Academic literature on the topic 'School Manager Coordinator'
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Journal articles on the topic "School Manager Coordinator"
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Ningtyias, Farida Wahyu, Irma Prasetyowati, Ida Srisurani Wiji Astuti, Siti Muslicha, Ahmad Nafi', and Ahmad Haryono. "GAMBARAN SISTEM PENYELENGGARAAN MAKANAN DI PONDOK PESANTREN, KABUPATEN JEMBER." Medical Technology and Public Health Journal 2, no. 1 (2018): 25–34. http://dx.doi.org/10.33086/mtphj.v2i1.764.
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The good procurement of the food in a boarding school has guarantee the nutritional needs of the students. This study aims to describe the implementation of the food in the boarding school in the district of Jember. This type of research is qualitative research with descriptive approach using primary and secondary data. The informant in this study is the executive management of the boarding school and the cheff manager. The Processing and analyzing of data is using content analysis and presented in narrative form and quote. The results showed a third implementation of the boarding school was a self-managed non-commercial. The executive manager was Ning (daughter of the owner of boarding school) or coordinator of ustadzah (teacher). Only NI boarding school that has a menu cycle i.e 10 days cycle menu, budget planning is done by those responsible for food manager and Ndalem (family members of the owner of boarding house). Purchases made directly groceries every day, which storage was FIFO. Food preparation is done two times, in the morning hours of 6:00 pm and 15:00 pm. There was no calculation for nutritional adequacy andthe students consumption were still in the deficit category. Food procurement in a boarding school need to increase with planning optimizing,
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Ningtyias, Farida Wahyu, Irma Prasetyowati, Ida Srisurani Wiji Astuti, Siti Muslicha, Ahmad Nafi’, and Ahmad Haryono. "GAMBARAN SISTEM PENYELENGGARAAN MAKANAN DI PONDOK PESANTREN, KABUPATEN JEMBER." Medical Technology and Public Health Journal 2, no. 1 (2018): 25–34. http://dx.doi.org/10.33086/mtphj.v2i1.314.
Full textAbstract:
The good procurement of the food in a boarding school has guarantee the nutritional needs of the students. This study aims to describe the implementation of the food in the boarding school in the district of Jember. This type of research is qualitative research with descriptive approach using primary and secondary data. The informant in this study is the executive management of the boarding school and the cheff manager. The Processing and analyzing of data is using content analysis and presented in narrative form and quote. The results showed a third implementation of the boarding school was a self-managed non-commercial. The executive manager was Ning (daughter of the owner of boarding school) or coordinator of ustadzah (teacher). Only NI boarding school that has a menu cycle i.e 10 days cycle menu, budget planning is done by those responsible for food manager and Ndalem (family members of the owner of boarding house). Purchases made directly groceries every day, which storage was FIFO. Food preparation is done two times, in the morning hours of 6:00 pm and 15:00 pm. There was no calculation for nutritional adequacy andthe students consumption were still in the deficit category. Food procurement in a boarding school need to increase with planning optimizing, so it’s fulfill the students needed to have a good growth and performance.
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Johnson, Elizabeth D., Fiona L. Bird, Jeanette Fyffe, and Emma Yench. "Champions or Helpers: Leadership in Curriculum Reform in Science." Journal of University Teaching and Learning Practice 9, no. 3 (2012): 74–90. http://dx.doi.org/10.53761/1.9.3.7.
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This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.
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Bayraktar, Nurhan, and Meral Yıldırım. "Senior Undergraduate Nursing Students’ Perceptions of Disaster Preparedness: A Descriptive Study." Disaster Medicine and Public Health Preparedness 10, no. 4 (2016): 557–61. http://dx.doi.org/10.1017/dmp.2016.9.
