Management in Education最新文献_第6页

Book Review: Higher Education 4.0: The Digital Transformation of Classroom Lectures to Blended Learning by Kevin Anthony Jones & Ravi S. Sharma Kevin Anthony Jones和Ravi S.Sharma的书评：《高等教育4.0：课堂教学向混合学习的数字化转型》

IF 1.3

Management in Education Pub Date : 2022-11-13 DOI: 10.1177/08920206221139619

F. A. Triansyah

引用次数: 0

Beyond instrumentalist leadership in schools: Educative leadership and anarcho-syndicates 超越学校的工具主义领导:教育领导和无政府主义辛迪加

IF 1.3

Management in Education Pub Date : 2022-10-05 DOI: 10.1177/08920206221130590

S. Chatelier, Elke Van Dermijnsbrugge

{"title":"Beyond instrumentalist leadership in schools: Educative leadership and anarcho-syndicates","authors":"S. Chatelier, Elke Van Dermijnsbrugge","doi":"10.1177/08920206221130590","DOIUrl":"https://doi.org/10.1177/08920206221130590","url":null,"abstract":"Taking our cue from Gunter and Courtney’s critique of dominant discourses in the field of educational leadership, and their engagement with the concept of educative leadership as inclusive and activist, in this article we aim to deepen and expand the discussion of educative leadership. Our interest in educative leadership begins with the assumption that schools are complex spaces of human interactivity in which contestation over beliefs, values, and morals is inevitable. In drawing on insights first developed in the 1980s as part of the Educative Leadership Project in Australia, we attempt to articulate a concept and set of practices that could function as an alternative to the largely performative and managerial nature of contemporary school leadership. We seek to supplement Gunter and Courtney, drawing on theories pertaining to the structure of anarcho-syndicates in an attempt to make the argument that inclusive and non-hierarchical leadership is not the same as structureless organisation. Finally, in arguing for the centrality of education to the work of schools, we advocate for further engagement with the concept of educative leadership within the field of school leadership and management.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44275730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe 教育5.0框架中的性别盲目性：阻碍津巴布韦女性学者晋升机会

IF 1.3

Management in Education Pub Date : 2022-09-21 DOI: 10.1177/08920206221126640

Wonder Muchabaiwa, E. Chauraya

{"title":"The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe","authors":"Wonder Muchabaiwa, E. Chauraya","doi":"10.1177/08920206221126640","DOIUrl":"https://doi.org/10.1177/08920206221126640","url":null,"abstract":"This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Book Review: Latinas Leading Schools by Melissa A. Martinez, Sylvia Méndez-Morse Melissa A.Martinez，Sylvia Méndez Morse的《书评：拉丁裔学校》

IF 1.3

Management in Education Pub Date : 2022-09-15 DOI: 10.1177/08920206221123174

Rania Sawalhi

引用次数: 0

Enabling students to become co-makers of emergent curricula through authentic and collaborative learning 通过真实的协作学习，使学生成为新兴课程的共同创造者

IF 1.3

Management in Education Pub Date : 2022-09-01 DOI: 10.1177/08920206221123177

E. Saito, Ghazalossadat Fatemi

引用次数: 2

An era of hope, ambition and collaborative partnerships 一个充满希望、雄心和合作伙伴关系的时代

IF 1.3

Management in Education Pub Date : 2022-08-22 DOI: 10.1177/08920206221119119

Christie S. Oates

引用次数: 0

Book Review: About Our Schools: Improving on Previous Best by Tim Brighouse & Mick Waters Tim Brighouse和Mick Waters的书评：关于我们的学校：在以往最好的基础上改进

IF 1.3

Management in Education Pub Date : 2022-07-18 DOI: 10.1177/08920206221114703

Paul Wilfred Armstrong

引用次数: 0

The degree of implementing total quality management (TQM) standards in Arab minority higher education institutions in Israel 以色列阿拉伯少数民族高等教育机构实施全面质量管理(TQM)标准的程度

IF 1.3

Management in Education Pub Date : 2022-07-11 DOI: 10.1177/08920206221111270

Waleed Dallasheh, Ihab Zubeidat

引用次数: 1

A systematic review of E-leadership and its effects on student learning in higher education 高等教育中电子领导及其对学生学习影响的系统综述

IF 1.3

Management in Education Pub Date : 2022-07-06 DOI: 10.1177/08920206221111668

Zhang Yuting, Donnie Adams, K. Lee

引用次数: 1

Exercising positional power to advance and support women in leadership – conversations with men in higher education 行使职位权力，在领导层中提升和支持女性——与高等教育中的男性对话

IF 1.3

Management in Education Pub Date : 2022-06-21 DOI: 10.1177/08920206221097479

A. Moodly

{"title":"Exercising positional power to advance and support women in leadership – conversations with men in higher education","authors":"A. Moodly","doi":"10.1177/08920206221097479","DOIUrl":"https://doi.org/10.1177/08920206221097479","url":null,"abstract":"The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in transformation towards a more equitable and diverse leadership profile. Research in this area focuses predominantly on the voices of women, yet there is recognition that men should also exercise agency in this regard. Set within a framework of social justice, critical and social realism, the research considers whether men understand women's lived experiences and challenges of institutional culture, often described in gendered terms. It considers their perceptions of women as leaders, inclusive of their notions of leadership. It is an attempt to grapple with women's perpetual challenges in the Higher Education milieu and the globally persistent underlying barriers to women's advancement. A qualitative approach was adopted and six men in leadership positions were interviewed. Responses to open-ended questions, based on areas highlighted in the literature, were analysed using critical discourse analysis. The findings revealed that though men in leadership appeared to understand the challenges experienced by women, the deeper embedded (real) levels of patriarchy and institutional culture and the impact on women's lived experiences were not fully appreciated. The paper concludes that men's advocacy and agency, though not conclusively so, can be major game-changers in institutional culture and patriarchal practices. The appearance of a perpetual cycle of cultural and structural barriers, and a predominance of research on women's experiences of this cycle, led the researcher to engage with men in leadership to ascertain whether they recognise and comprehend this cycle and whether they exercise agency and advocacy in challenging the status quo.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44026001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2