Mid-Year Management (Education) Mélange

From the Editor: Starting the Long March to Legitimacy

In Search of Scholarly Impact

Introduction. Effective management of educational organizations in modern conditions largely depends on managers' innovative management styles. This implies the development and use of special training programs that would contribute to education managers' psychological training in using innovative management styles. The aim of the study: to analyze the features of the use of interactive techniques in education managers' psychological training (as part of the training program «Psychology of Development of Educational Organization Managers’ Innovative Management Styles»). Research methods. Interactive techniques for the organization of education managers' psychological training. Results. The article analyzes the content and use of interactive techniques that relate to the main components and stages of the training program «Psychology of Development of Educational Organization Managers’ Innovative Management Styles» Conclusions. The use of certain interactive techniques makes it possible to create favorable conditions for training educational organization managers to develop and use innovative management styles.

Three key conceptual issues related to educational management development demand immediate attention of South African policymakers. First, apartheid engendered a particular understanding of education and educational management among school administrators; second, movement toward a democratic educational system requires policies that enable rapid transformation; and third, successful transformation requires new approaches. This article critiques recent educational management policy reports, highlighting possibilities and constraints of their recommendations. It considers whether current thinking about educational management at legislative level accurately assesses legacy of apartheid and offers a viable alternative framework for reconceptualizing educational management development in South Africa. INTRODUCTION In 1994, voters in South Africa elected a democratic government. The majority of nation's population had long regarded formerly entrenched apartheid system as illegitimate, hierarchical, and authoritarian. A key demand of antiapartheid movement inside and outside South Africa was that officials democratize both system of educational governance and management of schools. Thus, among its first initiatives, newly elected democratic government reviewed educational governance in South Africa and made key recommendations. This committee's work laid foundation for new Republic of South Africa Department of Education's [RSADE] (1996a) White Paper 2 on educational transformation; for passage in 1996 of South African Schools Act (SASA), which declared public schools open to all citizens (RSADE, 1996c); and for National Education Policy Act (NEPA) (RSADE, 1996b). In addition to various committee reports, other policy proposals and legislation focused more on planning and management of educational system. The government appointed National Task Team on Education Management Development (NTTEMD) (1996), which recommended in its Changing Management to Manage Change in Education document a framework for fostering professional management development in South African schools. As South Africa enters a period of rapid political and social transformation, renewed focus on educational management development is especially crucial. Inherent in this statement are three key conceptual issues: (a) apartheid engendered a particular understanding of education and educational management among school administrators; (b) movement away from apartheid system toward a democratic system of education demands policies that enable rapid transformation; and (c) a successful transformation process requires development of a new educational management approach. The present article addresses each of these issues and critiques Department of Education and NTTEMD reports, highlighting possibilities and constraints of their recommendations as they affect primary and secondary education. Specifically, this article addresses two questions: (1) Does current thinking about educational management at legislative level take into account legacy of apartheid upon education management development? and (2) Does NTTEMD report offer a viable alternative framework for reconceptualizing educational management development in South Africa? EDUCATIONAL MANAGEMENT DEVELOPMENT IN SOUTH AFRICA: AN OVERVIEW The South African educational system during apartheid employed a highly centralized decision-making process and well-developed decentralized structures through which to implement policy. Critics have argued, however, that apartheid-era system's topdown administration typically proceeded without consultation or participation of those who implemented decisions. Principals, for example, particularly those in schools serving Black students, were viewed merely as implementers of decisions, not as administrators with the opportunity to formulate or construct their own school policies, vision or mission (Gallie, 1996, p. …

Perhaps you are a doctoral student, mapping out how to parcel your dissertation; perhaps you are a junior scholar, strategizing your research plan; perhaps you are a senior scholar, who is thinking about what you want to say to the field. No matter what stage you are at as a management researcher, you might be looking to the Academy of Management (AOM) journals as a natural home for any and all of these creative research pursuits. However, it might not always be crystal clear how you should craft your work for the AOM journals, what contribution you might make at each journal, and consequently to which journal you should target your intellectual contributions.
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“Most reviewers’ checklists of leading management journals list the criterion, “relevance for practice.” Authors comply with this criterion by pointing out what implications their results might have for practice. Evidence in the form of successful implementations of the results in practice is not required. Essentially, the authors are only supposed to point out what implications practitioners, as they socially construct them, can possibly draw from their results. If the reviewers’ construction of relevance is in accordance with the author’s, the criterion of relevance has been met . . .” (Kieser & Leiner, 2009: 522–523; italics in original).