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AbstractObjectiveThis descriptive study aimed to determine the disaster preparedness of a senior class of undergraduate nursing students.MethodsThe study sample was composed of 73 undergraduate nursing school students from Ankara, Turkey. Data were collected by using a questionnaire developed by the researchers and were evaluated with descriptive statistics.ResultsMore than half (56.1%) of the students stated that the disaster competencies of nurses should include leadership, manager, and coordinator skills; 42.4% of them indicated the competencies of decision-maker, critical thinking, autonomy, and planning skills. Regarding education, 56.4% of the students considered their education on disaster nursing as “efficient”; however, 35.9% of them considered their education as “partly efficient” or “inefficient.”ConclusionsMany correct concepts related to the definition, features, competencies, and roles of disaster nurses were stated by students. However, low percentages and insufficient statements showed low preparedness for disasters. Curriculum development or redesign is necessary to include content and clinical experiences related to disasters. (Disaster Med Public Health Preparedness. 2016;10:557–561)
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Simoncini, Kym, and Michelle Lasen. "Support for quality delivery of outside school hours care: A case study." Australasian Journal of Early Childhood 37, no. 2 (2012): 82–94. http://dx.doi.org/10.1177/183693911203700212.
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THERE HAS BEEN LITTLE research investigating Outside School Hours Care (OSHC) despite the growing demand for it in Australia. OSHC services can be managed by schools, Parents and Citizens' Associations, local councils, non-profit organisations or for-profit companies, and have varying levels of support available to them. This study investigates the different models of OSHC adopted by seven schools in a regional city in Queensland, with the aim of identifying elements that enhance quality of care. The schools—including two state, three Catholic and two independent—were all located in middle-to-high socioeconomic status (SES) suburbs in a small geographical area. In all seven, the OSHC services were on school premises. Data collection methods included interviews with principals, OSHC coordinators and area coordinators, as well as researcher observations. Quality Profiles awarded by the National Childcare Accreditation Council (NCAC) and themes emerging from an interview with the director of the Queensland Network of Children's Activities (QCAN) were used for triangulation and validation of results. Findings suggest that models of OSHC that provide coordinators with additional levels of support are more likely to deliver quality care to children. While support from the principal is important, that from outside the school in the form of area coordinators is vital in providing assistance with accreditation, professional development and networking. One key recommendation for services managed by Parents and Citizens' Associations is the additional support of an area coordinator.
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Rodrigues, Lívia Santos, Maria Vanuzia Oliveira da Silva, and Maria Amábia Viana Gomes. "Gravidez na Adolescência: suas implicações na adolescência, na família e na escola." Revista Educação e Emancipação 12, no. 2 (2019): 228. http://dx.doi.org/10.18764/2358-4319.v12n2p228-252.
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O presente artigo apresenta um trabalho desenvolvido que teve como objetivo analisar os fatores determinantes da evasão escolar decorrente da gravidez precoce e identificar os desafios enfrentados pela escola no desenvolvimento ou inserção da Educação Sexual no currículo escolar. Para o desenvolvimento da pesquisa optou-se pela pesquisa qualitativa de abordagem bibliográfica e de campo, realizada com adolescentes grávidas entre 13 e 16 anos. Utilizamos como instrumento de coleta de dados, questionários e entrevistas com os professores, coordenador e gestor escolar. As obras referências foram de Egypto (2012), Furlani (2011), Figueró (2007, 2009), Heilborn (2008) e Brasil (2009). Os resultados apresentados mostram que tanto a iniciação sexual das adolescentes quanto a gravidez estão acontecendo precocemente. Além disso, revelam um percentual considerável de evasão escolar em virtude da gravidez precoce. E, ainda o despreparado da sociedade e da escola e consequentemente dos professores no que se refere à educação sexual de adolescentes. A problemática estudada nos remete a reflexões importantes