school management essay

• Undergraduate
• High School
• Architecture
• American History
• Asian History
• Antique Literature
• American Literature
• Asian Literature
• Classic English Literature
• World Literature
• Creative Writing
• Linguistics
• Criminal Justice
• Legal Issues
• Anthropology
• Archaeology
• Political Science
• World Affairs
• African-American Studies
• East European Studies
• Latin-American Studies
• Native-American Studies
• West European Studies
• Family and Consumer Science
• Social Issues
• Women and Gender Studies
• Social Work
• Natural Sciences
• Pharmacology
• Earth science
• Agriculture
• Agricultural Studies
• Computer Science
• IT Management
• Mathematics
• Investments
• Engineering and Technology
• Engineering
• Aeronautics
• Medicine and Health
• Alternative Medicine
• Communications and Media
• Advertising
• Communication Strategies
• Public Relations
• Educational Theories
• Teacher's Career
• Chicago/Turabian
• Company Analysis
• Education Theories
• Shakespeare
• Canadian Studies
• Food Safety
• Relation of Global Warming and Extreme Weather Condition
• Movie Review
• Admission Essay
• Annotated Bibliography
• Application Essay
• Article Critique
• Article Review
• Article Writing
• Book Review
• Business Plan
• Business Proposal
• Capstone Project
• Cover Letter
• Creative Essay
• Dissertation
• Dissertation - Abstract
• Dissertation - Conclusion
• Dissertation - Discussion
• Dissertation - Hypothesis
• Dissertation - Introduction
• Dissertation - Literature
• Dissertation - Methodology
• Dissertation - Results
• GCSE Coursework
• Grant Proposal
• Marketing Plan
• Multiple Choice Quiz
• Personal Statement
• Power Point Presentation
• Power Point Presentation With Speaker Notes
• Questionnaire
• Reaction Paper

Research Paper

• Research Proposal
• SWOT analysis
• Thesis Paper
• Online Quiz
• Literature Review
• Movie Analysis
• Statistics problem
• Math Problem
• All papers examples
• How It Works
• Money Back Policy
• Terms of Use
• Privacy Policy
• We Are Hiring

School Management, Essay Example

Pages: 4

Words: 1169

Hire a Writer for Custom Essay

Use 10% Off Discount: "custom10" in 1 Click 👇

You are free to use it as an inspiration or a source for your own work.

Management is a synergy of four things which predominantly are planning, organizing, leading and controlling. This is one of the most important aspects come under the ambit of literature of management. Management comes in almost every field and hence it is also presents in schools as well. School management is somewhat different from other types of management.

Classroom in schools have certain norms and condition which should be met in order to manage the things perfectly. The main theme of this paper underlies on the same concept of school management. In this paper, personal experience of teaching and managing should be reflect and then identify 10 negative conditions which influence the teaching environment.

Identifying the conditions does not fulfill all the requirements of the paper, but certain strategies should be jot down to overcome on the negative conditions.

1 st Negative Condition

Using of Slang Language

This particular thing is the most influential which influences adversely on the efficiency of the teachers in a school. Though, school is a place wherein children go to learn manners but it is not always the case that a child learns all the manners. It is a true fact that culture and society leaves a dominant effect on the overall personality of a person, thus it is skeptical to contribute collectively in raising a child and directed his/her career.

It has been consensus that some children use abusive language in the classroom which not only disturbs the teacher while teaching but also increases the stance of bad habits among other children as well. This particular thing becomes gangrene for the entire educational industry.

Strategies to cover up this Issue

There is no hard and fast rule to cover up this issue. There is a need to keep a hawk eye over the activities as well as the friends of the children. Society cannot be changed easily but the environment of the home can be change accordingly which must have a positive impact over the attitude of the children which will certainly help them to control the usage of slang language. Teachers should communicate the same to the parents in order to cover up this issue from the classroom.

2 nd Negative Condition

Un-Attentiveness of the Children

It has been consensus that some children went extremely blank in the class and in return, they cannot grab the whole idea of the lecture. Un-attentiveness is one of the major issues of the current educational industry and this particular thing has a negative impact over the teachers because the teacher cannot describe the same thing to every student individually.

The usage of projector and online presentation can be extremely fruitful as far as overcome on this particular issue is concerned. Apart from that teachers should ask frequent counter questions from every student one by one to make them attentive in the class all the time.

3 rd Negative Condition

Noise in the classroom

This particular thing is found in small classrooms wherein children make so much noise in the classroom which disturbs the teacher and consequently, teachers become unable to concentrate on the teaching. It is also consensus that teacher becomes extremely irritate from heavy noise in the premises of classrooms and sometimes they left the class.

Teachers should adopt stringent strategy to cover up this particular issue. Strict actions should be taken against the children who make noise within the classroom.

4 th Negative Condition

Educational Background of Children

Educational background plays a dominant role in the overall development of a child. When the children belong to similar mindset and society then it will become easy for the teachers to communicate the lecture more easily as compared in a class wherein all the children belong to different educational background and mindset.

The first teacher of a child is his mother; hence parents can play a dominant role to cover up this particular issue from the classrooms. Mothers have to play their part and have to educate their children after the school to make them equal with other students present in the class.

5th negative Condition

Gender Inequality within the Premises of School

The thing which has a dominant influence over the environment of the teacher is gender inequality which also known as gender discrimination. In classrooms, it is often seem that boys teased girls and pass on obnoxious comments on them which is equally disturbing for the teacher as well to maintain a disciplined environment within the classroom.

The only solution of this particular issue is the intervention of the management. The management has to take some serious actions against the guilty culprits to overcome on this particular issue.

6 th Negative Issue

Usage of Mobile Phones

Technology sometimes hurts, and this particular statement is extremely right for usage of mobile phones within the premises of class. Due to heavy utilization of mobile phones within the educational institutes, the graph of teaching and studying goes down drastically and hurt the entire environment of educational institute.

Schools and educational institutions should bear a static and stringent action policy against this particular activity because it is not good either for the teachers or for students as well.

7 th Negative Issue

Gangs Making in the Classroom

It is observed that classrooms sometime reflected a view of a political address in which group of a certain people tries to hurt the ego of the other party. Leg pulling, screaming and harassment become so common in such problem which disturbs the entire educational environment of the classroom.

Gangs making should be strictly prohibited within the educational institutions and strict actions should be taken by the management against the children who did that.

8 th Negative Issue

Low Mental Capability

Mental capacity and mental capability is extremely important for children to learn things. Teachers are meant to deliver the things to the children but the thing which irritates a teacher is the continuous teaching to an individual. Research proves that the children who do not open their books after their school are less attentive as well as less understanding as compared to those children who does.

Teachers should communicate the things with the parents and should enforce them to stress their children to do their homework regularly on their own and must interfere in their educational things.

9 th Negative issue

Pollution in the Classroom

This is one of the main things which influence on the environment of the teachers. Nobody wants to study in a class wherein pollution is present. It is not only painful for the teachers but, also for the students as well.

School management has to equip the classrooms with dustbins to prevent pollution.

10 th Negative Issue

Un-Discipline Classroom

Discipline is an important ingredient needs in every part of life. Teachers need discipline to focus on their studies. It will become extremely difficult for the teachers to focus on teaching in an un-disciplined environment.

Both teacher and parents can play their role in overcome this particular issue. Teachers and parents should communicate the children that how much discipline is important in their lives.

Stuck with your Essay?

Get in touch with one of our experts for instant help!

Comparison of Education Theories, Essay Example

Nutrition Research Paper Example

Time is precious

don’t waste it!

Plagiarism-free guarantee

Privacy guarantee

Secure checkout

Money back guarantee

Related Essay Samples & Examples

Voting as a civic responsibility, essay example.

Pages: 1

Words: 287

Utilitarianism and Its Applications, Essay Example

Words: 356

The Age-Related Changes of the Older Person, Essay Example

Pages: 2

Words: 448

The Problems ESOL Teachers Face, Essay Example

Pages: 8

Words: 2293

Should English Be the Primary Language? Essay Example

Words: 999

The Term “Social Construction of Reality”, Essay Example

Words: 371

Current Trends in School Management: School Leadership in Education 4.0

• Open Access
• First Online: 31 May 2022

Cite this chapter

You have full access to this open access chapter

• Münevver Çetin 5 &
• İsmail Karsantık 6  

Part of the book series: Maarif Global Education Series ((MGES))

9309 Accesses

1 Citations

9 Altmetric

Meeting the needs of industrial development and reflecting the emerging demands onto the field of education has led to the emergence of Education 4.0 and initiated pedagogical, cultural, and managerial transformation in education in this direction. As a result of this transformation, macroscale structures and policies have been replaced by a microscale, web-oriented, local government paradigm. This section discusses current trends in education management and school leadership which are examined in the light of new education and management paradigms. In this direction, the shift in the education management paradigm, the sources of change, the role of school leaders in organizational development, the expected characteristics of school leaders in Education 4.0, and the use of the Internet of Things in education management and monitoring systems are addressed. In Education 4.0, the concepts of innovation management, digital literacy, productivity, collective participation in management and decisions, education communities, and capacity development are prominent in school leadership. This section emphasizes that strategic leaders who are able to adapt to the paradigm shift contribute and direct the formation of school culture and values. In this direction, the importance of organizing trainings for developing leadership skills and raising leaders who will help to restructure schools and shape cultural trends are underlined in the chapter. Emphasis is placed on the importance of raising leaders with technological skills who can use multi-channel communication strategies in school management.

You have full access to this open access chapter,  Download chapter PDF

Similar content being viewed by others

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Martina Rauseo, Andreas Harder, … Serge Imboden

The Critical Role of Leadership for Education Transformation with Successful Technology Implementation

Leading the digitalisation process in k–12 schools – the school leaders’ perspective.

