Literaturnachweis - Detailanzeige
| Autor/in | Harries-Jenkins, Gwyn |
|---|---|
| Institution | Hull Univ. (England). Dept. of Adult and Continuing Education. |
| Titel | Tertiary, Adult and Continuing Education: The Managerial Process. Newland Papers Number Sixteen. |
| Quelle | (1989), (144 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-85958-027-X |
| Schlagwörter | Adult Education; Continuing Education; Educational Administration; Educational History; Foreign Countries; Organizational Development; Organizational Effectiveness; Research Design; Socioeconomic Influences; United Kingdom (Great Britain) |
| Abstract | An awareness that British educational institutions will not be effectively managed until their administrators more thoroughly study and understand the theory and concepts of educational management has produced a rapidly expanding professional literature base on such questions as: How does the management of tertiary, adult, and continuing education differ from the management of other education? and What is the relationship of the management of that educational sector to the theories and educational practices of other educational institutions? The rapidly growing literature on how to explore these questions can be classified within these three headings: the organizational approach, the managerial approach, and the radical approach. There is overlap among those categories. The managerial is the most analytical approach. In the past, the organizational approach dominated inquiry in the field. In the future, it is likely that the radical approach, with its concern for the socioecological variables within which educational institutions are managed, will attract increasing attention. Consequent research will concentrate on an in-depth exploration of management phenomena within educational institutions, on an analysis of the internal social dynamics of these institutions, and on their relationship with the society of which they are an important part. (548 annotated references) (CML) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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