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Article
Publication date: 1 October 1999

Sun Hyung Park

For nearly two decades, in the field of educational administration, Bates’s critical theory has been one of the most vigorous challenges to the value neutral approach of…

2124

Abstract

For nearly two decades, in the field of educational administration, Bates’s critical theory has been one of the most vigorous challenges to the value neutral approach of traditional theories. He has been a key voice claiming that such theories are ideological and mainly concerned with protecting vested interests and class divisions in society. Despite their theoretical endurance and practical implications, the main ideas advocated by Bates’s critical theory have not been examined seriously in the field. This paper analyses the main ideas of Bates’s critical social theory in three ways. First, the major intellectual influences that shaped Bates’s theory are examined. Second, those areas where Bates and Greenfield shared similar views yet took different approaches are considered. Finally, the main arguments that critics raised against Bates are examined and evaluated.

Details

Journal of Educational Administration, vol. 37 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 July 2014

Tomaž Deželan, Danica Fink Hafner and Mateja Melink

The purpose of this paper is to examine the education-job match of political science graduates from Slovenia, as well as from selected EU countries, in the context of other…

1133

Abstract

Purpose

The purpose of this paper is to examine the education-job match of political science graduates from Slovenia, as well as from selected EU countries, in the context of other disciplines. In the frame of contested theoretical approaches, the implications of matching the knowledge that is acquired during education to the skills that are needed on the job are also examined.

Design/methodology/approach

Using the REFlex HEGESCO database, as well as other secondary data, the wider disciplinary and contextual environments are presented. Disciplinary and contextual mapping is followed by binary logistic regression of primary data collected from Slovene political science graduates. Based on the results, the authors determined the validity of certain theoretical premises of human capital, credentialist, and assignment approaches, specifically regarding education-job matching.

Findings

In terms of graduate education-job match, the results indicate that the relevance of the sector of employment relates to educational as well as skill match. The results also indicate that matched candidates utilize the skills acquired during the education process to a greater degree, which adds weight to the assignment theory's presumption. The effect of formal credentials is relevant, because graduates with Bologna degrees, despite having attended programs with virtually identical curricula at the same institution, are significantly less matched when compared to non-Bologna graduates. Accordingly, the effect of the change to the structure of the system of higher education (HE), which is amplified by the period effect of the economic crisis, implies a serious change to graduates’ opportunity structure.

Practical implications

The study should motivate a re-examination of the teleological purpose of the study by professional associations in the state. It should also motivate the adjustment of the study programs to the new conditions graduates face and strengthen the educator-employer relationship to make the latter cognizant about the study programs and the skills of graduates. In addition, the study should provide grounds for a critical discussion about the implications of governmental austerity measures on the public sector.

Originality/value

The paper provides new insights into the early careers of political scientists and social scientists at large. It also offers early evidence on the effect of the Bologna's HE reform and indications about the early career achievements in a crisis-struck post-communist country.

Details

International Journal of Manpower, vol. 35 no. 4
Type: Research Article
ISSN: 0143-7720

Keywords

Book part
Publication date: 16 December 2005

Lawrence Angus

Within current educational management literature, it could be argued that the cultural perspective that is generally articulated is one in which the social context of education…

Abstract

Within current educational management literature, it could be argued that the cultural perspective that is generally articulated is one in which the social context of education policy, school culture and educational management is almost entirely overlooked (Angus, 1996). The emphasis is typically on individual school ‘leaders’ and an internally constructed organizational culture in which principals are expected to become manipulators of culture and belief. School principals, in this literature, and in current government policy in many countries, are expected to construct or impose corporate control within their institutions in the increasingly decentralized organizational form that is considered necessary for organizational efficiency and, most importantly, market success and legitimacy in the increasingly complex post-industrial society (Parker, 1992). My general argument is that this perspective misconceives culture as an internal aspect of organizations that may be manipulated by management in order to enhance organizational commitment and efficiency (Caldwell & Spinks, 1993, 1998; Deal & Peterson, 1999).

Details

Methodological Issues and Practices in Ethnography
Type: Book
ISBN: 978-1-84950-374-7

Abstract

Details

Social Sciences: A Dying Fire
Type: Book
ISBN: 978-1-80117-041-3

Book part
Publication date: 30 January 2013

Steffen Hillmert

Social mobility research starts conventionally from the children's generation and looks at group-specific individual life chances. However, an immediate interpretation of these…

Abstract

Social mobility research starts conventionally from the children's generation and looks at group-specific individual life chances. However, an immediate interpretation of these results as measures of social reproduction is often misleading. This paper demonstrates the usefulness of a related but alternative approach which looks at intergenerational links from the perspective of the parents’ generation. It asks about the consequences of social inequality in this generation for the following generation(s). This includes questions of how the parental origin context is formed, whether there are any children at all and when they were born as well as the aspect of these children's relative chances of attaining particular social positions. As an empirical example, the paper describes patterns of educational reproduction in (West) Germany during the mid- and late 20th century. Simulations allow assessing the relative importance of various partial processes of social reproduction. A large proportion of the observed levels of educational reproduction can be attributed to family-related processes such as union formation. Drawing together analyses from various areas, the paper combines questions of social mobility research with a demographic perspective and broadens the analytical basis of inequality research for systematic comparative research.