Jussara Reis-Andersson

• School management
• Education 4.0
• Internet of things

Education is a dynamic and innovative process. Throughout history, it has been affected by various social and scientific developments and has been exposed to change and innovation, which have resulted in its present form. The importance of preparing a training plan for increasing the effectiveness of educational institutions and of determining the necessary strategies for being able to apply those plans is increasing daily. The prepared education plans are expected to contribute to the sustainability of school development. Managing, changing, and improving organizational conditions; participating in decision making; and learning and teaching strategies by appropriately evaluating organizational culture are necessary in this context. Here, the biggest role falls upon school leaders. Developing vision and mission, preparing and implementing school development plans and strategies, improving organizational climate, creating communities that feel a sense of belonging to the institution, keeping communication channels open, increasing and ensuring coordination, developing critical thinking skills, being innovative, and managing change most of all can be considered as the competencies expected from school leaders of the twenty-first century. In today’s world where change happens quickly, leaders prefer online methods that will facilitate the institution’s adaptation to the environment more quickly for meeting the changing needs of society. In this direction, the features of Education 4.0, which has emerged as the current education paradigm, will bring education systems closer to the center of life. This center is expected to have school culture and values that include change in a way that can adapt to society. Education 4.0 can be stated to have a structure that supports coordinated work by replacing the competitive cultural understanding with the collaborative cultural understanding. Having leaders contribute to the organization’s adaptation to the use of technology in managerial processes by responding to global needs is important.

Historical Process of the Management Concept

As old as human history, the concept of management (Mandell et al., 1981 ) emerged with changing perspectives, beliefs, and goals in different civilizations and different fields (education, public, organization). The concept of management, having succeeded in making a name for itself by recognizing the Industrial Revolution, spread rapidly toward the end of the eighteenth century, especially in Europe. When examining the developmental process of management theories, they are seen to be discussed under three headings (Etzioni, 1964 ): the classical management approach, the human relations approach, and the structuralist approach. While putting forward the scientific management theory based on organizational efficiency, Taylor ( 1919 ) shared his belief that supervision activities should be maintained at a high level. Targeting the maximum production capacity, Taylor stated that workforce losses might be able to be minimized by following scientific methods. In this respect, the classical management approach ignores the social and psychological dimensions of the organization (Bursalıoğlu, 2010 ). Therefore, the educational administrator of today can be stated to have moved away from classical educational theories, to be sensitive to the social and psychological dimensions of the school, and to have roles and responsibilities that enable and direct the development of culture in communication with their environment.

Traditional management approaches can be stated to emphasize functionality rather than social perspective. Functional hierarchical management has been expressed as the basic management paradigm for nearly 200 years (Jamali, 2005 ). The classical management system can meet needs when markets, products, and technologies change slowly (Turner & Keegan, 1999 ). Rapid globalization has been one of the most striking aspects of the new century, especially since the rapid development of information technology in the last two decades (Brown, 1999 ). The weaknesses and limitations of the system have gradually emerged with globalization and technological innovations. The management paradigm an administrator adopts is effective in overcoming those limitations. In cases where administrators adopt the modern management paradigm, the difficulties and limitations related to adapting to innovations are considered to be overcome more easily.

Establishing and developing relationships based on rationality are important for managing change effectively. The new perspective on management in the twenty-first century is based on the ability to cope with constant change, not stability, and is built upon work networks, changing partnerships, alliances, and technological advantages rather than hierarchies (Carnall, 2003 ). The new management paradigm comes together around teamwork, participation and learning, communication, integration, cooperation and collaboration with stakeholders and suppliers through close interaction; it adopts guiding principles that foster a new understanding with evolving elements such as value creation, quality, sensitivity, agility, innovation, integration, and team building (Jamali, 2005 ). New organizations consist of complex networks based on virtual rather than vertical integration, interdependence instead of independence, and mass privatization rather than mass production (Greenwald, 2001 ). Effectively and efficiently managing those networks is possible in organizations that are constantly changing and opposed to traditional education and management paradigms.

Management of Change in Schools

The rapidly changing technological, sociological, and economic environment creates new challenges for structuring and managing organizations (Jamali, 2005 ). Those changes can be considered as numerous manifestations of a paradigm shift currently occurring in management and leadership approaches (Luksha & Kinsner, 2020 ). In this context, institutions operating in the knowledge economy should benefit from increasing knowledge, technology, and engineering developments as well as new skills and dynamic competencies (Liyanage & Poon, 2002 ). As one of those institutions, schools are open social systems that develop under the influence of changes in most areas as being the communities of practice that implement the innovations (Liyanage & Poon, 2002 ).

When faced with new problems and new scientific models that force them to produce solutions, communities of practice need a paradigm shift (Kuhn, 2012 ). While the first of the rational or political strategies to manage schools before the 1990s had assumed that schools would change as a result of exposing educators to new programs or new teaching methods, the second assumed that teachers and administrators were either unable or unwilling to initiate change (Kowalski, 2000 ). This is thought to be the reason why previous innovations had been unable to radically change education, despite schools being open systems importing new inputs from other systems for survival (Rodney, 2020 ). In this case, the proposed changes are often rejected when they conflict with the traditional role expectations of educators who resist innovation (Sarason, 1996 ). When innovations are not adopted by practitioners, the planned transformation is unrealizable. To prevent this, policies are needed for explaining innovations to stakeholders and helping them adopt the innovations.

The process of managing school change today is quite complex. School leaders play an important role as they are responsible for the management and implementation of this complex process. Because managing change consists of target-setting plans aimed at improving pre-determined standards, research on education system reforms is stated to have been focused on short-term planning in the last two decades. However, short-term planning needs to be incorporated into a longer-term planning framework that supports the strategic development of a school, say a period of 3–5 years (Davies & Ellison, 2003 ). When considering the goal to be achieving school development, educational planning seems to focus on establishing organizational structures that sustain change in education, particularly for improving student learning outcomes while at the same time contributing to a school’s capacity to manage change (Hoque et al., 2011 ). Planning and structuring education in the context of innovations is expected to be more effective as long as those focal points are considered.

Current thinking about the structuring of innovations is based on the judgment that schools are complex social institutions and that the restructuring of schools requires a social systems perspective (Chance, 2000 ). By adopting new inputs, the educational institution makes innovation a part of itself (Tyack & Tobin, 1994 ). Educational communities work to develop an open climate with policies and structures that support the participation of community members, educators, students, families, and wider community members (Wang & Degol, 2016 ). Similarly, making modular technology types that enable all stakeholders to access learning will be possible if education policies allow such innovations (Rodney, 2020 ). In this context, if schools and the environment are to be improved, they should be considered as complex entities consisting of interrelated and interacting parts. This point of view reveals the fallacy of blaming the lack of education on a single factor. More importantly, reforming education by manipulating only one or two elements of the system has been demonstrated to be futile (Kowalski, 2000 ). Reforms might not be possible to be successful until they start to be consistent with policy arrangements, and social, technological, and economic realities (Rodney, 2020 ). In this respect, it might be stated that the successful realization of reforms depends on the coherence between policies and realities. Realizing reforms seems more applicable in contemporary management paradigms that are open to innovation compared to traditional management paradigms.

Current Paradigms in Management and School Leadership

The idea that dominates the traditional paradigm involves increasing institutional productivity and managing available resources in a static and stable technological environment (Khalil, 2000 ). This mechanical orientation has dominated most institutions in the past and is still common, especially in developing countries (Jamali, 2005 ). However, while the traditional paradigm accepts labor as a concept to be bought, consumed, and discarded when appropriate, the innovative management approach requires empowerment, focus on teamwork, careful support for and effective management of human resources (Jamali, 2005 ). The last decade has witnessed an important evolution of management paradigms and approaches all over the world, and a transition has been stated to occur from a centralized, hierarchy-oriented management paradigm to a local, distributed, and network-oriented management paradigm (Luksha & Kinsner, 2020 ). In this context, school management is concerned with maintaining school activities, while school leadership also includes concerns about individual development, shaping of their attitudes and behaviors, and improving school performance (Bush & Glover, 2004 ). Pont et al. ( 2008 ) summarized school leaders’ duties as follows:

Defining learning goals and evaluating student performance by setting school goals in accordance with national and international standards, using data to measure progress, and making necessary interventions to help students reach their potential.

Using resources strategically and harmonizing all activities in the school to achieve the goal of excellence in teaching and learning.

Interacting with other stakeholders and communities outside of school such as policy makers, universities, communities, and social institutions to create value through mutual support.

School leadership is one of the areas of study addressed in the context of current paradigms in educational administration. New paradigms and approaches are stated to support organizational structures with less management layers compared to rigid, multi-layered, and vertical hierarchical organizations (Benveniste, 1994 ). In the age of Industry 4.0 in particular, changing global conditions such as productivity requirements, urgent need for continuous learning and advanced digital technologies require new approaches to educational leadership (Lappalainen, 2015 ). Although the need for effective school leadership is widely accepted within the scope of Education 4.0, which is the reflection of Industry 4.0 on education, uncertainties exist about which leadership behaviors are likely to produce positive results. In order to eliminate those uncertainties, the necessary leadership competencies should be determined first (Kin & Kareem, 2019 ). In this context, determining school leadership competencies is considered important in terms of how schools adapt to the age of Education 4.0.

Leadership development research in recent years has been proceeding toward determining the leadership competencies for achieving organizational goals (Shet et al., 2017 ). In the most general sense, school leadership can be stated to be related to strategic leadership in the context of Education 4.0. The concepts of change and innovation are emphasized in strategic leadership, and those key concepts are used to ensure the sustainability of corporate development. The leaders who will provide the conditions for strengthening communication networks, using technology effectively, and ensuring knowledge management efficiently are needed within the context of change and innovation in the field of education management in Education 4.0.

New Industry (Industry 4.0) and Education 4.0

Transformations and innovations in various fields from past to present have also directed the changes in different fields. Industry 4.0 is also considered one of the transformations currently taking place. It focuses on developing systems that are compatible with the needs of people and production through smart technologies based on individualization, flexibility, localization, resource efficiency, automation, digitalization, and networking (Lasi et al., 2014 ). Industry 4.0, which creates a global difference, brings some difficulties with it. Considering that difficulties such as digital culture, lack of training, lack of support from other administrators, undetermined economic benefits of investments in digital technologies, and high financial investment requirements (Slusarczyk, 2018 ) affect all areas of life, those should be carefully examined in terms of the future of education and training.