This research is entitled Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar which aims to (1) Plan Islamic Education Quality Management at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar (2) Implement Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar (3) and Evaluating the Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar. This research is qualitative descriptive research using observation, interview, and documentation methods. While what is used is (juridical, management, phenomenological, and sociological approaches). Selection of research subjects through purposive sampling, namely determining certain people as data sources, namely the head of the madrasah, wakamad, and teachers for each subject. Furthermore, the data obtained is analyzed on an ongoing basis, namely, reducing data, presenting data, and drawing conclusions. The results showed that the Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar began with quality education planning which had two important meanings, namely program planning and intra and extra activities by the two Athirah Bukit Baruga Islamic High Schools. and SMA Islam Al-Azhar 12 Makassar, program planning must be followed by an implementation which includes five components through student management, curriculum management, management of educators and education staff, management of facilities and infrastructure, cost management. and curriculum management must be directed so that the learning process in the classroom runs smoothly and efficiently so that it can achieve the desired goals. Evaluation of quality education management carried out by the principal of the deputy head of school and education staff, together as a community of educators and implemented into the curriculum through self-development programs (routine school activities, spontaneous activities, exemplary, and conditioning), integration in subjects, and through the school culture. It is directed so

Past, Present and Future Perspectives of Management Learning, Education and Development - Steven J Armstrong and Cynthia V Fukami PART ONE: MANAGEMENT LEARNING: THEORETICAL ASPECTS OF LEARNING AND KNOWLEDGE ACQUISITION Knowledge and Knowing in the Context of Management Learning, Education and Development - Robert Chia Experiential Learning Theory - Alice Y Kolb and David A Kolb A Dynamic, Holistic Approach to Management Learning, Education and Development Collective Learning and Knowledge Transfer - Gabriele Lakomski Reflection, Reflective Practice and Organizing Reflection - Russ Vince and Michael Reynolds Critical Management Education Beyond the Siege - David M Boje and Khadija Al Arkoubi Collaborative Learning - Vivien E Hodgson State of the Art - Charles Fornaciari and Kathy Lund-Dean Ethics and Learning Developing Leaders - Neal M Ashkanasy, Marie T Dasborough, and Kaylene W Ascough Teaching about Emotional Intelligence and Training in Emotional Skills PART TWO: MANAGEMENT EDUCATION: IN A FORMAL LEARNING CONTEXT Artful Teaching - Joan Gallos Using the Visual, Creative and Performing Arts in Contemporary Management Education Technology in the Classroom - T Grandon Gill Distance Learning and Web-Based Instruction in Management Education - J B Arbaugh and S S Warell Learning-Centered Course Design - David A Whetten, Travis D Johnson and D Lynn Sorenson Mentoring Ph.D. Students within an Apprenticeship Framework - Gerald R Ferris, Pamela L Perrew[ac]e and M Ronald Buckley Diversity in the Context of Lifelong Learning - Myrtle P Bell, Mustafa F Ozbilgin and Mine Karatas-Ozkan Cognitive Styles and Learning Strategies in Management Education - Eugene Sadler-Smith Building Learning Teams - Larry Michaelsen, Tim O Peterson and Michael Sweet The Key to Harnessing the Power of Small Groups in Management Education Problem-based and Project-based Learning Approaches - Robert DeFillippi and Richard G Milter Applying Knowledge to Authentic Situations Assessment and Accreditation in Business Schools - Robert S Rubin and Kathryn Martell The Research-Teaching Nexus - Roy J Lewicki and James R Bailey Tensions and Opportunities PART THREE: MANAGEMENT DEVELOPMENT: NON CREDIT BASED LEARNING Reflexivity, Learning and Reflexive Practice - Ann L Cunliffe Action Learning and Related Modalities - Joseph A Raelin Developing Emotional, Social and Cognitive Intelligence Competencies in Managers and Leaders - Richard E Boyatzis A Framework for Leadership Development - George A Hrivnak Jr, Rebecca J Reichard and Ronald E Riggio Coaching and Mentoring in Support of Management Development - David Clutterbuck Rethinking the Role of Management Development in Preparing Global Business Leaders - Kathryn Aten, Luciara Nardon and Richard M Steers Community of Practice or Practices of a Community? - Silvia Gherardi Assessment and Accreditation of Non-formal Management Education and Development Programmes - Lichia Yiu and Raymond Saner Future Perspectives - James O'Toole

