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1.
美国高等教育营销行为的形成、发展及其影响 总被引：5，自引：0，他引：5
高等教育营销行为随着现代高等教育竞争的加剧而越来越受到相关高校和管理部门的重视。旱在上世纪60年代末,美国高等教育就开始策划实施其营销战略。本文试图分析美国高等教育营销行为产生和发展的动因,概括美国高等教育营销行为发展的历程,并进一步阐述美国高等教育营销行为对其管理、招生以及服务和效益所产生的重大影响。 相似文献
2.
<正>一、关于领导力和教育领导力关于"领导力(Leadership)"的研究首先是从领导研究开始的。从19世纪末20世纪初着重研究领导者人格特质的领导特质理论,到40年代探寻领导者在领导过程中的具体行为以及不同的领导行为对部属影响的领导行为理论,60年代的研究与领导行为有关的情境因素对领导效力的潜在影响的领导权变理论(情境理论),以及之后的领导归因理论, 相似文献
3.
高质量的高等教育事业离不开高水平的高等教育理论研究。高等教育理论研究属于人文社科研究的范畴,其研究对象与社会密切相关,其行为结果产生的社会影响往往是广泛而深远的。注重并加强高等教育研究的理论创新,提升其社会责任,有助于高等教育研究对自身角色和地位的认知与信心,也有助于高等教育研究以及高等教育事业的发展和进步。一、高等教育研究的社会责任内涵及其类型对于高等教育研究的社会责任的理解,从不同的视角出发可以得出不同的结论;以不同的方式总结概括,也会得出不同的理解。本文认为,高等教育研究是对高等教育理论和实践的有目的、有意识的探索与反思,可将其理解为一种社会行为,而 相似文献
4.
去年的九、十月,我参加了我国高等教育管理考察团去美国考察。经教育部领导同意,我们这次确定以研究加速高等教育发展为主旨,考察美国多层次、多种形式发展高等教育的经验,从美国高等教育的体系和管理系统的角度,了解美国高等教育全貌,观察美国高等教育体制,美国高等教育和社会的联系,以及美国高等学校内部的行政管理,以促进我们的工 相似文献
5.
基于角色认同理论、社会信息加工理论、资源保存理论,探讨授权型领导对科技人才创新行为的影响,以及内部人身份认知和工作嵌入在此过程中的作用.研究结果表明:授权型领导正向影响科技人才创新行为;内部人身份认知在授权型领导和科技人才创新行为之间发挥部分中介作用;工作嵌入不但正向调节内部人身份认知对科技人才创新行为的影响,而且正向调节授权型领导通过内部人身份认知对科技人才创新行为的间接效应. 相似文献
6.
李莹华 《内蒙古师范大学学报(哲学社会科学版)》2007,(Z1)
魅力型领导理论是近年来领导学理论的主流观点,该理论从领导者与追随者关系、对下属的影响方式和内容、人的动机、追随者对领导者行为的感知与预期等方面,研究魅力型领导者其有效领导的行为特性。 相似文献
7.
史青 《西南师范大学学报(人文社会科学版)》2011,(3):117-121
目前,变革型领导行为的作用机制及影响因素的研究已成为领导行为领域研究的新热点,但现有研究对领导行为有效性调节因素的探究还不够深入。文章将特质性调节焦点变量引入领导行为有效性的研究,创造性地提出了特质性调节焦点对领导行为有效性调节效应的理论假设,并用424个来自不同单位性质的样本对理论假设进行实证检验。研究结果不仅验证了调节焦点理论和测量量表在我国文化背景下的适用性,而且证明了特质性调节焦点对领导行为有效性具有调节效应的理论假设。 相似文献
8.
美国公众通过以手投票或以脚投票两种公共选择机制进行高等教育供给决策,对公立高等教育供给的区域差异产生了重要影响.从公共选择的角度研究美国公立高等教育供给行为,对我国各级政府明确高等教育供给责任,缩小高等教育区域差距,减少效率损失有重要的借鉴意义. 相似文献
9.
作为教育券理论的发源地,美国已经初步完成了教育券制度从理论到实践的过渡并取得了一些成绩。国内有许多学者经常研究教育券对基础教育的作用,却很少有人研究教育券制度在高等教育领域中实施的可能性,其实美国的教育券制度对我国的高等教育体制改革也具有相当的借鉴作用。于是,分析美国的教育券制度以及它对我国高等教育体制改革的影响,并且论述如何在我国高等教育体制中建立教育券制度便具有很大的理论和现实意义。 相似文献
10.
国内对高等教育价值观的研究受教育价值观研究的影响,分为二分法和三分法的高等教育价值观,倾向于哲学层面的研究,理论较宏大,离实践较远;而国外对高等教育价值观的研究倾向于从哲学层面和对高等教育的领导与管理等领域进行研究,更强调高等教育价值观对实践的指导,离实践较近。 相似文献
11.
Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice
Robin Middlehurst 《Higher Education Quarterly》2008,62(4):322-339
This paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re‐thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education. 相似文献
12.
