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• Analysis of the Operation of a Vocational Training Institution in the Light of the Models of Educational Management

  51-68

  Stomp Ágnes

  Mariann Móré

  Views:

  142

  The operational characteristics of educational institutions are substantially influenced by educational policy choices. In July 2015 the establishment of Centers of Vocational Training marked the start of a new chapter in the management of school-based vocational education and training under a new organisational structure. As part of the Centers of Vocational Training, Vocational Trainging Institutions have become member institutions with legal personality . The introduction of centralised management has significantly changed the framework and the way in which institutions, as educational organisations operate, which has had an impact on management and governance processes and thus on the functioning of the whole organisation. According to the different management and governance processes applied in practice in educational institutions, educational institutions can be classified into different models of educational management, whose literature theory we call upon to examine the functioning of a vocational training institution. The aim of our study is to examine the functioning of a Vocational Training Institution in the light of the models of educational management. We will examine the operation of a Vocational Training Institution in the case of a Vocational Training Centre and its member institution operating in Szabolcs-Szatmár-Bereg County. Our study is based on the method of document analysis. In the course of the analysis, the documents of the examined institutions were analysed according to certain characteristics of the key dimensions of the educational management models defined in the literature. The results of the analysis provide an overall picture of the type and nature of the management of the vocational training institution examined.

• The Dunning–Kruger Effect in Knowledge Management Examination of BSc Level Business Students

  14-21

  András István Kun

  János Farkas

  Csilla Juhász

  Views:

  238

  The Dunning-Kruger effect (DKE) in higher education evaluation is one of the current research areas of psychology, educational science, and management science (in our case). Its importance is that the less prepared one is, the less accurately one can judge what performance is expected of him. What is more, he will err more and will overestimate himself. The present study aims better to understand the phenomenon with new, small-sample empirical results. The study is part of a research series that has been ongoing at the University of Debrecen since 2015. It not only quantitatively expands the literature but also includes the course of Knowledge Management among those examined. During the research, students were asked both before the examination (N = 63) and after the examination (N = 76) to guess how many points they would achieve on a multiple-choice test. It supports the presence of DKE, both in the case of pre-examination and post-examination self-evaluations. Using four multivariate linear regression models, we examined whether the sign value or absolute value of the errors made during the guesses show a correlation - in addition to the available control variables - with the test score. Our results showed that the more accurate the pre-examination and post-examination estimations were, the higher the students' actual score was, while the less they tended to overestimate their preparation. This supports the presence of DKE, both in the case of pre-exam and post-exam self-evaluation.