles used by education organization managers.
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Klochko, Alla. "EDUCATION MANAGERS’ INNOVATIVE MANAGEMENT STYLES USED AT TEAMS: CORRELATIONS WITH EDUCATIONAL ORGANIZATIONS’ CHARACTERISTICS." PSYCHOLOGICAL JOURNAL 7, no. 4 (April 30, 2021): 69–77. http://dx.doi.org/10.31108/1.2021.7.4.7.

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Development of management innovative styles focused on labour at educational managers (“fear of poverty”, “authority – subordination”, “a holiday home”, “an organization”, “a team”) is described in the article based on the performed empirical study. Quantitative data on vectors showing educational managers activities revealed managers’ insufficient orientation “on tasks” and a significant predominance of “orientation on people”. Managers characterised by an imbalance between such managers’ activity vectors as “orientation on task” and “orientation on people”. The “organization” style was the most manifested innovative management styles at education managers; while, the “team” style was nearly absent, which meant that managers insufficiently focused on a result during implementation innovative methods. Correlations between educational organizations’ psychological characteristics (“organizational development”, “activity of a pedagogical team”) and education managers’ innovative styles focused on labour were analyzed. The more favourable working conditions were at educational organizations with effective business communication, the more often and better education managers applied innovative management styles. Organizational development contributes to the development of such innovative style as “organization”. The indicators of pedagogical team development (“organization”, “activity”, “cohesion”, “integrity”, “reference”) played a sufficiently important role in development of education managers’ innovative styles. The obtained results can be used in the practice of educational organizations and psychological training for educational managers.
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Okunkova, E. O. "Innovative Tools of Educational Organization Development Management: Benchmarking." Vestnik of the Plekhanov Russian University of Economics 17, no. 6 (December 4, 2020): 70–77. http://dx.doi.org/10.21686/2413-2829-2020-6-70-77.

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The article considers theoretical and methodological approaches to the use of benchmarking as an innovative tool in the management of an educational organization. The development of methods and tools for managing the development and competitiveness of an educational organization in the global space is based on systemic, operational, competent and situational methodological approaches; on the methodology of interactive, understanding and interpretative sociology; methodologies of synergy, network thinking and social management, modal analysis. The study found that benchmarking is the most appropriate way to improve the work of the educational organization, which is a process of constantly measuring and comparing the methods and results of the work of the organization, its individual divisions, functions, processes with organizations chosen for imitation. The author presents the results of the study of the forms of benchmarking, conducted a review of research on its application by educational organizations of higher education in Russia, presented a detailed analysis of the main stages of its implementation in relation to the specifics of the activities of the educational organization, visualized a set of types of benchmarking by classification groups.
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LENKA, USHA, and SANIYA CHAWLA. "Higher educational institutes as learning organizations for employer branding." Industrial and Commercial Training 47, no. 5 (July 6, 2015): 265–76. http://dx.doi.org/10.1108/ict-01-2015-0001.

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Purpose – Contemporary organizations emphasize upon continuous learning to be able to face the environmental dynamism and further build a learning organization. The purpose of this paper is to reflect the conceptual framework of learning organization, integrating variables at individual, team, and organizational levels. Design/methodology/approach – The framework has been devised through the review of literature from 1950s to 2014 using the databases of EBSCO, Emerald, Proquest, Science Direct, and Scopus to ensure the reliability. Findings – The variables are resonant leadership style, knowledge management, intrapreneurship, total quality management (TQM), and supportive learning culture. Resonant leaders are emotionally intelligent leaders who evoke positive emotions among their subordinates through setting an example, ensuring mindfulness, hope, and compassion. Knowledge management is basically creating, transferring, maintaining, and organizing knowledge in organizational repositories. Intrapreneurship is the initiative and risk taken by the employees. TQM is a management practice that promotes total involvement, continuous improvement, and reflexive decisions taken by team members. Supportive learning culture pushes individuals toward a common goal, which is further facilitated, by open communication, affective and cognitive trust, and organic structure. These factors pose as enablers to foster continuous learning among employees. A learning organization, therefore, can establish a strong employer brand by enhancing employees’ emotional attachment and further aides’ attraction and retention of talent. Originality/value – So far, all these important variables have been ignored in the academic literature especially in the context of educational institutes as learning organizations. Also, there is a void in academic literature with respect to integrated model of learning organization. In this way, the paper tries to fill the gap by developing a conceptual framework of learning organization, followed by discussion and managerial implications.
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Alenicheva, T. A., and N. B. Kurshakova. "A high educational organization management in digital educational environment." Management Issues 1, no. 5 (2018): 188–95. http://dx.doi.org/10.22394/2304-3369-2018-5-188-195.

