Treść głównego artykułu
Abstrakt
The information society necessitates the continuous development of education. At the same time, the development of education creates new opportunities for the development of human potential. The purpose of this work is to analyse the instrumental possibilities of educational change for the development of education in the conditions of demanding educational requests and tasks of professional work with a substantial amount of information. The approaches of joint creative activity of participants of the educational process as effective means that create an unfavorable context for educational changes are determined. It is emphasised that the development of human potential depends on the ability of education to be flexible relative to the needs of the information society. It is determined that the transformation of the social institution of education requires radical changes in the training of a new generation of managers with a high level of professionalism, culture, innovative creative thinking. It is found out that a set of theories of organisational development is submitted methodologically capacious for creating conceptual models of management of educational changes. Reasonably scientific bases of educational changes as objects of public management are characterised by tendentiousness of public management of educational changes of collective nature.
Szczegóły artykułu
Autor (Autorzy) artykułu oświadcza, że przesłane opracowanie nie narusza praw autorskich osób trzecich. Wyraża zgodę na poddanie artykułu procedurze recenzji oraz dokonanie zmian redakcyjnych. Przenosi nieodpłatnie na Oficynę Wydawniczą SGH autorskie prawa majątkowe do utworu na polach eksploatacji wymienionych w art. 50 Ustawy z dnia 4 lutego 1994 r. o prawie autorskim i prawach pokrewnych – pod warunkiem, że praca została zaakceptowana do publikacji i opublikowana.
Oficyna Wydawnicza SGH posiada autorskie prawa majątkowe do wszystkich treści czasopisma. Zamieszczenie tekstu artykuły w repozytorium, na stronie domowej autora lub na innej stronie jest dozwolone o ile nie wiąże się z pozyskiwaniem korzyści majątkowych, a tekst wyposażony będzie w informacje źródłowe (w tym również tytuł, rok, numer i adres internetowy czasopisma).
Osoby zainteresowane komercyjnym wykorzystaniem zawartości czasopisma proszone są o kontakt z Redakcją.
Referencje
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Jacobsen, C., Hvitved, J., & Andersen, L. (2013, March). Command and motivation: How the perception of external interventions relates to intrinsic motivation and public service motivation. Public Administration. Advance Online Publication, 92 (4).
Jones, R., Thompson, F., & Zumeta, W. (2001). Public management for the new millennium: developing relevant and integrated professional curricula? Retrieved from: http://journals.
sfu.ca/ipmr/index.php/ipmr/article/download/188/188/ (accessed: 1.12.2020).
Kanter, R. (1999). Change is everyone’s job: Managing the extended enterprise in a globally connected world. Organizational dynamics, 28 (1), 7−23.
Kezar, A. (2001). Understanding and Facilitating Organizational Change in 21th Century: Recent Research and Conceptualizations. Higher Education Report, 28, 4, San Francisco: Jossey-Bass.
Koch, A. (2004). Change Kommunikation. Marburg: Tectum Verl.
Kotter, J. (1996). Leading change. Boston: Harvard Business School Press.
Kruchovski, P. (2016). 9 ways to make education fit for the 21st century, World Economic Forum. Retrieved from: https://www.weforum.org/agenda/2016/07/9-ways-tomake-education-fit-for-the-21st-century?utm_content=buffer1a29c&utm_ medium=social&utm_source=twitter.com&utm_campaign=buffer (accessed:
3.12.2020).
Leithwood, K., & Poplin, M. (1992). Toward Transformational Leadership, Educational Leadership. 49 (5), 8–12.
Levine, D., & Cooper, E. (1989). The Change Process and Its Implications in Teaching Thinking. In: Lorna Idol, Beau F. Jones (Eds.), Educational Values and Cognitive Instruction (pp. 387–410). Hillsdale, NJ: Lawrence Erlbaum.
Lewin, K. (1947). Frontiers in Group Dynamics. Human Relations 1 (5‒41). Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/001872674700100201 (accessed:
4.12.2020).
Lewin, K. (1952). Field Theory in Social Science: Selected theoretical papers. London: Tavistock.
Mulford, R., Silja, W., Claudia, H., & Zarins, S. (2002). Organizational Learning and School Change. Educational Administration Quarterly, 38 (5), 613−642.
Semenets-Orlova, I. (2017). Processual aspects of educational changes: empirical findings at institutional level. Advanced Education, 1 (7), 64−67.
Semenets-Orlova, I. (2018). Tendencies in reforming the educational system of modern Ukraine: national and regional aspects. Public management: collection, 2 (12), 171‒179.
Referencje
Jacobsen, C., Hvitved, J., & Andersen, L. (2013, March). Command and motivation: How the perception of external interventions relates to intrinsic motivation and public service motivation. Public Administration. Advance Online Publication, 92 (4).
Jones, R., Thompson, F., & Zumeta, W. (2001). Public management for the new millennium: developing relevant and integrated professional curricula? Retrieved from: http://journals.
sfu.ca/ipmr/index.php/ipmr/article/download/188/188/ (accessed: 1.12.2020).
Kanter, R. (1999). Change is everyone’s job: Managing the extended enterprise in a globally connected world. Organizational dynamics, 28 (1), 7−23.
Kezar, A. (2001). Understanding and Facilitating Organizational Change in 21th Century: Recent Research and Conceptualizations. Higher Education Report, 28, 4, San Francisco: Jossey-Bass.
Koch, A. (2004). Change Kommunikation. Marburg: Tectum Verl.
Kotter, J. (1996). Leading change. Boston: Harvard Business School Press.
Kruchovski, P. (2016). 9 ways to make education fit for the 21st century, World Economic Forum. Retrieved from: https://www.weforum.org/agenda/2016/07/9-ways-tomake-education-fit-for-the-21st-century?utm_content=buffer1a29c&utm_ medium=social&utm_source=twitter.com&utm_campaign=buffer (accessed:
3.12.2020).
Leithwood, K., & Poplin, M. (1992). Toward Transformational Leadership, Educational Leadership. 49 (5), 8–12.
Levine, D., & Cooper, E. (1989). The Change Process and Its Implications in Teaching Thinking. In: Lorna Idol, Beau F. Jones (Eds.), Educational Values and Cognitive Instruction (pp. 387–410). Hillsdale, NJ: Lawrence Erlbaum.
Lewin, K. (1947). Frontiers in Group Dynamics. Human Relations 1 (5‒41). Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/001872674700100201 (accessed:
4.12.2020).
Lewin, K. (1952). Field Theory in Social Science: Selected theoretical papers. London: Tavistock.
Mulford, R., Silja, W., Claudia, H., & Zarins, S. (2002). Organizational Learning and School Change. Educational Administration Quarterly, 38 (5), 613−642.
Semenets-Orlova, I. (2017). Processual aspects of educational changes: empirical findings at institutional level. Advanced Education, 1 (7), 64−67.
Semenets-Orlova, I. (2018). Tendencies in reforming the educational system of modern Ukraine: national and regional aspects. Public management: collection, 2 (12), 171‒179.