One of the paradigms shaping the future of education is the concept of Education 4.0, which includes the use of technology in the teaching and learning process and is inspired by Industry 4.0 (Anggraeni, 2018 ). When examining the transformations in industry and education, the period up to the present can be seen to have been handled through four different paradigms (Demartini & Benussi, 2017 ). The Education 1.0 paradigm provides a traditionally explanatory model in which measurement was mainly based on written and verbal evaluations. The Education 2.0 paradigm reveals the importance of projects developed with open-source software technologies in the context of institutions and classrooms. In Education 3.0, social networks play a key role in creating a more open environment where students’ creativity and participation are encouraged outside of course and institutional boundaries. Finally, Education 4.0 is presented as a rising paradigm and structure in which learning models are adapted and customized according to learner profiles. In this context, the Internet of Things (IoT), virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) are emphasized as the tools that provide Education 4.0 (Popenici & Kerr, 2017 ). Among those tools, IoT is one of the tools through which developing Internet technologies are reflected onto education in many ways.

The rapid spread of the Internet in the modern age has enabled the structures and objects around individuals to use the Internet effectively. One cannot deny IoT’s functionality in individuals’ lives as it is used as one of the most important resources of the Industry 4.0 era. Technology integration in education has opened the doors of Education 4.0, and Education 4.0 offers some models for how to use IoT. Bagheri and Movahed ( 2017 ) stated that IoT usage in an education-oriented context will improve students’ health status, classroom access, and teaching-learning processes. As a result, Education 4.0 as offered by Industry 4.0 ensures that education is maintained in a more open-to-communication, efficient, and student-centered context.

In this context, the advantages of Education 4.0 can be defined as follows (Kassim & Teng, 2018 ):

Education anytime and anywhere : Students can have interactive learning environments and tools.

Personalized learning : Learning autonomously will improve students’ individual learning process.

Project-based learning : As most employment focuses on applied areas, students are offered learning activities based on projects and case studies.

Mentoring : Even though the education system is in a virtual environment, the mentor is expected to facilitate the process. Mentoring helps students adapt to the system.

Learner autonomy : Students are responsible for learning processes.

Those advantages facilitate the understanding of school leadership functions in Education 4.0 and shape school leadership practices. School leadership in Education 4.0 includes the different knowledge, skills, and practices based on the characteristics of Education 4.0. When considering knowledge, skills, and practices together, the competencies that school leaders are expected to have become evident.

School Leadership in Education 4.0

Pedagogy in Education 4.0 has been developed to respond to the demands of Industry 4.0 and has given new impetus to the transformations in education in terms of content, curriculum, and education management (Kin & Kareem, 2019 ). This dramatic change has caused changes in the future of education (Kassim & Teng, 2018 ). Managing change involves the competence school leaders have to encourage change, to enable and support others to change, and to make change sustainable (Kin & Kareem, 2018 ). In the context of Education 4.0, school leadership is regarded as a process that takes place within the framework of technology, communication, cooperation, problem-solving, innovation, professional development, and school leaders’ competencies.

The change that first took place with Education 4.0 included directing education in non-traditional ways with technology-based tools and resources instead of traditional teaching materials (Tang et al., 2015 ). As an example of this, technology leadership competencies and performance evaluations are able to be done with technology tools (Banoğlu et al., 2016 ). In this context, technology is regarded as one of the keywords emphasized in Education 4.0.

One of the biggest advantages of Education 4.0 is the ability to realize effective and fast communication. Communication refers to how school leaders can effectively advance their vision and beliefs through direction, words, and actions to achieve school goals (Smith & Riley, 2012 ). Traditional management is based on theories from Fayol, Taylor, and Weber, which are based on stability and therefore tend to determine central decision-making processes and hierarchical communication channels (Jamali, 2005 ). Considering the need to implement quality processes and improvement in schools, relationships and communication can be thought of as the basic features in institutions (Jefferson & Anderson, 2017 ). Communication is also important in making decisions that facilitate transformation in schools because decision-making processes have become more and more interactive (Smoliar & Sprague, 2003 ). In this context, four of the conditions that leaders must provide in order to develop a school environment that facilitates transformations are based on interpersonal relationships. Those conditions are listed as commitment to collaborative planning, student and community involvement in school policies and decisions, creation of effective coordination strategies, and professional development (Ainscow et al., 2000 ). Accordingly, communication can be stated to play a key role in today’s educational paradigms. Keeping the communication channels open and managing the communication process transparently facilitate cooperation in education management and problem-solving.

Transforming the education system from a system based on facts and procedures to a system based on cooperation and active problem-solving is the main feature of Education 4.0 (Kin & Kareem, 2019 ). Education 4.0 sets a different future level for today’s generation of students. Technology is changing the production system in human nature. Working in the virtual environment while collaborating on productivity and developing new skills are trends in the emerging technological change in the new era (Kassim & Teng, 2018 ). School administrators must respond to those needs with sufficient competencies to be effective leaders who can bring schools to the frontier of transformation. The task of a school leader includes setting up systems that increase capacities and forming collaborations to achieve teaching goals (Ng & Chan, 2014 ). Meanwhile, those collaborative structures support a school enriched in terms of learning by affecting performance positively (Fullan, 2010 ). The new educational approach provides a school environment where innovations are encouraged, and students are located at the center of this process.

Education 4.0 is believed to empower students in terms of innovations; thus, increasing their success levels and learning outcomes. In addition, as teachers and other professional staff are at the center of the educational community, support and professional development for teachers is crucial in any school development process (Díez et al., 2020 ). In order to meet the increasing demands for excellence in education, school administrators can become effective leaders by systematically and continuously gaining new knowledge, skills, and abilities through effective professional development programs or interventions (Kin & Kareem, 2019 ). Having leaders who steer innovation adopt approaches that will keep school stakeholders and themselves open to continuous improvement is important.

Certain competencies exist that school leaders are expected to have in order to achieve school leadership in the context of Education 4.0. Kin and Kareem ( 2019 ) summarized those competencies as follows:

Communication : Communication is the social issue in which realizing differences in understanding among parties is the primary priority (Kin & Kareem, 2019 ). Communication is one of the basic building blocks of educational administration in the new paradigm.

Collaboration : In the contemporary paradigm, education leaders assume school development and effectiveness to be more of a collective initiative than an individual initiative (Kin & Kareem, 2019 ). In the context of Education 4.0, the school leader is expected to move away from being the sole decision maker and to involve others in the decision-making process in a way that increases the effectiveness of the school (Slater, 2005 ).

Critical thinking : Critical thinking is a necessary component of school change because school leaders who are powerful critical thinkers can see events from different perspectives (Kin & Kareem, 2019 ). School leaders who are critical thinkers are needed in the new paradigm.

Creativity and innovation : Creativity is the ability to think differently and design new ideas, methods, materials, products, and actions; innovation involves the creation of new combinations of new knowledge or old insights in order to make a concrete and useful contribution to increasing the effectiveness of the school (Mainemelis et al., 2015 ). In the new paradigm, school leaders have to be creative and innovative.

Decision making : In the new paradigm, talented school leaders are defined as individuals who can optimize their beliefs, responsibilities, and obligations in order to make the right decisions to minimize negative consequences (Kin & Kareem, 2018 ).

Problem solving : Since the school leaders are the individuals who spend a lot of time to solve instructional problems at school and whose performance in solving those problems has a visible effect on the academic success of students, leaders are assumed to need the skills to use certain procedures to help achieve those goals (Kin & Kareem, 2018 ).

Entrepreneurship : Having school leaders be equipped with the competence of entrepreneurship is said to be important as it helps them be sensitive to contextual problems (Kin & Kareem, 2018 ).

Technology : Although the age of Education 4.0 is all about integrating digital technology, the main task of school leaders with high levels of digital literacy is how to increase the meaningful use of technology pedagogically (Kin & Kareem, 2018 ).

Based on those explanations, the features of Education 4.0 and the equivalence of those features in school leadership are summarized in Table 1 .

Use of Internet-of-Things in Education Management

In the context of digitalization, changing traditional interaction models is among the main topics of education (Frolova et al., 2020 ). The Internet of Things (IoT) technology provides new opportunities and perspectives to education in all aspects. In this context, modern education based on digital technologies is a process in which not only knowledge and skills but also self-awareness and personal values are produced (McLay & Renshaw, 2020 ). IoT technology shows a radical break in educational understanding from our past.

IoT technology challenges the universal success models and reveals new problems and solutions in the field of education as much as it sets the background for the information technologies and communication revolutions of the late twentieth century. IoT can provide meaningful information about how and when students and school staff can access the school (Rodney, 2020 ). This customized learning process enables students to monitor their performance analytically (Kassim & Teng, 2018 ). IoT can also monitor students’ illnesses, sleep, and general well-being for school attendance and demonstrate proactive approaches that can support parents and school staff (Rodney, 2020 ). Bagheri and Movahed ( 2017 ) stated that IoT technology plays an important role in the following issues: monitoring the learning ecosystem through wearable technologies students use; ensuring school security using classroom registration systems and digital ID cards; monitoring students’ health status with smart wristbands or watches; contributing to the creation of the most appropriate physical conditions for learning in the classroom with the help of sensors and reducing training costs by conserving energy; increasing comfort in the education process by creating appropriate physical conditions in learning environments; individualized teaching and learning; increasing student collaboration with mobile devices and virtual learning environments. IoT is thought to change three basic features in the current education system: the reduction of control-based hierarchies, the replacement of financing and standardization-based homeostasis through efficiency, and the more tightly linking educational purpose with student learning (Rodney, 2020 ). The realization of that change can ensure a quick and effective continuation of the managerial process, emphasize individual assessment, and structure a student-oriented education system.

