Title Page (i) Title of submission : Emerging Management Paradigms in Education, (ii) Theme area : Emerging Management Paradigms in Education, : Prof R Ramakrishnan (iii) Name of the author (iv) Designation with Department :Head, Department of Management Studies (v) Mailing address: College: Muthayammal Engineering College, Rasipuram 637408 Residence: Suri Illam, 10A Swami Sivananda Salai, Rasipuram 637408 (vi) E-mail address : ramakrish54@gmail. com or ramakrish54@yahoo. com (vii) Phone number(s) College: 04287-220837 and 226837 Residence: 04287-225837 Mobile (viii) Fax number : +919952669656 : 04287- 226537
Presented by me at Golden Jubilee National Seminar On Emerging Management Paradigms Organized by the University Of Madras Department Of Management Studies On February 23,24 – 2006.
1 of 10 Electronic copy available at: http://ssrn. com/abstract=1751645 Abstract Emerging Management Paradigms in Education The key success factor for any business in the age of global competition is its ability to innovate continuously, appropriately, and faster than its rivals. This can only happen through unleashing the untapped capabilities of all its employee
When one considers that in any economic activity it is the human element that commands, directs, organizes, controls and maximizes the factors of production.
The skills of a nation’s workforce and the quality of its infrastructure are what make it unique, and uniquely attractive, in the world economy. The quality of people appropriate to the particular level and complexities of the activity determines how well or poorly, these tasks are accomplished. The pace at which education and training systems transmit knowledge and skills of the requisite quality directly affects the pace of development
Education and training are the primary systems by which the human capital of a nation is preserved and increased.
Education should contribute to the development of a workforce with cognitive skills. The pace at which education and training systems transmit knowledge and skills of the requisite quality directly affects the pace of development. Quality in education is a matter of global quest. Over the past decade, two trends have gained the attention of the higher education community: Total Quality Management (TQM) and the Learning Paradigm.
This paper will deal with these two emerging management paradigms in education. ****************** 2 of 10 Electronic copy available at: http://ssrn. com/abstract=1751645 Emerging Management Paradigms in Education Understanding and mastering the paradigms is one important thing for making progress in life and in business. The word paradigm seems to have originated from the Greek and it means model, pattern or example . The paradigm explains the world to us and helps us predict its behavior. A paradigm can be defined as a group of assumptions, beliefs, values, and social practices shared by a community of people.
It is an invisible cultural structure through which we perceive, filter, and make meaning of the world. It influences what we perceive as reality, our possibilities and what we believe is beyond question. It is a set of rules and regulations that does two things: (1) It establishes and defines boundaries; and (2) It tells you how to behave inside those boundaries to be successful The seven key Characteristics of Paradigms are: 1. Paradigms are common. They give the practitioner the vision. Change in a single rule does not make for a paradigm shift. . Paradigms are functional. They are necessary as they are the rules. We mix paradigms to give us diversity that lets us deal with the complexity around us. 3. The Paradigm effect reverses the commonsense relationship between seeing and believing. It reverses the idea of “I’ll believe it only when I see it. 4. There is almost always more than one right answer. It allows for more perspectives as different people see the same thing in different ways. 5. Strongly held Paradigms can lead to Paradigm paralysis.
One cannot simply rests on one’s successes or laurels, as nothing is impossible. 6. Paradigms are not permanent. In our quest to solve the impossible, if the old paradigm does not work make a new one. A paradigm shift is a change to a new game, a new set of rules. 3 of 10 7. Human beings can choose to change their paradigms that mean we must be quiet and listen. Most assumptions about the economy, business and technology remain valid at the most for thirty years. Yet most of our assumptions about business, technology and organization are at least 50 years old.
The key success factor for any business in the age of global competition is its ability to innovate continuously, appropriately, and faster than its rivals. This can only happen through unleashing the untapped capabilities of all its employees When one considers that in any economic activity it is the human element that commands, directs, organizes, controls and maximizes the factors of production. The skills of a nation’s workforce and the quality of its infrastructure are what make it unique, and uniquely attractive, in the world economy.
