Newly compiled Educational Administration Management

Author: Wu Zhihong / Feng Dameng / Zhou Jiafang (editors)
Publisher:
Publish Date: 2005-06-01
Features: Based on the idea of unifying dual elements, this book is divided into 6 parts and 16 chapters. It is generally arranged in the order of educational management principles, educational management systems and institutions, educational policies and laws, management of educational personnel and objects, and educational practical management. Within each part and chapter, macro administrative and micro management content are integrated and discussed together, without rigid distinctions. As a professional textbook, the intended readership primarily includes students of public administration in higher education institutions. However, teaching staff, researchers, and educational administrative personnel at all levels are also within the authors' scope. To meet the needs of various readers, the authors of this book have strived to balance three relationships in the design framework, outline formulation, and specific writing process:
First, the relationship between theory and practice. Educational management is an applied discipline, and while theoretical elaboration is necessary, it must also fully consider the practical and policy aspects of the discipline and integrate them organically.
Second, the relationship between inheritance and development. No textbook can be entirely detached from the foundation of previous research, and this book is no exception. During the writing process, the authors referred to numerous domestic and international textbooks and research materials, inheriting the rich academic thoughts, valuable research results, and consensus conclusions of predecessors. Of course, this book is not merely satisfied with inheritance but aims to develop further on this basis.
Third, the relationship between norms and innovation. As a textbook, this book strives to adhere to necessary requirements such as accurate concepts, clear expressions, complete annotations, rigorous arguments, cautious conclusions, clear logic, and a rigorous system. However, norms are not necessarily a barrier to innovation. Innovation within basic norms reflects the vitality of a textbook.