IoT as a concept works in harmony with various technological structures. Those structures contribute to academic and social planning in addition to monitoring processes. Technological structures are seen to have importance in different fields such as data security, information storage, provision of virtual learning environments, support for individual learning, creation of new pedagogical paradigms, and rearrangement of financial strategies. Various examples are found on the use IoT in educational administration and teaching. Quick Response (QR) codes are one of the most common examples of IoT usage areas. QR codes which are known as a two-dimensional barcodes, are the most frequent and affordable of identification technologies in the world and can store up to 7,089 characters of information (Budak et al., 2018 ). Those codes are also useful in associating any resource with an online resource. On the other hand, its weak data security, degradation caused by harsh environments, and read-only capability are the main weaknesses of this technology (Budak et al., 2018 ). Students can receive academic and social feedback by scanning QR codes with their smartphones (Mershad & Wakim, 2018 ). Radio frequency identification (RFID) technology is another widely used area in IoT. Unlike barcodes that need to be directed toward a scanner to read, RFID tags can store a larger amount of data that can be quickly transmitted, rewritten, and encrypted many times in addition to being readable without line-of-sight requirements as long as they are within the range of the reader (Budak et al., 2018 ). Shan et al. ( 2016 ) emphasized RFID technology to have become widespread through mobile technologies and to contribute to the individualization of learning, based on students’ position. Virtual reality (VR) is one of the technologies whose usage rate has increased in today’s educational environments. IoT-supported VR applications enable lesson simulations and the creation of interactive learning environments (Mershad & Wakim, 2018 ). Artificial intelligence (AI) is the field of computer science that focuses on the creation of intelligent machines that work and react like humans. AI can be applied to support and improve learning in the creation of smart classrooms that take advantage of IoT (Timms, 2016 ). AI also has the abilities to learn the aspects and types of interactions as well as pedagogically relate them to relevant contexts, to help teachers more clearly, understand students’ ways of thinking and to be able to easily direct learning, and to share all the data it collects with relevant stakeholders (i.e., students, teachers, administrators) so that metacognitive approaches and possible areas that need to be improved can be deliberated. On the other hand, blockchain technology is one of the prominent structures with current educational uses. Blockchain technology is associated with many stakeholders in the field of education such as students, teachers, employers, and administrators. Tapscott and Tapscott ( 2017 ) stated that educational institutions can benefit from blockchain technology in the following areas: (1) ID and student records through secure management of all data belonging to a student enrolled in a training program; (2) new pedagogy by managing enrollments and saving data on courses chosen by students and their learning interactions in order to identify learning patterns, improve teaching, and reveal new learning models; (3) fees and rewards for planning financial strategies and rewarding students for their achievements; and (4) upper education institution model to restructure the educational institution by bringing together the expectations of students and employers on a common ground. As seen in the relevant examples, the concept of IoT is used in various ways in educational institutions at different levels. Integrating technology into education leads to paradigm shifts in learning and education management. Those changes can be stated to be effective at improving the education and training process.

This chapter which examines current educational management and cultural trends addresses the competencies of twenty-first-century educational leaders, the role educational leaders have in cultural orientations, the differences between traditional management understanding and current management paradigms, the use of technology and leaders’ managerial processes in educational administration, and IoT usage that directly and indirectly affect the cultural structure all in the context of Education 4.0. The focal points of the modern management paradigm are improving academic performance, adopting a networked management approach, and designing and adopting innovations and sustainability. The belief in the traditional management paradigm, which is based on school productivity and the stable and static use of resources, has been replaced by microscale development, and school leaders’ emphasis on individual development and local needs in this context. Considering that schools are complex social structures, school administrators with traditional roles can be stated to have difficulty adapting to global conditions. In this context, initiating change and reducing resistance to change are within the scope of the roles and responsibilities of school leaders. The formation of a school culture that can adapt to new inputs and the development of this cultural structure are also the responsibilities expected from school leaders. Education 4.0 can also be said to strengthen the specified innovations and make management processes more efficient.

One of the innovations Education 4.0 brings is to adapt IoT to the educational context. IoT technology can provide instant and multi-dimensional information flow to students, teachers, parents, and administrators. While targets are achieved more quickly and effectively in this context, the use of resources in a school can also be ensured to be kept to a minimum. IoT usage and communications between stakeholders can also be said to be more transparent and quicker. Effectively managing communication processes through the use of IoT, which has become one of the tools of change, will also contribute to sustainable change.

IoT seems important in adapting developing technology to education. IoT’s contributions to the management processes and academic success should not be ignored. IoT is emphasized to contribute to the decrease in the hierarchical structure in the education system, to increase financial efficiency, and to increase students’ acquisitions. IoT, which provides educational leaders with new roles and responsibilities, can also be said will speed up information processing and communication processes. This situation gives new perspectives to leaders and stakeholders and clearly contributes to the production of values and the development of culture. Suggestions for schools to be able to support new managerial and cultural trends and adapt more easily to those trends are stated as follows:

When examining the relevant research, ensuring participation in decision-making in the initiation phase of change is believed to increase all stakeholders’ belief in change and their level of adaptability to change.

Considering that change occurs as a result of cultural development needs, the change in organizational structure should be handled together with the cultural change process. For this reason, having cultural development be at the center of the change process can be considered as a natural result.

In order for schools to cope with the ever-changing realities and adapt to the era, it seems important that leaders ensure their personal development and keep their knowledge and skills up to date.

Including adaptation to change, leadership competencies and skills, and cultural change processes in the strategic plans prepared in schools are important in terms of ensuring program integrity.

Ainscow, M., Beresford, J., Harris, A., Hopkins, D., Southworth, G., & West, M. (2000). Creating the conditions for school improvement: A handbook of staff development activities . Routledge.

Google Scholar  

Anggraeni, C. W. (2018). Promoting Education 4.0 in English for survival class: What are the challenges? Metathesis-Journal of English Language, Literature, and Teaching, 2 , 12–24.

Article   Google Scholar  

Bagheri, M., & Movahed, S. H. (2017). The effect of internet of things (IoT) on education business model. In Proceedings of 12th IEEE conference on signal-image technology and internet-based system s (pp. 435–441). Italy.

Banoğlu, K., Vanderlinde, R., & Çetin, M. (2016). Okul müdürlerinin teknoloji liderliği profillerinin okulların öğrenen örgüt kültürü ve teknolojik alt-yapısı bağlamında analizi: F@tih projesi okulları ve diğerleri. Eğitim ve Bilim, 41 (188), 83–98.

Benveniste, G. (1994). The 21st century organization: Analyzing current trends and imagining the future . Jossey-Bass.

Brown, T. (1999). Challenging globalization as discourse and phenomenon. International Journal of Lifelong Education, 18 (1), 3–17.

Budak, A., Ustundag, A., Kilinc, M. S., & Cevikcan, E. (2018). Digital traceability through production value chain. In A. Ustundag & E. Cevikcan (Eds.), Industry 4.0: Managing the digital transformation (pp. 251–265). Springer International.

Bursalıoğlu, Z. (2010). Eğitim yönetiminde teori ve uygulama (7th ed.). Pegem Yayıncılık.

Bush, T., & Glover, D. (2004). Leadership development: Evidence and beliefs . National College for School Leadership.

Carnall, C. (2003). Managing change in organizations . Pearson Education.

Chance, E. (2000). The social dimension of public relations. In T. J. Kowalski (Ed.), Public relations in schools (2nd ed., pp. 165–182). Prentice Hall.

Davies, B., & Ellison, L. (2003). The new strategic direction and development of the school: Key frameworks for school improvement planning . Routledge.

Demartini, C., & Benussi, L. (2017, May/June). Do Web 4.0 and Industry 4.0 imply Education X.0? IT Pro , 4–7.

Díez, F., Villa, A., López, A. L., & Iraurgi, I. (2020). Impact of quality management systems in the performance of educational centers: Educational policies and management processes. Heliyon, 6 (4), 1–7. https://doi.org/10.1016/j.heliyon.2020.e03824

Etzioni, A. G. (1964). Modern organizations . Prentice-Hall.

Frolova, E. V., Rogach, O. V., & Ryabova, T. M. (2020). Digitalization of education in modern scientific discourse: New trends and risks analysis. European Journal of Contemporary Education, 9 (2), 313–336.

Fullan, M. (2010). All systems go: The change imperative for whole system reform . Corwin.

Greenwald, G. A. (2001). Roadmap for managers in the 21st century . Warner Books Publishers.

Hoque, K. E., Alam, G. M., & Ghani, M. F. A. (2011). Principal’s roles under school-based management that influence school improvement. The New Educational Review, 23 (1), 311–324.

Jamali, D. (2005). Changing management paradigms: Implications for educational institutions. Journal of Management Development, 24 (2), 104–115. https://doi.org/10.1108/02621710510579473

Jefferson, M., & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration . Bloomsbury.

Kassim, U. K., & Teng, P. K. (2018). Conceptual study on enhancement of education 4.0 from management perspective. In Proceedings of 10th international conference on language, education, and innovation . https://icsai.org/procarch/10iclei/10iclei-019.pdf

Khalil, T. M. (2000). Management of technology: The key to competitiveness and wealth creation. McGraw-Hill.

Kin, T. M., & Kareem, O. A. (2019). School leaders’ competencies that make a difference in the era of education 4.0: A conceptual framework. International Journal of Academic Research in Business and Social Sciences, 9 (5), 214–225.

Kin, T. M., & Kareem, O. A. (2018). A comparative analysis on principal change leadership competencies in Malaysian high- and mediocre-performing secondary schools. Asia Pacific Journal of Education, 38 (3), 394–413. https://doi.org/10.1080/02188791.2018.1476319

Kowalski, T. J. (2000). Cultural change paradigms and administrator communication. Contemporary Education, 71 (2), 5–10.

Kuhn, T. S. (2012). The structure of scientific revolutions . University of Chicago Press.

Book   Google Scholar  

Lappalainen, P. (2015). Predictors of effective leadership in industry: Should engineering education focus on traditional intelligence, personality, or emotional intelligence? European Journal of Engineering Education, 40 (2), 222–233.

Lasi, H., Kemper, H. G., Fettke, P., Feld, T., & Hoffmann, M. (2014). Industry 4.0. Business & Information Systems Engineering, 4 , 239–242. https://doi.org/10.1007/s12599-014-0334-4

Liyanage, S., & Poon, P. (2002). Technology and innovation management learning in the knowledge economy. The Journal of Management Development, 22 (7), 579–602.

Luksha, P., & Kinsner, W. (2020). Transformation into a new education paradigm and the role of ecosystemic leadership. Cadmus, 4 (2), 182–198.

Mainemelis, C., Kark, R., & Epitropaki, O. (2015). Creative leadership: A multi-context conceptualization. The Academy of Management Annals, 9 (1), 393–482.

Mandell, S. L., Cowen, S. S., & Miller, R. L. (1981). Introduction to business: Concepts and applications . West Publishing Cooperation.

McLay, K. F., & Renshaw, P. D. (2020). Making ‘us’ visible: Using membership categorisation analysis to explore young people’s accomplishment of collective identity-in-interaction in relation to digital technology. British Educational Research Journal, 46 (1), 44–57. https://doi.org/10.1002/berj.3565

Mershad, K., & Wakim, P. (2018). A learning management system enhanced with internet of things applications. Journal of Education and Learning, 7 (3), 23–40.

