Institutional and administrative management in education

The transition to the post-industrial stage of society’s development has led to a crisis in administrative management based on directives and standardization. While the corporate sector successfully implements institutional approaches that create an environment for self-development of subordinates and innovations, the social sphere (in particular, higher education) moves in the opposite direction - increasing bureaucratization and regulation, which fundamentally contradicts its creative, complex and inertial nature. The article identifies similarities and differences between management in commercial organizations and educational sector. The dominance of administrative management, imitating corporate practices, in higher education leads to systemic negative effects: erosion of educational content, growth of formalism and bureaucratic burden, suppression of academic initiative and, consequently, decline in the quality of the national human capital. The authors present examples to show that the directive implementation of management innovations, ignoring the features of educational systems, results in the loss of their institutional development potential, and digitalization leads to new control tools rather than progressive models of interaction between teachers and students. The authors insist on the need to change management paradigm in education - from administrative control to institutional management that sets the framework for academic autonomy and self-development

Autonomy · Bureaucracy · Directive · Higher education · Institutional change · Middle management · Education and Professional Development · Educational Innovations and Challenges · Impulse Buying and Technology Impacts

• Human Capital

  Gary Stanley Becker•Human capital•1993

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