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This article reports the results of a study of the extent of management development programmes for managers of universities. The method used was a postal survey of all UK universities, which produced a response of over 60 per cent of universities. According to the responses received, about half of UK universities provide some organised management development for their managers with the other half doing nothing to develop their managers in any systematic way. On this basis, universities provide less management development for their managers than most other UK organisations. A few universities have achieved, and some are intending to seek, the Investors in People standard. Personnel managers within the universities are convinced of the need for management development for those who manage our universities. However, lack of resources and lack of commitment from vice-chancellors and other senior academics are the main barriers to the successful implementation of systematic management development. 相似文献
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Kate Bone Jane Bone Sue Grieshaber Gloria Quinones 《Asia-Pacific Journal of Teacher Education》2019,47(4):347-360
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. We found that peer engagement facilitated the development of friendships and social support among participants. Discussion is situated within a sociological framework of organisational friendship. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning. 相似文献
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