Управленческое консультирование: шанс для методической службы
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.
The article describes the features of methodological support and educational - methodical support of student government in extracurricular activities. Proposed to implement the use of student government as an effective method of socialization as part of the requirements of the GEF.
Contents and ratio of a number of terms used in educational management are described, comparative analysis of their rendering in Russian and international publications is performed. Translation options of English terms are reviewed from linguistics point of view, inaccuracy of the term “pedagogical management” is proved which was introduced into Russian science and practice in 1990s.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.