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Zhurakovskaya, Vera M., and Olga A. Olicheva. "Project portfolio management in an educational organization." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 2 (July 9, 2021): 87–100. http://dx.doi.org/10.17673/vsgtu-pps.2021.2.7.

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The paper raises the problem of project management in the educational process of a comprehensive school, which ensures the growth of teachers professionalism. The purpose of the paper is to develop a structure for managing a portfolio of projects that ensures the implementation of strategies for educational organization (EО) development, an increase in the professionalism of teachers. The methodological justification for the development of a project portfolio management structure is the theory of project management, the project management methodology Scrum. The research resulted in a developed temporary organizational structure for managing a portfolio of projects in EО. Scientific relevance is the development of a project portfolio management structure in EО from the standpoint of an integrative approach, expressed in the integration of knowledge related to the management of project teams of teachers, the essence of Scrum project management technology, the use of the Trello electronic service, which provides effective management of a project portfolio, including the online mode. The theoretical significance of the solution to the project management problem proposed in the paper is the theoretical positions underlying the description of the temporary organizational structure of project portfolio management, as one of the options for a hybrid structure divisional adhocracy. The practical significance lies in the development of a specific temporary organizational structure for managing club teams of teachers implementing projects in the lyceum in Istra, which can be used in educational practice. An analysis of the results of experimental work on the professional development of teachers of an educational organization through the inclusion of teachers in the implementation of projects related to the solution of professional problems showed a positive dynamics of the levels of teachers professional development. This allowed the authors of the paper to consider the developed pedagogical means of teachers professional development of educational institutions to be effective.
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Ratner, Helene, and Christopher Gad. "Data warehousing organization: Infrastructural experimentation with educational governance." Organization 26, no. 4 (October 29, 2018): 537–52. http://dx.doi.org/10.1177/1350508418808233.

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Organization is increasingly entwined with databased governance infrastructures. Developing the idea of ‘infrastructure as partial connection’ with inspiration from Marilyn Strathern and Science and Technology Studies, this article proposes that database infrastructures are intrinsic to processes of organizing intra- and inter-organizational relations. Seeing infrastructure as partial connection brings our attention to the ontological experimentation with knowing organizations through work of establishing and cutting relations. We illustrate this claim through a multi-sited ethnographic study of ‘The Data Warehouse’. ‘The Data Warehouse’ is an important infrastructural component in the current reorganization of Danish educational governance which makes schools’ performance public and comparable. We suggest that ‘The Data Warehouse’ materializes different, but overlapping, infrastructural experiments with governing education at different organizational sites enacting a governmental hierarchy. Each site can be seen as belonging to the same governance infrastructure but also as constituting ‘centres’ in its own right. ‘The Data Warehouse’ participates in the always-unfinished business of organizational world making and is made to (partially) relate to different organizational concerns and practices. This argument has implications for how we analyze the organizational effects of pervasive databased governance infrastructures and invites exploring their multiple organizing effects.
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Dissertations / Theses on the topic "MANAGEMENT OF EDUCATIONAL ORGANIZATION"

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Lai, Hoi-yuen Hilary. "A study of decision-making : recent theoretical perspectives in educational administration /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135956.

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Ramcharan, Aneel. "Managing human resources in education : applying organisational communication in educational management." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/321.

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A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004.
Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.
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Rolle, Bridgette Deanne. "Educational administration organizations: A decision base for effective selection." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186165.

