Finding the Way: A Model for Educational System Analysis
Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such le...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Clark, Mary Jo [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
The Berkeley Electronic Press ; 2004 |
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| Schlagwörter: |
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| Reproduktion: |
Berkeley Electronic Press Academic Journals |
|---|---|
| Übergeordnetes Werk: |
In: International journal of nursing education scholarship - Berkeley, Calif. : Bepress, 2004, 1.2004, 1, art11 |
| Übergeordnetes Werk: |
volume:1 ; year:2004 ; number:1 ; pages:11 |
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| 520 | |a Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. | ||
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(DE-627)NLEJ219562148 DE-627 ger DE-627 rakwb eng XD-US Clark, Mary Jo verfasserin aut Finding the Way: A Model for Educational System Analysis The Berkeley Electronic Press 2004 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. Berkeley Electronic Press Academic Journals Educational system analysis model (ESAM) systems analysis systems analysis model leadership transition In International journal of nursing education scholarship Berkeley, Calif. : Bepress, 2004 1.2004, 1, art11 Online-Ressource (DE-627)NLEJ219537127 (DE-600)2162109-3 1548-923X nnns volume:1 year:2004 number:1 pages:11 http://www.bepress.com/ijnes/vol1/iss1/art11 GBV_USEFLAG_U ZDB-1-BEP GBV_NL_ARTICLE AR 1 2004 1 11 1.2004, 1, art11 |
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(DE-627)NLEJ219562148 DE-627 ger DE-627 rakwb eng XD-US Clark, Mary Jo verfasserin aut Finding the Way: A Model for Educational System Analysis The Berkeley Electronic Press 2004 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. Berkeley Electronic Press Academic Journals Educational system analysis model (ESAM) systems analysis systems analysis model leadership transition In International journal of nursing education scholarship Berkeley, Calif. : Bepress, 2004 1.2004, 1, art11 Online-Ressource (DE-627)NLEJ219537127 (DE-600)2162109-3 1548-923X nnns volume:1 year:2004 number:1 pages:11 http://www.bepress.com/ijnes/vol1/iss1/art11 GBV_USEFLAG_U ZDB-1-BEP GBV_NL_ARTICLE AR 1 2004 1 11 1.2004, 1, art11 |
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(DE-627)NLEJ219562148 DE-627 ger DE-627 rakwb eng XD-US Clark, Mary Jo verfasserin aut Finding the Way: A Model for Educational System Analysis The Berkeley Electronic Press 2004 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. Berkeley Electronic Press Academic Journals Educational system analysis model (ESAM) systems analysis systems analysis model leadership transition In International journal of nursing education scholarship Berkeley, Calif. : Bepress, 2004 1.2004, 1, art11 Online-Ressource (DE-627)NLEJ219537127 (DE-600)2162109-3 1548-923X nnns volume:1 year:2004 number:1 pages:11 http://www.bepress.com/ijnes/vol1/iss1/art11 GBV_USEFLAG_U ZDB-1-BEP GBV_NL_ARTICLE AR 1 2004 1 11 1.2004, 1, art11 |
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(DE-627)NLEJ219562148 DE-627 ger DE-627 rakwb eng XD-US Clark, Mary Jo verfasserin aut Finding the Way: A Model for Educational System Analysis The Berkeley Electronic Press 2004 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. Berkeley Electronic Press Academic Journals Educational system analysis model (ESAM) systems analysis systems analysis model leadership transition In International journal of nursing education scholarship Berkeley, Calif. : Bepress, 2004 1.2004, 1, art11 Online-Ressource (DE-627)NLEJ219537127 (DE-600)2162109-3 1548-923X nnns volume:1 year:2004 number:1 pages:11 http://www.bepress.com/ijnes/vol1/iss1/art11 GBV_USEFLAG_U ZDB-1-BEP GBV_NL_ARTICLE AR 1 2004 1 11 1.2004, 1, art11 |
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Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. |
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Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. |
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Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ219562148</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20210707085815.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">090716s2004 xxu|||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ219562148</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="c">XD-US</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Clark, Mary Jo</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Finding the Way: A Model for Educational System Analysis</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">The Berkeley Electronic Press</subfield><subfield code="c">2004</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program.ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Berkeley Electronic Press Academic Journals</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational system analysis model (ESAM)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">systems analysis</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">systems analysis model</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">leadership transition</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">International journal of nursing education scholarship</subfield><subfield code="d">Berkeley, Calif. : Bepress, 2004</subfield><subfield code="g">1.2004, 1, art11</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ219537127</subfield><subfield code="w">(DE-600)2162109-3</subfield><subfield code="x">1548-923X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:1</subfield><subfield code="g">year:2004</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:11</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.bepress.com/ijnes/vol1/iss1/art11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-BEP</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">1</subfield><subfield code="j">2004</subfield><subfield code="e">1</subfield><subfield code="h">11</subfield><subfield code="y">1.2004, 1, art11</subfield></datafield></record></collection>
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