Gordon C. Dyer 《The American journal of distance education》2013,27(2):16-23
Abstract The current leadership literature includes the concepts of visionary leadership, transformational leadership, situational leadership, breakthrough leadership, and shared leadership. This article relates the literature to specific distance education settings and presents cases in higher education that reflect relevant leadership issues and dimensions of leadership. The article includes theory‐ and practice‐based applications to assist leaders in higher education in the implementation of distance education initiatives. Case examples from outside the United States illustrate important leadership variables in exporting distance education to new settings. The significance of networking and collaboration as leadership strategies is explored as a major theme of the article. 相似文献
13.
Thomas Sewerin 《高等教育研究与发展》2017,36(6):1280-1294
This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership. 相似文献
14.
徐金海 《天津师范大学学报(基础教育版)》2013,(4):49-56
西方教育管理理论发展过程经历了古典管理理论、行为科学管理理论、教育管理科学理论和后现代教育管理理论诸阶段,每一理论观点都隐涵着相应的人性观。研究表明古典管理理论中的科学管理思想与科层制理论对教育领导与管理行为影响至深,为教育领导与管理实践中非人性化思维与行为的出现“植入”了理论根基,急需在理论研究与实践探索中实现创新与超越。 相似文献
15.
The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands – Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts. 相似文献
16.
当前学界对于教育领导力的研究主要集中在校长领导力方面,对教育中的主体——"学生"其领导力的发展较少关注。对学生领导力发展的研究是国际教育领导力理论研究和实践的新趋势。本文从学生领导力发展的研究意义开始,探究了学生领导力发展的内涵,阐述了影响学生领导力发展的学校、教师等教育教学因素,提出了在学校中促进学生领导力发展的三个主要策略。 相似文献
17.
Paul T. Balwant 《International Journal of Leadership in Education》2017,20(5):577-604
Leadership theory can provide a route for investigating teaching via the concept of instructor leadership. Instructor leadership is defined as a process whereby instructors exert intentional influence over students to guide, structure and facilitate classroom activities and relationships in a class. Instructor leadership in higher education research has focused primarily on constructive leadership. However, the classroom context is also conducive to destructive leadership. The objectives of this study are to (a) conceptualize destructive instructor leadership and (b) investigate the association between destructive instructor leadership and student reactions. Using 13 in-depth semistructured student interviews at management schools across various universities worldwide, the results of a thematic analysis indicate that destructive instructor leadership can be conceptualized as three dimensions, including callous communication, chaotic carelessness and irresponsibility. The interview data are then used to demonstrate that destructive instructor leadership is associated with students’ affective, behavioural and cognitive reactions. Theoretically, this study (a) contributes the concept of destructive instructor leadership, (b) extends previous organizational behaviour research on destructive leadership by offering a multidimensional concept and (c) examines the reactions of two manifestations of destructive leadership. Limitations, suggestions for future research and practical implications are discussed. 相似文献
18.
美、英、澳教育领导理论十年(1993-2002)进展述要 总被引：19，自引：0，他引：19
在最近的10年中,美、英、澳的教育领导理论研究取得了令人瞩目的新进展。“道德领导”理论的问世是教育领导理论步入独创阶段的标志,随后的“教学领导”、“分布式领导”和“知识社会领导”理论更注重研究基础的构筑以及对教育现实环境的回应。同时,这些理论也为身处变革时代的我国广大中小学校长带来了若干可资借鉴的领导理念。 相似文献
19.
教师领导力是教师的核心素养之一,是影响教育教学质量的重要变量。国外教师领导力的研究呈现一些新动向,特别强调教师要从领导行为到领导思维方式的转变,主要体现在:对教师领导力的理解经历了正式职务的教师领导、作为具有课堂教学专长的教师领导、作为一种思维方式的教师领导三个阶段,研究的着眼点从强调个人角色转向教师集体的责任与共享;无论是实证研究还是循证决策,都将协作视为教师领导的关键能力;教师领导力研究对传统学校组织结构和组织文化提出挑战,对领导和权力理论有不同的诠释,对理论架构有独到的主张,重构成为教师领导力研究的内在需求。 相似文献
20.
Sawasn Al-husseini Ibrahim Elbeltagi 《International Journal of Leadership in Education》2018,21(4):506-517
Leadership style has been suggested as an important factor affecting knowledge management in organizations. Transformational leadership has been acknowledged as having a positive general influence on knowledge management. However, there is a lack of empirical studies examining the relationship between transformational leadership and knowledge sharing in higher education within developing countries such as Iraq. This research seeks to evaluate the impact of the four components of transformational leadership, namely idealized influence, inspirational motivation, intellectual stimulation and individualized consideration, on knowledge sharing (both donating and collecting). Two hundred and fifty usable questionnaires were collected from public higher education institutions in Iraq. Structural equation modelling with AMOS 22 confirms the importance of transformational leadership in encouraging knowledge-sharing culture in higher education. The results reveal that, of the four components of transformational leadership, intellectual stimulation has the strongest effect on both the donating and collecting of knowledge. Guidelines are developed for academics as well as leaders, and evidence is provided in support of the use of transformational leadership to promote knowledge sharing within higher education in developing countries, particularly Iraq. The implications of the findings, along with some potential applications and suggestions for future research, are discussed. 相似文献