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This article concentrates on the problems throughout the educational system, but particularly in the fields of the sciences an dengineering, created by the loss of faculty members to industry and the difficulty of attracting qualified replacements, and discusses some ideas for correcting them. Included in a discussion of incentives and rewards of a teaching career is a table showing the years of education and experience required for comparable positions in industry and teaching, as well as average salaries for these positions in a medium-sized corporation. There is also a suggestion of how a change in the tax laws would benefit the fund-raising campaigns of schools and universities. 相似文献
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The design and delivery of a professionally-oriented, management, doctoral programme introduces new criteria for the selection and training of mentors and supervisors. An internationally dispersed student body of mobile, senior business and academic professionals compounds the problems. This article considers alternative models for delivery and exemplifies course design issues through a development in a major management college. Issues of semi-remote and remote mentoring and supervision are illustrated with examples from a Doctor of Business Administration (DBA) programme, showing the need for disaggregation and reconstitution of the mentoring and supervisory roles and their sensitive application, given the international mobility of most of the students. 相似文献
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Stephen Woodward Headteacher 《School Leadership & Management》2013,33(2):123-126
This article contributes to the growing debate around how we understand and develop multi-agency leadership in children and young people's services. Bringing together a range of inter-disciplinary research, it presents a framework for multi-agency leadership development, which, it argues, is well theorised, multi-level and versed in key field skills that educational leaders need in complex environments. The framework comprises six elements: complexity and culture (underlying concepts); multi-professional groups and inter-organisational partnerships (operating levels); and organisational consultancy and professional supervision (field skills). These elements are discussed, the practical implications of incorporating them into professional development provision for educational leaders are examined and some provisional conclusions are reached. 相似文献