THE REALITY OF ADMINISTRATIVE DEVELOPMENT IN THE COLLEGES OF EDUCATION IN THE ‎PROVINCE OF BAGHDAD

A field study aimed at knowing the reality of administrative development in the ‎colleges of education in the province of Baghdad. The research adopted the ‎descriptive analytical method. The research community was determined, which ‎consisted of (142) of the assistant deans and heads of departments in the faculties ‎of education. The research sample was chosen by the simple random method by ‎‎ (79%) from the research community, as the number of the sample members was ‎‎ (112) of the assistant deans and heads of departments. A questionnaire was built ‎that included (50) items distributed among the areas (regulations and instructions, ‎leadership, administrative structure, administrative communication, and staff ‎development). The researcher made sure of its validity and reliability. The research ‎data was analyzed using the (SPSS) program, and the most important results were ‎reached: the administration adopts information and communication technology to ‎ease the centrality between the university administration, the college administration ‎and the management of scientific departments. The instructions allow participation, ‎innovation, creativity and development, as well as reaching a number of ‎recommendations and proposals related to research‎. Keywords: Administrative Development, Faculties of Education‎, ‎Leadership

دور خصائص القيادة الخادمة في الحد من الصراع التنظيمي دراسة تحليلية لآراء القيادات الأكاديمية في كليات جامعة صلاح الدين-أربيل

The research aims to study the role of the leadership of the servants in reducing organizational conflicts, The research problem was identified by putting forward several questions focused on the nature of the relationship and the relationship between the two variables. A hypothetical research chart was designed, which resulted in several main and sub-hypothesis that were subjected to a set of statistical tests. The research followed the descriptive analytical approach. The esteem form was designed for this purpose and distributed to the academic leaders in the faculties of Salaheddin Erbil University represented (deans, assistant deans, heads of scientific departments) numbering (100).All forms were returned and valid for analysis, The program (SPSS) was used to study the supposed relationships in the research model . The researcher reached a set of conclusions and proposals, the most important of which is the existence of an inverse relationship and an effect between the maid entries and organizational conflict so that the practice of academic leaders for the characteristics of Leadership in colleges reduces regulatory conflict As for the satisfaction sought by the researcher, attention needs to paid to the property of empowerment by encouraging teachers to make decisions related to their work without reference to the academic leaders in a way that does not conflict with the powers granted to them.

University Leadership of Professional Development Schools

This study investigated the roles and responsibilities of University-Based Administrators (UBAs) in relation to their oversight of Professional Development Schools PDSs. UBAs refer to college administrators such as department chairs, program coordinators, directors, assistant deans, associate deans, and deans. The participants were 36 UBAs ranging from mid-level administrators to faculty chairpersons. They represented universities of various sizes and Carnegie classifications from across the United States. The UBAs responded through email or by telephone to nine semi-structured interview questions related to their PDS work. The majority of UBAs were tenure-track or clinical faculty, who spent less than 50% of their time on PDS work. Forty-six percent of the UBAs’ Institutions of Higher Education (IHEs) partnered with between one to ten PDSs. The majority of the IHEs had been doing PDS work for 11-19 years. Findings revealed significant variation in UBA’s roles and responsibilities. There is no standardized leadership title, set of responsibilities or qualifications, or structure for the oversight of PDS activities and networks. Three major administrative responsibilities related to PDS work emerged: personnel, programs, and documents. UBAs reported the greatest challenges were time, sustainability, resources/support.

University Task Force Deepens Academic Involvement in ERP System

Kansas State University has ensured greatly increased academic involvement in the implementation of its new student information system through the use of an Academic Task Force. Consisting of Associate and Assistant Deans, each college of the university is represented on the task force to work directly with project management to review and revise university procedures as well as suggest system enhancements with the goal of melding the new system into the long term objectives of the university. This case study explores the evolution of the task force from its beginnings, springing out of an update session with an academic policy and procedure committee to the point that the task force eventually supplanted the Project Steering Committee as the primary conduit of information exchange between the project team and the academic community.

Administration and Faculty Perceptions (in an Online Post-Secondary Institution) of Whether Students Are Purely Students Customers or Both

This paper explores whether students are customers, students, or both students and customers. The following are discussed: How do administrative members (deans, assistant deans, chairs, assistant chairs), full-time faculty, and adjunct faculty members within an online post-secondary learning institution perceive their students’ status within the organization? Are the students purely students, or are the students also customers? What paradigm exists within the minds of the administrative members and faculty members? If the students are purely students, then is the online post-secondary learning institution purely a function of scholarly excellence? Conversely, if the students are customers, then is the online post-secondary learning institution predominantly a business that is selling a product and must go to great lengths to keep the e-customer happy? What are the perceptions of administration and faculty? Are the students purely students, or are the students also customers? Furthermore, if the online post-secondary learning institution recognizes that there are, indeed, customers, is it sure that the students are the customers? Perhaps some administrative members and faculty members consider the customers to be the final consumers of the product, so consideration of whether the students are purely students or whether the students are customers is moot.