Abstract:

The conventional approaches to the organization and management are not sufficient to fully examine the potential impact of emerging technologies on schools and realize necessary innovation in teaching, learning, and creative inquiry in schools. Such innovation, especially digital ones, require the involvement of many stakeholders inside and outside the school, including teachers, managers, pupils, technology providers, policymakers, social organizations, researchers, academic institutions and common citizens.

This paper introduces a model of framing in education management. The model takes into account that the conventional approaches to education management are not sufficient to fully examine and deal with contemporary ill-structured management and organization problems, especially in complex environment and uncertain conditions (Buchanan 1992; Koźmiński 2004; Rittel & Webber 2014).

Thus, there is a critical need for novel theorizing on emerging problems within organizations and management that does not rely only on current assumptions and enable to develop new research approaches. The purpose of this research study is to develop and present a design science approach to education management as a relatively new approach, which derives from design sciences and is understood both as a science and practice within organization and management.

While it nowadays seems to derive just from design, design science approach has been actually present in management since always (Simon 1969; Gasparski 2007; Holmström et al. 2009). Its significance in management research and literature has been growing since Herbert Simon’s book entitled „The Science of the Artificial” (Simon 1969/1996). It delivers a new scientific framework for the description, explanation and design innovative solutions of social, organizational and management problems in contemporary education.

This research study was realized with conceptual research, wherein the existing knowledge was used as a source of reasoning leading to solve the scientific problem. The method of analysis and synthesis was used to better understand this emerging and increasingly popular approach, which is still differently defined (among others as: design-led approach, design thinking, design management). Trying to answer the question, what the core of the design science approach is, and to sketch an overall framework of this approach, the fundamental reasoning patterns behind problem-solving in management were especially considered.

Keywords:

Design Science Approach, Education Management, Education, Design.