Posts Tagged ‘administrators. EDAD’

Six leadership qualities

6 Things That Will Hold You Back From Becoming a Good Leader

Want to keep growing? Make sure not to be this person.

https://www.inc.com/marcel-schwantes/6-things-that-will-hold-you-back-from-becoming-a-good-leader.html

1. Managers who take all the credit.

2. Managers who are MIA.

3. Managers who treat people as objects.

4. Managers who act on impulse.

5. Managers who don’t share information.

6. Managers who micromanage.

digital onboarding

What Is Digital Onboarding?

Digital onboarding has many advantages over traditional onboarding processes. For example:

  • It can reduce costs, as it requires less in-person training time and less time spent getting the information new employees need. It can also reduce the costs of paper and ink that would typically be used for materials.
  • New employees can start working sooner, as they’re not spending their entire first day or their first few days filling out paperwork. Digital onboarding allows this process to be spread out, reducing overwhelm and allowing employees to get on-the-job training and experience quickly.
  • Digital onboarding can be offered to new hires before they even step foot on-site. That said, bear in mind that many onboarding activities are considered work activities and will still need to be paid; this is something to consider before offering any onboarding that occurs before payroll has been set up for a new hire.
  • It will ensure that the materials presented to each new employee are consistent because they are kept centrally located.
  • It will ensure all new hires get the most current version of policies and forms, as the central location can easily be kept up to date rather than having copies in every hiring manager’s hands.
  • Digital onboarding may make it easier to track which items a new employee has and has not completed, as they’re available online and can be tracked automatically instead of manually.
  • Employees can complete the entire onboarding process at a pace that is preferable to them, within reason.
  • It will ensure nothing is missed because checklists and confirmations can be built into the process.
  • The digital onboarding process can be seamlessly integrated with other learning management software or HRIS the organization uses.
  • It can provide reference materials for employees to use in the future.
  • It can help the employer stay in compliance with all legally required forms.

Gig Academy

House of Cards: Can the American university be saved?

Daniel BessnerTwitter Sept 8, 2929

https://www.thenation.com/article/society/gig-academy-meritocracy-trap-universities-crisis/

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Your Classes Are on Zoom and Your Teaching Staff Is Being Cut

FRANCO PALAZZI

https://jacobinmag.com/2020/04/academia-uk-essex-university-layoffs-higher-education/

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On the Current Situation: Normal Violences, Pandemics, Emergencies, Necropolitics, Zombies, and Creepy Treehouses?Jeremy Hunsinger

https://fastcapitalism.journal.library.uta.edu/index.php/fastcapitalism/article/view/386

School Leaders Early Exit

https://blogs.edweek.org/edweek/District_Dossier/2020/08/coronavirus_principal_early_retirement.html

Will the pandemic change the cycle for educational leaders?

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more on EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad

Classroom Routines Change

Classroom Routines Must Change. Here’s What Teaching Looks Like Under COVID-19

By  August 5, 2020

https://www.edweek.org/ew/articles/2020/08/06/classroom-routines-have-to-change-heres-what.html

Class cultures built on collaboration or group project work will change.

discuss these priorities and present ideas for adapting common classroom routines for remote or socially distanced settings.

  • Frequent, meaningful engagement
  • Cognitively demanding work
  • Responding to formative assessment

Adapting Common Classroom Routines in an Online (or Socially Distanced) Environment

  • Introduce yourself to students at the beginning of the year
  • Hold a remote discussion
  • Plan a socially distanced art, music, or physical education lesson
  • Have students think-pair-share

 

leadership is about making everyone better

Leadership is not about being the best. Leadership is about making everyone else better.

https://www.linkedin.com/pulse/leadership-being-best-making-everyone-else-better-brigette-hyacinth/

According to Gallup’s most recent global research only 13% of employees worldwide are engaged at work. One reason for this is, many employees feel like their boss does not respect or appreciate them. The truth is great leaders don’t talk down to their employees or make them feel inferior. They make everyone that they come in contact with, feel like they are the most important person in the room. Great leaders are in the construction not the demolition business.

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more on leadership in this blog
https://blog.stcloudstate.edu/ims?s=leadership

Tech and Learning Leadership Summit

July 23-24, 2020   11:00am – 2:00pm Eastern

https://www.techlearningevents.com/summit

The Tech & Learning Virtual Leadership Summit is an exclusive, FREE, invitation-only virtual event for top-level executives from school districts around the country with education technology buying responsibilities. Taking the best of Tech & Learning’s in-person Leadership Summits, the Virtual Summit will provide an environment where district leaders can share their successes and challenges in facilitated small group discussions.

Conflicting logics of online higher education

Mariya P. Ivancheva, Rebecca Swartz, Neil P. Morris, Sukaina Walji, Bronwen J. Swinnerton, Taryn Coop & Laura Czerniewicz (2020) Conflicting logics of online higher education, British Journal of Sociology of Education, DOI: 10.1080/01425692.2020.1784707

https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F01425692.2020.1784707&area=0000000000000001

The advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance.

Unbundling – the disaggregation of educational provision and its delivery, often via digital technologies

Luc Boltanski and Laurent Thévenot’s (2006) framework of different orders of justification, connecting them to the sociological literature on institutional logics

We suggest that more explicit and nuanced national and institutional policies need to be produced around unbundled provision, which are cognisant of emerging trends in and dangers to the evolution of unbundling at public universities.

Unbundling the traditional university ‘bundle’ affects not only property, services and facilities, but also administration, evaluation, issuing credentials and even teaching (Wallhaus 2000, 22). This process involves separating educational provision (e.g. degree programmes) into component parts (e.g. courses) for delivery by multiple stakeholders, often using digital approaches (Swinnerton et al. 2018). Universities can unbundle on their own, offering individual credit-bearing modules outside bounded disciplinary curricula, or in partnership with OPM providers, offering MOOCs or credit-bearing courses or programmes. Proponents of unbundling suggest that the disaggregation of television and music production and its re-aggregation as on-demand digital content like Netflix or Spotify could represent a template for universities (Craig 2015; McIntosh 2018).

The introduction of market logic into the sector happens even if higher education is a stratified positional pseudo-market with scarce excludible resources only available to groups with access to a few prestigious institutions; its outcomes and value are difficult to measure in purely economic terms

Under accelerated marketisation, Tomlinson (2018, 714 and 724) argues, higher education is reduced to the latter frame and measured in terms of income generation, employability, consumption and performativity. Building on this framework, and relating it to unbundling, we identify the emergence of two organisational logics of higher education: the logic of social relevance and the logic of capital.

Institutional logics are ‘supra-organizational patterns of activity by which individuals and organizations produce and reproduce their material subsistence … [and] symbolic systems, ways of ordering reality… rendering experience of time and space meaningful’ (Friedland and Alford 1991, 243). Unlike new institutionalism, which remained focused on processes of institutional isomorphism or the replacement of a static single logic by another, the institutional logics perspective offers a more dynamic multi-level view: a plurality of logics coexist in complex interrelations within organisational fields like higher education

educational leadership

There are so many managers …. more concerned about positions and using employees as stepping stones. Sadly, these type of bosses leave a trail of destruction in their path.

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