INFORMATION
Management Education
Educational management is a field of study and practice concerned with the operation of educational organizations. The present author has argued consistently (Bush, 1986; Bush, 1995; Bush, 1999; Bush, 2003) that educational management has to be centrally concerned with the purpose or aims of education. These purposes or goals provide the crucial sense of direction to underpin the management of educational institutions. Unless this link between purpose and management is clear and close, there is a danger of “managerialism . . . a stress on procedures at the expense of educational purpose and values” (Bush, 1999, p. 240). “Management possesses no super-ordinate goals or values of
its own. The pursuit of efficiency may be the mission statement of
management – but this is efficiency in the achievement of
objectives which others define” (Newman & Clarke, 1994, p.
29)
.The process of deciding on the aims of the
organization is at the heart of educational management. In some
settings, aims are decided by the principal, often working in
association with senior colleagues and perhaps a small group of lay
stakeholders. In many schools, however, goal setting is a corporate
activity undertaken by formal bodies or informal groups.
School aims are strongly influenced by
pressures from the external environment. Many countries have a
national curriculum and these often leave little scope for schools
to decide their own educational aims. Institutions may be left with
the residual task of interpreting external imperatives rather than
determining aims on the basis of their own assessment of student
need. The key issue here is the extent to which school managers are
able to modify government policy and develop alternative approaches
based on school-level values and vision.
Management Education
Educational management is a field of study and practice concerned with the operation of educational organizations. The present author has argued consistently (Bush, 1986; Bush, 1995; Bush, 1999; Bush, 2003) that educational management has to be centrally concerned with the purpose or aims of education. These purposes or goals provide the crucial sense of direction to underpin the management of educational institutions. Unless this link between purpose and management is clear and close, there is a danger of “managerialism . . . a stress on procedures at the expense of educational purpose and values” (Bush, 1999, p. 240). “Management possesses no super-ordinate goals or values of
its own. The pursuit of efficiency may be the mission statement of
management – but this is efficiency in the achievement of
objectives which others define” (Newman & Clarke, 1994, p.
29)
.The process of deciding on the aims of the
organization is at the heart of educational management. In some
settings, aims are decided by the principal, often working in
association with senior colleagues and perhaps a small group of lay
stakeholders. In many schools, however, goal setting is a corporate
activity undertaken by formal bodies or informal groups.
School aims are strongly influenced by
pressures from the external environment. Many countries have a
national curriculum and these often leave little scope for schools
to decide their own educational aims. Institutions may be left with
the residual task of interpreting external imperatives rather than
determining aims on the basis of their own assessment of student
need. The key issue here is the extent to which school managers are
able to modify government policy and develop alternative approaches
based on school-level values and vision.
Management Education
Management Education
Management Education
Management Education
Management Education
Management Education
Management Education
Management Education
Management Education
Management Education
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