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The Intellectual Capital of Schools

Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector

  • Book
  • © 2004

Overview

Authors:
  1. Anthony Kelly

    1. University of Southampton, UK

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  • The first book to develop a theory of intellectual capital for schools, from an author with considerable experience in extending sophisticated external concepts to education

  • 864 Accesses

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-8
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  2. Introduction to the concept of intellectual capital

    Pages 9-27

  3. Constructing a typology for intellectual capital

    Pages 28-44

  4. The measurement of responsibility

    Pages 46-58

  5. A new Profile Guide Chart Method for job evaluation in schools

    Pages 59-80

  6. Pay and incentives in an education setting

    Pages 81-96

  7. The retention of intellectual capital: managing continuity

    Pages 97-107

  8. Implementing a knowledge continuity initiative: an adjunct of lessons from practice

    Pages 108-134

  9. Intellectual capital metrics

    Pages 135-146

  10. Back Matter

    Pages 147-161
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Keywords

About this book

A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 – 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no ‘bottom-line’ against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on – if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.

Authors and Affiliations

  • University of Southampton, UK

    Anthony Kelly

Bibliographic Information

  • Book Title: The Intellectual Capital of Schools

  • Book Subtitle: Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector

  • Authors: Anthony Kelly

  • DOI: https://doi.org/10.1007/1-4020-2594-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media B.V. 2004

  • Hardcover ISBN: 978-1-4020-1932-6Published: 29 February 2004

  • Softcover ISBN: 978-1-4020-1935-7Published: 29 February 2004

  • eBook ISBN: 978-1-4020-2594-5Published: 08 May 2007

  • Edition Number: 1

  • Number of Pages: IV, 162

  • Topics: Education, general, Administration, Organization and Leadership

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