The purpose of this study, in which the effects of nepotistic attitudes and behaviors of educational institution managers on teacher performance are examined, is to create a reference for those who will conduct research and research on the subject by contributing to the literature. Nepotistic behavior is considered by experts to be a sensitive situation in schools where education and training are applied, as it changes the organizational activities defined as the realization of goals and objectives set by a person. The individuals who direct the activities of educational institutions to achieve their goals and set goals are school administrators. The education manager should always be an example to teachers, a guide who sets the conditions and standards and guides them to achieve the best. Education managers should pay attention to the application of ethical rules inside and outside the school in the process of realizing this. This sensitivity is a responsibility that education managers, rather than subordinates, must fulfill. Because a wrong attitude of the education manager can be legitimized by being considered correct by subordinates. For this reason, it is essential that the education manager adopts ethical values. Otherwise, the education manager will be faced with the problem of unprincipled. This internalization process is under the conscientious responsibility of the education manager. The attitude that education managers will adopt and the decisions they will make can provide trust in the institution or destroy the trust that has been formed. The decisions and practices taken by education managers, as well as their actions that contradict the morals and ethics that they should avoid in their interactions with employees, illegal protection of people and communities within the educational institution, granting and offering special privileges to these people unfairly, corruption and nepotistic attitudes that are encountered. Some researchers have observed that the reason for the nepotistic behavior of educational administrators in educational institutions is most often realized by the educational administrator's motive to control teachers, and under this lies the desire of the educational administrator to maintain his authority. At the same time, they claimed that education managers who have completed their competent and personal maturity do not engage in nepotistic behavior. Key Words: Educational Institution, Educational Administrator, Teacher, Nepotism

With an unprecedently aging population and the abolition of mandatory retirement in many countries, management educators are remaining in their jobs longer than ever before; thus, it has never been more important to ask the question of: how can management educators remain effective and engaged while avoiding burnout throughout a career in the academy? The issue of aging well in management education is relatively under-acknowledged in the literature and we sought to move this topic into focus for higher education institutions and management educators. The interview we present focuses on the experiences of an accomplished management scholar and educator: Professor Emeritus and Full Professor, Gene Deszca. Dr. Deszca aged well as a management educator during his 37-year career at his institution until his retirement at the age of 69 and a half. The major themes from the interview suggest the benefits of interactions and relationships, autonomy, institutional support, and a willingness and ability to change. Based on these major themes, we provide implications for higher education institutions and management educators. It is our hope that management educators will engage with this interview and reflect on their own experiences while considering how they can age well throughout their career in the academy.

Today, the importance and role of education and educational management in the development and progress of societies and organizations is not hidden from anyone. Basically, improving the scientific level of individuals and the dynamism of organizations and their benefiting from the latest developments in the world of knowledge is not possible without relying on the education and training of talented and dynamic forces, and even increasing the economic, social, political, cultural power and prosperity of learning organizations is dependent on the expansion and development of education and approaches to the educational management system. This article seeks to explain the importance, role and process of educational management in seven areas (individual and scientific characteristics of the teacher, curriculum, educational evaluation, classroom management, educational space and facilities factor, educational management and education system). Finally, the category of educational evaluation, educational management processes and its role in creating growth, creativity, learning and teaching of students and teachers will be mentioned. The results of this research show that educational management is considered one of the most important factors in the educational system; Why are teaching and learning conditions in educational environments constantly subject to various changes? And this educational management can help the education system adapt to those changes. Educational management is one of the most common and best solutions for training teachers and updating their information, and ultimately promoting teachers' career advancement and student learning.