Ng, S. W., & Chan, Y. F. (2014). Aspiring principals’ perceptions of applicability of acquired leadership capacities in the school context. International Studies in Educational Administration, 42 (3), 85–101.

Pont, B., Nusche, D., & Hunter, M. (2008). Improving school leadership: Policy and practice (Vol. 1). OECD Publishing.

Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12 (22), 1–13.

Rodney, B. D. (2020). Understanding the paradigm shift in education in the twenty-first century. Worldwide Hospitality and Tourism Themes, 12 (1), 35–47. https://doi.org/10.1108/WHATT-10-2019-0068

Sarason, S. B. (1996). Revisiting the culture of the school and the problem of change . Teachers College Press.

Shan, Y. G., Wang, J. B., & Hao, F. (2016). Research on mobile learning model based on Internet of things. In Proceedings of 2nd international conference on education science and human development . ESHD . https://doi.org/10.12783/dtssehs/eshd2016/5202

Shet, S. V., Patil, S. V., & Chandawarkar, R. M. (2017). Framework for methodical review of Literature on leadership competencies. Cogent Business and Management, 4 (1). https://doi.org/10.1080/23311975.2017.1309123

Slater, L. (2005). Leadership for collaboration: An affective process. International Journal of Leadership in Education, 8 (4), 321–333. https://doi.org/10.1080/13603120500088745

Slusarczyk, B. (2018). Industry 4.0—Are we ready? Polish Journal of Management Studies, 17 (1), 232–248. https://doi.org/10.17512/pjms.2018.17.1.19

Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership and Management, 32 (1), 57–71.

Smoliar, S. W., & Sprague, R. (2003). Technology support for communication and understanding. Journal of Decision Systems, 2 (2), 123–139. https://doi.org/10.3166/jds.12.123-139

Tang, S. Y. F., Wong, A. K., & Cheng, M. M. H. (2015). The preparation of highly motivated and professionally competent teachers in initial teacher education. Journal of Education for Teaching, 41 (2), 12–144. https://doi.org/10.1080/02607476.2015.1010875

Tapscott, D., & Tapscott, A. (2017). The blockchain revolution and higher education. Educause Review, 52 (2), 11–24.

Taylor, F. W. (1919). Scientific management . Routledge.

Timms, M. J. (2016). Letting artificial intelligence in education out of the box: Educational cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26 (2), 701–712.

Turner, J. R., & Keegan, A. (1999). The versatile project-based organization: Governance and operational control. European Management Journal, 17 (3), 296–309.

Tyack, D., & Tobin, W. (1994). The ‘grammar’ of schooling: Why has it been so hard to change? American Educational Research Journal, 31 (3), 453–479.

Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28 (2), 315–352.

Download references

Author information

Authors and affiliations.

Marmara University, Istanbul, Turkey

Münevver Çetin

Recep Tayyip Erdogan University, Rize, Turkey

İsmail Karsantık

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to İsmail Karsantık .

Editor information

Editors and affiliations.

Department of Educational Sciences, Marmara University, Istanbul, Turkey

Yusuf Alpaydın

Board of Education, Ministry of National Education, Ankara, Turkey

Cihad Demirli

Rights and permissions

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Reprints and permissions

Copyright information

© 2022 The Author(s)

About this chapter

Çetin, M., Karsantık, İ. (2022). Current Trends in School Management: School Leadership in Education 4.0. In: Alpaydın, Y., Demirli, C. (eds) Educational Theory in the 21st Century. Maarif Global Education Series. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-16-9640-4_9

Download citation

DOI : https://doi.org/10.1007/978-981-16-9640-4_9

Published : 31 May 2022

Publisher Name : Palgrave Macmillan, Singapore

Print ISBN : 978-981-16-9639-8

Online ISBN : 978-981-16-9640-4

eBook Packages : Social Sciences Social Sciences (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Development of a Systematic Perspective on School Based Management Policy and Implementation Essay (Critical Writing)

Introduction, a version of school-based management, accountability mechanism, responsibilities of the stakeholders, benefits of sbm, challenges facing implementation of sbm, sbm in promoting improvements in students.

The research paper is a critical examination of the concept of school-based management. It is no doubt that public schools have in the recent past rethought and redesigned the manner with which they opt to operate effectively and efficiently via the process of restructuring or systematic reforms (Fiske, 1995).

To show that the matter is a serious issue, various countries across the globe have initiated such approaches in order to uplift national education. An example of such is Indonesia, where the central government came up with a commission of national education that was back in 2001; this decentralized education.

This was realized by formation of school councils which were later realized to bring democratic leadership translating to higher level of parent participation in issues relating to governing the schools as well as improved national education level (Bryk et al., 1998).

In the wake of 21 st century, it is worth noting that all Indonesia public schools had adopted school-based management. It is thus very important to emphasise the importance of balancing between centralization and decentralization of policies regarding school-based management.

In the strictest terms, school-based management has been thought of as the mechanisms used to decentralize decision making authority to the school site which is a popular approach that gains momentum in early 1980s thanks to school reform movements (Weiss, 1992). As noted, majority of schools have make efforts in trying to implement this approach in managing budgets, curriculum among other issues in schools.

The various advantages of the approach brought forth by proponents include the following; learners will be offered best programs since resources are wisely allocated; better decisions are arrived at since it is made by a group and not individuals and it also results to enhance communication between and among the relevant stakeholders.

To address the issue of SBM the paper will develop systematically and defend with sound reasons and arguments a version of SBM together with its associated accountability mechanisms that would be appropriate for a school in the United Kingdom.

Additionally, the successes associated with SBM are also of importance. The challenges that will be faced in trying to implement the proposed approach will be tackled. Lastly an explanation of how best SBM can be used to promote improvements in students learning outcomes will be covered.

As noted previously, SBM main objective and aim is to bring about positive change. It is worth noting from the onset that SBM seeks to transfer a number of responsibility and decision making with regards to operation of schools not only to teacher and principals but also to parents, students, and business people among other stakeholders.

Nonetheless, such decentralization of authority needs to be in line with policies that are centrally determined. It is no doubt that there are a number of SBM programs that can be employed in a public school. The differences usually arise both in terms of the one bestowed with the power and responsibility in coming up with decisions as well as to what degree of coming up with decisions have been devolved o schools and its constituents (Katyal & Evers, 2007).

Among the version in place include the following; the one in which the principals or teachers are bestowed with the power to execute the authority. With this version, the principal has the ultimate authority, but the council only advise him. The second approach which I will further discuss is where the parents, students as well as community participates.

Generally speaking the program does delegate duties in such areas as coming up with school budgets, infrastructural improvements, hiring and firing of teachers, developing school curriculum, issues relating to textbooks, coming up with the school calendar aimed at meeting the needs and aspirations of the community, monitoring as well as evaluating performance of teachers to mention but a few. According to Oswald, 1995: Par. 2

[In an SBM system, authority can transfer from the state government to school boards, from school boards to superintendents, from superintendents to principals, from principals to other members of the school community such as teachers and parents, or some combination of two or more of these].

In any organization a chain of command is deemed important for a number of reasons. One of them being that individuals or groups will clearly know who to report to and secondly it enhances holding such groups or individuals accountable for their actions. It has been shown that for SBM to be adopted in a successful manner, there is need to incorporate all the relevant authorities actively.

This only happens where the principal adopts an approach to making a decision that is team-oriented. With such a system in place all relevant stakeholders such as teachers, parents, the community and students will feel part of the team hence develop a positive attitude towards the schools’ activities. Additionally, a sense of ownership is built when decisions are arrived at from a team format (Leithwood & Menzies, 1998).

Having in mind that the local communities understands their problems better the version of SBM rests on the fact that communities should be taking an active role in the efforts aimed at bettering services related to education that majorly include ho to plan, monitor as well as evaluate programs that are educational via the school councils (Murphy & Beck, 1995).

A school council has been thought as an independent body that is formed to offer advice, “directions and support for personnel, facilities, and equipment as well as monitoring of schools”. With such a council in place there are certain roles they will play which include; being an advisor and help schools determine as well as approve educational policies, being an agency in supporting schools when it comes to issues of finances, being a controlling body with the ultimate goal of bringing transparency and accountability and lastly being a mediator between the school and other external bodies such as governments among others.

For my version, the council should be independent and opt to not have any hierarchal link with the government. It formation should be open, accountable as well as being democratic. To form a council, a school needs to form a committee comprising of members from the following divides; education practitioners; principal, representatives of the teachers, parents, religious as well as community representatives (Oswald, 1995).

The later opt to be made up of non-governmental organizations, local authority, religious leader’s business people and a person deemed to be of a public figure. The responsibility of the committee is to set everything right for election of council members. It is worth noting that the number to be included in the council varies with the size of the school.

Ideally, the provision calls for selection of at least 9 members. Having representatives from principal, community, teachers, local government and school foundation is key. Among the major reasons why I think this version is best rests on its ability to ensure that all relevant stakeholders are incorporated in their decision making processes.

The advantage with this is that it brings a sense of ownership hence making the relevant stakeholders feel part of the team and will support the decisions arrived at (Murphy & Beck, 1995). Additionally having the approach not being related to the central governments helps in ensuring that the decision arrived at as well as ideas brought forth by the relevant stakeholders are solemnly based and identified from its natural settings (Weiss, 1992).

It is no doubt that this results in coming up with solutions tailored in curbing local problems. Similarly, there are chances of the principal making sound decisions as he is provided with an opportunity to learn more and improves his/her leadership styles.

To exemplify this, when firing a teacher, all the relevant stakeholders through the council will adequately analyze the issue at hand before coming to a conclusion. This plays a major role in ensuring that good teachers are not fired just because they differ in ideologies with their bosses (Oswald, 1995).

It has also been argued that such an approach of SBM brings with it an effective way of communication. Having in mind that information is power, each an every party will not be left in the dark when important decisions are arrived at. Through the committee, teachers, parents, students, the principal and the community representatives will be adequately informed of what will be happening in the near future.

With such an approach, their views are highly welcomed to help arrive at the final decision (Murphy & Beck, 1995). Additionally, the chosen approach ensures that individuals take responsibility. Where thing will go wrong, there is a group of individuals who can be easily held accountable. For instance, if teachers or parents have not played their roles adequately, then there is room to call them and hold them accountable for what they have done or failed to do.

