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1.
战略实施涉及战略规划编制、战略实施中的战略宣传、领导力、制度、资源和环境等多种因素匹配和支持.需要采取如下措施,以促进学院战略实施：加强战略领导,推进战略管理;分解目标、任务,进行责任分担;优化资源配置,保证战略重点;完善制度设计,加强战略评估等. 相似文献
2.
武亚军 《北京大学教育评论》2005,3(4):55-67
基于战略管理的基本原理和大学的组织特性,本文提出了研究型大学跨越式发展的战略领导的概念、基本框架和理论假说,并选择了三个中外著名大学跨越式发展的案例进行实证分析,结果发现跨越式发展的多个案例中体现典型的战略领导模式而非“垃圾桶”模式,战略领导对跨越式发展有非常重要的作用。 相似文献
3.
Don Adams 《Asia Pacific Education Review》2000,1(1):31-45
To academic visionaries the new century appears to have an emerging environment characterized by increased complexity, uncertainty,
unpredictability which, some have argued, render traditional notions of planning and management irrelevant. The expectations
of management and planning scholars carry the implicit assumption that somehow individual capability and organizational capacities
will rise to meet the enormous challenges of this new environment. In the light of this situation the purposes of this paper
are: (1) to briefly examine the limitations and criticisms of traditional educational planning; (2) to outline the emerging
concepts and processes which collectively form a new paradigm for strategic planning; (3) to discuss the new model within
the context of changing national policy and planning environments and increased localization; (4) to review the limited results
of empirical research related to more participatory planning models; and (5) to offer a critique of the assumptions and practicality
of the new model in the process of planning and sustaining educational change in developing countries 相似文献
4.
《Africa Education Review》2013,10(1-2):84-99
Abstract Since the introduction of the South African Schools Act, 1996 and the shift to school self-management, strategic management has become an important issue in South African schools. This shift requires a proactive leadership approach by the school principal. The focus in this article is on the leadership dimension of strategic management by the school principal. After elucidating the relationship between strategic management, strategy implementation and leadership, a model of long-term leadership is presented and then applied to the strategic leadership role of the school principal. Acceptable theory in relevant management literature formed the basis of the exposition of the relationship between strategic management, strategy implementation and leadership, while the model of long-term leadership, which was developed from existing leadership models and literature, formed the basis of the discussion of the principal's strategic leadership function. From this emanated new insight into the strategic leadership role of the school principal. This formed the basis of a discussion on the impediments facing the principal in the fulfilment of the function of strategic leader. 相似文献
5.
Jack Marsh First Deputy‐Headteacher 《School Leadership & Management》2013,33(2):135-143
This is the first of two articles outlining research into the understanding of the concepts of rational planning in secondary schools. The OFSTED Framework suggests that rational planning fosters school effectiveness and in earlier research the team found that this was broadly true. However, there are examples of schools which are criticised for their lack of rational planning but which are nevertheless successful in their outcomes. Four case study schools were selected for further investigation, two of these having been the subject of some critical comment from OFSTED. The investigation probed the relationship between leadership and effective planning and resource management in each of the schools. In the first article the importance of managing the relationship of the school with its environment in each of the four schools is considered. Understanding, moulding and living with the culture of the school appears to be of considerable importance to effective leadership. In these aspects of management heads appear to be working along a continuum which has a balance between systems organisation and an integrative culture. Our conclusion in the first article is that schools which are strongly rational in their approach to planning are also systems dominated, whilst those which are more pragmatic are likely to have a more open and integrative culture. However, all four schools are seen to be successful by their internal and external communities. 相似文献
6.
