Management Of Educational Organizations Research Articles

The Students Design Abilities Formation in the Process of Independent Work

Modern society, due to intensive technological development, requires from the specialists the specific design abilities, allowing carry out productive actions in uncertain situations. The aim of this article is directed at determining of students’ independent work potential in development of design abilities which are demanded by potential employers. The leading approaches to the study of this problem are a competence-based, acme logical and binary approaches allowing in modern educational process to ensure the creative potential of the student. The authors present a model of design skills’ formation, including focus, theoretical, substantive, organizational and productive blocks and defining the organization of University students’ independent work. This article is intended for educators, researchers, managers of educational organizations who are involved in the design of the disciplines’ content and the organization of students’ independent work at the University. DOI: 10.5901/mjss.2015.v6n6s2p491

The Development of the Applied Knowledge Base of Technical Universities Students

The new educational paradigms’ implementation requires a significant change in the content and technologies of technical universities students’ training. The purpose of the article is focused on opportunities’ identifying to build skills and technical universities students’ fundamental education achievement. A leading approach to the study of this problem is an information approach, causing significant changes in the content, transmission, and control of knowledge and contributing to the formation of professional competencies. The authors present the structure of applied knowledge base of technical universities’ students, which determines the range of knowledge and skills of students and provide a framework for their professional competencies’ development. The presented by the authors, model for the formation of applied knowledge base of technical universities’ students is focused on the development of basic, applied and fundamental knowledge of the disciplines and can be used in the study of basic mathematical and scientific disciplines. This article is intended for educators, researchers, managers of educational organizations involved in the design of the disciplines’ content of educational process in technical universities. DOI: 10.5901/mjss.2015.v6n6s2p497

Project risk management in educational organizations

The past 20 years have been a period of reforms for school systems in Visegrad countries. However, the successful implementation of educational reforms requires effective leaders and managers and, to produce effective leaders, changes in the system of leadership and management programmes need to be adopted. From 2004, the Czech Republic saw a growth of school project activities, with educational projects becoming important tools for supporting innovations in teaching and learning processes. Despite the new system of leadership development, there was a gap between level of headteachers’ competencies and the competency required to manage educational projects successfully. This study focuses on the leadership competencies of project management, particularly risk management, in the context of educational organizations. The survey data were collected through interviews with headteachers, senior teachers and project managers in 118 educational subjects from nine regions of the Czech Republic. The research team acquired data from 300 educational projects. The key findings show that headteachers have difficulty in managing the risks of educational projects. Survey results also indicate that a very high level of risk occurred in 8% of the examined projects, and medium risk, in 27%. It is suggested that training and knowledge-transfer programmes about project management, including risk management, should become priorities when preparing headteachers for their role.

Organization of Educational and Research Project Activity of University Students

The purpose of this article is aimed at forms and methods’ improvement of university students’ training which facilitates active learning activities. The presented article shows the development of cognitive and creative students’ skills in project research activities on case professional problems tasks’ solving. The basis of the presented work is the ideas of competence-based, student-activity and design approaches that contribute to the pedagogical principles of educational projects’ development. The authors developed a classification of educational projects and the algorithm of teachers’ and students’ actions during project work within the modules. This article is intended for educators, researchers, managers of educational organizations of higher education who are engaged in the design of the learning content and the development of educational technology in higher education.

The Relationship between Communication Competence and Organizational Conflict: A Study on Head of Educational Supervisors

Problem Statement: Since conflict is an organizational phenomenon, its comparison between other organizational variables to find possible associations has been an important research motive. Relevant researchers have found significant correlations between conflict handling strategies of principals of different genders and school culture, emotional intelligence and conflict management styles, teachers’ self-efficacy beliefs and conflict solution styles. Considering the rapid development of communication and the need for organizations to change, an increase in individual differences between organization members has become inevitable today. This also causes increased conflicts between organization members who are constantly interacting with each other. Poor communication underlies the interpersonal conflicts. The degree of interpersonal communication significantly determines the organizational performance and information transmission. Each education organization, like other organizations, is composed of people with different personalities, perceptions, attitudes, value judgments, personal goals, and expectations. Individual differences cause some problems. Solution of the problems seems to be closely associated with communication competence organization members have. Purpose of Study: This study investigates the relationship between communication competences and organizational conflict levels of heads of competence predicts organizational conflict. Methods: This associational study was conducted on 217 educational supervisors working in head departments of educational supervisors in eight cities of Turkey. Data were collected using “Communication Competences Scale” and “Organizational Conflict Scale”. Findings and Results: Results indicated that heads of educational supervisors mostly exhibit communication competences including the components of empathy, social relaxation and support behaviors. Educational supervisors also stated that they sometimes experience organizational conflict including the components of intergroup, between groups and personal conflict in their head departments. A negative moderate level of correlation was found between communication competence and organizational conflict levels of heads of educational supervisors. And communication competence was found to predict organizational conflict significantly. Additionally, it was found that empathy competence, one of the communication competences, is a significant predictor of intergroup and personal conflict, and support competence is a significant predictor of within group conflict. Also it was found that social relaxation competence as one of the components of communication competence is not a significant predictor of any of the components of organizational conflict. Conclusions and Recommendations: This study provides new insight into the effects of communication competence on conflict management in educational organizations and is of value to educational leaders, managers, and other conflict management specialists.

