Higher Education As a Tool to Build the Cultural and Intellectual Potential of Managers

The article reveals the methodological aspects of training a new generation of managers in universities. In modern conditions in higher education theoretical and practical education of managers is required, as well as formation of their professional culture demonstrated in developed soft skills. However, in Russian society the traditional type of managerial culture prevails, which is demonstrated in spontaneous recruitment. As a scientific-theoretical and methodological basis of this research, the authors use system, dialectical, activity, phenomenological approaches, methods of applied sociological research. The article justifies that the effectiveness of management is associated with the level of development of intellectual potential of managerial personnel and its improvement is carried out through the implementation of professional, innovative, moral, information sub potential. Modern university training of managerial personnel reflects the contradiction between the traditional model of education and new requirements of the society, connected with modernization processes. Growing public intellectual activity requires managers to create new forms, methods and mechanisms of management. In these conditions, one of the mechanisms of management is a purposeful construction of managerial culture of young people as a future subject of management in the system of higher education. The development of the ability to improve internally is an important task of modern Russian management. The principle of subject-subject vertical and horizontal relations in knowledge management implies a shift of emphasis to self-organization. Therefore, it is necessary to take into account not only learning opportunities, but also self-learning. Academic training for management activities includes a combination of research and applied activities supplemented by the study of disciplines with a social and humanitarian orientation. In this connection, there is a need to train a new generation of professional managers capable of innovations, creative, constructive management activities, which are based on a fundamentally different culture of education management and personnel policy. Keywords: intellectual potential, culture, knowledge, management, higher education, professional training of manager

Continuing professional development (CPD) policy and the discourse of teacher professionalism in Scotland

The dynamic nature and multiple interpretations of professionalism make any analysis of it as a static, homogenous concept somewhat difficult. Much of the existing body of literature, which explores professionalism from a traditional sociological perspective, is now being challenged by developing concepts of professionalism that support particular political agendas. Contemporary writers prominent in the field of teacher professionalism appear to be highlighting two contrasting models. While these are defined slightly differently and attributed different names according to particular writers, broadly speaking they equate to a managerial perspective and a democratic perspective. In this paper an analysis of contemporary conceptions of professionalism from literature is presented, and then used in interpreting the discourse evident through a range of public documents on CPD for teachers in Scotland. The paper suggests that the democratic, transformative view of professionalism promoted in much of the recent literature, while reflected in some of the rhetoric surrounding Scottish CPD policy, is not as apparent in real terms. In conclusion it is suggested that there is a need for all stakeholders to interrogate CPD policy more rigorously in order that the underlying conceptions of professionalism can be made explicit

SOME COMMENTS ON EDUCATION FOR ENTREPRENEURSHIP

Author stresses the increasing role of education for entrepreneurship within the formal system of education, as well as the importance of individual’s socialization. In formal education technical, economical and legal disciplines are more important, while other forms of socialization should develop courage, innovative attitude, risk acceptance and creativity. Several dimensions of entrepreneurships, defined in theory, are discussed: economic, managerial, innovative and ethical. For each dimensions there are specific forms of education. While some authors suggest that ethical dimension turns into specific form of social entrepreneurship, there is a need for further education in this field too.dimensions of entrepreneurship, formal education, socialization, social entrepreneurship

Housing professionalism in the United Kingdom: the final curtain or a new age?

The unusually large, predominantly municipal, housing sector in the UK has provided the context for a large occupational grouping of "housing managers" that has claimed professional status. However, within the post-1945 British welfare state this professional project enjoyed limited success and social housing remained a fragile professional domain. This article explores the consequences for housing professionalism of the recent displacement of the bureau-professional "organisational settlement" by that characterising an emerging "managerial state". Managerialism constitutes a clear challenge to established forms of "professionalism", especially a weak profession such as housing management. However, professionalism is temporally and culturally plastic. Hence, the demands of managerialism, within the specific context of New Labour's quest for "community" cohesion, may be providing opportunities for a new urban network professionalism founded on claims to both generic and specific skills and also a knowledge base combining abstraction with local concreteness. The prominence in these networks of erstwhile "housing" practitioners may become the basis for a new, quite different, professional project. This argument is developed through both conceptual exploration and reference to empirical research. The latter involves reference to recent work by the authors on, first, the perception of housing employers of the changing nature and demands of "housing" work and its consequences for professionalism and, secondly, the professional project implications of the increasing prominence of neighbourhood management.</p

Managerialism and the neoliberal university: Prospects for new forms of "open management" in higher education

