Жизненный цикл образовательной организации: эмпирический подход

Управленческие науки. 2019. Т. 9. № 2. С. 78–93.

Mikheeva S., Потина Е. В.

The article describes the model of the school lifecycle, proposed the methodology of a determining the stage of the school lifecycle using quantitative and qualitative parameters. Assessment the stages of the life cycle of four schools that are identical in their characteristics (status, age, size, location) and providing practical solutions are important result of the research. At first, we examined the position of the schools in the model of the lifecycle by quantitative indicators using three criteria: education quality, educational process resource supply, competitiveness of educational services. School reports based on self-examination provided the empirical evidence for indicators’ calculation. All the indicators are analyzed in a five-year dynamics, their averages for sample schools are defined over two time periods and percentile changes over a given period are calculated. The life cycle stage of a school is determined based on an aggregate indicator (final school evaluation), which is calculated considering weight coefficients. At second, we determined a dominant organizational culture type, which based on the Robert E. Quinn and Kim S. Cameron’s OCAI method, for verification the primary quantitative diagnostics results. Qualitative data was gathered from a teachers and school managers’ poll. The life cycle determination method proposed in this study can be used in management practice by the school principal.

Keywords: school, жизненный цикл организации, модель жизненного цикла, educational organization, стадии жизненного цикла компании, управление школой, организационная культура образовательного учреждения, Lifecycle model, school management, общеобразовательная организация, organizational culture diagnostics, lifecycle stages