A comparative analysis of selected aspects of educational change : Slovenia and England
The thesis explores Educational Management Information Systems in Slovenia and England from a comparative perspective. The thesis evolves from the argument that postindustrial social developments mean a major shift in educational management in general, and in educational management information systems, as parts of educational management. The main argument, methodology, and organization of the thesis are explained in Chapter One. Chapter Two focuses on an overview of some of the theories about industrial and postindustrial societies; including theories of the 'information society', postmodernity, and postfordism; explores educational change in industrial and postindustrial societies; and thirdly, analyzes selected concepts of general and educational management which have developed in the twentieth century. In Chapter Three this larger theoretical framework is narrowed and refined by analysis of the concepts of an educational information system which evolved and developed within particular management theories. First, this thesis' definition of an EMIS is offered; second, principles of educational management in industrial and postindustrial social settings are explored; and third two ideal typical models of EMIS, 'fordist' and the 'postfordist', are delineated. Chapter Four and Chapter Five focus on contemporary social and educational contexts, the empirical research, and the analysis of findings in Slovenia and England. Empirical data on the two countries of England and Slovenia, collected through interviews and documents and analyzed in the previous two chapters, are compared in Chapter Six. In the same chapter these data are contrasted with the two ideal typical EMIS models. Chapter Six also provides an overall interpretation and concludes by outlining several policy implications of the thesis.