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This dissertation explores and examines various foundations for thinking about organizational systems, i.e., organizational epistemics. There are several ways to examine "systems" and several levels at which criteria apply to systems. First, the study establishes the minimum demands on "systems" and formulates what is essentially a system for systems or an organizational system for selecting organizations' designs. By adopting a generic model, one that stipulates minimum requirements for assessing organizational designs, each administrative organization is evaluated in terms of the theoretical justification used to ensure an effective and efficient organizational structure. The future effectiveness of organizational designs is contingent on changes in society, in education, and in the private sector, e.g., responses to social, economic, and cultural exigencies. This dissertation explores possibilities for the future as organizations respond to new and unusual variables. The format suggested in this study may well provide a glimpse of what the future holds for organizational designs in the world of tomorrow.
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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.

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Keith, Joseph D. "The Relationships Among Leadership Behaviors of Leaders in Training Organizations, Training Methods, and Organization Profitability." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2930.

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Business organizations are decreasing funding for training. The problem investigated in this study was to determine if there was a relationship among the leadership behavior of training leaders, the use of newer methods of training, and organizational profitability. A sample of 57 organizations from the Fortune 500 was surveyed to determine leadership behavior and the use of newer methods of training. The Leadership Practices Inventory was used to measure leadership and the Affective Communication Test was used to measure charisma. Profitability data were obtained from the literature. Return on assets, return on equity, the Moody's Corporate Bond Rating, and the Standard and Poor's Opinion were used as profitability measures. Correlation and regression analyses were used to analyze the data. No relationships were shown between leadership behaviors and training methods or between leadership behaviors and profitability. A positive relationship was shown between the number of newer training methods used and organization profitability as measured by return on assets. The following were the newer training methods: (a) accelerated learning, (b) case study methods, (c) computer-based training, (d) experiential exercises/games/simulations, (e) interactive video instruction, (f) multimedia, (g) non-computerized self-study, (h) problem-based learning, and (i) video teleconferencing.
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Smith, Elizabeth L. "Educational leadership : a study of graduates of Eastern Illinois University's educational administration program /." View online, 1987. http://ia301524.us.archive.org/1/items/educationalleade00smit/educationalleade00smit.pdf.

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Alumbaugh, John W. Laymon Ronald L. "An examination of business and educational management beliefs towards educational choice in a selected public school district." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311281.

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Thesis (Ed. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 30, 2006. Dissertation Committee: Ronald L. Laymon (chair), Thomas P. Nelson, Paul C. Baker, Richard D. Berg, Timothy F. Hyland. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.
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黎凱源 and Hoi-yuen Hilary Lai. "A study of decision-making: recent theoretical perspectives in educational administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960236.

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Victor, Jeffrey R. "The Development of Student Organization Advisor Workforces through the Expansion of Strategic Talent Management Practices." Thesis, University of Maryland University College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424162.

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The purpose of this study is to provide managers in both educational institutions and student organizations with empirically-based recommendations for how to best manage student organization workforces to achieve engagement and retention. The research questions ask (a) how educational institutions and student organizations strategically manage advisor talent to attract, engage, and retain advisors in their roles and (b) what talent management strategies can be applied to sustain a competent, satisfied, and engaged student organization advisor workforce. Through a systematic review methodology with an evidence-based management perspective to configure the best available evidence for synthesis, this dissertation incorporates organizational citizenship theory, the functional theory of volunteerism, and strategic talent management theory to reach the conclusions. Study findings confirm that student organization advisor service is linked to all elements of the functional theory of volunteerism but is primarily motivated by the values function first and then the career functions. Furthermore, student organization advisor service is a form of organizational citizenship behavior, and the values function of volunteerism is the antecedent to service as an advisor. Finally, it was determined that strategic talent management practices can be applied to student organization advisors, but such practices are not being implemented by key stakeholders. A theoretical model of advisor involvement and suggestions for implementation are presented to address this gap in practice. As a result of these findings, a model for practice that incorporates key strategic talent management practices to address fundamental advisor needs has been developed with an evidence-based blueprint for implementation.

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Arfstrom, Kari M. "Recognizing, determining, and addressing entrepreneurial innovations by superintendents of emerging or established educational service agencies." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4599.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 164. Thesis director: Penelope Earley. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 159-163). Also issued in print.
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Books on the topic "MANAGEMENT OF EDUCATIONAL ORGANIZATION"

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Adesina, Segun. Educational management. Enugu, Nigeria: Fourth Dimension, 1990.

