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Artículo de Revisión Gerencia educativa: Una visión empresarial de la educación básica Educational management: An entrepreneurial vision of basic education
Abstract
RESUMEN El constante avance de la globalización ha originado cambios sustanciales en el estilo de dirección de las instituciones de educación básica, las cuales demandan que los directivos, además de ser profesionales del campo educativo, posean conocimientos de técnicas y herramientas de las Ciencias Administrativas para el logro de resultados. La presente investigación teórica analiza estudios previos sobre la gerencia en las instituciones de educación básica, enfatizando en dos aspectos primordiales como son la gestión del talento humano y el marketing educativo. Por el lado del talento humano, existen conceptos muy arraigados dentro de éste, como son el liderazgo y la cultura institucional, los cuales tienen una incidencia directa en el desempeño educativo. En el marketing educativo existen siete variables (producto, precio, plaza, promoción, personas, procesos y evidencias físicas), cuyo trabajo conjunto contribuye en el diseño del servicio educativo, el cual debe satisfacer los requerimientos y exigencias de la comunidad. Palabras clave: Educación básica, gerencia educativa, gestión del talento humano, marketing educativo. ABSTRACT The constant advance of globalization has led to substantial changes in the management style of basic education institutions, which demand that managers, in addition to being professionals in the field of education, have knowledge of techniques and tools of the Administrative Sciences for the achievement of results. The present theoretical research analyzes previous studies on the management in the institutions of basic education, emphasizing in two primordial aspects as they are the talent management and educational marketing. On the human talent side, there are deeply rooted concepts within it, such as leadership and institutional culture, which have a direct impact on educational performance. In educational marketing there are seven variables (product, price, place, promotion, people, process and physical evidences), whose joint work contributes to the design of the educational service, which must meet the requirements and demands of the community.
El fenómeno de la globalización y la pandemia COVID 19 han originado cambios sustanciales en las instituciones de educación básica en latinoamérica, por lo que se requiere que los directivos se conviertan en gestores estratégicos del progreso en el campo educativo. El objetivo de esta investigación fue indagar sobre el liderazgo directivo en la educación básica de la región de latinoamérica e identificar las tendencias actuales post pandemia. Para el análisis de las fuentes bibliográficas se empleó el método interpretativo-reflexivo. Como resultados se halló que las principales tendencias temáticas abordas en las investigaciones han sido el liderazgo del director, las buenas prácticas de dirección, la gerencia educativa y el cambio educativo. Se halló que el liderazgo del director es decisivo en las instituciones educativas, además se determinó que se requiere adaptar la gestión educativa a los entornos cambiantes que está vinculado principalmente con el desarrollo tecnológico. Estos resultados evidencian que se requiere impulsar el liderazgo directivo en las instituciones educativas para alcanzar la calidad e idoneidad de la educación básica de la región latinoamericana.
RESUMEN Se muestra en este artículo, la importancia de la administración y la gerencia para la organización de todas las actividades y procesos humanos, haciendo énfasis en aquellas tareas relacionadas con la educación y la labor formativa. En este sentido, se define la administración como esa habilidad para lograr objetivos organizacionales a partir de la asignación de: recursos, presupuestos, talento humano en unos tiempos determinados. Todo ello hace pensar en la necesidad de planear, coordinar, dirigir, controlar y evaluar. No obstante, estas funciones administrativas deben contextualizarse precisamente en razón de la naturaleza de las instituciones educativas creadas e instituidas para la prestación de un servicio social como lo es la educación, por ello, se presentan algunas sugerencias y pautas de acción. Palabras Clave: Administración, administración educativa, gerencia educativa, competencias. * Psicólogo, Magister en Desarrollo Social, Doctorando en Ciencias de la Educación, Universidad Dr. Rafael Belloso Chacin URBE Maracaibo Venezuela, Docente investigador en el Programa
Education is not only a need of developing nations but of the developed ones also. Realization of its importance, there are several trends emerging in education. Educational Marketing is one of the new emerging trends. Keeping in view the global importance of Educational marketing, this study was design to identify, analyze and compare the higher education marketing strategies of Pakistan and Malaysia. Twenty students were randomly selected from each university and ten private universities of Pakistan and Malaysia each. The data was collected through questionnaire from university students. There were seven keys of educational marketing, i.e. Program, Price, Promotion, Place, People, Process and Physical facilities. It was found that physical facilities and prominence were considered the most important marketing strategies while price and premium were considered as the least important ones. Malaysian Private Universities showed comparatively high mean scores of usage and importance of marketing strategies rather than Pakistani Private Universities. It was observed that new and modern programs, adequate location (place), highly qualified faculty (people), educational expos (promotion) and physical facilities were examples of educational marketing strategies. Recommendations included that the variety of program offered by the universities may be helpful as marketing. The modern and new program attracted the students. Education Expo and Book Fair were the case of promotion of the universities. The suitable and approachable place increased the admission.
