浅析X学院教务精细化管理

教务管理是高校教学管理的核心,精细化管理重细节、重过程、重落实、重质量、重效果,将精细化管理融入教务管理中,有助于教务管理水平的提高。通过分析X学院教务管理现状及精细化管理的优势,认为X学院实施教务精细化管理极为必要,并提出了实施教务精细化管理的措施。     

高校教务管理系统在教学管理中的运用和思考

高校教务管理系统运用先进的信息技术,在加快教学信息化进程、提高管理效率方面发挥了重要作用。以衡阳师范学院教务管理系统为例,介绍教务管理系统在学校教务管理工作中的运用,并提出客观建议如下:加强组织领导,增加运维投入,全面提高软硬件整体水平;健全信息反馈机制,客观真实反映教务管理使用者的真实需求,个性化升级系统;加大教育培训力度,培养专业的信息化管理人才和高素质的教务管理队伍。     

高等院校提高教务管理质量的有效措施

教务管理是高等院校教学有序运行的保证,直接影响学校的教学质量。提高教务管理工作质量和管理水平,是目前各高等院校面临的重要课题。影响教务管理质量有多种因素,高等院校应有针对性地采取有效措施,切实提高教务管理质量。     

高校教务信息管理存在问题及对策分析

随着计算机技术的飞速发展,高校教务计算机管理信息化建设也已成为时代的要求。当前借助现代信息管理技术,构建教务管理信息化平台,是高校教务工作迈向信息化、现代化的一条重要途径。教务管理信息化系统的有效性运行,必须进一步确立数字化、信息化的管理理念;进一步提高教务管理人员的整体素质;进一步健全各类信息化管理规章制度;进一步加大投入,改善设施建设;进一步扩大信息资源共享的范围。     

高职院校教务管理人员的素质结构及提升措施

教务管理在高等院校的各项工作中处于重要地位,它与学校的教学质量密切相关,对于学校的发展意义重大。教务管理的水平直接依赖于教务管理人员的素质优劣。教务管理人员的素质包括政治素质、道德素质和能力素质等,只有通过加强政治教育和职业培训等途径提高教务人员的综合素质,才能达到提高教务管理工作水平的目的。     

继续教育教务管理人员应具备的素质

教务管理是继续教育管理工作的重要组成部分,教务管理水平的高低取决于教务管理人员的素质。本文就提高教务管理人员素质的途径与方法以及如何提高教务管理水平展开探讨。     

探讨地方高校二级学院教务秘书的服务意识

教学秘书是组织实施具体教学活动、管理教学过程的人员,是贯彻党的教育方针,全面实施素质教育,严格执行教学规范和各项规章制度,保障学校教学工作的直接参与者,保证教学质量的重要力量.教务秘书工作态度的优劣,直接影响到教务管理的水平,因此加强教务秘书的服务意识是十分必要的.     

提高高校教务管理人员综合素质的探索与实践

目前我国高校普遍存在着教学管理人员综合素质偏低,教学管理工作效率不高的现状。针对这一现状,我们需要从重视教务管理工作,组建一只专业的教务管理队伍,建立完善的激励约束机制以及重视教务管理人员的培训等四个方面入手,来提升高校教务管理人员的综合素质,从而达到提升高校整体教学水平的目的。     

构建教务-学工联动管理模式的思考

随着教育改革的深化,高校以生为本的管理理念是高校学生管理工作的主要方向。以教务工作和学生工作联动管理为出发点,探讨教务-学工联动管理模式的必要性和可行性。通过教学管理工作和学生管理工作的结合,推进高校整体水平建设,提升高校人才培养质量。     

高校院系教务管理工作优化探析

教务管理工作既重要还具有时效性和繁杂性,必须在教学活动进行之前准备就绪,工作繁重而无法量化,很难有成就感,但一不小心出错就容易造成教学事故,需要工作人员有责任心和奉献精神,工资待遇低使得教务管理人员流动性较大,大大影响了教务管理工作,学校需要建立激励机制,为教务人员提供个人成长与发展的空间,使他们愿意留守教务岗位。     

Public Administration Curricula and the One-Sided Attitudes of University Students and Practitioners in Chinese PA

This paper addresses the issue in the teaching of public administration （PA） in China. It provides students with the needed knowledge and skills, but fails to provide them with the broad perspectives needed in government. This is based on the internationally recognized and widely adopted psychological typing tool Myers-Briggs Type Indicator （MBTI）. Previous research showed that one can distinguish four dimensions in psychological typing of public administrators. The paper finds that Chinese students in PA develop especially as introverted, sensing, thinking, and perceiving practitioners. This can be concluded that from an analysis of the Psychological Quality of University students who want to be administrators and practitioners in Chinese PA. More attention in PA curricula for the non-rational aspects, as well as for the broad understanding of the public sector, and practice in the form of internships, might result in balancing the attitudes of students and future administrators. At the end, some recommendations are given.     

School Bureaucracy and Student Performance at the Local Level

A major debate in American education centers on the role bureaucracy plays in shaping educational performance. Proponents of school choice argue hat large educational bureaucracies have contributed to dramatic performance shortfalls in America's public schools. Other scholars view educational bureaucracies as beneficial because they manage a wide range of problems and thus make it easier for teachers to focus on the core task of teaching. This study examines these competing claims about the impact of bureaucracy on student performance using district level data from Texas public schools. The findings from several regression models reveal negative relationships between bureaucracy (measured both at the central and campus administration levels)and student performance across several different grade levels.     