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Theories of educational management. 2nd ed. London: P. Chapman Pub., 1995.

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Bush, Tony. Theories of educational management. London: Paul Chapman, 1988.

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Malaya, Penerbit Universiti, ed. Educational management in Malaysia. Kuala Lumpur, Malaysia: University of Malaya Press, 2013.

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Theories of educational leadership and management. 4th ed. London: SAGE, 2011.

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Ukeje, B. Onyerisara. Educational administration. Enugu, Nigeria: Fourth Dimension Pub. Co., 1992.

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Enaohwo, J. O. Educational administration. Ibadan: Paperback Publishers Ltd., 1989.

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Bush, Tony. Theories of educational management. London: Paul Chapman, 1988.

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Bush, Tony. Theories of educational management. London: Harper and Row, 1986.

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Theories of educational management. London: Paul Chapman, 1986.

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Book chapters on the topic "MANAGEMENT OF EDUCATIONAL ORGANIZATION"

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Singh, N. K. "Changing Culture of an Educational Organization." In Management for Professionals, 127–35. India: Springer India, 2012. http://dx.doi.org/10.1007/978-81-322-0472-5_14.

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Meyer, Gordon W., and Michael J. Gent. "Organization-As-Classroom Approaches to Management Education." In Educational Innovation in Economics and Business III, 99–113. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-1388-7_7.

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Pavičić, Jurica, Nikša Alfirević, Goran Vlašić, Zoran Krupka, and Bozena Krce Miočić. "School Principals, Environments and Stakeholders: The Blessings and Heresies of Market Organization." In School Effectiveness and Educational Management, 27–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_3.

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Zuber-Skerritt, Ortrun. "Management Education for Organization Development." In Action Leadership, 139–86. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3935-4_6.

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Kantabutra, Sangchan. "Performance-Based Measurement for Thai Educational Organization: A DEA Management Model." In Technological Developments in Education and Automation, 1–5. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_1.

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Huber, Stephan Gerhard. "Germany: Education State Agencies in Germany – Their Organization, Role and Function in School Governing and Quality Management." In Educational Authorities and the Schools, 169–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_10.

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Suleimankadieva, Alzhanat E., Maxim A. Petrov, Olga A. Popazova, Maria A. Gridneva, and Eleonora B. Molodkova. "Digital Educational Ecosystem: Transformation and Development Trends of Online Education." In Strategies and Trends in Organizational and Project Management, 692–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94245-8_94.

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Koskialho, Johanna, Jarno Einolander, and Hannu Vanharanta. "Commitment and Motivation in Professional Organization." In Advances in Human Factors, Business Management, Training and Education, 47–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_5.

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Reunanen, Tero, and Marko Junno. "Leadership Focus in Modern Expert Organization." In Advances in Human Factors, Business Management, Training and Education, 979–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_90.

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Normand, Romuald. "Leadership and New Public Management: The Forgotten Professional Dimension of School Organizations." In Education Policies and the Restructuring of the Educational Profession, 221–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8279-5_15.

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Conference papers on the topic "MANAGEMENT OF EDUCATIONAL ORGANIZATION"

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PETRE (STAN), Cornelia, Loredana Elena COMĂNESCU, and Nicușor DIACONU. "MANAGEMENT FROM AN EDUCATIONAL PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.09.

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Authentic educational management supports and stimulates, by all possible means, the process of organization and functioning of educational organizations, in their essence, referring to the content, structure, process, which naturally involves the decentralization of educational management, of all its hierarchical structures, the efficient applicability of methods, techniques and tools, as well as the approach of modern managerial practices. These involve the organization of educational structures, the promotion of school autonomy with all its advantages, together with the positive effects arising from these actions of major importance, which work together to ensure access conditions and school success- a fundamental objective of educational management, from the whole system to the school level. The general managerial objectives at the level of both global and local educational system, of the school itself, correlate, one by one, with the new orientations and realities appropriate to a democratic and open society, with the directions of the education reform. They are organically linked to the value system and express the perspective of the development of education, values that ensure socio-human progress. The objectives of the paper are the analysis of educational management and its impact on schools and the identification of appropriate managerial procedures in order to increase educational performance. The research include the ways in which the quality of the managerial act contribute to improving the satisfaction of the direct beneficiaries of the instructive-educational process, regarding the acquisition of new skills. These beneficiaries are students.
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Салаватова, Асиль Магомедовна, and Раиса Андреевна Бойко. "FEATURES OF MANAGEMENT OF THE EDUCATIONAL ORGANIZATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Январь 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko189.2021.68.99.006.