En este artículo se presenta un análisis crítico acerca de lo que está sucediendo en México, respecto del proceso de producción sociocultural de los estudiantes de educación superior como consumidores, en el marco de la mercantilización de la educación superior, en México. Utilizando los resultados de la Encuesta Nacional de Alumnos de Educación Superior, ciclo 2008-2009 (ENAES), se muestran las respuestas que dan los estudiantes de licenciatura a las preguntas que norman las propuestas de la calidad total y de la investigación de mercados. A lo largo del texto se comparan datos estadísticos distinguiendo a las instituciones educativas según régimen de sostenimiento.
Determina de qué manera influye el marketing relacional en los resultados organizacionales de las instituciones educativas privadas de las Unidades de Gestión Educativa Local 01, 02 y 04 ubicadas en los distritos de San Juan de Miraflores, San Martín de Porres y Puente Piedra durante el período 2010 - 2015. La investigación es de tipo no experimental y emplea un diseño transeccional correlacional-causal. Aplica un cuestionario estructurado a nueve directivos de instituciones educativas. Obtiene valiosa información relacionada a la fidelización de los clientes, uso de sistemas de información y desarrollo de una cultura de servicio. Concluye que las instituciones educativas privadas participantes aplican el marketing relacional, sin saber que lo están haciendo, y éste ha tenido un impacto positivo en sus resultados organizacionales.
Este artículo de reflexión, parte de una investigación que busca identificar el vínculo existente entre la gerencia educativa y la gestión del cambio de las instituciones educativas en la ciudad de Manizales. El documento se centra en relacionar estas categorías desde la reflexión teórica, permitiendo la emergencia de nuevos abordajes como la innovación educativa, la sostenibilidad y la gestión organizacional. La revisión documental realizada permitió identificar algunas relaciones entre la gerencia educativa y la gestión del cambio desde criterios de desarrollo educativo que
Using a sample of 300 Arab teachers in Israel, we developed a model in which school-based management directly and indirectly (through motivation) affects school effectiveness. The results show that there is a positive relationship between all dimensions of self-management (decision-making, resource and personnel management, availability of resources, and organizational structure) and school effectiveness. In addition, the results show full mediation between resource management, personnel and organizational structure, and school effectiveness through motivation. Theoretical contributions and managerial implications as well as
The inability of teachers to timely cover the scheme of work, students' truancy and persistent lateness to school, poor attitude towards teaching and learning, activities of cultism and frequent conflicts among secondary school students in Enugu State prompted this study to determine the administrators' managerial competencies for sustainable human resource management in secondary education in Enugu State. Two specific purposes were formulated and two research questions guided the study.The
study adopted a descriptive survey research design. The study population comprised
all the 291 secondary school principals’ in Enugu State. Simple random sampling
technique was used to sample 146 principals for the study. The instrument used for
data collection was a 19 items researchers’ developed instrument titled;
“Administrators’ Managerial Competencies for Sustainable Human Resource
Management Questionnaire (AMCSHRMQ). The face validation of the instrument was
established by three experts, two from the Department of Educational Management and
Policy and one from the Department of Educational Foundations (Measurement and
Evaluation Unit), Nnamdi Azikiwe University, Awka. The Cronbach alpha was used to
determine the reliability of the instrument. Coefficient value of 0.71 was obtained. Data
were analyzed using mean and standard deviation. Findings of the study revealed
among others that secondary school administrators lack managerial competencies for
students’ human resource management by not providing counseling services to
students regarding their learning process, providing incentives’ for students’ to increase
their motivation to learn among others. Based on the finding, it was recommended
among others that student human resource management should be incorporated and
emphasized in the training guide for educational administrators in order to make them develop more suitable students centered policies in their various schools. Conclusion
was drawn based on the findings.