sobre o tema e aponta para a necessária participação da família, da escola e da sociedade.Palavras chave: Gravidez. Adolescência. Educação Sexual. EscolaPregnancy in adolescence: its implications in adolescence, in the family and schoolABSTRACTThis article presents a work developed which aimed to analyze the determinants of school dropout due to early pregnancy and to identify the challenges faced by the school in the development or insertion of Sexual Education in the school curriculum. For the development of the research, we chose the bibliographical and field research, with qualitative approach, performed with pregnant adolescents between 13 and 16 years old, teachers, coordinator and school manager, questionnaires and structured interviews were used; based on the works of Egypto (2012), Furlani (2011), Figueró (2007, 2009), Heilborn (2008) and Brasil (2009). The results show that both sexual initiation of adolescents and pregnancy are occurring more and more precocious, from the age of 12. In addition, they reveal a considerable percentage of school dropout due to early pregnancy. And, still the unprepared of the school and consequently of the teachers on the issue of sex education. The problematic studied refers to a reflection on its importance, but with the help of the family.Keywords: School evasion. Pregnancy. Adolescence. Sexual Education. SchoolEmbarazo en la adolescencia: sus implicaciones en la adolescencia, en la familia y en la escuelaRESUMENEl presente artículo presenta un trabajo desarrollado que tuvo como objetivo analizar los factores determinantes de la evasión escolar resultante del embarazo precoz y la identificación de los desafíos que enfrenta la escuela en el desarrollo o la integración de la Educación Sexual en los programas escolares. Para el desarrollo de la investigación se optó por la investigación bibliográfica y de campo, con abordaje cualitativo, realizada con adolescentes embarazadas entre 13 a 16 años, profesores, coordinador y gestor escolar, se utilizaron cuestionarios y entrevistas estructuradas; con base en las obras de Egypto (2012), Furlani (2011), Figueró (2007, 2009), Heilborn (2008) y Brasil (2009). Los resultados presentados evidencian que tanto la iniciación sexual de las adolescentes como el embarazo están sucediendo cada vez más precoz, a partir de los 12 años. Además, revelan un porcentaje considerable de evasión escolar debido al embarazo precoz. Y, aún la falta de preparación de la escuela y consecuentemente de los profesores en la cuestión de la educación sexual. La problemática estudiada incita una reflexión sobre su importancia, pero con el auxilio de la familia.Palabras clave: Evasión Escolar. Embarazo. la Adolescência. Educación Sexual. Escuela
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Thaib, Razali M., and Irman Siswanto. "INOVASI KURIKULUM DALAM PENGEMBANGAN PENDIDIKAN (Suatu Analisis Implementatif)." JURNAL EDUKASI: Jurnal Bimbingan Konseling 1, no. 2 (2015): 216. http://dx.doi.org/10.22373/je.v1i2.3231.
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The curriculum is one of the important components that are crucial in the education system of units, and is a tool to achieve educational goals as well as guidance in the implementation of teaching in all types and levels of education. As a consequence, implementing curriculum in schools should manage well, so that the learning outcomes will be more effective, to realize it, it requires good management. This curriculum management meant that the educational process will take place in schools can be directed and coordinated in a systematic manner to achieve educational goals that have been set. In the management of the curriculum very necessitated a review-a review of theoretical and practical curriculum that can be managed always in line with the development of human life, science, technology and personal development subjects students. to address any problems that arise in the school environment, especially in the field of teaching and learning, it is highly charged policy principal as manager to always involve personnel-school personnel such as teachers, school committees, teachers bimpen and all parties involved in the implementation of the curriculum, to perform periodic review of the curriculum by involving all stakeholders, the curriculum review purposes, as an effective goal to improve learning outcomes are maximized.
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Shevchenko, Zhanna. "FEATURES OF PRACTICAL EDUCATION OF SOCIAL EMPLOYEES IN PRACTICE IN HIGH SCHOOL OF POLAND." Scientific bulletin of KRHPA, no. 11 (2019): 22–35. http://dx.doi.org/10.37835/2410-2075-2019-11-3.
