Cheng articulates the extent to which knowledge management approaches can create Intellectual Capital (IC) and contribute to improvements in education quality.
He argues that public schools have long contended with the requirements of quality assurance in a competitive environment of decreasing student numbers, increasing parental choice and rising standards of accountability. As public organisations, schools have to demonstrate appropriate resource management and show evidence that they are meeting defined development plans and goals. Cheng proposes a strategic approach, IC management, to help schools respond to and cope with the increasingly competitive environment while enhancing school capacity for improving student learning.
First, the book guides readers to understand the development of IC theory in the context of education to address the requirements of quality assurance and accountability. It then introduces Lesson Study, e-Learning, and Information and Communication Technology (ICT) as key resources and drivers for building school IC, and examines the organisational factors that enable knowledge management approaches for developing IC in schools from both Asia and Europe. It concludes by offering strategies and implementation methods to manage school IC for sustainable development.
Combining research from Asia and Europe, this edited volume will be useful for school leaders and policy makers, as well as those researching school leadership and IC.
Author(s): Eric C. K. Cheng
Series: Asia-Europe Education Dialogue
Publisher: Routledge
Year: 2022
Language: English
Pages: 251
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Contents
List of Figures
List of Tables
List of Contributors
Series Editor’s Note
Preface
PART I: Theoretical Perspective of Intellectual Capital for Education Organisations
1. The Rise of School Intellectual Capital Management
2. The Origin and Evolution of Intellectual Capital
3. Enabling Intellectual Capital through Social Capital: School Management of Changing Times in Taiwan
4. How Positive Principal Leadership Shapes Intellectual Capital in Taiwanese Schools: A Case Study
PART II: Lesson Study as Intellectual Capital Development Strategies
5. Fostering Intellectual Capital by Lesson Study with Unit Lesson Plan
6. Developing Intellectual Capital in Japanese Schools through Lesson Study: A Perspective from Curriculum Management
7. The Intellectual Capital in a Shanghai School: A Case Study of Systemic Development
PART III: E-Learning and Online Learning as Intellectual Capital Development Strategies
8. E-Learning and Online Learning as an Innovative Capital in Japanese Schools
9. E-Learning as Innovative School Intellectual Capital: A Case Study in Taiwan
10. Creating Intellectual Capital through a Learning-Driven Knowledge Management System in a Hong Kong School
PART IV: Case Studies of the Development of Intellectual Capital
11. Managing School Intellectual Capital and Collaborative Professionalism in Public Education in Hungary
12. Intellectual Capital and Collaborative Professionalism in Education – Case Studies of Some European Countries
13. How Schools in Macau Create Intellectual Capital for Development
14. Intellectual Capital in Hong Kong Schools: A Leadership Perspective
PART V: Conclusion
15. Strategies and Practices for School Intellectual Capital Management
Index
