Course title: Introduction to Educational Management (Elective)

Course no: Ed. PM. 528 Full marks: 50

Nature of the course: Theory Pass marks: 20
Level: M.Ed. Periods per week: 3
Year: Second Time per period: 55 minutes
Total periods: 75

1. Course Description
This course is designed for the students whose specification area is other than educational
planning and management. It acquaints them with the fundamental concepts and theories of
educational management. The main purpose of this course is to enable the students to manage
educational institutions by providing them with an organized body of knowledge about
educational management. The course also aims to provide information on recent developments in
management by helping the students draw implications for the effective management of
educational organizations.

2. General Objectives
The general objectives of this course are as follows:
• To provide the basic knowledge on management and educational management.
• To make the students familiar with the elements and components of management.
• To acquaint the students with selected management approaches.
• To familiarize the students with the theories of motivation and leadership.
• To impart the basic knowledge on theory of educational management.
• To orient the students to the basic concept of conflict and the ways to managing it.
• To provide the basic knowledge on recent developments in management.
• To enable the students in using management approaches and theories in
educational organizations.

3. Specific Objective and Contents

Specific Objectives
• Explain the meaning and definitions of
educational management.
• Elaborate the process of evolution of
educational management.
• Discuss educational management as
science or an art.
• Differentiate management from
administration and governance.
Contents
Unit I: Introduction to Educational
Management (5)
1.1 Meaning and definition of educational
management
1.2 Evolution of educational management
1.3 Educational management: science or art?
1.4 Difference between management,
administration and governance

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• Clarify the concept of management
approach.
• Describe the evolution of management
approach.
• Specify the basic themes behind
scientific, administrative, management,
bureaucratic, human relations and
behavioral approaches.
• Identify the ways to apply
management approaches in educational
organizations.
• State the nature and characteristics ofUnit III: Models of Educational
educational management models.
• Specify the basic concepts of formal,
collegial, political, subjective,
ambiguity and cultural models of
educational management.
• Identify the ways for the application of
the models of educational
management in educational
organizations
• Explain the basic concept of PODC.
• Elucidate the elements of management.
• Describe the components of
management.
• Present the meaning and definitions of Unit V: Motivation
motivation.
Unit II: Management Approach (10)
2.1Concept of management approach
2.2 Evolution of management approach
2.2.1 Scientific management approach
2.22 Administrative management
approach
2.2.3 Bureaucratic approach
2.2.4 Human relations approach
2.2.5 Behavioural science approach
2.3 Application of above approaches in
educational organizations.
Management (15)
3.1 Nature and characteristics of model
3.2 Basic concepts of the models of
educational management:
Formal model
Collegial model
Political model
Subjective model
Ambiguity model
Cultural model
3.3 Application of these models in
educational organizations
Unit IV: Elements and Components of
Management (13)
4.1 Basic concept of planning, organizing,
directing and controlling(PODC)
4.2 Elements of management
Planning
Organizing
Directing
Controlling
4.3 Components of management
Problem solving
Human relations
Decision making
Communication
(10)
5.1 Meaning and definition of motivation

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 • Specify the basic themes regarding Mc 5.2 Basic concepts of motivation theories
Gregor Maslow’s, Mc Clelland’s, and 5.2.1 Mc Gregor’s theory X and Y
Herzberg’s theories of motivation. 5.2.2 Maslow’s hierarchy of needs
• Derive implications of the above theory
theories in educational organizations. 5.2.3 Herzbergs’s motivation – hygiene
theory
5.2.4 Mc Clelland ‘s need theory of
motivation
5.3 Implications of the above theories for
educational organizations
• Explain the meaning of leadership. Unit VI: Leadership (5)
• Trace out the differences between a 6.1 Meaning and definition of leadership
leader and a manager. 6.2 Difference between a leader and a
• State the styles of leadership. manager
• Derive implications of different styles 6.3 Styles of leadership
of leadership in educational practices. • Democratic
• Autocratic
• Laissez –faire
• Transformational
• Transactional
6.4 Implications of the above styles for
educational practices

• State the meaning and definition of Unit VII: Conflict Management (12)
conflict management. 7.1 Meaning and definition of conflict
• List the sources of conflict. management
• Identify the types of conflict. 7.2 Sources of conflict
• Enumerate the techniques of conflict 7.3 Types of conflict
management. 7.4 Techniques of conflict management
7.5 Implications of conflict management
• Derive implications of conflict
for educational organizations
management in educational
organizations.
• Outline the causes of recent trends in Unit VIII: Recent trends in Educational
educational management. Management (5)
• Specify the meaning, sources and 8.1 Stress management
strategies of stress, time, and change 8.2 Time management
and team management in educational 8.3 Change management
organizations. 8.4 Team management
Note: The figures in the parentheses indicate the approximate periods for the respective units.

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4. Instructional Techniques
The students will be involved in different learning activities as needed. The instructional
techniques for this course are recommended to be in two major groups.

4.1 General Instructional Techniques

• Lecture, discussion, question answer, library work and self-study.

4.2 Specific Instructional Techniques

Units : Practical activities to prepare assignment paper.
Units : Report writing and their presentation in the class.

5. Evaluation
Both formative and summative evaluation will be used to evaluate the learning of the
students. Formative evaluation includes the written tests, class participation, preparation and
presentation of reports and practical exercises. The scores of the formative evaluation will be
used to provide feedback for improving the learning of students without including them in
the final annual examination. Annual examination will be conducted as summative
evaluation by the Office of the Controller of Examinations. The types and number of
questions to be included in the final examination are as follows:
Number of questions
Total questions Total
Types of questions to be answered and
to be asked marks
marks allocated
Group A: Multiple choice items 8 questions 8 x 1 mark 8
Group B: Short answer questions 5 with 2 'or' 5 x 6 marks 30
questions
Group C: Long answer question 1 question 1 x 12 marks 12

6. Recommended Books and References

Recommended Books
Bush, T. (1995). Theories of educational management. London, Sage: Paul Champman
publishing Ltd. (For units I and II)
Bush, T. (2008). Theories of educational management (Modules). http;//enx.org. /content /m
13867/latest (For unit III)
Robbins, S.P. (2005). Organizational behavior. Delhi: Pearson Education (Singapore) Pvtd.
Indian branch (For units IV, V, VI and VIII)
Govt. of Nepal (2007). School sector reform plant 2009-2015. Kathmandu: Ministry of
Education (For unit I)
Weihrich, H. & Koontz, H. (2009). Management: A global perspective. New Delhi: Tara Mc
Graw –hill publishing company ltd (For units I to VII)

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