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The article is devoted to the practical component of the professional training of a social worker in a Polish high school. Conceptual approaches are considered in relation to professional preparation of development workers and experience actualized by them with practical preparation at higher school of Poland. It is found out, that preparation of development workers in Poland is a difficult and dynamic process, that permanently changes in accordance with international standards, normative requirements, social changes and necessities on this type of services. As a result of scientific research, the tendency to introduce professional training in the practice of Polish social workers on the progressive approaches of practical experience in the social sphere of European countries and the United States has been traced. It is noted that the model of structured learning is based on the use of a curriculum on a modular basis. Different teaching methods, especially simulation and activity (training in the "team") are used. Equally important is the acquisition of skills, and the assimilation of the value basis of the student's work. Assessment is based on the criteria of competence. The student works under the direct supervision and supervision of the practice leader. Emphasis is placed on the theory of practical learning through experience. According to the results of the study, the organizational and pedagogical conditions of the organization and content of practical training of social workers in practice in Poland are set out: legislative regulation of general principles of practice and internship in Polish universities; the removal of a significant part of the study load (from 40% to 60%) into the obligatory volume of the organization of students' practice directly at the workplace; continuity of the practical orientation of the educational process to practical learning through experience in practice; compliance of modules of practical training programs in practice under the Framework Program for the qualification of a social worker: knowledge, skills, social competences; the variability of the proposals for places of practice for students and the proposed contact letters at the information stands of the departments of social work (pedagogy); provision of means for checking the implementation of modules by trainees through the electronic network, depending on the form of training and the student's capabilities (stationary, correspondence, distance, etc.); providing support for practical training of future social workers in practice (contact hours, independent work, literature to silabases (programs) of practice, etc.); consistency of the procedure for managing and controlling individual programs of student practice from the university and social institution; Settlement of the appointment of students responsible for passing the practice: the coordinator (for bachelors, mainly masters), a mentor, a representative from the practice institution and the manager of the management of the career bureau. The study concluded that the practical component of the program for the training of future social workers in Ukraine should be based on familiarizing students with the European forms, methods and techniques of work, and also involving them in direct and continuous practical activities, under the guidance of experienced mentors and consultants. The exposure of progressive ideas of experience of practical aspect of preparation of development workers in Poland will assist the scientific ground of strategy of development of professional preparation of specialists of social sphere in Ukraine on the stage of her transformation and integration in European and world educational space. The prospects of research of directions of co-operation of establishments of education are certain with employers and other social partners in the process of professional preparation and passing of types of practices by the future specialists of social work.
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Webster, Robert L., Kevin L. Hammond, and Harry A. Harmon. "Comparing Market Orientation Culture of Businesses and Schools of Business: An Extension and Refinement." Psychological Reports 96, no. 2 (2005): 377–82. http://dx.doi.org/10.2466/pr0.96.2.377-382.
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This study extends previous work concerning the market orientation culture within specialty businesses and schools of business. Specifically, member schools of the Association to Advance Collegiate Schools of Business International are separated into public and private universities. Data were collected via a mailed survey to business schools holding membership. 106 public school deans and 35 private school deans responded, for a 23% response rate. Input from the deans was sought on their perceptions of the market orientation culture within the schools. Respondents' perceptions, rated on a 7-point scale, measured four dimensions of market orientation: customer orientation, competitor orientation, organizational coordination, and overall market orientation. Data for specialty businesses were drawn from a previous study. Comparison testing between the public and private business schools' deans and business managers was conducted. Analysis indicated perceived market orientation was significantly higher for deans of private business schools than public business schools. Compared with business managers, private school deans were statistically different on only one of the four dimensions, whereas public business school deans' scores were significantly different from those of business managers on all four. Compared with each other, business school deans were statistically different on three dimensions, with private school deans reporting greater market orientation.
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Goodman-Scott, Emily, and Rawn Boulden. "School Counselors’ Experiences With the Section 504 Process: “I want to be a strong team member…[not] a case manager”." Professional School Counseling 23, no. 1 (2019): 2156759X2091937. http://dx.doi.org/10.1177/2156759x20919378.
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In response to a gap in the literature and to inform school counseling practice, we conducted a phenomenological study of school counselors in five states and 10 school districts, examining their experiences with Section 504 of the Rehabilitation Act of 1973 in pre-K–12 schools. Overall, school counselors communicated challenges in their involvement with the 504 process including four themes: (a) time-consuming coordination/management; (b) relational strain with teachers, students, and families; (c) lack of expertise in Section 504; and (d) ambiguity of the Section 504 process. We discuss implications for practicing school counselors, school leaders, and school counselor educators centered on increased education, support, and advocacy.
Dissertations / Theses on the topic "School Manager Coordinator"
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Piacentini, Gláucia. "O desafio da formação continuada : o papel do gestor coordenador na formação docente /." Araraquara, 2018. http://hdl.handle.net/11449/180414.
