Management/Administration of Education

1. Management/Administration of Education Week 2, 25-28 February, 2013

2. Discussion • How do you define management (using your own words)? • What would be the main purpose of management? • Who are the doers/agents/actors of management? • What should be managed? • What are the functions of management? • What would the organization expect of its manager?

3. Management vs. Administration • Similarity(ties): • to control • Differences: • Administration is more appropriate for governmental organizations that emphasize on social/public interests/benefits • Management is more common to use in private institution that more emphasize on commercial/economical interest (Sutisna, 1987) ** Practically, it is difficult to distinguish administration from management depending on the perspectives of each person and/or groups

4. Definitions of Management • Definitions of management are so many and varied, and we can even create our own definition. • To understand what is the meaning of management, we can take into account both lexical and theoretical definitions as follows:

5. Lexical definitions • To conduct, or to carry on, to direct (Webster) • 1)To succeed in doing something especially something difficult, 2) the act of running & controlling business or similar organization (Oxford) • The process of utilizing resources effectively in order to achieve goals (Indonesian Dictionary), etc.

6. Theoretical definitions • As an integrating process by which authorized individual create, maintain, and operate an organization in the selection of the accomplishment of its aims (Bittel) • The use of people and other resources to accomplish objectives (Boone & Kurtz) • The function of getting things done through people (Koontz & O’Donnel) • The process of efficiently achieving the objectives of the organization with and through people (De Conze & Robbin)

7. What includes management? To conclude, management in its broadest sense is about: • setting direction, aims and objectives; • planning how progress will be made or a goal achieved; • organizing available resources (people, time, materials) so that the goal can be economically achieved in the planned way; • controlling the process (i.e. measuring achievement against plan and taking corrective action where appropriate); and • setting and improving organizational standards. As all teaching jobs contain at least some element of ‘management’ in this sense, one can argue that every teacher is a manager. (Everard, Morris & Wilson, 2004)

8. The functions of management • There are so many experts who have defined the functions of management, to mention some, for example: • Terry: Planning, Organizing, Actuating & Controlling • Fayol: Planning, Organizing, Commanding, Coordinating, & Controlling • Koontz & O’Donnel: Planning, Organizing, Staffing, Directing, & Controlling • Gullick: Planning, Organizing, Staffing, Directing, Coordinating, Reporting, & Budgeting • Turney: Planning, Communicating, Organizing, Motivating, & Controlling

9. Deming Cycle • In the context of quality assurances, the functions of management comprise: • Plan • Do • Check • Act

10. Implementing management functions • The functions of management cannot be accomplished once each component is not appropriately carried out. So, it would be imperative if we check what the roles of each function from Terry’s functions of management: • Planning • Organizing • Actuating, and • Controlling

11. 1) Planning • It may be defined as the process by which manager set objectives, asses the future, and develop course of action designed to accomplish these objectives (Boone & Kurtz) • In details, Boone & Kurtz assume Planning process can comprise: • Setting organizational objectives • Developing planning premises • developing methods to control the operation of plan

12. How Planning works at school • In the process of planning, school managers (Principles) need to carry out the following steps: • Visioning & formulating school missions • Making policy & setting goals • Designing programs • Determining & allocating of resources • Modifying policy and plan (Turney & Smith)

13. The Case • Suppose, students’ achievement in their National Examination (UN) of a secondary school is not yet satisfactory (5.5 in average), and a school principle expects that their achievement in UN can improve to reach at least 8 in average for next three years. • What kinds of planning process that the principle have to take into consideration to make these goals feasible in next three years?

14. 2) Organizing • Organization is required to make sure that actions can be carried out effectively to achieve the goals. • Things that have to consider during organizing phase are as follows: • Developing & modifying organizational structure • Orienting participants & establishing high expectations • Assigning tasks &, where appropriate, delegating authority • Coordinating & sustaining contribution (Turney)

15. 3) Actuating • Actuating process is the invaluable step of managing functions. • How ideas/plan & changes can be converted into action • Whether or not expected organizational goals can be achieved is fully influenced by its process

16. 4) Controlling • “ activities used by managers to ensure that activities of an organization are consistent with plan and organizational objectives are achieved” (Turney) • “the process by which managers determine whether organizational objectives are achieved and whether actual operation are consistent with plans” (Boone & Kurtz)

17. Steps of controlling • Establishing standard of performance • Influencing the performance of staff • Monitoring & evaluating progress • Initiating corrective action where performance below standard (Turney)

18. Summary 1 • In executing all phases of the functions of organization, managers (principals) play key role. • So, the ‘organization’ – be it department, school, college, university, education authority or, indeed, the educational system – expects of its ‘managers’ three things. These are that they will (1) integrate its resources in the effective pursuit of its goals; (2) be the agents of effective change; and (3) maintain and develop its resources.

19. Educational management • Educational administration is a social process that take place within the context of educational system (Castetter) • The process of planning, organizing, leading, controlling teaching personals and teaching resources in order to achieve educational objectives… (Atmodiwirio)

20. Areas/functions of educational administration/management Productive Educational Objectives

21. School Capitals to manage • According to Consortium on Renewing Education, educational institutions (schools) have five forms capitals that need to manage for educational success: • Integrative capital; how to integrate all capital • Human capital; • Financial capital; finance required to improve edu. process • Social capital; as trusted community • Political capital; legal authority to carry out edu. process

22. Functions of educational management Refer to Deming Cycle as discussed before: • Plan • Do • Check • Act

23. Summary 2 • Theoretically, management carried out in educational institutions has similar roles and functions as that of other institutions such as business organizations

24. Next week agenda!! Topic: National educational system Reading Resources: • UU No. 20 Tahun 2003 tentang SISDIKNAS • UU No. 14 Tahun 2005 tentang Guru dan Dosen • PP No. 19 Tahun 2005 tentang Standar Nasional Pendidikan • PP No. 17 Tahun 2010 tentang Pengelolaan Penyelenggaraan Pendidikan