Tess Howes 《Journal of Higher Education Policy & Management》2018,40(5):442-457
Strategic planning was introduced to Australian universities as part of the Commonwealth Government higher education reforms of 1988. The ‘Dawkins Reforms’ implemented extensive structural reform, changed executive leadership roles and responsibilities, commenced the ‘managerialisation’ of the Australian university sector, introduced the Higher Education Contribution Scheme and facilitated the transformation of Australian universities from collegial academies to modern, ‘enterprise’ universities.There is an abundance of published marketing material celebrating ‘effective’ strategic planning outcomes in the myriad of strategic plans published by Australian universities. Yet, a recent study indicates that strategic planning remains a contested internal leadership function in Australian universities almost 30 years after traditional academic planning was replaced with commercially-focused strategic planning. This paper will review the effectiveness of strategic planning practices in Australian universities guided by the rhetorical question: ‘how good are we and how do we know?’ 相似文献
7.
《孙子兵法》本质上是论述"战胜"的战略和谋略著作,蕴含了科学的战略思维观念和战略思维方式、方法。企业战略管理是建立在战略思维基础之上的全局性、长远性、竞争性的战略计划、战略实施、战略控制和战略评估的动态管理过程。《孙子兵法》战略思维观无疑对企业战略管理具有科学的指导价值。《孙子兵法》提出的"算胜"战略思维观强调,要高度重视企业战略管理活动中战略决策的重要性,要充分认识企业战略管理活动中战略决策思维的重要性,要重视企业战略管理活动中正确运用战略决策思维方法的重要性。 相似文献
8.
Sandra Jones Marina Harvey Geraldine Lefoe 《Journal of Higher Education Policy & Management》2014,36(4):418-429
Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration. 相似文献
9.
《Journal of educational and psychological consultation》2013,23(2):135-152
In this article, I discuss implications of empowerment theory, as developed by community psychologists, for consultants involved in the development of new programs in schools. I consider the nature of empowerment, including the distinction between psychological and political empowerment. Factors in the planning process and the organizational environment that influence empowerment are specified, including clear and meaningful roles, self-efficacy, self-determination, impact, political and socio-emotional support, access to strategic information and resources, inspiring and shared leadership, and a strengths-based work culture. I present data from a study of teachers showing how these factors contribute to greater openness to change, and I summarize two other studies that highlight dilemmas encountered in pursuing empowerment. I conclude with action guidelines for consultants who wish to increase teacher support for new programs. 相似文献
10.
Christine Blomqvist Cecilia Agrell Christer Sandahl 《Journal of Higher Education Policy & Management》2016,38(6):649-663
The purpose of this study was to describe and analyse leadership challenges in the organisation of strategic research centres, focusing on the relationship between organisation and the level of institutionalisation. Four main themes of leadership challenges were identified: (1) the changing university context, including relationships with top management and faculties; (2) research strategy, considering decisions about diversity or a focused perspective; (3) management, dealing with prioritising administrative work; (4) affiliation, the sense of belonging to a strategic research centre, comprising issues of leadership, trust, attitude towards recruitment and succession. We concluded that leadership and effective administration are vital for research collaboration, not only within small research groups as been shown in other studies, but also within large groups in university-based research centres. 相似文献
11.
12.
《Peabody Journal of Education》2013,88(4):108-125
In this article, we argue that human resource (HR) management practices are important components of strategies for improving student achievement in an accountability environment. We present a framework illustrating the alignment of educational HR management practices to a teacher performance competency model, which in turn is aligned with student achievement goals. We identify and illustrate the various HR practices that could be aligned to the performance competency model and to each other. These HR practices include recruitment, selection, induction, mentoring, professional development, compensation, performance management, and instructional leadership. We then describe HR practices in 2 districts where empirical links between teacher competency and student achievement were shown (Cincinnati and Washoe County) and evaluate how much alignment was in place. We discuss the importance of HR alignment analysis for diagnosing districts' teacher quality improvement efforts, and we present suggestions for future research on the strategic use of HR management in K-12 educational organizations. 相似文献
13.