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Orientador: Edson do Carmo Inforsato<br>Banca: Denise Maria Margonari<br>Banca: Andréia da Cunha Malheiros Santana<br>Resumo: Formar profissionais da educação é desafiador para um gestor coordenador. Ele necessita estar atento aos fatores externos e internos que contribuem para o desenvolvimento de um trabalho significativo, humano e tangível. O gestor coordenador é essencial para a realização de um trabalho formativo para que todos os envolvidos no ambiente escolar sejam beneficiados, principalmente os docentes. O referencial teórico fundamentou-se em estudos de Gatti (2008, 2013, 2014), Nóvoa (1992, 1995, 2009), Placo, Almeida e Souza (2011), Bauman (1998, 2001, 2004, 2008), Lück (2011), Maslow (1966), entre outros. Nos quais buscou aportes para fundamentar esta pesquisa. Sendo assim, o objetivo desta pesquisa foi fazer um levantamento de dados para compreender quais são os desafios que os gestores coordenadores enfrentam na rotina escolar e no seu papel como formador docente. O percurso metodológico adotado foi a pesquisa empírica qualitativa. Os dados foram levantados por meio de um questionário eletrônico com gestores coordenadores que trabalham em escolas estaduais de uma cidade do interior do estado de São Paulo por meio de do link disponibilizado pela Diretoria de Ensino da cidade. Nessa pesquisa, foi possível compreender melhor o papel do gestor coordenador na formação continuada dos docentes, seus desafios e necessidades. A pesquisa mostrou resultados relevantes, no entanto, o maior desafio dos gestores coordenadores na formação continuada ainda é a desmotivação dos docentes, principalment... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The formation of the education professional is a challenge for the school manager coordinator. This professional needs to be attentive to external and internal factors that contribute to the development of a work which is meaningful, human and real. The school manager coordinator is essential to promote a formative work to benefit all those who are involved in the school environment, especially the teachers. The theoretical framework was based on studies by Gatti (2008, 2013, 2014), Nóvoa (1992, 1995, 2009), Placo, Almeida and Souza (2011), Bauman (1998, 2001, 2004, 2008), Lück (2011), Maslow (1966), among others. In which it sought contributions to support this research. Therefore, the aim of this research is to make a survey to understand the challenges that school managers coordinators faced in the school routine as a teacher training. The methodological approach adopted was an empirical qualitative research. The data was collected through an electronic questionnaire with school manager coordinators who work in public schools in the countryside of São Paulo State. In this research, it was possible to understand better the role of the school manager coordinator in the continuing education of the teachers and their difficulties and challenges. The research showed relevant results however the biggest challenge for the school manager coordinators is the lack of motivation of the teachers, especially in a changing, complex and demanding as the contemporary society<br>Mestre
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So, Koon-keung Teddy. "The role of information technology coordinator in the implementation of information and communication technology in schools of Hong Kong /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148424.
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Miller, Sally Anne. "A guide for technology coordinators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1273.
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蘇冠強 and Koon-keung Teddy So. "The role of information technology coordinator in the implementation of information and communication technology in schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256442.
Full textBooks on the topic "School Manager Coordinator"
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Melanie, Nind, and NetLibrary Inc, eds. Implementing Intensive Interaction in schools: Guidance for practitioners, managers and coordinators. David Fulton, 2003.
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Developing and evaluating multi-agency partnerships: A practical toolkit for school and children's centre managers. Routledge, 2010.
Find full textBook chapters on the topic "School Manager Coordinator"
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Kock, Ned. "Managing Operational Business Processes with Web-Based Information Technologies." In Virtual Team Leadership and Collaborative Engineering Advancements. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-110-0.ch015.
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Traditionally management schools of thought that emphasize certain types of work structures usually appear earlier than information technologies (IT) geared at supporting those work structures. This situation has undoubtedly changed recently, arguably around the mid-1990s, with the explosion in the commercial use of the Internet and particularly the Web. This calls for the development of a generic framework that ties together relevant management ideas that help organizations strategically and operationally align themselves with new Web-based IT. Our goal with this chapter is to provide some basic elements that can be used by managers and researchers as a starting point to develop this generic framework. As such, we focus on a particular set of activities associated with team coordination and communication in production and service delivery business processes through the Internet and the Web.
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Dellyana, Dina, and Oktofa Yudha Sudrajad. "Capturing the Velocity of Sharia Economy Through an Islamic Boarding School's (Pesantren) B2B E-Commerce." In Handbook of Research on Innovation and Development of E-Commerce and E-Business in ASEAN. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4984-1.ch023.