Book part
Publication date: 25 November 2019

Christopher Kirchgasler

The coming of Big Data is offered as a salve that will reduce global inequalities and grow national economies. The chapter pursues how notions of progress have traveled into…

Abstract

The coming of Big Data is offered as a salve that will reduce global inequalities and grow national economies. The chapter pursues how notions of progress have traveled into schooling through technology and generate differences and exclusions in the past and present. The chapter explores how transnational school reforms during the colonial era were directed to adapting education to “the African,” which connected expertise in the U.S., UK, and Africa through a shared set of standards, principles, and values about what constituted civilization and development. In school reforms today, the “African” has disappeared today in favor of the “all”; however, residues of educational values and judgments that made up the African as a peculiar and pathological target of colonial schooling still haunt the present. The chapter argues that today’s transnational school reforms continue to presume target communities are passive, pathological objects whose transformation depends upon their learning to act rationally. Whereas in the past this was envisioned as individuals’ and communities’ assimilation through surveys and questionnaires, today rationality is managed through integration in systems and optimizing users’ choices through data mining and algorithms. The narrative of data as grounding rational thought and action is a seductive one that offers optimism to schooling; however, faith in the coming of technology impairs historical reflection and ethical reflexivity toward schooling’s values and judgments, and the differences and exclusions they generate.

Details

The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education
Type: Book
ISBN: 978-1-78754-853-4

Keywords

Article
Publication date: 7 August 2017

Siti Irene Astuti Dwiningrum

The purpose of this paper is to create a valid and fit instrument to measure school resilience, and to understand teachers’ and students’ contributions to build school resilience.

Abstract

Purpose

The purpose of this paper is to create a valid and fit instrument to measure school resilience, and to understand teachers’ and students’ contributions to build school resilience.

Design/methodology/approach

The construct of school resilience is adapted from Henderson and Milstein’s (2003) concept regarding two factors: mitigating risk factor in environment and building resilience in the environment. Senior high school teachers and students in a disaster-prone area in Indonesia were chosen as the sample using purposive sampling technique.

Findings

The results of this research are that the instrument is considered as good, valid, reliable, and fit for measuring the students’ and the teachers’ contributions in building school resilience; and the results of the confirmatory factor analysis test of the hypothesized model of school resilience of teachers and students in a disaster-prone area are in line with the empirical data. Based on the analysis of the value of the major loading factors, teachers and students show different contributions. In building school resilience for disaster mitigation, teachers begin by mitigating risk factor in the environment whereas students tend to give a priority to build resilience in the environment.

Practical implications

The results of this study are applicable to develop school resilience on disaster mitigation, and the instrument of the research provides a practical contribution to broader research scope, in terms of different population, school level, socio-cultural background, and disaster-prone area.

Originality/value

This study presents reliable instrument to measure teachers and students’ contribution in building school resilience. This study also sought to understand the different contributions shown by teachers and students in building school resilience for disaster mitigation.

Details

Disaster Prevention and Management: An International Journal, vol. 26 no. 4
Type: Research Article
ISSN: 0965-3562

Keywords

Book part
Publication date: 1 December 2014

JeongAe You

With growing emphasis being placed on the selection of highly qualified teachers, it is inevitable that policies and practices of teacher selection will become more methodical…

Abstract

With growing emphasis being placed on the selection of highly qualified teachers, it is inevitable that policies and practices of teacher selection will become more methodical. This chapter explores systematic practices of selecting preservice teachers by examining local/national policies related to teacher selection in South Korea. The first part of this chapter explains why a conceptual understanding is essential to understanding the Korean educational context. Included is a short explanation of various approaches to improve teacher selection processes and procedures. The work is based on the assumption that effective teachers can be chosen by implementing an effective teacher selection system. The second part outlines the current process of teacher selection in South Korea, along with the issues and challenges surrounding practices related to teacher selection. In South Korea, teaching is still considered a highly desirable profession compared to other countries, as well as to other occupations in South Korea. Hence, a huge number of teacher candidates and preservice teachers must pass through many steps before becoming certified as teachers. They also must take national and district tests. The teacher selection system in South Korea is highly centralized and more complicated than most other countries. In this chapter, the teacher selection system in South Korea is critically analyzed in an effort to identify strengths and weaknesses in national policy and practices related to teacher selection. The final part of the chapter discusses implications based on the analysis of the teacher selection system in South Korea.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Open Access
Article
Publication date: 21 March 2023

Viola Deutscher and Anke Braunstein

This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.

2089

Abstract

Purpose

This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.

Design/methodology/approach

Employees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL).

Findings

The results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role.

Originality/value

With the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 30 January 2009

Izhar Oplatka

Based on journal articles that focused on epistemological issues in the field (e.g. the field's nature, purposes, borders, knowledge base, uniqueness, etc.), this paper seeks to…

3550

Abstract

Purpose

Based on journal articles that focused on epistemological issues in the field (e.g. the field's nature, purposes, borders, knowledge base, uniqueness, etc.), this paper seeks to outline the intellectual discussions in the field of educational administration (EA) since the foundation of its major journals and suggest some lessons for the state of the field at the present time.

Design/methodology/approach

The review is based on all papers, scholarly, historical or empirical, that observed philosophical, epistemological and methodological issues and concerns in this field. The papers were analyzed and coded by their purposes, arguments, epistemological questions, criticism, findings and insights.

Practical implications

The major concluding epistemological message of this historical account is of “recycling,” i.e. the field is typically embedded with debates over similar ideas, assumptions, and insights about EA as a field of study throughout the last five decades. Therefore, it is a time for radical changes in the understanding of the field's intellectual missions and boundaries.

Originality/value

The historical overview is likely both to acquaint one with the historical scholarly streams, trends and debates in knowledge development of EA as a field of study, and help international field members understand and mould their professional identity.

Details

Journal of Educational Administration, vol. 47 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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