Brent Davies 《School Leadership & Management》2013,33(4):461-473
This paper argues that traditional approaches to school planning no longer serve the needs of schools. In particular, it puts forward the view that strategy, as applied to school planning, is only of partial use. It argues that there should be a new way forward for schools seeking to meet the challenge of effective leadership and management in the new millennium. This would utilise the concept of 'strategic intent' encapsulated in a new model which replaces the limited 'school development planning' framework. 相似文献
14.
综述了电子商务供应链管理的研究和应用现状,在分析了电子商务与供应链管理之间关系的基础上,提出了供应链管理的矩阵分析模型。 相似文献
15.
《Africa Education Review》2013,10(4):632-646
ABSTRACTStrategic planning is crucial in facilitating sustainable development of schools. It enables schools to survive and cope with changes and challenges from government policies and market forces. There is broad agreement that all stakeholders need to be part of school strategic planning. In response to the lack of evidence suggesting stakeholders’ involvement – specifically that of Heads of Department (HOD) – in strategic planning in schools, and its value in ensuring that all stakeholders execute their duties, HODs’ experiences regarding their involvement in strategic planning were explored. Qualitative research was undertaken and semi-structured interviews were employed to generate data. The study reveals that the HODs were involved in some form of planning but there is no evidence suggesting their participation in substantive issues on strategic planning. Further, the study reveals that transparency-driven leadership and collaboration are key factors to ensure HODs’ participation in strategic planning. The findings suggest that the involvement of HODs is crucial towards improving teaching and learning. 相似文献
16.
This study examines distributed leadership in Information Communication Technology reform in a government school in Singapore. The study adopts a naturalistic inquiry approach, drawing upon a case study of the aforementioned school for much of its data. The study found that leadership for Information Communication Technology reform is distributed according to functions of transformational leadership, instructional leadership, emotional leadership, and the strategic management of resources. The key enabling factors are an official leadership position, access to expertise, support by senior management, and interpersonal synergies among the leaders. Senior management consistently performs transformational leadership, whereas middle management generally performs instructional leadership. Both senior and middle management provide emotional leadership. 相似文献
17.
Ryan Watkins 《Performance Improvement Quarterly》2001,14(3):117-132
This study examined the relationships among specified personality and individual characteristics of university students with their level of commitment to a measurable, results‐focused statement of an Ideal Vision. The study examined variables (including locus of control, generativity, self‐efficacy, values, and risk taking) to determine their relationship with an individual's commitment to an Ideal Vision. Concurrent assessments of individual differences and commitment were utilized to investigate the relationship these variables may have with an individual's commitment to the pragmatic leadership and management practice of using an Ideal Vision as the starting place for strategic planning, needs assessment, performance improvement, and decision making. 相似文献
18.
A small-scale study investigated the role of SENCos in England immediately prior to, during and following the first closure of schools nationally in March 2020 due to the Covid-19 pandemic. A mixed-methods research strategy comprising semi-structured interviews and a national online survey generated data related to SENCos' involvement in strategic planning for crisis conditions, focusing specifically on students with special educational needs and disabilities (SEND) and concerns about exclusionary practices. Findings suggest that pandemic conditions have exacerbated familiar issues related to the SENCo role and SEND provision in English schools, such as engagement in reactive firefighting, onerous workloads, uneven SENCo involvement in strategic planning, and schools' failure to prioritise students with SEND. Minimal evidence of ‘advocacy leadership’ or of SENCos challenging exclusionary practices was found. As in earlier research, evidence was also found for disparities between anecdotal and published data relating to illegal exclusion. 相似文献
19.
随着新的课程改革在我国的不断推进,人们愈加发现学校教育管理的理念与模式是影响新课改的关键要素。通过阐述学校道德领导的理论内涵,从不同的视角对传统的学校领导观与道德领导观进行比较分析,探讨新课程背景下道德领导的现实意义和将道德领导的理念应用于学校管理的具体路径,旨在对新的课程改革取得更好的成效有所裨益。 相似文献
20.
《Africa Education Review》2013,10(1):51-67
Abstract In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”. 相似文献