As held by Leithwood & Menzies, 1998 it is no doubt that having SBM program without its associated transparency and accountability mechanisms is nothings. There is need to provide a mechanism within the program that will ensure all stakeholders actively take part in forming policies as well as effectively evaluate the school.

This goes an extra mile in enhancing transparency and accountability. Despite the fact that the program provides schools with autonomy, there is need to hold higher level of accountability either internally or externally.

Weiss, 1992 identified that for the internal accountability mechanisms, there is need to have in place efficient and effective control mechanisms that will prevent financial malpractices that are self-centered which might ultimately harm the school. Having in place such mechanisms will ensure that there is proper use of financial resources in line with the existing relevant laws and guidelines.

Issues related to corruptions and kickbacks need to be adequately addressed. Consequently, the school opts to examine analyze their plans more frequently in order to establish whether it is running its activities in accordance with the real demands and the direction of school development.

With this being accomplished, there is need to make necessary alterations when called for. Having in place mechanisms to ensure a systematic as well as a regular system of evaluating itself, there are higher chances of the school being able to analyze how effective it is in offering quality services. This brings with it the advantage of self-evaluating translating to improvements and a development that is continuous (Katyal & Evers, 2007).

Another mechanism for accountability and transparency is for the school to correctly utilize school report as well as functions in order to adequately make the various stakeholders aware of progress of the school and how the student is fairing on. Lastly, when a teamwork approach is used to arrive at any decision, this provides a system in which transparency is enhanced as well as providing internal checks and balances (Weiss, 1992).

It is not enough to have in place internal accountability mechanisms; this thus calls for an external one. The committee, as well as the council, needs to ensure that the program (SBM) is executed in a manner that is in line with relevant laws and regulations of the land. This will help in ensuring that the school is not in trouble with the government as well as local authority.

In situations where the school receives grants as well as subsidies from the government, it opts to comply with the Code of Aid as well as all other terms associated with the same. On the same note, the plans to develop the school need to be in line with the requirements and provision in the government policies relating to education (Leung, 2005).

According to Leung, 2005 there is need to have in place a yearly school account audit done by an external registered certified public accountant the same should be submitted to Education Management Board. This will ensure that whatever the school will be doing in terms of using the financial resources, they will be careful not to mess things up since there is someone who will cross check the same; ultimately resulting to transparency and accountability.

As already established, there are various stakeholders who actively participate in ensuring that SBM is realized. Despite the fact that there is a myriad of responsibilities from the various stakeholders, there are some general ones which will be addressed herein.

For instance, the council is bestowed with the responsibility of formulating and approving school policies as well as mission and vision, annual school programs as well as budget, designing strategic plan aimed at developing the school, determining the desired standards for learning, developing mechanisms to offer incentives to the principal and the teaching staff, creating an environment that is characterized with transparency, accountability as well as democracy aimed at improving quality of education in the school and encouraging increased participation of the various stakeholders in forming, implementing, monitoring as well as evaluating policies for the school (Yukl, 2006).

Similarly, the council helps in fundraising aimed at providing the school with financial resources, identifying as well as solving emerging problems, forming partnerships as well as networks between the school and other external organizations aimed at improving education, responding to local as well as national requirements in the curriculum and lastly mobilizing both financial as well as non financial resources for the betterment of the school (Leung, 2005).

The principal who is seen as the school manager is bestowed with responsibilities broadly categorized as policy-making and management. The later involves such actions as determining promotion as well as dismissal of teacher but with conjunction with the council, manage school’s resources, create an environment in which both students as well as teachers will thrive (Katyal & Evers, 2007).

Additionally, the principal is responsible for ensuring that effective communication is enhances between and among the various stakeholders. On the same note, the principal opts to be accountable to the stakeholdersincluding students, parents, teachers and the local community.

Concerning teachers, they are responsible for ensuring that students are offered with quality education as well as monitoring and evaluating their performances. On top of this teacher are influential in making decisions as they take part in “planning, developing, monitoring, and improving instructional programs within the school” (Yukl, 2006: 45)

Parents role and influence varies and includes contributing in decision making, encouraging their children, support implementation of proposed policies, holding the manager as well as teachers accountable to mention but a few.

There are several benefits associated with adopting SBM. One major one is that it enhances parental involvement. It has been shown that parent involvement to issues relating to their children helps them achieve more. In situations where parents actively monitor the progress of their student, they will be able to know their areas of weakness and try to help them.

Additionally, when parents are involved, they create a learning environment back at home. This has been seen when they help their children do homework and encourage a culture of learning (Yukl, 2006). Similarly, parents do encourage their children by making them know they are unique and are capable of achieving academic excellence.

In terms of social behavior, parent involvement help in shaping the manner of student and will try to avoid being in trouble. Lastly and more importantly, student whose parent is actively involved in their learning develops positive attitude hence have lower chances of dropping out of schools.

Other benefits include an increase in quality as well as quantity of information sharing largely characterized by face to face communication. Having adequate information, the relevant stakeholders will definitely make rational decision since they are not left in the dark in issues relating to school development (Leung, 2005).

Additionally, SBM seeks to bring both financial and instructional resources to be aligned with school’s goals, mission and objectives. This ultimately results to having in place programs aimed at providing students with better services (Weiss, 1992).

In situations where is a delegation of duties and responsibilities, there are higher chances of the program nurturing new leaders across the various stages. This ensures that the organizations will have internally nurtured leaders who can rise to the occasion whenever called upon to take some responsibilities.

On the same note, it is evident that the mechanisms for accountability and transparency will ensure that all relevant stakeholders work hard in ensuring that their activities are within existing laws, regulations and guidelines. As suggested by Katyal & Evers, 2007 SBM provide teachers, the community as well as the staff a higher chance of actively being involved when the school makes vital decisions.

Such an initiative brings several advantages, such as feelings of ownership and responsibility among others. Similarly, the approach ensures that it utilizes the expertise as well as competence of individuals who are working in the school to come up with decisions that will improve learning outcomes. This mainly rests on the ability of coming up with local solutions to local problems.

According to Morrison, 2002 it is also important to point out that the decisions arrived at by the various stakeholders have been associated with increased students tests scores, decreased rates of dropouts as well as lower levels of suspensions and expulsion. According to Bryk et al. 1998: 128;

[In schools making systemic changes, structures are established which create opportunities for such interactions to occur. As teachers develop a broader say in school decision making, they may also begin to experiment with new roles, including working collaboratively.

This restructuring of teachers’ work signifies a broadening professional community where teachers feel more comfortable exchanging ideas, and where a collective sense of responsibility for student development is likely to emerge. These characteristics of systemic restructuring contrast with conventional school practice where teachers work more autonomously and there may be little meaningful professional exchange among co-workers. ]

Just like any other program, SBM anticipates various challenges although in varying degrees. A major challenge is that of the stakeholders encountering more work characterized by confusion with regards to new responsibilities and tasks, problems in having an effective manner of coordination as well as performance of the school in a manner that is not even.

Similarly, according to (Fiske, 1995: 212) SBM is a “complex undertaking, raising multiple policy issues involving lines of authority for making decisions and responsibility and accountability for the consequences of such decisions,” This can be attested by problems associated with accountability where the school may want to exercise full authority over decision but the council will be held accountable.

Additionally, lack of adequate knowledge and skills from some stakeholders might jeopardize the efforts of successfully implementing SBM. Such problems can be seen in communication and information sharing, lack of skills in decision making as well as trust issues among and between the involved parties (Yukl, 2006).

On the same line of reasoning, there are instances where the teachers, as well as the school manager or the principal, might be reluctant to provide other parties the opportunity to engage in collective decision making actively. It has also been shown that poor leadership can be another serious barrier to successful implementation of SBM program. It is worth noting that effective leadership is key in whatever field of study.

When the one at the realm of the organization fails to demonstrate qualities such as team work, 360 communication frameworks, creating a democratic environment, being an effective communicator, acting assertively among other, then the chances of bringing everyone on board to consult and reach a consensus might not be realized (Bryk et al., 1998).

To ensure that SBM is used to improve students learning, it is important for the stakeholders to be fully aware of what SBM is; what it can do as well as what it cannot do. This will help them tailor the policies towards achievable initiatives geared towards encouraging effective learning.

However, it has been established that despite the fact that all relevant steps aimed at fostering improvement in students learning, they all depend on effective leadership. This concept ensures that all the relevant steps, such as creating an environment that supports teaching and learning is created (Leithwood & Menzies, 1998).

This will also go an extra mile in making parents encourage to get involved hence resulting to supporting their children as well as school initiatives aimed at fostering students learning. Additionally, effective leadership ensures that there is effective communication characterized by 360 feedback mechanisms.

With this, the teachers will make the test scores of students as well as the reasons behind the performances and recommendations to improve on them (Yukl, 2006). Having in place an inclusive approach, then all the relevant stakeholders will actively engage in activities that will help resolve the problem.

On the same note, effective leaders will strive in creating cordial and interactive links with the students, teachers as well as other non-teaching staffs. With this, the major problems hindering education achievement can be pinpointed and as a result of collaboration of the various stakeholder’s viable solutions can be developed (Morrison, 2002).

From the review of School-Based Management, it is evident that the concept despite of coming to limelight in 1980s, it has been adopted by majority of schools. It aims at decentralizing authority and improves school performance. The version of SBM proposed is where the decisions are arrived via consultation and consensus between the council and the principal.

Among the argument in support of this approach include ownership of decision, developing sound and rational decision, stakeholders feel involved hence offer their best among others. The mechanisms of enhancing accountability and transparency include external annual auditing and have in place efficient and effective control mechanisms that will prevent financial malpractices that are self-centered which might ultimately harm the school among others.

The paper has also tackled the various responsibilities of the relevant stakeholders. Similarly, the benefits of SBM have been addressed. The challenges hindering successful implementation of the program have also been addressed. Lastly having effective leadership and all relevant stakeholders being aware of what SBM is are necessary in ensuring that SBM can be used to improve and promote student learning.

Bryk, T. et al. (1998). Charting Chicago School Reform. Boulder, CO, Westview Press.