Purpose
The purpose of this paper is to examine the reduction of school violence from the management point of view. It reflects on the utterances by teachers, principals, learners and members of school governing bodies (SGBs) to establish the influence that school management practices can have on the prevalence of school violence.
Design/methodology/approach
This was a qualitative case study. Thus, semi-structured interviews with teachers, principals, learners and members of SGBs were conducted. In addition, focus group interviews with pupils and observations were used to collect data.
Findings
Findings suggest that most schools were still run in an authoritarian manner. Resultantly, it was also found that an authoritarian school management style practiced seemed to encourage the persistence of violence in schools.
Practical implications
Policies should incorporate and emphasise the use of pragmatic, critical democratic style of management to address school violence. This is important because a well-run, inclusive and more democratic school can help to reduce external and internal forms of violence. The results from this study further indicate that a poorly run and badly organised school is more prone to various forms of violence.
Originality/value
The paper adds to the growing body of knowledge in the field of educational management and offers a reference point for further research in the pursuit to eliminate violence in schools. The findings may also be a useful resource for school principals, teachers, policy-makers and other stakeholders who are seeking to eliminate violence in schools.
Educational management and educational leadership are central concepts in understanding organising in educational institutions but their meaning, the difference between them and their value in educational organising remain the subject of debate. In this article, we analyse and contrast the two concepts. We conclude that educational management entails carrying the responsibility for the proper functioning of a system in an educational institution in which others participate. Carrying a responsibility of this kind is a state of mind and does not necessitate actions, though it typically and frequently does. In contrast, educational leadership is the act of influencing others in educational settings to achieve goals and necessitates actions of some kind. When those carrying a delegated responsibility act in relation to that responsibility, they influence and are therefore leading. Although educational leadership is ideally undertaken responsibly, in practice it does not necessarily entail carrying the responsibility for the functioning of the educational system in which the influence is exercised. Through our analysis, the notion of responsibility, which is underplayed in considerations of organising in educational institutions, comes to the fore. Educational responsibility is an important notion and it should play a more prominent role in analyses of organising in educational institutions.
This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the principals’ interpretation, as found in the semi-structured interviews conducted with a group of selected acting principals.
The analysis of this management rule is based on a theory of decision-making and a theory of organizations where different assumptions on peoples’ behavior are made. We provide evidence to support the contention that each school principal acts according to its context, and that compliance with the Agreement is not facilitated by its rules design.
We conclude that the rules design of the competency-based management model in question is dominated by a perspective of personal heroic leadership that assumes an omniscient and omnipresent manager and that also promotes a centralized management model for all schools.
In future research, inquiry could focus on the question of whether transformational leadership based on motivation and instructional leadership based on guidance and coaching for teachers could also be nurtured by rules compatible with the pervasive normative leadership type.
El presente texto, derivado de investigación, presenta cómo, entre los cambios que han afectado a la educación Superior en las últimas décadas en el mundo occidental y por ende en América Latina, sobresale la imposición de otra lógica, propia de la empresa privada, que ha venido acompañada de la implantación de un nuevo lenguaje importado en gran medida del ámbito gerencial, esto genera unos impactos nefastos en la manera de concebir las políticas, la planeación y a la hora de definir los lineamientos mismos de la educación superior.
The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary School; 2) to investigate current situations problems and guidelines of developing educational management in small primary school, 3) to develop Educational Management System in Small Primary School and 4) to examine the results of usage Educational Management System in Small Primary School. The research was comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2 Investigating current situations problems and guidelines of developing Educational Management System in Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining the results of usage educational system in small primary school. The instruments used for data collection in this study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for data analysis were mean, percentage, standard deviation and content analysis.The results of the research found that:1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4) Feedback including with one sub-factor.2) The results of studying current situations and problems revealed that:There are 10,877 small primaries.The problems revealed that administrators lacked of supervision and did not followed up development of student’s quality, teachers did not clear about student-centered learning, parents and community lacked of cooperation in development of student’s quality and students’ quality were lower than benchmark.The guidelines to develop found that both administrators and teachers needed to develop teachers in student-centered learning, curriculum in learning of teachers, media and technology, learning sources for learner’s learning and to ask for parents’ cooperation in development of student’s quality.3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%. The findings of evaluation system and manual of Educational Management System found that it was higher than 80%.5) The examining of usage Educational Management System revealed that pre- treatment of usage educational management system was in the ‘least’ level. However, post- treatment of usage educational management system was in the ‘most’ level.