Systems thinking demands that we understand a system and how it fits into the larger system of which it is a part. Organizations, institutions, and economic systems all exist within social systems, and those social systems exist within larger ecological and biosphere systems. Human beings are becoming more aware that they have a responsibility and a choice about the kind of future that they want to see emerge. organizations, evolutionary corporations, and ecological and Learning sustainable ommunities could be built without diminishing the chances of future generations and the extinction of more species. The quality of people appropriate to the particular level and complexities of the activity determines how well or poorly, these tasks are accomplished. The pace at which education and training systems transmit knowledge and skills of the requisite quality directly affects the pace of development. A “Learning Organization” is essential for survival in the present era of Liberalization, Privatizations and Globalization.
Therefore, “Knowledge” is the only Core Competence of Organizations for coping with changes. Since, individual 4 of 10 knowledge is the starting point for organizational knowledge, therefore, it is only the employees who can convert knowledge into efficient actions. Now people are “knowledge workers” and need to be treated as associates rather than subordinates. Knowledge workers must know more about their jobs than their boss does. The very definition of a knowledge worker is one who knows more about his or her job than anybody else in the organization.
Knowledge workers cannot be managed as subordinates; they are associates. They are seniors or juniors but not superiors and subordinates. The relationship is more like that between a conductor and an orchestra. Education and training are the primary systems by which the human capital of a nation is preserved and increased. Education should contribute to the development of a workforce with cognitive skills. The pace at which education and training systems transmit knowledge and skills of the requisite quality directly affects the pace of development.
Education is in the process of a major change. Through innovations in technology and teaching methodology, academic institutions are being given an opportunity to work for the benefit of the student. Change in education has a long and well-documented history. It has undergone constant change from the ancient Greeks to the modern college campus and from the Gurukulam system in India to the modern IIT’s. In current public education, there are wide variations in the roles teachers play. Teachers are often expected to play the role of parent in guiding the moral development of young people.
They are expected to be coach, friend, advisor, guardian and classroom instructor. It is virtually impossible for a single individual to have the necessary skills for all of these roles. What is needed is a model of sharing responsibilities with a major emphasis on the role of mentor. It is important that experience allow for the development of critical thinking, connoisseurship, and life long learning. Abraham H. Maslow showed conclusively that different people have to be managed differently. This can be extended to education that different students have 5 of 10 o be taught differently. To truly accept the future and take advantage of the promise that technological advances have made, we need to do more than re-think old methods. We must embrace new ideas. A Cooperative Community of Learning (CCL) would build new relationships between education and all other members of society through effectively changing the attitude students have towards learning. Computer technology has created a dynamic environment breaching traditional boundaries. New technologies allow students to proceed at their own pace and create flexible learning environments.
Developments in information management, internet and web technology, educational strategies, and computerized courseware have opened the door to the creation of flexible, problem based, distance learning. Advanced web technology allows programmed access to learning modules and tests. Threaded discussion groups now conduct “Virtual” tutorials. One can begin to see a future for education that offers students a high quality service within which they develop relevant knowledge, understanding, and skills at a competitive price and with effective and efficient educational strategies.
The educational vehicle must be convenient for students, promoting flexibility and enabling the students to study anywhere convenient, in their own time, with nonthreatening self-assessment. Education needs to change, as society’s needs change. Teams of professionals working together with students in clusters, phases, or teams over a longer period of time, 3-5 years, should replace the teacher-per-class-per-grade concept. Change must be allowed to develop in a naturalistic manor, allowing people the choice of educational styles.
Managing change does not mean controlling it, rather understanding it, adapting to it where necessary and guiding it when possible. ? Excellence is at the base of success in the 21st Century. ? Innovation lets you gain the competitive edge. ? Anticipation provides the info you need to be in the right place at the right time. 6 of 10 Quality in education is a matter of global quest. Over the past decade, two trends have gained the attention of the higher education community: Total Quality Management (TQM) and the Learning Paradigm. The Learning Paradigm offers a complete change in teaching.
Learning Paradigm is the increased interaction between the student and the teacher. Overall, the learning paradigm presents several similarities to TQM because of continuous improvement through teaching methods, student roles changing to that of a teammate in the learning process, and the quality and accountability aspects since students will be responsible for their own learning. Total Quality Management (TQM) offers a unique and reliable method to design and implement quality in educational institutions. Technology would be a tool used to customize the environment to suit the needs of every learner.
The learners would share common learning goals and developmental stages while the “set” of teachers would consist of a master teacher, specialist teachers and pre-service teachers. Technology plays the role of what is aptly described as ‘creative destruction’. Developing the education, knowledge, skills and abilities of people helps the economy to grow. Knowledge is the new source of competitive advantage; the power of technology allows education to be free of the component system of education. No longer do we need to limit ourselves to group learning and confining architectures.