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В статье дается анализ современного состояния управления образовательной организации, раскрыты основные особенности управления образовательной организации. В статье структура управления образовательной организацией представлена пятью основными уровнями: уровень директора; педагогический совет, родительский комитет; уровень заместителей директора; уровень учителей; уровень учащихся. The article analyzes the current state of management of an educational organization, reveals the main features of the management of an educational organization. In the article, the structure of management of an educational organization is represented by five main levels: director level; pedagogical council, parent committee; the level of deputy directors; the level of teachers; level of students.
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Сураева, Т. В. "On the issue of training teachers for the management of interpersonal conflicts in an educational organization." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.79.88.030.

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в статье описаны проблемы подготовки будущего педагога к управлению конфликтами в образовательной организации, обоснована необходимость конфликтологической подготовки педагогических работников, рассмотрено организационно-педагогическое условие по эффективному управлению конфликтами в образовательной организации. the article describes the problems of preparing a future teacher for conflict management in an educational organization, substantiates the need for conflictological training of pedagogical workers, considers the organizational and pedagogical condition for effective conflict management in an educational organization.
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Bakhtin, M. B., S. E. Dovbysh, and A. A. Arinushkina. "Improving the Educational Organization Management System: Personnel Aspect." In Proceedings of the International Conference on the Development of Education in Eurasia (ICDEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdee-19.2019.17.

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Silaeva, Vera V., and Viktor P. Semenov. "Internal Education Quality Assurance through Standardization of Educational Organization Management System." In 2018 IEEE International Conference "Quality Management, Transport and Information Security, Information Technologies" (IT&QM&IS). IEEE, 2018. http://dx.doi.org/10.1109/itmqis.2018.8525083.

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Georgescu, Diana-Nicoleta, Mariana Joița (Leafu), Constanța Popescu, and Delia Mioara Popescu. "Performance in School Organizations – The Result of Efficient Internal Management Control." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/06.

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The educational changes in the Romanian pre-university education system over the last ten years have required the creation of internal mechanisms, articulated through an internal managerial control system in order to improve and maintain performance in all the basic compartments of the school organization. The success and the performance of a educational organization is based on many factors that take into account the scholars progress, the professional training of professors, the curriculum, but also the manager’s style and strategies that he applies at an institutional level. Despite controversy and doubt, internal management control is seen as an indispensable tool in performance management of modern organizations. The reason for this consists in management control treating the present problem for all the typologies: that there is certainty in the fact that managers, alongside with professors achieve performances in the behalf of the organization. In order for the relationship between the manager of the institution and his personnel to remain favorable, it is normal that the management to measure and control the performance of his employees. The present paper aims to create an internal radiograph within a preschool education institution in order to hierarchize performance indicators and / or identify influential factors to be achieved in order to obtain a performing school environment (for children, teachers and the entity manager). The paper/research begins with a presentation of the theoretical concepts, followed by an empirical research that is based on qualitative methods, and uses as an instrument the interview (applied to teachers, heads of departments, managers). The paper ends with a series of proposals, conclusions that can be implemented in various educational organizations.
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Avitia Carlos, Patricia, Bernabé Rodríguez Tapia, and Norma Candolfi Arballo. "ICT management in Latin America educational institutions. Between policies and innovation." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10108.

