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1.
ABSTRACT

A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access.  相似文献   

2.
Abstract

A teacher at an urban middle school worked to become part of her students’ communities and utilized the notion of community within her pedagogy. Her example offers hope that engaging with students’ communities and building community within the classroom are attainable and valuable goals. Her example also demonstrates that the concept of community can be relevant and powerful within a testing-focused environment that traditionally fosters competition and privileges the individual.  相似文献   

3.
ABSTRACT

Many post-secondary institutions utilize the mission statement as the key tool for positioning and marketing their strategic direction. Unfortunately, most mission statements found in higher education are far too simplistic and general to give substance and direction to differentiation and positioning of universities. This paper presents findings from a three-month participatory action research process at a large urban Canadian university seeking to establish a marketing mind set. Five possible futures reflecting the range of thinking regarding the role of universities emerged from the research process. Each alternative represents separate and different possible directions, the implications of which become more evident by contrast.  相似文献   

4.

This study investigates the relationship between giftedness and strategic flexibility using cognitive training methodology. The two experiments showed that the metacognitive training influenced strategic flexibility and metacognition of students. The results further showed that it is much easier to enhance performance on closed problems than with open problems which call for creativity.  相似文献   

5.
ABSTRACT

In the last decade, the Chinese government has called for deep collaboration between Hong Kong, Macau (the two special administrative regions of China) and cities in Southern part of the country to foster economic and social development across the region. More recently, the Chinese government initiated a strategic project to develop the Pan-Pearl River Delta region into a Greater Bay Area like successful bay economies in Tokyo and Florida. This article sets out against the wider policy context to critically examine the reality in the responses and implementation of government policy in China when serious attempts have been made to encourage students originally from Hong Kong and Macau to study in Chinese universities in the Mainland and look for career development upon their graduation. This article has found that the promotion of national identity through higher education and graduate employment has not been successful because of failure of policy coordination, policy interpretations and implementation.  相似文献   

6.
ABSTRACT

The landscape of higher education is more competitive now than ever before. Colleges and universities are changing and refocusing their identity, missions, and strategic visions to better serve students, prospective students, partners, and other external constituencies. As a result, many colleges and universities have changed their name to distinguish and differentiate themselves in this growing and evolving marketplace. This study takes a closer look into the phenomenon of a university strategic name change process and faculty involvement. It addresses the following questions: How much faculty involvement is needed to facilitate a successful university strategic name process? What is the impact of faculty involvement on a university strategic name event? What are the drivers of a university strategic name change? What are the roles of faculty members in fulfilling the desired outcome(s) of university strategic name change events. This paper proposes that faculty involvement is pertinent to the process and outcomes of a strategic university name change.  相似文献   

7.
Abstract

Higher education systems, like others, experience a proliferation of management approaches including tools designed to induce and manage change: strategic planning and reporting, planning and budgeting systems, peer review and self‐evaluation, total quality management, reengineering, the art and practice of learning organisations, etc. While these approaches may differ in their specific focus and the type of professionals they address, they also have much in common and can complement each other. The present paper addresses the spectrum of change processes and proposes taxonomies to guide their use.  相似文献   

8.
《Africa Education Review》2013,10(2):247-266
Abstract

This article focuses on the need for expanded stakeholder involvement as a means of enhancing the Botswana Department of Secondary Education (DSE) HIV and AIDS strategic plan. Research has indicated that the effects of HIV and AIDS on the supply of and demand for education are considerable. Using a questionnaire and interviews, the research has established that the current DSE HIV and AIDS strategic plan lacks comprehensive strategies for preventing HIV spread in schools. Furthermore, the study has shown that there is limited external stakeholder involvement. The study, therefore, has explored how greater success could be realized. The study has concluded that the strategic plan can be improved through expanded external stakeholder involvement at all the stages of the strategic plan. In order to enhance the DSE strategic plan, a stakeholder involvement model is presented.  相似文献   

9.
ABSTRACT

Today China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. At the same time, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China's educational innovation. Disenchanted with state-run schools, many urban middle-class families turn to alternative schools that use imported pedagogies such as the Waldorf, Montessori, and Reggio to cultivate a better future for their children. In reform-era China, Westernisation coexists with a return to tradition to produce a fascinatingly complex cultural-pedagogical terrain. This paper examines such curiously hybrid educational narratives to understand the idiosyncratic features of Chinese educational globalisation and offer a critical perspective to rethink the concept of scale in comparative education research.  相似文献   

10.
《Africa Education Review》2013,10(1-2):84-99
Abstract

Since the introduction of the South African Schools Act, 1996 and the shift to school self-management, strategic management has become an important issue in South African schools. This shift requires a proactive leadership approach by the school principal. The focus in this article is on the leadership dimension of strategic management by the school principal. After elucidating the relationship between strategic management, strategy implementation and leadership, a model of long-term leadership is presented and then applied to the strategic leadership role of the school principal. Acceptable theory in relevant management literature formed the basis of the exposition of the relationship between strategic management, strategy implementation and leadership, while the model of long-term leadership, which was developed from existing leadership models and literature, formed the basis of the discussion of the principal's strategic leadership function. From this emanated new insight into the strategic leadership role of the school principal. This formed the basis of a discussion on the impediments facing the principal in the fulfilment of the function of strategic leader.  相似文献   

11.
Abstract

In 1993 all institutions designated by the government as ‘further education providers’ were removed from local authority control (under the provisions of The Further and Higher Education Act 1992). All such colleges are now responsible for institutional self‐management, a task which, in the context of the current post‐16 education environment, presents a number of challenges.