The following five trends in educational reform are currently taking place: ? Shift of power from producers to consumers ? Emphasis on results ? Accountability ? School choice ? Professionalism Life long learning is not an attitude; it is a truism, regardless of whether the learner realizes it or not. Educators and society must realize that education should 7 of 10 not only be the major industry of a healthy society but its implementation should be virtually seamless. The institution does not simply exist within and react to society. It exists to produce results on and in society.
Many are continuing to advocate professional development as essential to any positive changes in future education. Technology has become more than a set of tools to be picked up and used when a student decides to use them. It has become a required medium that mediates experience in most aspects of people’s lives. Hence, educators should view technology as a major area of study since it is one of the principal factors in determining how people experience and know their world. A new learning system for the future would involve changes in all the interconnected elements of the system: ?
The framework of structures and funding; ? The processes of curriculum, instruction and assessment; ? The modes of access including institutions, teachers and technology; and ? The rationale for the system based on research and evaluation. With the increased concern over the development of information technologies permeating our society, and the teaching of the skills necessary for our children to utilize these technologies becoming increasingly emphasized, it seems logical that educators become knowledgeable in educational technology.
Equity in education has been receiving much attention of late. In general, equity in education refers to three issues: ? Equal access to education, ? Support and environment ? Research and pedagogy in education. The learning environment is one of the most critical areas of education and it is this area that is attacked most frequently by detractors of current educational 8 of 10 systems. The information age will not only change the way we communicate with others it will also radically change the way we expect our interactions with others to take place.
The future of educational technology is that more and more individuals will be able to choose which learning environment they prefer. Information does not pertain to any specific industry or business. Information also does not have any one end-use nor does any one end-use require a particular kind of information According to Peter Drucker management does not need more information about what is happening inside. It needs more information on what is happening outside. Management and entrepreneurship are only two different dimensions of the same task.
An entrepreneur who doesn’t learn how to manage will not last long. A management that does not learn to innovate will not last long. Every institution must build into its day-to-day management four entrepreneurial activities that run in parallel. They are ? Organized abandonment of products, services, processes, markets, distribution channels and so on that are no longer an optimal allocation of resources. ? Any institution must organize for systematic, continuing improvement (Kaizen). ?
It has to organize for systematic and continuous exploitation, especially of its successes. It has to build a different tomorrow on a proven today and ? It has to organize systematic innovation. Therefore the new paradigm on which management, both as a discipline and as a practice, must be based is that management must define the results it expects to attain and then must organize the resources of the institution to attain these results. The paradigm holds for universities, churches, charities and governments, as well as business enterprises. 9 of 10
The new paradigm of education will improve equity of access to the best educational experiences for all students and will appeal particularly to certain types of student. The new paradigm envisages the separation of course developers, tutors, and students in time and space and the use of learning resources that are accessible electronically. ******************** Select Bibliography: Barker Joel A. Future Edge: Discovering the New Paradigms of Success, William Morrow & Company- 1st Ed edition (January, 1992) Ely, Donald P: Trends in Educational Technology.
Syracuse University, New York. (1992) Frick Theodore W: Restructuring Ed Through Technology. Bloomington (1991). Guba, E. G. & Lincoln, Y. S. Competing Paradigms in Qualitative Research. In N. K. Denzin & Y. S. Lincoln (Eds. ), Handbook of Qualitative Research. SAGE Publications Inc (1994). Lincoln, Y. S. & Denzin, N. K: The Fifth Moment. In N. K. Denzin & Y. S. Lincoln (Eds. ), Handbook of Qualitative Research – SAGE Publications Inc (1994). Resources from the web: http://www. edgateway. et http://knowledge. wharton. upenn. edu http://scholar. lib. vt. edu http://www. winstonbrill. com http://www. evolutionleader. com http://www. tnellen. com http://www. managementhelp. org http://scil. stanford. edu http://sll. stanford. edu http://sll. stanford. edu http://www. ntlf. com http://www. aahe. org http://bmj. bmjjournals. com http://www. lesley. edu http://www. mit. edu http://edweb. cnidr. org http://www2. ncsu. edu http://www. laetusinpraesens. org http://maxvalue. com 10 of 10
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