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The article reviews components of information resource of an executive, which promote more effective educational organization management (legal
 and organizational support of the information environment of the educational institution; hardware and software information environment for the
 organization of teaching and ancillary staff�s activities in the medium itself, educational and methodological filling with informational and educational
 resources). Software and hardware components of the information environment of the educational organization is represented by a list of automated
 software systems and informational complex created for the electronic management of the organization and the effective interaction of educational
 organization�s collective (NetSchool, �1C: 5 School Education", "Virtual School Cyril and Methodius", dnevnik.ru, DigitalEducation). The examples of informational
 complexes for the heads of educational institutions can be: electronic resources on the topic of management of publishing firm "September",
 expert-legal electronic system of "Education".

Ranking the Knowledge Management Enablers Based on University Academic Members, Staff and Students Using AHP Method

Knowledge management can play a vital role in increasing the efficiency and effectiveness of organizations. The earnings from utilizing knowledge management has caused that most organizations try to execute this process. In this study, we aim to assess the ranking and weights of knowledge management enablers based on the academic members, staff and student in management schools of Qom province in Iran. The results showed that the organizational culture has the most important position while the organizational structure has the least important position in knowledge management in universities. Using a group AHP weighting method resulted in highest weight for organizational culture and lowest weight for organizational culture in developing knowledge management in educational organizations.

Разработка проекта регионального профессионального стандарта «Управление (руководство) образовательной организацией» (часть 2) (окончание)

The bibliographical analysis of research, dedicated to definition of professional standard intension as well as overview of the sources related to this theme is given in this article. The author directs the group of
 regional professional standard development. The research results on specifi cation of educational institution director job functions are presented
 in this article too. The author proposes to discuss the project of regional professional standard “Educational Organization Management».

Разработка проекта регионального профессионального стандарта «Управление (руководство) образовательной организацией»

The bibliographical analysis of research, dedicated to definition of professional standard intension as well as overview of the sources related to this theme is given in this article. The author directs the group of regional professional standard development. The research results on
 specifi cation of educational institution director job functions are presented in this article too. The author proposes to discuss the project of regional professional standard “Educational Organization Management”.

Agency-centred coupling—a better way to manage an educational organization?

Teachers at the present time face continuous changes in their work and organizational practices. However, we lack empirical evidence as to what this implies for teachers and their work. This paper describes how two Finnish educational organizations restrict or enable teachers’ professional agency, in terms of how the teachers influence the conditions and contents of their work. The paper further addresses how agency is related to: (i) organizational and educational transformations, (ii) teachers’ professional development and identity negotiations and (iii) teachers’ commitment to the educational organization and well-being at work. This paper provides the comparative research evidence on both the strengths and weaknesses of different management practices of different educational organizations, identified here as a loosely coupled organization and a tightly coupled organization. It seems that strong agency supports teachers’ diverse learning, the practice of their professional orientations and also their well-being and commitment. Conversely, all these are threatened by teachers’ weak agency. However, teachers’ strong agency as individuals also appears to act as a brake on organizational transformation and collective learning. Based on our findings, we suggest novel future directions for the management of educational organizations and for the leadership of teachers’ work in terms of agency-centred coupling practices.

System of Educational and Qualification-Based Management: A Meta-Analysis About Management Models on the Basis of Competency

Scholars develop various models for managers' competencies and organizational researchers conduct researches on this domain to help policy makers for selecting and assigning the most competent candidates for management positions. This also implies for principals as the managers of educational organizations. By considering the rapid changes in the educational organizations, the identification, modelling, conational analysis, evaluation of approaches and models on the basis of competencies seems to be undeniable needed competencies for principals. In order to find the most important competencies for them, the existed research reviewed 35 competency models, prior to focusing on 8 main competencies containing communications, team management, leadership, creativity, planning, decision making, problem solving and decisiveness. They were assumed to be necessary for all principals across the world in general. Results clearly showed that among the models, principals need the most to three competencies: communication, team management and leadership, while at the least they need to decision making.

Management, Organisation, Struktur. Theoretische Überlegungen und empirische Ergebnisse zur Transformation des Managements von Bildungsorganisationen

Management, Organization, Structure. Theoretical Considerations and Empirical Evidence on Changes in the Management of Educational Or- ganizations«. Based on a critique of rather narrow, economy-centered concepts of management, this article develops an alternative conceptualization that fo- cuses on function-specific solutions to the problem of coordination in organiza- tions. Drawing on Niklas LUHMANN's theory of organization we describe management in structural terms as related to organizational programs, channels of communication, persons and positions. We conclude by analyzing transfor- mations of management in educational organizations and demonstrate how our re-conceptualization of management can be applied in empirical research.

Reputation Management in Educational Organizations: Suggestion of a New Model

Reputation management strategy is a professional service which is more recent than other servicesectors and it helps, supports organizations. Interest in reputation management first increased in 1990in USA. With subsequent "Most Admired Corporations" research done by Fortune Magazine,reputation management started drawing attention in global market (Deephouse 2002).

Psychological characteristics of development of management innovative styles of educational organizations managers

The effectiveness of educational organizations depends on the chosen management style. The article presents a model of psychological factors in the development of innovative management styles in managers of educational organizations. There are three groups of psychological factors: psychological characteristics of the organization (due to the peculiarities of the development of educational organizations); psychological characteristics of the manager (due to the peculiarities of the activities and behavior of managers of educational organizations); psychological characteristics of the interaction of the manager and the organization (due to the peculiarities of the interaction of managers with educationalorganizations). Each of the groups included «internal» factors related to the psychological characteristics of the organization and educational managers and “external” factors related to the organizational and functional characteristics of the organization and organizational-professional and socio-demographic characteristics of educational managers. The study of psychological characteristics of the development of innovative management styles can be the basis of both empirical research aimed at studying the psychological factors of development and features of educational organizations, and the basis of training programs for psychological training of managers of educational organizations.