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Leading and managing change in schools is a complex topic. In this timely book the authors take the reader through a journey of how to lead and manage multidimensional change in order to create engaged learners, teachers, leaders and managers. They provide a readable and straightforward account of a major, high-profile innovation in one school and draw from it key lessons for leaders and managers of change in schools. Managing Complex Change in School synthesizes a wealth of literature and research on managing change, and shows how the emerging field of complexity theory can inform the effective management of multidimensional change. Arising from an in-depth, mixed methods evaluation of the key school, this book is practice-focused and is an invaluable companion for practitioners handling positive change in schools.
This work looks at managing school system change. It covers such topics as: challenges to leading and managing school and school system change; key roles and competencies for administrators; stakeholder theory analysis; understanding school culture change; and more.
A useful road map to help implement the quality concept in the educational environment...The authors do an excellent job of unifying the concepts of TQM, effective schools, OBE, and shared decision making.
How might digital technology and notably smart technologies based on artificial intelligence (AI), learning analytics, robotics, and others transform education? This book explores such question. It focuses on how smart technologies currently change education in the classroom and the management of educational organisations and systems.
Knowledge of the processes of educational change is said to be the missing ingredient in attempts to bring about educational innovation and reform. Whether these efforts involve grass roots innovation or large-scale societal reform, failure to understand and act on existing knowledge of the change process has accounted for the widespread lack of success in making educational improvements. This volume analyzes what is known about successful or productive change processes, and identifies corresponding action strategies at the individual, school, local and state levels. Included in this book is a major treatment of the topic of the 'ethics of planned change', a neglected topic in recent literature, especially since strategies for intervening in the change process are receiving more attention. This book is intended to be used by teachers in training and in service, teacher trainers, educational researchers, education historians and administrators.
This volume contains papers presented at the International Conference on Engineering Technologies, Engineering Education and Engineering Management (ETEEEM 2014, Hong Kong, 15-16 November 2014). A wide variety of topics is included in the book: - Engineering Education - Education Engineering and Technology - Methods and Learning Mechanism
Weaving together prescriptions with a series of cases, Systemic Change Management describes the value and how-to of a systemic or enterprise approach to organizational change. Each capability presented here promotes change, but when used together create synergies that magnify their individual impact within and between collaborating organizations.
This work is a sequel to The Self-Managing Schooland deals with leadership responsibilities on two levels - as head of a school responsible for local management and as a director in a Local Education Authority responsible, in turn, for the.
The contributors here seek to define exactly what leadership is or should be, and how to effectively develop it. Guided by an unusual framework that looks at leadership across different sectors and functions, they examine what they view as the major leadership challenges throughout the world.
The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The ‘triple challenge’ of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers. This collection offers a set of research papers that provide new analytic and empirical material on: • The political economy of TVET types in different countries which, by comparison, illuminate the South African case; • A periodisation of government interventions in the TVET sector over the last three decades; • The unsettled state and status of TVET lecturers in relation to their job requirements and conditions of service; • The halting evolution of collegial relationships between college lecturers towards higher collegiality; • Employer expectations of college graduates and how colleges are responding; and • An analysis of the outcomes of a college improvement intervention in Limpopo and the Eastern Cape. This book will offer valuable information and insights for decision-makers as well as analysts of institutional change concerning links between education and economic growth, with particular regard to TVET graduates’ employment rates.