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The use of Information and Communication Technologies (ICT) in educational contexts has focused its greatest efforts on the acquisition and use of technology. This makes necessary a conceptual and methodological redesign of its use, one that integrates all the members of the organization and generate permanent changes in the culture of the organization (Salinas, 2005). The management of educational institutions is crucial to normalize experiences and provide references that can be integrated into environmental conditions. Despite this, educational management has been relegated to the studies of innovation in education supported by technology, with little systematized information in this regard (Sunkel, Trucco, & Espejo, 2013). The present work uses bibliographic techniques to analyze the trends that have been followed in Latin America in terms of educational management for the adoption of ICT. The influence of public policy on the promotion of these programs is observed, as well as the need for a theoretical methodological support for the development of an integral management model, in which the technology component does not constitute a parallel item.
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Dumitrache (Torcică), Gheorghița, and Diana Nicoleta Georgescu. "Analysis of the Quality-Risk Correlation in the Educational Organization." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/04.

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Although, the concept of risk has always been implicit in quality standards in general, the emergence of the international quality management standard ISO 9001: 2015, which is no longer limited only to certain quality management processes but explicitly addresses risk-based thinking, makes risk management part of the strategic and operational planning of the organizational entity and justifies all in all, the concept of integrated quality-risk management, replacing preventive actions with actions taken to analyze risks and opportunities. Therefore, regardless of the field of activity of the organizational entity, quality assurance is strictly linked to the complex and continuous process of risk management, which integrates risk identification, risk assessment, elaboration of management strategies and risk mitigation by using managerial tools to achieve objectives, and obtaining or maintaining quality certification to the highest standards. Keeping this in view, the purpose of this paper was to identify the connections between the two concepts and integrate them into the organization's activity to obtain conclusions, solutions and proposals as managerial support in the educational organizational entities in order to facilitate the efficient and effective achievement of its objectives and to maintain a quality-oriented and risk avoidance.
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Tarasenko, V. V. "Management Team Of Educational Organization: Definition, Essential Features, Development Incentives." In RPTSS 2018 - International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.141.

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Dmitrieva, Larisa, Zhanna Litvinova, Yulia Lemeshko, and Elena Barasheva. "Project Management as Method of Self-Organization in Educational Activity." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.021.

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Reports on the topic "MANAGEMENT OF EDUCATIONAL ORGANIZATION"

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Kulikova, T. I. Additional educational (professional) program "Management Psychology". Science and Innovation Center Publishing House, September 2016. http://dx.doi.org/10.12731/kulikova.01092016.22128.

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Kraynova, O. S., and D. M. Sataeva. Organization standards in Quality Management System. Ljournal, 2018. http://dx.doi.org/10.18411/kray-2018-book-00073.

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Brown, E., and J. Aabakken. Burbank Transportation Management Organization: Impact Analysis. Office of Scientific and Technical Information (OSTI), November 2006. http://dx.doi.org/10.2172/896150.

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Vasilenko, L. A., M. I. Vronskaya, V. I. Zakharova, V. S. Karpichev, Yu V. Kolesnikov, P. P. Makagonov, G. G. Malinetsky, I. N. Rybakova, V. G. Smolkov, and P. V. Shevchenko. Organization and techniques of crisis management. Moscow: Prospect, 2004. http://dx.doi.org/10.18411/vasilenko-2-14.

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Kubareva, N. A., IU G. Makovetckaia, and G. A. Ertel. Organization of diagnostic activities of the psychological and pedagogical service of an educational organization on vocational guidance of students. OFERNIO, October 2020. http://dx.doi.org/10.12731/ofernio.2020.24618.

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Black, Anne E. Incident Management Organization succession planning stakeholder feedback. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2013. http://dx.doi.org/10.2737/rmrs-gtr-297.

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Roboam, Michel, Mark S. Fox, and Katia Sycara. Enterprise Management Network Architecture: The Organization Layer. Fort Belvoir, VA: Defense Technical Information Center, November 1990. http://dx.doi.org/10.21236/ada233070.

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Darlington, Joanne D. The Profession of Emergency Management: Educational Opportunities and Gaps. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada483185.

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Anderson, H. G., and Kurt Kinnevan. Contingency Base Camp Operations and Management: Staffing and Organization. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada614250.

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Chesley, Carl H., and Vincent P. Grocki. Management Organization for Army Weather Programs and Support Functions. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada332951.

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