Dept. of Educational Management
Established in 1992 as the Graduate School of Elementary Education, the first of its kind at this university, the graduate school expanded itself and further established its doctoral program in 1999. In 2003, the graduate school changed its name to “Graduate School of Educational Policy and Management.” It offers its students guided studies in policy analysis and core competency areas for the principalship. This graduate school also strives hard to establish connections between education and management to prepare its students to work in various areas, such as educational policy management, educational leadership, and educational research.
Due to increasing marketization, internationalization, and business-oriented operation in the educational enterprise in recent years, the graduate school has aimed for its students to be professionals after completion of academic studies. As the institution upgraded its level from college to university status in 2006, an undergraduate program was created to merge with the Master’s and doctoral programs, thus enabling the department to attain its full department status as Department of Educational Management, subsuming Bachelor’s, Master’s, and Ph.D. programs.
PROSPECTS AND PROGRAM GOALS
This Department endeavors to combine education and management as a way of closing the gap between educational theory and practice. To faculty and students alike, the core values of the department are love, hope and commitment. In terms of educational goals, we aim to prepare our undergraduate students to be dedicated professionals in the applied field of education administration. We aim for graduates of our Master’s programs to be well equipped with educational business management knowledge. We also aim for graduates of our doctoral program to be leaders in educational policy and research. The main courses in the undergraduate program emphasize optimal integration of education and management. Our mid-term goal is to apply management concepts and theories to educational management, while our long-term goal is to develop a model, where leadership in research and practice in educational administration can find optimal preparation.
Throughout our educational programs, we emphasize “love” to engender the continuation of our university tradition. We emphasize “hope” to enhance our faculty’s and students’ commitment to the education profession and to bring forth new hope to their colleagues. We emphasize commitment to foster optimal effectiveness in the operation of the educational enterprise. The graphic chart below illustrates the conceptual framework of our course structure.
YI- YING HO