Educational management

The field of educational management is not very different from management in other fields such as commerce. In essence, educational management seems to borrow from the well known management guidelines in other career fields. The main difference is that context changes and thus the experiences in educational settings influence educational management. It is recognized that for effective educational management, administrators must acknowledge theories of educational management and put them into use.

This is good for decision making and eliminates the tendency to run educational institutions from a ‘common sense’ or personal experience perspective to a theory based perspective. The management of the entire education institution affects every component of the institution with faculties being almost directly affected (Smart, 2004). This implies that effective management from the administrator’s levels impacts the faculties positively and consequently the outcomes of the faculties are exemplary.

Bush (2006) highlight that educational management must consider management models including the collegial model of management which is enables participative leadership and eventually impressing outcomes. It is also worth considering other models such as the formal and subjective models since it is not a guarantee that use of a single model results to improved performance of the entire institution and faculties in specific. Possessing excellent educational management skills is a vital tool for the management of higher education.

This is more so with regard to higher education institutions that receive special education students. Special education is managed relatively different from the mainstream education due to the unique needs that students with disabilities present with and require for their wellbeing. Educational management involves exploring how best educational organizations can be run (Bandyopadhyay & Scott, 2006). Central to educational management is the understanding of the aim of a certain arena of education.

This is because the understanding of the aims to be achieved in the education programs paves the way educational institutions will be managed. Realizing the aims of education and then relating incorporating these aims in the management of education is bound to bring success more so in higher education. When determining educational management and faculty development in higher education institutions, the impact of ADA and Section 504 on management should be considered.

This is in the view that more and more students with disabilities are joining institutions off higher learning and they bring not only unique needs but also make an additional diversity group. The management of higher education institutions is therefore largely influenced by the existence of legislations on students with disabilities. Educational management not only affects the students who are under a certain faculty but overall staff in a particular faculty and the persons served by the faculty.

In view of this, educational management is a vital tool for faculty development. In a faculty, the role of faculty members must be recognized while developing proper management decisions. Peterson (2003) argues that the role of faculty members in achieving successful management and outcomes should not be ignored since faulty members have the biggest mandate in delivering education. In fact the higher order administration many never be as well endowed to deliver educational benefits as the faculty level would.

While the administrators may be given to achieving high positions in the administration ladder, the faculty is pushed to bring forth academic achievement under the pressure of the administrators. In regard to the achievement of excellent educational management skills that a faculty in higher education must relentlessly ensure that the faculty and students are excellently integrated. This is most needed when dealing with students with disabilities. As earlier observed, students with disabilities have attitudes towards the faculty just as the faculty holds specific attitudes towards students with disabilities.

With developed educational management, the faculty can be developed to be able to change its attitudes towards students with disabilities for the better. At the same time, the faculty can achieve skills to be able top influence the student’s attitudes towards faculty (Tomlinson, 2004). Approaching educational management from such a viewpoint introduces the participative management style which results into improved outcomes as each member of the faculty is committed ensuring that the disabled students get the best in education. Faculty development entails developing the professionalism of faculty members.

Howland and Wedman (2004) suggests that if professions are successfully developed, educators are well positioned to have control over the experiences that they encounter including practicing what have been learned. In case of accommodation students with disabilities, it should be part of faculty development to ensure that faculty members are given more information regarding students with disabilities. As earlier observed, the lack of enough prior experience with a person with a disability is likely to negatively affect the attitude of a faculty member.

However, equipping faculty members with the right information on how to address the needs of students with disabilities impacts their attitudes positively (Mehra & Mital, 2007). On this note, faculties should be determined to understand ADA and Section 504 regarding students with disabilities in higher education. This is important since the faculty must always work as per the policies and the better the policies are understood and applied by faculty members, the better the performance of the faculty.

The importance of educational management and faculty development in higher education institutions is stressed from the viewpoint that most faculty members are merely professionally trained with little experience in managing learning institutions. With institutions of higher education receiving increasing diversity of students there is need incorporate diverse management strategies that are able to address the diverse needs among students. Even faculty members such as professors are required to reconsider their traditional means of delivering academic benefits to students (Gillespie, Robertson & Bergquist, 2010).

For instance, students with disabilities may not necessarily benefit from conventional lecture method of teaching and thus they may require enhancements such as audio taping the lectures among other auxiliaries. In summation, educational management in higher education institutions that deal with students with disabilities ought to reconsider several things. The institution should aim at incorporating the faculty members and students with disabilities in the decision making process. This is supposed to enhance the student-faculty relationship which results to improved achievement.

Incorporating a participative style of management is also a should also be a crucial aim of the faculty to ensure that faculty members are motivated to deal with challenging needs met in students with disabilities. Equipping faculty members with relevant information regarding students with disabilities and the way to handle them effectively results should be central to faculty development. The totality of successful change in faculty attitudes towards students with disabilities for the success of these students is achieved through pursuing integrative educational management in faculty development.