O presente trabalho foi desenvolvido diante da indagação dos términos em periódicos virtuais em médios eletrônicos. O objetivo foi obter informação das definições de gerência e administração e, ao mesmo tempo, realizar a interpretação de dados e efetuar uma crítica de cada uma das definições selecionadas, contrastando com os conhecimentos de enfermagem, já que estes geralmente ficam forjados dentro da área empresarial. Utilizou-se a metodologia baseada nos constructos, aplicada para reeducar deficiências terminológicas. Ao analisar cada um destas definições, identificou-se que a gerência e a administração coincidem em alguns aspectos e têm similitudes, mas, na prática, não realizam as mesmas ações já que a gerência é a estratégia e a administração é a execução. Desta maneira, os resultados obtidos foram dois conceitos aplicáveis à disciplina de Enfermagem, concluindo que toda disciplina precisa de outras áreas de conhecimento.
MARKETING PARA INSTITUCIONES EDUCATIVAS en su segunda edición ofrece, de una manera ágil, didáctica y completa,nuevas estrategias para captar y retener alumnos en el marco de la ética de la educación:
*cómo diagnosticar, planificar, desarrollar y cominicar proyectos educativos con eficacia pedagógica, efectividad socio-comunicaria y eficienca administrativa.
*cómo indagar y satisfacer las expectativas que la comunidad deposita en la institución educativa.
*cómo crecer y adaptarse a los desafíos del siglo XXI brindando un servicio educativo de calidad, adecuado a las necesidades de los estudiantes, sus familias, las organizaciones y la sociedad
A través de una guía teórico-práctica que abarca: técnicas de planificación de marketing estratégico, evaluación de la imagen institucional, investigación de mercados educativos, desarrollos de nuevos servicios, promoción, publicidad, telemarketing, mailing, CRM, relaciones públicas, búsquedas de benefactores, armado de bases de datos, marketing digital y nociones de organización del circuito de adminisiones; esta segunda edición está orientada a facilitar la gestión de administradores y directivos de instituciones educativas privadas y públicas de todos los niveles.
Purpose
While the role of relationship marketing to consumers’ overall satisfaction with schools has been discussed in the education management literature, empirical studies on the marketing mechanisms that underpin school-customer relationships are limited. The purpose of this paper is to establish the association between market orientation (MO) in the school context and key relationship marketing performance indicators.
Design/methodology/approach
MO and four relationship constructs (brand trust, affective commitment, attitudinal loyalty, and advocacy) were measured using existing and established scales from the education and behavioral literatures. A model reflecting causal ordering derived from the literature and an understanding of school-customer relationships was developed. Data were collected from 205 parents of school-aged children in the USA and analyzed using structural equation analysis.
Findings
Results show that a positive relationship between market-oriented behaviors of school organizations and three of the identified indicators of successful school relationship marketing (affective commitment, attitudinal loyalty, and advocacy) are mediated by brand trust.
Originality/value
The study contributes to an understanding of the theoretical relationship between market-oriented behaviors and relationship marketing for schools. The results suggest that, for school organizations, MO impacts important outcomes and thus may be vital to sustainability and growth.
The study explored the perceptions of student-teachers of educational leadership and management with regard to the roles of homeroom teachers and subject teachers in secondary schools. The participants of the study are students in the biggest College of Education in Israel. The analysis was conducted on the students’ posts in an online forum of an academic course using qualitative and quantitative methods. The students’ posts indicated a differentiation between the perceptions of the two roles on the level of ideology as opposed to the practical level. The most prevailing leadership model that emerged from the findings is transformational with four other models, all of which are congruent with the humanistic approach to teaching. Further research should focus on the gaps between school reality and teacher education programmes in order to facilitate the induction phase for novice teachers.
This article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher.
The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.
Purpose
– The purpose of this paper is to review the link between public education policies and institutional practices in Argentina throughout history and today.
Design/methodology/approach
– The methodology used is in line with socio-educational management studies oriented to analyse educational practices qualitatively from an institutional perspective.
