Transcript
DEM 741: Seminar in Governance and Managemant of Educational Management
Report: Human Resource Management: University As An Academic Community
BY:
Ma. Shiela T. Vera
Presented To: Dr. Theresita Atienza
Second Semester/ S.Y. 2014-2015
Con
cep
t Human Resource
Management
Con
cep
t
University As Academic
Community
Human Resource Management
- the part of the
organization concerned with
the people dimension.
- Can be viewed in one of two ways • First, a staff or support
function in the organization. Its role is to provide assistance in HRM matters.
• Second, a function of every manager’s job. Whether or not one works in a formal HRM department, the fact remains that to effectively manage employees.
Human Resource ManagementEvery organization is made up of
people. Acquiring their services,
developing their skills, motivating them to high level
of performance and ensuring that they
maintain their commitment to the
organization are essential to achieving
organizational objectives.
This is true regardless of the
type of organization-government,
business, education, health, recreation,
or social action. Hiring and keeping
good people is critical to the
success of every organization.
HRM FOUR BASIC FUNCTIONS
Staffing
Training and Development
Motivation
Maintenance
University as an Academic Community
UNESCO: ACADEMIC STAFF DEVELOPMENT
UNESCO’s aim in the field of staff development is to promote co-operative and innovative action so as to strengthen the quality and relevance of higher education, both now and in the coming years.
The purpose of this book is to illustrate how this aim is being translated into action. It assembles a broad range of current experiences supported by UN ESCO and related to staff development in higher education.
It is hoped that, as a result, institutions may be better informed in terms of present practices and thus plan their own future activities on the basis of a wider perspective.
Higher Education Staff Development For The 21st Century By UNESCO
Scope:In situating this book in relation to the main trends and issues of higher education today, the forces directing the process of change can be clearly discerned:The increases demand for access to higher education.
The call for the diversification of this domain
The assurance of quality and relevance of higher education
Higher Education Staff Development For The 21st Century By UNESCO
The reform of higher education systems, including the management of change by institution especially universities.
The significant reduction in funding for this subsector
The links between higher education and the labour market.
The internalization of higher education resulting in increased inter-university co-operation.
To offer a comprehensive view of the current context, the chapter organize three main themes:
Academic Staff Development
Higher Education Teaching Networks
Managerial and Human Resource Development
UNESCO’s Experience in Higher Education Staff Development
This programme promotes the high-level training and research capacities of universities in priority fields related to the development process.… institutions in the developing world face particularly pressing problems: on the one hand , they require highly trained staff with strong research capacities especially in scientific and technological disciplines;
on the other hand, it is sometimes difficult to release good middle-level personnel who would like to take an advanced degree because these people are needed to assure heavy teaching loads.
In addition, those who do leave to study abroad can be caught up in the Brain Drain phenomenon if better opportunities are found elsewhere
A new focus in this initiative is the University Volunteers Scheme which UNESCO is now developing with the United Nations Volunteers and the Council for International Educational exchange. This will offer opportunities to academics on sabbatical or who recently retired to place their expertise at the service of higher education institutions in the developingworld.
Higher Education Teaching Development Networks
UNESCO has initiated action in all regions of the world which is designed to enhance the quality and relevance of the entire teaching and learning process at the tertiary level.
o
While each mechanism has developed its own specific program of action, they share two common objectives:
To improve the quality and relevance of university teaching in order to adequately meet the changing needs of society.
To enhance the contribution of higher education to the education system as a whole .Here, the links with basic and secondary teaching are clear, involving areas such as teacher training programmes and the contribution of universities to literacy.
Co-operative Partnership for Managerial Staff Development
UNESCO’s action in this area responds directly to the current situation faced by institutional leaders and their personnel. Today, the financial resources allocated by governments for higher education generally tend to remain static or to be reduced. It would seem that all are being subjected to more stringent accountability measures.
Co-operative Partnership for Managerial Staff Development
In addition, an ageing professoriate and complexity surrounding the tenure question constitute thorny issues for higher education managers. Generally, institutions are required to do more with less- hence the necessity to optimize the means available.
Co-operative Partnership for Managerial Staff Development
The use of new Information and Communication Technology (ICT) is another priority area of institutional management. UNESCO promotes research, training and information exchange to strengthen the expertise of staff whether academic or administrative.
Co-operative Partnership for Managerial Staff Development
Managerial Staff Development must therefore cover all those areas where additional skills are required to enhance and complement the teaching, training and research expertise already acquired.
Lastly and most importantly, Higher Education staff development must be situated as part of the capacity-building process. This balances education and training so that each individual realizes his or her talents in order to accede to a better quality of life –as such, it is a tenet of social and human development.
In order to survive and function well, higher education personnel must be confident, competent and pro-active in three essential areas:
-fields of knowledge-the pedagogical process-the managerial skills
Such an integrated vision requires strong and serious emphasis on staff development. This focus also serves to reiterate the importance of human resource development as the basic motor and value of any successful enterprise.
Within the parlance of the United Nations system, this concept is known as capacity-building-that activity which merges broad educational skills with highly specialized training to foster human and social development both in the individual and in societies.
There emerges a more holistic vision of higher education institutions and their staff- thus suggesting a context where present activities should be designed to prepare the future.
Academic Staff Development:ISSUES
Curriculum Innovation
Interdisciplinarity
Academic Solidarity
Academic Staff Development:TRENDS
Internalization in Higher Education
Managing International Co-operation in Higher Education
Academic Staff Development:PERSPECTIVES
Development Challenges
The Quality and Relevance of Knowledge
Higher Education Teaching NetworksISSUES
Links to Higher Education Reform
Assessment of Teaching Skills
Higher Education Teaching NetworksTRENDS
Changing Professional Profiles
Knowledge Management
Student-Centred Learning
Higher Education Teaching NetworksPERSPECTIVES
Recognition of Teaching Skills
Institutionalized Staff Development Policies
Managerial and Human Resource DevelopmentISSUES
Managing Change
External and internal Priorities
Regional Challenges
Managerial and Human Resource DevelopmentTRENDS
Strategic Planning
Coherency in Staff Development
Managerial and Human Resource DevelopmentPERSPECTIVE
Pro-active Higher Education Institutions
The Benefits of Collegiality
Higher Education and Society
CONCLUSIONThis book therefore seeks to present innovative practices in higher education staff development so that these may be shared- for emulation or adaptation as may be deemed appropriate. Overall, these case studies emphasize three key conclusions:
CONCLUSION1. – that staff development, as fundamental element of institutional quality, must be part of an integrated approach which encompasses all types of training necessary for enhanced effectiveness and efficiency
CONCLUSION2.- that investment in human capital has become a vital strategy in tackling the main issues confronting higher education and efficiency
CONCLUSION3.- that staff development helps assure the contribution of higher education to capacity-building, and thereby to the human and social development processes
Staff development has emerged as a key to the acquisition of these capacities which permit higher education to realize its optimal contribution to society. In the final analysis, successful action in this field attests to the intent of institutions to invest in their human resources-a dynamic Higher Education Staff Development Policy being the primary manifestation of such a commitment.
Reference:Human Resource Management by David A DeCenzo et al.
HUMAN RESOURCE MANAGEMENT: PERSONNEL ISSUES by UNESCO
HIGHER EDUCATION STAFF DEVELOPMENT : DIRECTIONS FOR THE TWENTY-FIRST CENTURY BY UNESCO
Thank You!GOD BLESS YOU ALL!!!!
Our natural tendency is to grasp what we
have instead of freely giving to those in
need. The challenge of riches is living
with thankful hearts to God and open hands to others- David McCasland
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