Allied to a range of government generated targets, further education (FE) institutions find themselves subject to increasingly intense competition from their perceived local rivals. This is significant because a substantial proportion of college funding is based upon student recruitment (as well as the retention upon and the completion of programmes by students). Thus, there is an inevitable emphasis placed upon competing for the available student cohort. At the same time the FE sector is also subject to wider government measures, including the ongoing capital expenditure cuts for the sector introduced in the 1995 Budget.

In the context of considerable external influence and growing competition, many FE colleges are consequently exploring alternative strategies for coping with a complex and uncertain environment. In particular, a growing number of institutions have examined a merger strategy as a response to the pressures within the sector. By 1998, it has been suggested that 100 FE colleges will disappear due to college mergers. It would therefore appear that integration between institutions is at least being explored by a number of colleges, whilst it has been undertaken by a small number of other providers of FE.

The main focus of this article is to examine the motives of colleges seeking to merge with another FE institution, to identify the advantages and disadvantages associated with such a strategy and to explore the important issues for institutions involved in the merger process.

The article is a preliminary study of college mergers within FE and will initially note that the FE market is fundamentally different to an unrestricted, free market. In the context of government regulation it will be asserted, using a resource‐dependence model, that colleges are locked into a financial dependence upon the government. In turn, the government is then able to demand that specific criteria are pursued across the FE sector. On this basis, it will be noted that the merger is an increasingly prominent strategic option for those institutions responding to this financial dependence.

Given the nature of the FE market, the established resource dependence and the characteristics of FE colleges, the article will subsequently examine the perceived advantages and disadvantages derived by institutions pursuing a merger strategy. This will then be extended to embrace an examination of the key management issues that colleges will encounter when considering integration.

The article will therefore be of interest to academics and practitioners focusing on the nature of the external environment and markets in the public sector, the response of FE colleges to markets, competition and the government, and those examining mergers as a strategic option.  相似文献   

12.

This paper considers the derivation of the concept of strategy and its deployment as a management technique to enable organisations to prepare for the future. It then examines the related growth of school development planning and explores the extent to which this can be considered to be strategic. It is then argued that whether or not school development planning is strategic, the use of strategy in organisations is no longer either possible, if it ever was, or appropriate. The paper concludes by proposing an alternative basis for planning derived from a combination of marginal incrementalism and feminist literature on problem solving.  相似文献   

13.
This Issue     
Abstract

The tools and techniques associated with distance education can be used to meet a number of social, political, or business goals and their accompanying educational or training objectives. Strategic planning is a means for developing and verifying the fit between distance education and its sponsoring goals. This paper reviews a number of strategic plans and the goals and objectives normally assigned to distance education and distinguishes the terms used in strategic thinking about distance education. This essay examines assumptions about adopting distance delivery of education and training by looking at distance education, not as an objective, but as a strategy that can potentially serve many educational objectives.  相似文献   

14.
Abstract

This article describes the collective efforts educators and multiple community partners are taking to transform one alternative urban high school into a full-service community school. The article presents preliminary findings on the opportunities for bridging social capital that the full-service initiative has created and the impacts such opportunities have for students in urban alternative settings with multiple risk factors stacked against them.  相似文献   

15.

This paper argues that traditional approaches to school planning no longer serve the needs of schools. In particular, it puts forward the view that strategy, as applied to school planning, is only of partial use. It argues that there should be a new way forward for schools seeking to meet the challenge of effective leadership and management in the new millennium. This would utilise the concept of 'strategic intent' encapsulated in a new model which replaces the limited 'school development planning' framework.  相似文献   

16.
ABSTRACT

The widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article analyzes the comparison of Indianapolis, IN and Louisville, KY to demonstrate how four-decades-old desegregation orders continue to matter for the perceptions of urban school districts. The analysis shows how actors in Louisville utilized more favorable perceptions to fight for a compelling alternative narrative–integration–and against charter schools.  相似文献   

17.

This is an account of a teacher education program's attempt to connect with a neighboring community in order to better prepare faculty to teach about the urban context in which their preservice teacher education students practice. Taking a feminist perspective, the two authors discuss their goals—the processes of using a community organization to lead the discussion and obstacles inherent to university settings. Knowledge about urban communities is an area that is often neglected in teacher preparation and one that needs to be more fully considered.  相似文献   

18.
Abstract

This article builds a case for nuanced conceptualizations of “urban” and “-suburban” educational contexts and issues. The author analyzes data across two studies—one of upper-middle-class White parents with children in Chicago public schools, and the other of Black low-income and working-class parents who moved from Chicago to a Wisconsin suburb. The findings suggest that monolithic framings of urban and suburban educational issues and populations can mask patterns of inequality within and across particular locales.  相似文献   

19.
ABSTRACT

The Province of Québec subsidizes nearly 50% of private education, and at the same time heavily regulates private schools. To date, no studies have been done to determine the effect of the unique nature of competition from K–12 private schools on public school education of the sort found in Québec. The authors used multiple regression to determine the effects of private school competition on school district performance and efficiency. The authors found that private school competition has a positive, though nonsignificant, effect on school district performance. However, private school competition does have a significant, positive effect on the efficiency of public school districts. This gain in efficiency is explained by competition's influence on lowering expenditures across the board.  相似文献   

20.

Critical race theory (CRT) offers educational researchers a compelling way to view racism in education by centering issues of race and using counterstories to challenge dominant views in both research and practice. This article provides an overview of CRT and illuminates the dilemmas for white researchers wishing to incorporate CRT into their work. The author argues that while CRT may not be fully open to white researchers, their strategic use of CRT can help legitimize its use in fighting racism in educational settings. Building on her participation in CRT discussions in a mixed-race setting, the author suggests that white researchers must work to center race in their personal lives and work, engage in the strategic and sensitive use of CRT, and join in the effort to legitimize research that utilizes alternative methods such as CRT.  相似文献   

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