Findings
– The review allows a wider discussion about the characteristics of the traditional organizational structure in relation to the rules, order, purposes and homogeneity of educational institutions. Furthermore, the paper shows there are some experiences and practices developed nowadays in Argentinian secondary schools that constitute a guide for social inclusion.
Research limitations/implications
– Throughout Argentina’s education history, secondary school has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions.
Practical implications
– In the early 2000s, the education system in Argentina kept a traditional bureaucratic structure based on a selective education policy. In this regard, statistics are quite revealing as regards the degree of social exclusion in secondary school: only 11 per cent of the students that begin first grade, finish secondary school. In 2006, after the enactment of the compulsory secondary education law, educational management is faced with the challenge to renew its institutional practices in order to make inclusion feasible. In this sense, the paper shows that secondary schools are implementing certain management practices aimed at achieving greater social inclusion.
Originality/value
– The paper focuses on the notion that the characteristics of management practices are related to the social interests of education policies. In this sense, the educational management of Argentinian secondary schools is undergoing a process of transformation from traditional selective practices towards more inclusive practices.
Globally, there is increasing pressure on schools to enact change, and the literature indicates that transformational leadership is positively associated with school leaders’ effectiveness at implementing positive reforms. Here, we report on a study conducted in the United Arab Emirates (UAE) within the current context of intense educational restructuring in the K–12 system. The purpose was to investigate whether school principals in the UAE practise transformational leadership, and whether they and their teachers perceived principals’ leadership styles differently to their western counterparts. This study adopted a mixed methodology, and revealed variation in perceptions between principals and teachers related to whether principals were practising transformational leadership. However, when analysed using Hofstede’s cultural framework, this variation may be related to cultural differences between the western orientation of the leadership model adapted by Emirati principals and the Islamic orientation of the population. Therefore, a new model of transformational leadership is proposed, based on a paradigm that may be more appropriate for Middle Eastern/Islamic contexts. This Modified Transformational Model may be useful to those leaders who wish to adopt transformational leadership with cultural accommodations.
Education human resources (HR) professionals have often been neglected in education research. This study seeks to better understand their role in the American school industry, by first examining how districts conceptualize the position of HR professionals and then exploring how the professionals themselves understand their role in school business. Emphasis is placed on identifying the dominant employee management philosophy (i.e. personnel vs. strategic HR management) that is promoted for and practiced by the professionals. Data was collected by document analysis and focus group interviews. The document analysis was conducted with data from a recruitment/job advertising system that most school employers use in the state of California, USA. The focus group was conducted with HR professionals in primary and secondary education institutions across Northern California (n = 14). Findings suggest that personnel management is emphasized for HR professionals in public school districts more often than strategic HR management. Results are discussed. © 2015, © 2015 British Educational Leadership, Management & Administration Society (BELMAS). Full text at http://journals.sagepub.com/doi/pdf/10.1177/0892020615584107
A trend towards a more competitive educational system which is obvious in several countries is expected to increase the rates at which schools, colleges, and universities respond to their environments and to enhance their creativity and innovativeness. To achieve these objectives, various strategies, such as open-boundary admission policies, have been adopted. Consequently, educational institutions are beginning to adopt marketing strategies to attract students, staff, and funds. This adoption of marketing has several implications. These include harmonising a marketing philosophy with the institutional mission, creating appropriate organisational structures, and implementing marketing strategies.
Drawing from the research literature, the objectives of this article are to analyze the marketing concept and to illustrate its application to public school educational systems. Within these systems, there exists a crisis of confidence resulting in patterns of failed bond initiatives, increased political interventions, parent revolts, and community disenchantment. The inability of our schools to develop effective marketing techniques and strategies has rendered them relatively impotent in their struggles to counter the conditions of the crisis. This article identifies and analyzes the natural market forces that create bridges and/or barriers between schools and communities. Private sector marketing strategies are proposed as means of establishing more effective school-community exchanges and ultimately more productive working relationships.
Introducción a la teoría general de la administración -- Los orígenes de la administración -- Enfoque clásico de la administración -- Enfoque humanístico de la administración -- Enfoque neoclásico de la administración -- Enfoque estructuralista de la administración -- Enfoque del comportamiento en la administración -- Enfoque sistemático de la administración -- Enfoque situacional de la administración
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