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Management in organizations for adult education - conceptual and operational models

dc.contributor.advisorAlibabić, Šefika
dc.contributor.otherDespotović, Miomir
dc.contributor.otherKnežić, Branislava
dc.contributor.otherMiljković, Jovan
dc.creatorAvdagić, Emir
dc.date.accessioned2016-10-10T06:32:03Z
dc.date.available2016-10-10T06:32:03Z
dc.date.available2020-07-03T10:03:24Z
dc.date.issued2016-04-15
dc.identifier.urihttp://nardus.mpn.gov.rs/handle/123456789/6716
dc.identifier.urihttp://eteze.bg.ac.rs/application/showtheses?thesesId=3820
dc.identifier.urihttps://fedorabg.bg.ac.rs/fedora/get/o:12813/bdef:Content/download
dc.identifier.urihttp://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=527157655
dc.description.abstractJedno od naučnih područja koje svojim saznanjima treba i može da inicira pozitivne promjene i razvoj obrazovanja jeste menadžment u obrazovanju – koncepcija i praksa posebno intenzivirana posljednjih decenija. Afirmaciju obrazovnog menadžmenta prate njegova osporavanja. Kritičari menadžmenta u obrazovanju su svoje kritike bazirali uglavnom na nespojivosti prirode i suštine menadžmenta (ekonomski i biznis orijentisanog) sa centralizovanom obrazovnom politikom koja je usmjerena samo na sistem formalnog/školskog obrazovanja, u okviru koje je škola rigorozno kontrolisana institucija u kojoj ostaje malo prostora za inovativno vođenje i menadžment. Međutim, (pod)sistem obrazovanja odraslih predstavlja svojevrsno „obrazovno tržište“, kojim je neophodno upravljati korištenjem naučno zasnovanih modela i obrazaca. Svaka organizacija/institucija unutar njega teži ka adekvatnom pozicioniranju i inovativnom djelovanju u pravcu ostvarivanja svoje vizije i misije, takođe korišćenjem adekvatnih upravljačkih „alata“ i modela. Zbog posebnosti organizacija za obrazovanje odraslih, kao i zbog potreba za profesionalizacijom menadžmenta u obrazovanju odraslih u zemljama regiona, naša istraživačka namjera je bila, da sagledamo mogućnost primjene, odnosno kontekst i karakteristike modela menadžmenta u organizacijama za obrazovanje odraslih u dva vrlo različita društveno ekonomska sistema - u jednom razvijenom kao što je SR Njemačka, i u drugom vrlo „tranzicionom“, kakav je dominantan u balkanskom regionu, a predstavlja ga Bosna i Hercegovina. Upravo opisana istraživačka namjera je orijentisana ka iznalaženju uspješnih menadžment modela i njihove moguće aplikativnosti u različitim kontekstima. Teorijska polazišta u proučavanju modela menadžmenta u organizaciji za obrazovanje odraslih bila su načela savremenih teorija organizacije - teorije sistema, kontingencijske teorije, teorije upravljanja u društvenim djelatnostima, kao i načela andragoške nauke na kojima se bazira razvoj sistema obrazovanja odraslih kao „obrazovnog tržišta“ i profesionalno osnaživanje rukovodilaca u obrazovanju. Istraživanje je bilo usmjereno opštom hipotezom koja je glasila: menadžment u organizacijama za obrazovanje odraslih se razlikuje s obzirom na karakteristike njihovog vanjskog (opšteg i neposrednog) i unutrašnjeg (karakteristika organizacije i menadžera) okruženja. Istraživanje je sprovedeno u okviru holističke, kvalitativne istraživačke paradigme, koristeći model studije slučaja, komparativnu, deskriptivnu i metodu interpretativne analize, a u cilju postizanja metodološke triangulacije korištene su i kvantitativne metode i tehnike. Uzorak je činilo deset organizacija za obrazovanje odraslih (sa čijim je menadžerima obavljen intervju) i stotinu zaposlenih u tim organizacijama (koji su anketirani). Obilje rezultata predstavljenih, analiziranih i diskutovanih u ovoj istraživačkoj studiji, uz to što su naučno inspirativni (za potencijalna istraživanja), mogu imati i snagu preporuka. Dobijeni istraživački nalazi i iz njih izvedeni zaključci djelimična su empirijska podrška opštoj hipotezi istraživanja. Iako djelimično potvrđena, opšta istraživačka hipoteza nam je bila relevantna vodilja u traganju za rezultatima, koji mogu biti naučno platforma za projektovanje preporuka i smjernica za izbor i primjenu adekvatnih konceptualnih i operativnih modela menadžmenta za određeni organizacijski kontekst. Na toj platformi su zasnovane brojne preporuke za upravljačku praksu u vidu smjernica za izbor i primjenu adekvatnih menadžment modela. Posebno treba naglasiti preporuku usmjerenu na neophodnost primjene adekvatnih konceptualnih modela kao svojevrsnih teorija koje obezbjeđuju „mentalne modele“ i pomažu da se razumije priroda prakse i procjene njeni učinci. Teorije menadžmenta, ili drugim riječima, teorijski/konceptualni modeli menadžmenta predstavljaju temelj za primjenu određenih vrsta ili tipova menadžmenta, ili operativnih modela menadžmenta. Rezultati istraživanja su „promovisali“ tri konceptualna modela (kolegijalni, kulturalni i formalni) i deset operativnih modela kao posebno značajnih u upravljačkoj praksi organizacija za obrazovanje odraslih, među kojima su vodeći strategijski menadžment i menadžment razvoja ljudskih resursasr