Communication is considered as a structure that forms the basis of social life, a method that shows and influences individual behavior patterns, a means of realizing the orderly operation of organizational and administrative systems, a mandatory art for social cohesion and a necessary science in terms of social processes. Effective communication between the employees of the institution is ensured thanks to the successful and selfless initiatives of the education managers working in educational institutions in the educational management processes. Dec. A strong and different communication established by managers with their employees reveals a special difference for that institution. The qualities of the feedback that managers will provide during mutual communication with their employees should be to the situation, event, main, behavior, precise, transparent, clear, structured and should not be general-oriented. In educational management, the educational manager should examine a certain behavior pattern and measurement, not individuals or individuals' desires and characters, when communicating with those who are managed. In education management, managers should aim to help those who work in educational institutions while communicating, instead of criticizing and identifying shortcomings. The most effective and effective role of management in educational management is communication. The manager's ability to adjust and perform activities such as interviews with his interlocutors, instructions he will give, task sharing, feedback and decision-making according to the people and the environment in front of him in a functional way shows the strength of his communication skills. In educational management, a good administrator is a person who performs communication well and manages it well for the reason of his subject. This situation is based on the good communication ability of the educational institution manager. The mission of educational institutions due to good communication with both students and parents to provide mandating the presence of a teacher's communication skills because the process has become important. There is an idea that satisfaction will not occur in systems where there is no solid communication. But the real problem is in the question or negative attitudes toward the element to be located where the organization is pleased with the transformation of ideas showing. Today, more than one problem is encountered due to lack of communication within the school structures. These problems appear to us as negative feelings and insecurities towards a person, group, ideas or institution, characterized by prevention, loss of hope and disappointment. Key Words: Educational Managers, Communication Strategies, Communication Problems

In the article we analyze the theoretical and experimental framework regarding the management of extracurricular education in the Republic of Moldova. We specify some benchmarks for the efficiency of the management of extracurricular education as a subsystem of general education, we propose a set of factors that underpin the management of extracurricular education: legislation and sectoral/ intersectoral policies; concepts, methodologies, studies on extracurricular education; students, parents, the request, expressed through their needs, wishes, interests; partners from the community, at national and international level, APL, NGO; the specific categories of the management process. We present the data of a survey on the management of extracurricular education in general education institutions in the Republic of Moldova.

The study assessed the extent of digitalization in the management of education in private and public secondary schools in Port Harcourt metropolis of Rivers State. Descriptive survey design was adopted with two research questions and two hypotheses as research guides. The population of the study consisted of 4,500 teachers in government approved leading private secondary schools and public secondary schools in Port Harcourt metropolis. A sample of 280 private school teachers and 170 public school teachers constituting 10% of the population was drawn through proportionate stratified random sampling technique. A questionnaire instrument titled: “Assessment of Extent of Digitalization in Management of Education in Private and Public Secondary Schools in Port Harcourt metropolis (AEDMEPPS” developed by the researcher was used for data collection. The instrument which contained 20 items was well validated and tested for reliability using Cronbach Alfa method with a reliability index of 0.81. Mean standard deviation were used to analyze the research questions while z-test at 0.05 level of significance was used in testing the hypotheses. The results of the study showed that, the extent of digitalization in the management of education in the leading private secondary schools in Port Harcourt metropolis is high, while that of public secondary schools is low. The challenges of digitalization in the management of secondary education in Port Harcourt metropolis among others include: inadequate provision of ICT/digital facilities and high cost of maintenance of ICT/digital facilities. Based on the findings conclusion was drawn and the following recommendations among others were made: secondary education regulatory bodies, stakeholders and owners of private secondary schools in Port Harcourt metropolis should ensure adequate provision of ICT/digital facilities and the maintenance of minimum standards in the use of these facilities for quality education delivery.

One important area in education administration/management is related to human resources involved in the process of dynamics of educational institutions, such as teachers and education personnel, namely administrative/structural personnel. Educational human resource management is also called the management of educators and education. Management of educators and education is potential human resources who play a role in realizing national education goals. Starting from the teaching staff and education that entered the educational organization until finally stopping through the HR planning process covering recruitment, selection, placement, compensation, awards, education and training or development and dismissal. Quality of human resources educational institutions determine the results/products/graduates of the educational institution itself.