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Indonesia is the largest Muslim majority country in the world, representing 13% of the global Muslim population. The high number of Islamic boarding schools, or pesantren, in Indonesia and the value of conventional transactions that occur among them present a big economic opportunity. However, this opportunity is not well-documented, captured, or maintained. The need to digitalize transaction processes between pesantren is of high importance. The government, which in this case is represented by the Central Bank, has tried to form an e-commerce platform for pesantren markets through one particular pesantren considered the most mature and prepared to coordinate and manage such a platform. However, the characteristics of users from pesantren are very unique with a strong culture among them. Thus, the building of an e-commerce platform for this specific market needs to be carried out carefully. By using qualitative and quantitative methods, this research attempts to design the most appropiate e-commerce platform for this Islamic market.
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Faïz, Sami, and Khaoula Mahmoudi. "Semantic Enrichment of Geographical Databases." In Encyclopedia of Database Technologies and Applications. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-560-3.ch097.
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The distributed Web-based multi-document summarization system is conceived to enrich semantically Geographic Databases (GDB) (Faïz, 1999; Scholl et al., 1996). In fact, in a traditional database, for instance, a city is described by its alphanumeric features: name, population count, and so forth; however, in a GDB, it is further described by spatial attributes which indicate its position (coordinates) in the space and its shape (point, line, polygon, etc.). Although the use of this myriad of information (alphanumeric and spatial data), the GDB suffers from the lack of an exhaustive set of information describing in a quasi-complete way the entities handled by it (Faïz, 2001). Hence, Geographic Information System (GIS) is not able to provide the end-user with information not fed into the GDB and that is not inherent to the application for which the GIS is designed (Bâazaoui, Faïz & Ben Ghezala, 2001, 2003; Faïz, Abbassi & Boursier, 1998). For instance, given a map displayed on the screen, it is not possible to get economic or historical information about cities for a given country whenever the GIS is concerned only with administrative boundaries. Having this idea in mind, our intention is to profit from the huge mass of information available online to enrich semantically a GDB. To fulfill this purpose and to manage the great amount of documents retrieved from the Web in a quick and convenient fashion, we adopted the Text Mining techniques (Tan 1999; Weiss, Apte & Damerau, 1999) and more precisely the summarization. Indeed, with the fast growth in the amount of textual information available online and the multitude of documents reporting almost the same thing, there is clearly a strong need for automatic summarization that copes with not only one document at one time but a set of topically similar ones.
Conference papers on the topic "School Manager Coordinator"
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Bucha, Agostinho Inácio, and Abílio Ferreira. "THE ROLE OF THE DEPARTMENT COORDINATOR: LEADERSHIP AND SUPERVISION." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.149.
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With greater autonomy schools require assertive leadership in school management. Thus, it is crucial to understand the intermediate manager’s role in guiding a curriculum department, seeking to know how to validate their skills within the team. The department is shown functional, organized and communicative. Coordinator is spokesperson, democratic manager and performs duties within a framework of collaboration and valorisation, with joint decision and validation. Leadership is democratic and supervision relies on support for teachers and the figure of case manager emerges. Relevant constraints include bureaucracy and resistance to change. Functions in inclusive education, leadership, pedagogical supervision and in democratic, pedagogical, collaborative and mediating management are envisaged.
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Jin, Yan, and Weihua Zhou. "Agent-Based Knowledge Management for Collaborative Engineering." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/eim-9022.
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Abstract Collaborative engineering is knowledge work in the sense that engineers and managers must apply their knowledge to solve their problems and proceed with their work. The knowledge that is applied spans from the basic knowledge they learned from schools, application knowledge acquired from the industry, and experiential knowledge obtained from years of working experience. Most of the current research on collaborative engineering support focuses on providing communication and data sharing support for effective coordination. We argue that in order to increase the productivity of current practice of collaborative engineering, we need mechanisms that can not only facilitate information flow, but also provide active knowledge level support for engineers. Our research on KICAD — a Knowledge Infrastructure for Collaborative and Agent-based Design — attempts to develop a network of intelligent agents that capture knowledge from their associated human engineers and provide knowledge level support to them when needed. Among the issues involved in developing such a framework is the issue of knowledge management — how can we model knowledge, how can agents capture, update, manage, and utilize the knowledge for human support? In this paper, we first briefly introduce the KICAD research program and describe the issue of knowledge management in KICAD. After that we present a general knowledge application model (GKAM), the basic conceptual framework of knowledge management in KICAD. An example of applying GKAM in a prototype system will also be discussed.