dc.description.abstractOne of the scientific fields which can use its scientific knowledge to initiate positive changes and development of education is educational management – as concept and as practice it has been intensified in the past several decades. Affirmation of educational management goes parallel with its derogation. Critics of educational management base their criticism mainly on incompatibility of the nature and essence of management (which is economically and business oriented) and centralized education policy, which is aimed strictly at the system of formal/school-oriented education and in which the school is strictly controlled institution with almost none possibility of innovative leadership and management. However, (sub)system of adult education is a sort of “educational market” which needs to be managed by using scientifically-based models and forms. Every organization/institution within the adult education system aspires to position itself adequately and to work innovatively, in order to implement its vision and mission by using adequate management “tools” and models among other things. Since organizations for adult education have their specifics, and since there is a growing need to professionalize management in adult education in the Balkan region countries, our research goal was to give consideration to the possibility for application, that is, to discuss context and characteristics of management models in organizations for adult education in two very diverse social and economic systems – one, developed, such as Germany and one highly “transitional” which is quite dominant in the Balkans region and prominently represented by Bosnia-Herzegovina. As such, our research goal was oriented towards finding successful management models and their possible applicability in various (different) contexts. Theoretical postulates in scrutinizing management models in organization for adult education used principles of contemporary organizational theories – system theory, contingence theory, theory of management in social activities, as well as principles of andragogy as science, which are essential for development of adult education system as an “educational market” and for professional enhancement of managers in education. Research was led by the general hypothesis: management in organizations for adult education differs based on characteristics of its external (general and immediate) and internal (characteristics of organization and manager) environment. Research was implemented within holistic, creative research paradigm, using case study model, comparative method, descriptive method and method of interpretative analysis, and with the aim to achieve methodological triangulation, quantitative methods and techniques were used as well. Ten organizations for adult education constituted the sample and we did an interview with their managers as well as questionnaire based survey with 100 employees there. Plentitude of results which have been presented analyzed and discussed in this researchbased study, apart from offering scientific inspiration, can also be used as recommendations. Research findings and conclusions based on them offer partial empirical support to the general hypothesis. Although it has been partly confirmed, general research hypothesis offered relevant guidelines for searching for results which can be scientific platform for projecting recommendations and guidelines for selection and application of adequate conceptual and operative models of management for specific organization context. Based on this platform, numerous recommendations for management practice, that is, guidelines for selection and application of adequate management models were given. Recommendation for necessity of application of adequate conceptual models as certain form of theories which provide “mental models” and help to better understand the nature of practice and to appraise its effects seems quite important in this context. Theories of management, or put in other words: theoretical/conceptual models of management represent the base for application of certain kinds or types of management or operational models of management. Results of this research “have promoted” three conceptual models (collegial, cultural and formal) and ten operational models, as especially important in the managerial practice of organizations for adult education (strategic management and human resources management being the leading ones among others)en
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Београду, Филозофски факултетsr
dc.rightsopenAccessen
dc.sourceУниверзитет у Београдуsr
dc.subjectorganizacija za obrazovanje odraslihsr
dc.subjectorganization for adult educationen
dc.subjectmenadžment u obrazovanju odraslihsr
dc.subjectkonceptualni modeli menadžmentasr
dc.subjectoperativni modeli menadžmentasr
dc.subjectkompetentnost menadžerasr
dc.subjectmanagement in adult educationen
dc.subjectconceptual models of managementen
dc.subjectoperational models of managementen
dc.subjectcompetency of manageren
dc.titleMenadžment u organizacijama za obrazovanje odraslih - konceptualni i operativni modelisr
dc.titleManagement in organizations for adult education - conceptual and operational modelsen
dc.typedoctoralThesis
dc.rights.licenseBY-NC
dcterms.abstractAлибабић, Шефика; Кнежић, Бранислава; Деспотовић, Миомир; Миљковић, Јован; Aвдагић, Емир; Менаджмент у организацијама за образовање одраслих - концептуални и оперативни модели; Менаджмент у организацијама за образовање одраслих - концептуални и оперативни модели;
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/27486/Emir_Avdagic_referat_FZF.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/27485/Disertacija4806.pdf


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