The restructuring of state education systems in many OECD countries during the last two decades has involved a significant shift away from an emphasis on administration and policy to an emphasis on management. The "new managerialism" has drawn theoretically, on the one hand, on the model of corporate managerialism and private sector management styles, and, on public choice theory and new institutional economics (NIE), most notably, agency theory and transaction cost analysis, on the other. A specific constellation of these theories is sometimes called "New Public Management," which has been very influential in the United Kingdom, Australia, Canada and New Zealand. These theories and models have been used both as the legitimation for policies that redesigning state educational bureaucracies, educational institutions and even the public policy process. Most importantly, there has been a decentralization of management control away from the center to the individual institution through a "new contractualism" - often referred to as the "doctrine of self-management" - coupled with new accountability and competitive funding regimes. This shift has often been accompanied by a disaggregation of large state bureaucracies into autonomous agencies, a clarification of organizational objectives, and a separation between policy advice and policy implementation functions, together with a privatization of service and support functions through "contracting out". The "new managerialism" has also involved a shift from input controls to quantifiable output measures and performance targets, along with an emphasis on short-term performance contracts, especially for CEOs and senior managers. In the interests of so-called "productive efficiency," the provision of educational serviceshas been made contestable; and, in the interests of so-called allocative efficiency state education has been progressively marketized and privatized. In this paper I analyze the main underlying elements of this theoretical development that led to the establishment of the neoliberal university in the 1980s and 1990s before entertaining and reviewing claims that new public management is dead. At the end of the paper I focus on proposals for new forms of "the public" in higher education as a means of promoting "radical openness" consonant with the development of Web 2.0 technologies and new research infrastructures in the global knowledge economy

Reconciling Hierarchy and Democracy: The Value of Management Learning.

Pluralistic organizations are often argued to have become an indisputable reality for senior managers. In consequence, the role of hierarchy has come under close scrutiny. How can organizations balance the need for congruence, provided through hierarchy, with the need for greater organizational democracy? As yet, the potential for management education and learning to impact on this debate, at either an organizational or a societal level, has been largely unfulfilled. This article argues that the aspirational values of liberal adult educationalists have a significant contribution to make to the management of contemporary organizations. It positions these values alongside the business requisites that shape organizations and examine the motivations of senior managers to apply these ideas in practice. The concept of voluntarism, derived from the field of political philosophy, is proposed as an alternative organizational binding mechanism that alters the rationale for the role of hierarchy. The implications for senior executives and management educationalists are considered

Innovation, skills development and labour: a European perspective

LSE Enterprise was approached by Microsoft, a software developer engaged in lobbying the European Commission and Parliament, to appoint an expert team of academic consultants to research and write a series of four reports on various aspects of innovation. Working with our nominated academic director, LSE Enterprise put together a strong research team, who continue to work closely with the client to deliver each of the reports to a standard suitable for consumption by top EU policy-makers, the client's industry sector, the press and the public. The reports are designed and printed professionally to ensure maximum quality and consistency across the series

Heteroglossia : a space for developing critical language awareness?

This paper reports on research into the challenges of implementing a critical writing pedagogy within a teacher education program in Australia. Participants in this study are student teachers enrolled in a compulsory subject, &ldquo;Language and Literacy in Secondary School&rdquo;, a subject requiring them to develop a knowledge of the role of language and literacy across the secondary school curriculum and to show personal proficiency in literacy as part of graduate outcomes for teacher education dictated by the State Government of Victoria. To develop an understanding of the way that language has shaped their lives, students write a narrative about their early literacy experiences &ndash; a task which they all find very challenging, especially in comparison with the formal writing of other university subjects. Rather than simply reminiscing about their early childhood, they are encouraged to juxtapose voices from the past and the present, and to combine a range of texts within their writing. Later in the semester they revisit these accounts of their early literacy experiences and, in a separate piece of writing, endeavour to place these accounts within the contexts of theories and debates they have encountered in the course of completing this unit. The students&rsquo; writing provides a small window on how they are experiencing their tertiary education and their preparation as teachers, including the managerial controls that are currently shaping university curriculum and pedagogy. We argue that such heteroglossic texts (Bakhtin, 1981) prompt students to stretch their repertoires as language-users, enabling them to develop a socially critical awareness of language and literacy, including the literacy practices in which they engage as university students.<br /

New human resource management systems in non-based-knowledge firms: Applications for decision making on the business performance

The aim of this paper is double. First, it provides a conceptual framework and modelling of the relationship between human resource management (HRM) systems and non-based-knowledge firms. Second, using survey data on 1.518 Catalan firms (in Spain, with capital in Barcelona), the paper: 1) identify two system of HRM (in progress HRM system and non-HRM developed system); 2) build a causal model of determinants of HRM systems; and 3) describe the association links between in progress HRM system and firm's performance. Using factor and cluster analysis, we find that only one-third of firms use in progress HRM system. Using logit binomial analysis, we find that features which are structural, technological, strategic, organisational and performance-related explain the adoption of in progress HRM system. Finally, using association analysis, we find that firms that adopt in progress HRM system: 1) are more internationalised and show greater ability to adapt to the changing environment, to innovate and to collaborate; 2) focus on product/service differentiation strategy enhancing quality; 3) apply a greater degree of new forms of work organization; 4) have more technological equipment and use IT more intensively; and 5) invest more in training their employees, than firms with non-HRM system developed