Organizational Cultures of Vocational Schools and Enterprises in Russia, China and Iran as Perceived by Students and Teachers

Zakharova, Lyudmila N.; Шилова, Л. Н.; Gadbedji, Zahra; Zhu, Liuchuan

doi:10.17323/1814-9545-2020-3-234-254

Cited by 6 publications

(3 citation statements)

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“…Following the OCAI methodology, we include 24 items in the questionnaire organized into six parts This measure has been used in multiples research studies on organizational culture (Quinn & Spreitzer, 1991;Büschgens et al, 2013;Naranjo et al, 2019;Gong et al, 2022) and in recent works that evaluate school culture in high school (Mikušová et al, 2023), in higher education (Dębski et al, 2020;Cieciora et al, 2021) or in vocational school (Voprosy, 2020).…”

Section: Measurement Of Variablesmentioning

confidence: 99%

Relationship between organizational culture and school performance. A study in elementary, middle and high school institutions

Gonzáles Cardona,

Naranjo Valencia,

Calderón Hernández

2023

Des.Geren

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Purpose: This study aims to analyze the impact of organizational culture, cultural types, and cultural strength on school effectiveness, as the literature has demonstrated that social processes within schools influence academic outcomes. Prior research highlights the significance of culture in school effectiveness. However, this topic has not been extensively explored, necessitating a closer examination of various organizational cultures and the strength of these cultures. Method: These relationships were investigated using the population of schools in the Colombian coffee region. A total of 698 instructors, along with school boards from 25 educational institutions at the primary, middle, and high school levels, were involved. A regression analysis was conducted to test the hypotheses. Results: The findings suggest that organizational culture and cultural strength have a significant influence on school effectiveness, with the levels of cultural strength corresponding to the levels of school effectiveness. However, no evidence was found of differences in impact based on cultural typology. Clan and hierarchical cultures, which have an internal orientation and are the most prevalent in Colombian organizations, exhibited a greater number of positive and significant relationships. Conclusions: School boards should familiarize themselves with the norms, values, and customs prevalent in educational institutions, particularly those that align most closely with their objectives. This can lead to improvements in school effectiveness and, consequently, educational quality.

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Section: Measurement Of Variablesmentioning

confidence: 99%

Relationship between organizational culture and school performance. A study in elementary, middle and high school institutions

Gonzáles Cardona,

Naranjo Valencia,

Calderón Hernández

2023

Des.Geren

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“…In December 2017, The General Office of the State Council issued Several Opinions on Deepening the Integration of Industry and Education, clearly proposing to encourage enterprises and vocational colleges to cooperate in the establishment of industrial colleges. In February 2019, The State Council issued the Notice on the Implementation Plan of the National Vocational Education Reform, stating that the government should liberalize the right to host vocational education and achieve a pattern of social pluralism in running schools [1][2][3]. Vocational education has reached an unprecedented height at the national strategic level [4][5].…”

Section: Introductionmentioning

confidence: 99%

Implementation Mechanism of Industry-Education-Creation Mixed Ownership Industrial College Based on AHP Fuzzy Evaluation Model

2024

Applied Mathematics and Nonlinear Sciences

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The management of modern industrial colleges is the deepening and developing the fusion of industry-teaching-creation and school-enterprise cooperation talent cultivation mode, which has strategic height and practical significance. This paper establishes the evaluation index system of the implementation mechanism of industrial colleges based on BSC theory. It creates the implementation mechanism model of mixed teaching and learning in industrial colleges. Combining qualitative and quantitative analysis, the hierarchical and fuzzy hierarchical analysis methods are used to construct the hybrid teaching quality evaluation model of industry-teaching-creation. Then the weights of the evaluation indexes of the implementation mechanism of industrial colleges are calculated. The industrial colleges of college A and college B are selected as the research objects to comprehensively evaluate the implementation effect of their mixed industry-teaching-creation teaching. The optimal model is determined by calculating the comprehensive scores of the five industry-education-creation hybrid teaching implementation mechanisms. The study shows that the highest weight of finance is 0.333. The total scores of college A and B are 80.56 and 83.33, and college B has a higher level of industry-teaching-creation hybrid teaching implementation mechanism. The composite score of the co-constructed science and technology park model is 0.233, the optimal mixed teaching implementation mechanism of Industry, education and creativity.

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“…Although CBVET has been a subject of Chinese and Russian academic discourse in the recent decades, as well as a focus of educational reforms, insights on the CBA from a practical perspective, explicitly on its incorporation in curriculum planning and practical implementation in VET institutions, is still limited in both Chinese and Russian discourse. Within the international scholarly dialogue on vocational education research, there are several comparative studies focussing on distinct aspects of Chinese and Russian VET, such as the organisational cultures of vocational schools and enterprises in Russia, China, and Iran (Zakharova et al, 2020) and the international trends of modernization in professional education in Russia, China, and Germany (Loyko et al, 2015). Yet, a conspicuous absence of comparative research specifically addressing curricular practices persists within the overarching global discourse on VET of these two countries.…”

Section: Introductionmentioning

confidence: 99%

Competence-based approaches in curricula: A comparative analysis of Russian and Chinese commercial vocational education and training programmes

Chen,

Goncharova,

et al. 2023

Research in Comparative and International Education

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In recent decades, Competence-Based Education (CBE), which emerges to promote the competence development of learners, has been recognized as a pivotal framework, initiating paradigm shifts in Vocational Education and Training (VET) across the globe. Notwithstanding critiques regarding conceptual limitations and its association with neoliberal models of education, the concept of CBE is widely adopted in the VET systems of many countries. However, there is the dearth of empirical evidence about how this concept is implemented into educational practice within the national VET contexts, in which the CBE concept is introduced and regarded as initiative of VET modernization. Against this background, this study investigates the implementation of the approaches to competence orientation (also called competence-based approaches, abbr. CBA) in the curricula of commercial VET programmes in China and Russia, specifically focussing on Accounting and Logistics. Through qualitative content analysis, the study illuminates features of the CBA embedded in curricular documents at both national and institutional levels within these countries. The comparison of the results highlights potential similarities and distinctions regarding the realization of the CBE concept into educational practice of VET between both countries. The comparative findings reveal significant alignment with labour market needs, yet differences emerge in the principles regarding competence-based teaching and learning between both countries. While Chinese VET programmes showcase more individualized embedment of the CBA in different institutions, greater standardization of the CBA embedment evident in Russian VET curricula. These findings underscore the influence of national contexts in shaping the interpretation and application of global educational trends, offering nuanced insights for policymakers and educators looking to optimize the realisation of the CBA within VET curricula.

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Organizational Cultures of Vocational Schools and Enterprises in Russia, China and Iran as Perceived by Students and Teachers

Cited by 6 publications

References 1 publication

Relationship between organizational culture and school performance. A study in elementary, middle and high school institutions

Relationship between organizational culture and school performance. A study in elementary, middle and high school institutions

Implementation Mechanism of Industry-Education-Creation Mixed Ownership Industrial College Based on AHP Fuzzy Evaluation Model

Competence-based approaches in curricula: A comparative analysis of Russian and Chinese commercial vocational education and training programmes

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