Assessment of Academic Management as a Success Factor for Knowledge Management

Assessment of Academic Management as a Success Factor for Knowledge Management

Limin-tzen Esmeralda Bueno Gasca (Instituto Politécnico Nacional, Mexico)
Copyright: © 2016 |Pages: 23
DOI: 10.4018/978-1-5225-0457-3.ch012
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In this research several elements are exposed through a network of processes which build a quality academic system in a sequence “diagnosis-planning-management”. To get the information which would generate these criteria, a Likert questionnaire for 30 students and 8 teachers was designed; also an interview for a manager based on standardized indicators by the Ministry of Education to get the self-evaluation. The gathered information generated the value judgment that when it was applied to the evaluation of the academic management, some results were highlighted. Finally, this research establishs as objective the design of a relevant proposal to ensure that the academic management achieve quality processes based on the application of knowledge management and also get the improvement of its services based on self-assessment.
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Educational institutions currently stand at an axis of analysis, both academic-scientific and professional level. Alvarez (2014) states that the transformation of school organization has the purpose of finding the right answer to the demands and criticisms from the public opinion according to the education given.

Alvarez (2014) also states that a great deal of the problem lies on the idea that the school organization usually remains widely apart from the teaching-learning process, and it tends to pay insufficient attention to the sociocultural context of students.

For this reason, it is necessary that the centers provide incentives to the students which help them grow physically, socially and intellectually as well as build the bases for their professional training.

Due to the fact that Quintana (2007) reckons schools as multifunctional institutions whose primary mission is to educate and instruct the students, without forgetting the objectives which have been assigned by the legal framework that defines them and by the educational framework.

Meanwhile, Münch (2010) promotes the transformation process in schools, from the perspective of the organizational theory and educational sciences; because it is undeniable that there is a strong relationship between organizational structures of schools and the teaching models which are being developed in them.

However, Alvarez (2014) points out that the organizational structure which exists in the institutions causes the limiting teaching practice as well as the development of new teaching models of education, to encourage the skills training of the student.

Therefore, within an educational organization there are several articulated elements through a network of processes, which altogether build an academic system, the one that needs to keep developing and with quality.

It means, organizations need to manage the academic processes to achieve the quality education based on quality criteria; from the perspective of Alvarez (2014) it is proposed the sequence “diagnosis-planning-management” to achieve it.

As for the diagnosis and planning, they are presenting features to drive the goals of education in establishments, however, to achieve the objectives with quality, Cardoso, et. al. (2011) suggests to lean on the evaluation of academic management, itself consists on an activity for appreciating the value and maturity (or level of excellence) of the processes from the organization in order to determine their effectiveness and efficiency, and to know the extent in which the needs and expectations from different stakeholders are being achieved.

Thus, to conduct an evaluation is necessary to establish standards as: 1) effectiveness and efficiency, the ones which measure the accomplishment of the objectives achieved and the resources used; 2) relevance and importance, whose relationship is closely marked by the satisfaction of the social needs and the use of the acquired skills; 3) equity, which indicates the variety of educational offerings for different socio-cultural needs. Based on these criterial indicators, standards and benchmarks are built which let compare and qualify the characteristics and attributes from the school.

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