Fiske, E. (1995). “Systematic school reform: Implications for architecture” In A. Meek (Ed.) Designing places for learning . Alexandria, VA: ASCD.

Katyal, K. & Evers, C. (2007). “Parents – partners or clients? A re-conceptualization of home-school interactions”, Teaching Education, 18(1): 61-76.

Leithwood, K. & Menzies, T. (1998). “Forms and effects of school-based management: A review” Educational Policy, 12: (3) 325-346.

Leung, C. (2005). “Accountability versus school development: self-evaluation in an international school in Hong Kong”, International Studies in Educational Administration, 33(1): 2-14.

Morrison, K. (2002). School Leadership and Complexity Theory . London: Routledge/Falmer.

Murphy, J. & Beck L. (1995). School-based Management as School Reform . Thousand Oaks, CA: Corwin Press.

Oswald, L. (1995). ‘School Based Management” College of Education · University of Oregon. Web.

Weiss, C. (1992). “Shared decision making about what? A comparison of schools with and without teacher participation” Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Yukl, G. (2006). Leadership in Organizations . New Jersey: Pearson Prentice Hall.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2020, January 22). Development of a Systematic Perspective on School Based Management Policy and Implementation. https://ivypanda.com/essays/development-of-a-systematic-perspective-on-school-based-management-policy-and-implementation/

"Development of a Systematic Perspective on School Based Management Policy and Implementation." IvyPanda , 22 Jan. 2020, ivypanda.com/essays/development-of-a-systematic-perspective-on-school-based-management-policy-and-implementation/.

IvyPanda . (2020) 'Development of a Systematic Perspective on School Based Management Policy and Implementation'. 22 January.

IvyPanda . 2020. "Development of a Systematic Perspective on School Based Management Policy and Implementation." January 22, 2020. https://ivypanda.com/essays/development-of-a-systematic-perspective-on-school-based-management-policy-and-implementation/.

1. IvyPanda . "Development of a Systematic Perspective on School Based Management Policy and Implementation." January 22, 2020. https://ivypanda.com/essays/development-of-a-systematic-perspective-on-school-based-management-policy-and-implementation/.

Bibliography

IvyPanda . "Development of a Systematic Perspective on School Based Management Policy and Implementation." January 22, 2020. https://ivypanda.com/essays/development-of-a-systematic-perspective-on-school-based-management-policy-and-implementation/.

• Saudi Business Machines Company Analysis
• Leadership in the Workplace: Apple Inc.
• Ethics in School-Based Action Research
• School-Based Nutrition Health Promotion Program
• School-Based Yoga Program for Adolescents’ Mental Health
• Promoting Students' Health: School-Based Strategies
• School-Based Obesity Prevention Plan for 2017-19
• Washback Effect of School-Based Assessment on Teaching and Learning in Hong Kong
• School-Based Interventions for Students With Behavior Problems
• School-Based Diet and Nutrition Focused Behavioral Change Intervention in Bangladesh
• How to Motivate Students to Learn Essay
• The Role of Visuals in Professional, Popular, and Pedagogic Science
• Second Language Learning in Immigrants
• Adaptive Hardware and Assistive Technology
• Autism Effect on Children

School Management Essays

Analysis of the school improvement plan, popular essay topics.

• American Dream
• Artificial Intelligence
• Black Lives Matter
• Bullying Essay
• Career Goals Essay
• Causes of the Civil War
• Child Abusing
• Civil Rights Movement
• Community Service
• Cultural Identity
• Cyber Bullying
• Death Penalty
• Depression Essay
• Domestic Violence
• Freedom of Speech
• Global Warming
• Gun Control
• Human Trafficking
• I Believe Essay
• Immigration
• Importance of Education
• Israel and Palestine Conflict
• Leadership Essay
• Legalizing Marijuanas
• Mental Health
• National Honor Society
• Police Brutality
• Pollution Essay
• Racism Essay
• Romeo and Juliet
• Same Sex Marriages
• Social Media
• The Great Gatsby
• The Yellow Wallpaper
• Time Management
• To Kill a Mockingbird
• Violent Video Games
• What Makes You Unique
• Why I Want to Be a Nurse
• Send us an e-mail

• Yale School of Management Essay Tips and Examples

July 21, 2023

Jeremy Shinewald

Yale SOM 2023–2024 Essay Tips

Required essay: we want to know what matters to you, and our essay question is designed to help us gain insight into your background, passions, motivations, responsibilities, ideals, identities, challenges, or aspirations, depending on where you take your response. to ensure that you’re able to write about something important to you, we offer you three essay prompts from which to choose:, 1) describe the biggest commitment you have ever made. why is this commitment meaningful to you and what actions have you taken to support it (500-word limit).

When this intriguing essay prompt was originally introduced in 2016, Assistant Dean for Admissions Bruce DelMonico noted that the “seemingly simple and straightforward question” was composed with assistance from one of the program’s organizational behavior professors. Yale’s admissions committee clearly takes its application essays seriously and is thoughtful about the mind-set and types of behaviors it wants to see in the school’s students. In an online Q&A session with several leading admissions officers we hosted, DelMonico declared himself “agnostic” about whether applicants should discuss a personal commitment or a professional one, noting that he wants to gauge the level to which candidates commit themselves, rather than the context of the engagement: “We don’t have a preference for professional or personal accomplishments. . . . We are not making value judgments about what that commitment is, but it is more about how you approach that commitment, how you have demonstrated that commitment, and what sorts of behaviors underlie that commitment.”

You might initially perceive this prompt as rather narrow in scope, allowing you to share the story of just a single professional or community project and nothing more, but that is not the case. You can certainly discuss your dedication to a particular project or cause, of course, but you are definitely not restricted to this approach. Consider this: you can also be committed to an idea (e.g., personal liberty) or a value (e.g., creating opportunity for others), and approaching your essay from this angle instead could enable you to reveal much more of and about yourself to the admissions committee. For example, you might relate a few anecdotes that on the surface seem unrelated—drawing from different parts of your life—but that all support and illustrate how you are guided by a particular belief or world view. Or, to use the example of personal liberty as a theme, you could show how you take control of your academic and professional paths, adhering steadfastly to your values and vision. Whatever you choose to feature as the focus of your commitment, your actions and decisions, manifest via a variety of experiences, must allow you to own it as a genuine part of who you are as an individual. Identifying a theme that you think no one else will ever use is not your goal here; presenting authentic anecdotes that powerfully support your selected theme is what is important.

If you elect to focus on a single anecdote, the commitment you claim must be truly inordinate. Being particularly proud of an accomplishment is not enough to make it an effective topic for this essay. You need to demonstrate your constancy and dedication in the face of challenges or resistance, revealing that your connection to the experience was hard won. Strive to show that you have been resolute in following a sometimes difficult path and have doggedly stayed on course, citing clear examples to illustrate your steadfastness. Nothing commonplace will work here—you must make your reader truly understand your journey and leave them more impressed by your effort than the outcome.

2) Describe the community that has been most meaningful to you. What is the most valuable thing you have gained from being a part of this community and what is the most important thing you have contributed to this community? (500-word limit)

In working with business schools and MBA applicants, we hear about the concept of “community” quite a bit, and these days, it seems to be more important (and ubiquitous) than ever. Each school has its own unique community and, understandably, wants to ensure not only that the applicants it accepts will in some way fit with and enhance that community but also that they will benefit from it themselves. This essay is clearly a tool the Yale SOM admissions committee will use to identify candidates who would make fitting matches with the school’s community. It will also help the committee determine which applicants view and value the concept of community in the same way (or at least very similar to how) the members of Yale’s do. More specifically, the school wants to see that you have been an engaged member of a community before, how you personally define what a community is, that you know how to be an additive member (and in what way[s] you actively are one), and that you are aware of how you yourself profit from your participation and inclusion.

The prompt does not specify that you must discuss a strictly professional community or a  personal one, so you can draw from any facet of your life. The community involvement you discuss could have been a long-term engagement or a short-term one, and it might even still be ongoing. Share what you value about your inclusion in this group and the motivations behind what you have contributed to it. We would caution you against discussing your family as your meaningful “community,” given that it is not one you proactively had agency in choosing and so would not be as revelatory of your individuality and personality. 

We are going to assume that you have thoroughly researched the Yale SOM MBA experience and have therefore familiarized yourself well with its particular characteristics and qualities—what it values, the kinds of people who excel there, and so on.  (If you have not , start doing so immediately; contact students and alumni, read student blogs, watch videos on the Yale SOM YouTube channel , and visit campus or participate in admissions events in your area.) If any of the attributes you appreciate in the community you describe overlap with any of those of the Yale SOM community, be sure to emphasize them in your essay.

3) Describe the most significant challenge you have faced. How have you confronted this challenge and how has it shaped you as a person? (500-word limit)

A challenge or obstacle can be the catalyst for a powerful learning experience, whether you were able to completely overcome the impediment or not. So, for this essay, you can discuss a one-time occurrence or an ongoing issue that you deal with regularly. And because the school does not stipulate that the challenge you share be strictly professional or personal, you can (and should) consider every possible option you have from the various facets of your life—your workplace, academic background, family, personal life, community engagements, and so on. The one you ultimately choose should be the one that has made the most significant impact on how you view and/or operate in the world today. The Yale SOM admissions committee wants to understand how and what you learn from situations in which things do not go as planned. Your goal is to convey that you are not easily discouraged by setbacks but that you instead use them as learning tools or stepping-stones on your path forward.

Consider using a narrative approach to tell your story, rather than simply stating the facts outright. Including vivid anecdotal details will help you most effectively convey the nature of your challenge. You want to ensure that the admissions reader fully grasps your struggle. Then, your explanation of how you have been “shaped” by the experience—and of the way in which you dealt (or are dealing with) the obstacle—will reveal your character. Avoid clichéd lessons, such as “gained resilience.” In what substantial way have you been changed by the situation, and how are you now able to apply what you learned from it or expect to do so in the future? 

One important note: do not be afraid to reveal a weakness or error on your part. Although this is not a “failure” essay, if your own actions helped create the obstacle or you failed to see the obstacle right before you (and should have), you should not shy away from an honest discussion of your responsibility. Such incidents are usually very effective learning opportunities and could therefore make for a compelling essay. The key is in conveying what your takeaways are from the experience and explaining how it has influenced you and your life since.