The Big Questions of Public Administration Education

Following Behn's observation that scientists in other fields understand the big questions of their disciplines and focus attention and their discussions on those questions, public administration scholars have attempted to identify the “big questions” in public management and public administration. In this article, I suggest that scholars in public administration should also be attentive to the big questions of public administration education, those timeless and enduring concerns that speak to the basic perspectives that we bring to the educational process. Specifically, I identify four big questions: Do we seek to educate our students with respect to theory or to practice? Do we prepare students for their first jobs or for those to which they might aspire later? What are the appropriate delivery mechanisms for MPA courses and curricula? What personal commitments do we make as public administration educators? I argue that these big questions in public administration education are far more connected than we usually think, and by posing these questions in terms of processes of human development we can at least provide a framework through which we might develop more coherent answers to these big questions, answers that recognize and build on the diversity of our students and our faculty.     

The evaluation of an administrative co-operation project in North Yemen and its significance for German aid policy

This case study is based on an evaluation report of a German project for development co-operation in the field of public administration in the Republic of North Yemen. It describes the history, the efforts and the problems of the project which operated within the framework of the National Institute of Public Administration in Sana'a and in order to understand the project there is an outline of the public administration of North Yemen. The paper also describes the structure of the German side of the administration of development policy, the Ministry of Economic Co-operation, the German Society for Technical Cooperation and the Public Administration Promotion Centre in Berlin. Both the practical problems of administrative co-operation and of undertaking evaluation are analysed and a practical approach to evaluation and evaluation techniques is presented for discussion. The paper argues the merits of providing aid in support of training in order to improve public administration, and specifically emphasises the value of preparatory courses which link the educational system within the occupational system of the public sector by preparing university graduates for the profession of public administration.     

Charity,Philanthropy, Public Service,or Enterprise: What Are the Big Questions of Nonprofit Management Today?

"Nonprofit sector" issues, both in public discourse and pedagogy, are too narrowly cast as problems confronting public-serving nonprofits and grant-making foundations. Consisting also of membership organizations, educational institutions, and political pressure groups, the sector constitutes a major force in society which, in its interactive entirety, might better be termed a "social economy." This social economy both influences and is shaped by public administration, and it is now very much under public scrutiny. The author raises seminal questions that challenge the mission, management, and resources of this critical sector of society.     

The U.K. overseas development administration and non-departmental public bodies in the field of educational aid

The educational aid programme sponsored by the U.K. Overseas Development Administration has been conducted using organizations in which substantial changes have been made in the last ten years. This article analyses the changes in the structure of non-departmental agencies and in the relations between the Overseas Development Administration and the agencies, and considers the rationale for these. It draws attention to the contrast between the formal independence of these non-departmental bodies and continuing departmental control, and to the limitations of non-departmental bodies as a means of securing advice and co-operation. The article points to the difficulties in organizational terms of marrying the aim of providing a framework for co-operating with the recipients of aid, and for securing advice, co-operation and support in its administration from bodies outside central government in the U.K., while preserving ministerial responsibility.     

New mafia: Black, hispanic and Italian styles

Organized crime is a functional part of the Ameri-can social system and, while successive waves of immigrants and migrants have found it an available means of mobility, it transcends the involvement of any particular group and even changing definitions of legality and illegality in social behavior. Francis A.J. Ianni is professor and director of the Division of Educational Institutions and Programs, director of the Horace Mann-Lincoln Institute and chairman of the department of educational administration. Teachers College of Columbia University.     

The Role of Management and Representation in Improving Performance of Disadvantaged Students: An Application of Bum Phillips's “Don Shula Rule”1

Scholars and practitioners within the U.S. education system have focused considerable attention on developing new programs aimed at raising educational achievement for disadvantaged students. New programs are only one way to improve student performance, however; recent work in public administration suggests that public management and implementation practices might also have a large impact on student performance. Existing research shows that managerial networking, managerial quality, and effective personnel management can significantly improve the quality of the education received by disadvantaged students. Additional work highlights the contribution of representative bureaucracy. Because these research agendas have targeted the public administration literature rather than the education policy literature, this article seeks to bring this research back to education policy. Using data from several hundred Texas public school districts, spanning 1995 to 2002, and focusing on disadvantaged student performance (Latinos, blacks, and low‐income students), this article illustrates how both management and processes to enhance the representativeness of teaching faculty produce benefits for disadvantaged students.     

试论反腐倡廉教育科学化水平的提升

反腐倡廉教育是党风廉政建设和反腐败斗争的基础性工作,是从源头上预防腐败的重要途径。反腐倡廉教育关口前移是从理论和现实出发的理性选择。在反腐倡廉教育实践中,既要严格遵循教育学原理与规律,又要充分把握反腐败斗争的特点;既要站在时代的角度,与世情党情国情紧密结合;又要站在战略的高度,充分发挥教育在反腐倡廉建设中的基础性作用;既要发掘和继承我国的传统廉政文化,又要学习和借鉴外国反腐倡廉教育经验;既要强化教育的目标和内容,又要丰富教育的载体和方式,做到主题鲜明,寓教于乐。