Within its application, the Yale SOM also poses the following question:

Briefly describe your career interests and how you arrived at them. What have you already done to pursue these interests? What do you need to do going forward? (150 words maximum)

Although this is not presented by the school as an official essay question, we feel that a little guidance might be helpful. Here, the admissions committee is essentially asking for context for your professional aspirations, which typically involves some level of information about your work history, and wants to know how you expect to use the Yale SOM experience and degree to move your forward on your path to achieving your goals. 

Keep in mind that the admissions committee will already have your resume on hand to review, and this should provide the basic information as far as your previous positions/titles, responsibilities, and accomplishments. What the school is looking for here is the more personal side of the story—what has motivated you along the way and is motivating you still, prodding you to pursue an MBA as part of your efforts to continue on your chosen professional path. In an application tips blog post , Kate Botelho, senior associate director of admissions at the Yale SOM, offers this advice when considering your response: “You may want to think about the answers to questions such as ‘How did these interests develop?’ ‘What kind of exposure have you had to them?’ ‘What steps have you already taken to explore these interests?’ ‘What enables you to pursue them successfully?’” Be sure to explain how you have set yourself on a path to attain your objectives and what you intend to do going forward. The school wants to know that you are, and will be, a determined and active participant in your eventual success and are not expecting to rely on the Yale name to do the work for you.

Given that this prompt essentially covers some of the elements found in a typical traditional personal statement essay, we encourage you to download a free copy of the mbaMission Personal Statement Guide , which offers in-depth advice on how to address these sorts of topics and provides examples.  

Optional Information: If any aspect of your application requires additional explanation, you can address it in the Optional Information section below.  Please note, you should use the specific prompts provided in the Work Experience section to address gaps in work experience or choice of recommender.  The Optional Information section is truly optional – if no aspect of your application requires further explanation, you should leave this section blank. (200 words maximum)

Yale’s optional information prompt invites you to address any potential problem areas in your profile if you feel you need to. The use of the adjective “brief” clearly conveys that the school wants you to focus on imparting key information rather than offering a detailed and long-winded explanation of the issue in question. This is absolutely not an opportunity to share another cool story or otherwise try to impress or pander to the admissions committee. If you do not truly need to explain an issue or potentially confusing element of your candidacy, we do not recommend that you complete this section; if you do have issues to clarify, keep things concise. In our free mbaMission Optional Essays Guide , we offer detailed advice on when and how to take advantage of these kinds of opportunities, with multiple examples.

For a thorough exploration of the Yale SOM academic program/merits, defining characteristics, crucial statistics, social life, academic environment, and other key features, check out the mbaMission Insider’s Guide to the Yale School of Management .

The Next Step—Mastering Your Yale SOM Interview

Many MBA candidates find admissions interviews stressful and intimidating, but mastering this important element of the application process is definitely possible—the key is informed preparation. To help you on your way to this high level of preparation, we offer our  free Interview Guides . Download your free copy of the  Yale School of Management Interview Guide  today.

To learn more about the essays for other top business schools, visit our  MBA Essay Tips and Examples Resources Page .

2023-2024 Business School Essays MBA Essay Tips Yale University (School of Management)

Tags: business school essay free events free guides MBA application essays optional essay Yale SOM

Upcoming Events

• Apr 25, 2024 Assessing Your MBA Profile (Online)
• May 19, 2024 Admissions Q&A with Booth, Fuqua, Sloan, Tuck & Yale (Online)

Upcoming Deadlines

• Apr 12, 2024 UCLA Anderson (Round 3)
• Apr 15, 2024 USC Marshall (Round 3)
• Apr 29, 2024 Toronto Rotman (Round 4)
• Apr 29, 2024 UNC Kenan-Flagler (Round 4)
• Apr 30, 2024 Georgetown McDonough (Round 4)

Click here to see the complete deadlines

2023–2024 MBA Essay Tips

• Berkeley Haas School of Business Essay Tips and Examples
• BU Questrom School of Business Essay Tips and Examples
• Cambridge Judge Business School Essay Tips and Examples
• Carnegie Mellon Tepper School of Business Essay Tips and Examples
• Chicago Booth School of Business Essay Tips and Examples
• Columbia Business School Essay Tips and Examples
• Cornell Johnson Graduate School of Management Essay and Examples
• Dartmouth Tuck School of Business Essay Tips and Examples
• Duke Fuqua School of Business Essay Tips and Examples
• Emory Goizueta Business School Essay Tips and Examples
• Esade Essay Tips and Examples
• Georgetown McDonough School of Business Essay Tips and Examples
• Harvard Business School 2+2 Deferred MBA Program Essay Analysis 2024
• Harvard Business School Essay Tips and Examples
• HEC Paris Essay Tips and Examples
• HKUST Business School Essay Tips and Examples
• IE Business School Essay Tips and Examples
• IESE Business School Essay Tips and Examples
• INSEAD Essay Tips and Examples
• International Institute for Management Development (IMD) Essay Tips and Examples
• Ivey Business School Essay Tips and Examples
• London Business School Essay Tips and Examples
• Michigan Ross School of Business Essay Tips and Examples
• MIT Sloan School of Management Essay Tips and Examples
• Northwestern Kellogg School of Management Essay Tips and Examples
• Notre Dame Mendoza College of Business Essay Tips and Examples
• NYU Stern School of Business Essay Tips and Examples
• Ohio Fisher College of Business Essay Tips and Examples
• Oxford Saïd Business School Essay Tips and Examples
• SMU Cox School of Business Essay Tips and Examples
• Stanford Graduate School of Business Application Essay Tips and Examples
• Texas McCombs School of Business Essay Tips and Examples
• The Consortium for Graduate Study in Management Essay Tips and Examples
• The Wharton School Essay Tips and Examples
• Toronto Rotman School of Management Essay Tips and Examples
• UCLA Anderson School of Management Essay Tips and Examples
• UNC Kenan-Flagler Business School Essay Tips and Examples
• USC Marshall School of Business Essay Tips and Examples
• UVA Darden School of Business Essay Tips and Examples
• UW Foster School of Business Essay Tips and Examples
• Vanderbilt University Owen Graduate School of Management Essay Analysis, 2023–2024
• Villanova School of Business Essay Tips and Examples

Click here for the 2022–2023 MBA Essay Tips

MBA Program Updates

• Berkeley-Haas
• Boston University (Questrom)
• Cambridge Judge Business School
• Carnegie Mellon University (Tepper)
• Columbia University (Columbia Business School)
• Consortium for Graduate Study in Management
• Cornell University (Johnson)
• Dartmouth College (Tuck)
• Duke University (Fuqua)
• Emory University (Goizueta)
• George Washington University (GWSB)
• Georgetown University (McDonough)
• Harvard University (Harvard Business School)
• IE Business School
• IESE Business School
• Indian School of Business
• Indiana University (Kelley)
• Ivey Business School
• London Business School
• Massachusetts Institute of Technology (Sloan)
• New York University (Stern)
• Northwestern University (Kellogg)
• Notre Dame (Mendoza)
• Ohio State University (Fisher College)
• Oxford University (Saïd Business School)
• Penn State Smeal College of Business
• Rotman School of Management
• Saïd Business School
• Southern Methodist University (Cox School of Business)
• Stanford University (Stanford Graduate School of Business)
• University of California Los Angeles (Anderson)
• University of Cambridge (Judge)
• University of Chicago (Booth)
• University of London (London Business School)
• University of Michigan (Ross)
• University of North Carolina (Kenan-Flagler)
• University of Pennsylvania (Wharton)
• University of Southern California (Marshall)
• University of Texas at Austin (McCombs)
• University of Virginia (Darden)
• Vanderbilt University (Owen)
• Villanova School of Business
• Yale University (School of Management)

• marquette.edu //
• Contacts //
• A-Z Index //
• Give to Marquette

Marquette.edu  //  Career Center  //  Resources  // 

Properly Write Your Degree

The correct way to communicate your degree to employers and others is by using the following formats:

Degree - This is the academic degree you are receiving. Your major is in addition to the degree; it can be added to the phrase or written separately.  Include the full name of your degree, major(s), minor(s), emphases, and certificates on your resume.

Double Majors - You will not be receiving two bachelor's degrees if you double major. Your primary major determines the degree (Bachelor of Arts or Bachelor of Science). If you're not fully sure which of your majors is primary, check CheckMarq or call the registrar's office.

Example: Primary Major: Psychology ; Secondary Major: Marketing

• Bachelor of Arts Degree in Psychology & Marketing

Primary Major: Marketing ; Secondary Major: Psychology

• Bachelor of Science Degree in Marketing & Psychology

In a letter, you may shorten your degree by writing it this way:

• In May 20XX, I will graduate with my Bachelor's degree in International Affairs.
• In December 20XX, I will graduate with my Master's degree in Counseling Education.

Not sure which degree you are graduating with? Here is a list of Undergraduate Majors and corresponding degrees:

• College of Arts & Sciences
• College of Business Administration
• College of Communication
• College of Education
• College of Engineering
• College of Health Sciences
• College of Nursing  

• Online Resources
• Handouts and Guides
• College/Major Specific Resources
• Grad Program Specific Resources
• Diverse Population Resource s
• Affinity Group Resources
• Schedule an Appointment
• Major/Career Exploration
• Internship/Job Search
• Graduate/Professional School
• Year of Service
• Resume and Cover Letter Writing

• Login to Handshake
• Getting Started with Handshake
• Handshake Support for Students
• Handshake Support for Alumni
• Handshake Information for Employers

CONNECT WITH US

PROBLEM WITH THIS WEBPAGE? Report an accessibility problem  

To report another problem, please contact  [email protected]

Marquette University Holthusen Hall, First Floor Milwaukee, WI 53233 Phone: (414) 288-7423

• Campus contacts
• Search marquette.edu

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Privacy Policy Legal Disclaimer Non-Discrimination Policy Accessible Technology

© 2024 Marquette University

30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Moscow ranked based on their research performance in Mechanical Engineering. A graph of 269K citations received by 45.8K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

5. N.R.U. Moscow Power Engineering Institute

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

Engineering subfields in moscow.

• Study Guides
• Homework Questions

Week 1 project essay

Turn Your Curiosity Into Discovery

Latest facts.

12 Facts About German Beer Day April 23rd

14 Facts About Sherlock Holmes Day May 22nd

40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact: