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Management of Social and Educational Institutions

Code: 101675
Credits: 6
2026/2027
Degree programme Type Course
Social Education OB 3

Contact lecturer

Name :
Diego Castro Ceacero
Email :
diego.castro@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

Non-formal education organizations represent a series of very diverse forms, functions and purposes that require a specific study in the field of Organization of Educational Institutions. In recent years, this area has become a true emerging sector that has represented new forms of professionalisation. This, however, has meant an increase in lines of research, expansion to new sectors and job profiles and a change in certain forms of socio-educational intervention.

The subject Management of Socio-Educational Institutions has an eminently professionalizing character, which is why it is oriented from a practical and applied perspective that will involve students in a process of socio-educational management of a program with real activities. Learning in an experiential case articulates the training proposal of this subject.

It starts from the theoretical assumptions and skills acquired in previous subjects, especially: Educational contexts (first year) and Organization and groups (second year) of the Degree of Social Education. Therefore, it is recommended to master the contents worked on in these subjects linked to the Beginning Area of Educational Organization.

It should be considered that the focus of the subject is closely linked to the development of the Practicum, so some activities, methodology and content will be related to the Practicum Guide 1.

To finish, to say that the orientation of the subject is radically different from that of other subjects of the Degree, the development of the sessions is the responsibility of the students with motivation, work, dedication, respect and involvement.

Objectives

This course acquired a series of knowledge and skills related to the field of institutional management, more specifically, students in this course should be able to:

  • Relate the specific concepts and processes of the Management of institutions with the Organization of Institutions
  • Identify the variables involved in the management of centers and their systematicity and globality.
  • Understand the organizational dynamics and organizational processes that take place in social education centers.
  • Apply different intervention strategies in institutional management processes.
  • Improve organizational processes based on scientific evidence.
  • Learn to manage conflicts and dysfunctions.

Learning outcomes

  1. Know elements of culture in relation to the participation model.
  2. Contribute one's thoughts and ideas about sociocultural processes in the immediate environment to academic activities.
  3. Disseminate and promote institutional services and initiatives through different channels and media.
  4. Master the specific theories, tools and resources for managing schools.
  5. Establish systematic models between different organizational functions: planning, delegation, resource management, coordination, control and improvement.
  6. Perform specific actions for institutional management through the processes of: Analysis, performance and improvement.
  7. Properly formulate aspects of planning in schools.
  8. Demonstrate competence in institutional planning processes.
  9. Apply techniques and resources to the different levels of planning.
  10. Identifying synergies between organisational processes and institutional management.
  11. Contribute viable and plausible ideas and alternatives to conflictive or critical institutional situations.
  12. Reflecting on and analysing the phenomena of the institutional environment in order to understand the key factors that participate in them and to intervene in order to improve them.

Contents

  1. ORGANIZATION AND MANAGEMENT OF SOCIO-EDUCATIONAL INSTITUTIONS: THE ORGANIZATIONAL /MANEGEMENT FUNCTIONS
  2. PLANNING: FROM STRATEGY TO THE OPERATIONALIZATION OF ACTION
  3. DISTRIBUTION OF FUNCTIONS AND TASKS
  4. INSTITUTIONAL COORDINATION
  5. THE EXECUTION AND CONTROL OF THE ACTION
  6. INSTITUTIONAL EVALUATION AND IMPROVEMENT


Learning activities and methodology

Title Hours ECTS Learning outcomes
PLENARY SESSION 15 0.6 1, 4, 12
REPORT 75 3 4, 5, 8, 9, 12
APLICATIONS 30 1.2 1, 3, 8, 9, 11
SUPERVISON GROUPAL TASK 30 1.2 2, 3, 8, 9, 12

The proposal of this subject is based on active, competence-based and experiential learning based on challenges, which conditions the training activities that are proposed. The design of the activities has considered the inclusive perspective.


1) Interactive masterclass

To introduce theoretical aspects, reflect on the tools and instruments for the management of centers, services and programs and, above all, analyze cases, reflect, debate and transfer learning.

2) Reading, reflection and debate of a manual or papers on the management of educational institutions

It involves reading, understanding and reflecting on a reference manual or papers.

3) Development of Training Days

Mandatory activity that involves traveling and staying overnight (x2) outside the Campus. It is based on the principles of competence and experiential learning based on challenges. The Conferences are an unparalleled training space to be able to apply, transfer and check the acquisition of the skills associated with the subject. People who for duly justified and accredited reasons cannot attend part of the Conference will have to do specific work on the development phase of the same number of hours for which the absence has been accredited. This activity could have a specific cost.


The methodology is designed to require regular, daily, and committed attendance at both large-group sessions and seminars. Attendance at plenary (large-group) sessions is mandatory, while seminar attendance is required at a minimum of 80%

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
EXAM BOOK / PAPERS 25 0 0 4, 10
SEMINAR REPORT 50 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
FIELD DIARY 25 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

REGIME OF CONTINUOUS ASSESSMENT

The evaluation of the subject will be continuous and consistent with the active and experiential learning model. For the final qualification, three types of evidence will be considered:


a) Test (25%). Individual test on the reference book-text or papers that will be scheduled for 24/XI.

b) Diary (25%). Individual delivery of a Journal of Sessions with the collection of data, reflections and experiences that will be scheduled for 22/XII

b) Report (50%). Group work of the Training Days that will be scheduled for 12/I


Other indications:

  • To calculate the final grade, a minimum grade of four (4) points must be obtained in each of the 3 tipes of evidence.
  • The evaluation evidence can be retrieved on a single occasion if they obtain a lower score of four (4) points.
  • The evaluation evidence may be recovered on a single occasion; the evidence that, once the average of the subject is calculated, applying the corresponding percentages, causes the final grade to be lower than 5, will be subject to recovery. Only the evidence that allows obtaining a passing evaluation will have to be recovered. Recovery: 26/I.
  • If plagiarism is detected in the evaluation evidence, the grade will be 'failed' (URKUND of more than 60%).
  • The evaluation evidence will be reviewed and returned within a period of approximately 20 days, as long as force majeure does not interfere.
  • The qualification of 'Not assessable' is applied when any of the 3 evaluation evidences is not presented.
  • Attendance at ALL sessions is recommended.
  • The typology of the activities developed at the Training Days obliges to consider in the evaluation of the Report, aspects of an attitudinal nature; thus, in order to approve this evidence, itis necessary to show an attitude compatible with the educational profession.
  • For any other reference to the evaluation, we refer to the prescriptions of the "Criteria and general evaluation guidelines of the facultat de Ciències de lEducació".
  • People who enroll for the second -or more- times, mayformally request the synthesis test.
  • To pass the subject, it is necessary to show sufficient and relevant communicative competence (oral and written) in the different activities.
  • The use of generative AI is permitted, as long as the parts of the activities where it has been used are identified.


SINGLE ASSESSMENT REGIME

For the assessment of students in the single assessment regime, the same system will be applied as in the continuous assessment.

The 3 pieces of evidence (Exam25%; Journal 25% and Report 50%) must be handed in or completed on 19/I

The review of the final qualification will follow the same procedures and deadlines as the continuous assessment.

Bibliography

BASIC

TEXT:

Fantova, Fernando (2006). Manual para la gestión de la intervención social. Editorial CCS, Madrid


PAPERS:

Aramburu, M. L. (2008). Mecanismos de coordinación estructural, no estructural e informal. Propuesta y validación de escalas de medida. Investigaciones Europeas de Dirección y Economía de la Empresa, 14(3), 127-150.[1]


Aguiar Jaramillo, H. (1997). El control interno en las organizaciones.[2] [3]


Canarias, E., Escobés, E., i Altamira, F. (2010). Manual de planificación estratégica: ¿Quiénes somos?, ¿de dónde venimos?, ¿a dónde vamos? Iniciativas de Cooperación y Desarrollo & Equipo del Observatorio del Tercer Sector de Bizkaia.


Figueroa, R. i Mercedes, D. (2004). La evaluación institucional: una estrategia válida para la gestión escolar. Educación, 13(24), 65-100.


Gallifa, J. (s.d.). Evaluación y procesos de cambio. Educación Social, 1, 25.


Gairín, J. (1988). La organización de instituciones de educación no formal. Educar, 13, 43-67.


García Ruiz, Á. M., i Londoño Botero, S. (2023). Mecanismos de control para el cumplimiento de los objetivos en las organizaciones.


García, A. (2013). La Importancia de los Procesos y Mecanismos de Coordinación en la Empresa: una aproximación a partir de la teoría de la organización. In Anfeca. [4]


Gómez, M. H. (1997). ¿Cómo funcionan las organizaciones del Tercer Sector? Análisis de la estructura y de las dinámicas organizativas. Gestión y Análisis de Políticas Públicas, 69-94.


Herrera Sánchez, I. M., León Rubio, J. M., i Medina Anzano, S. (2006). Necesidades de evaluación de las organizaciones sociales. Psychosocial Intervention, 15(1), 65-79.[5]


Hudson, M. (2007). La gestión de las organizaciones no lucrativas. Revista española del tercer sector, (6), 153-176.


Marcó, F., Loguzzo, H. A., i Fedi, J. L. (2013). Introducción a la Gestión y Administración en las Organizaciones. Universidad Nacional Arturo Jauretche.[6]


Mayo, I. C. (2003). La estructura de las organizaciones educativas y sus múltiples implicaciones. RIFOP: Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, (47), 139-165.


Moreno, C. F., i del Pilar Liz, A. (2009). La estructura organizacional y el diseño organizacional, una revisión bibliográfica. Gestión & Sociedad, 2(1), 97-108.


Murillo, R. S. (2010). Enfoque conceptual de la dirección estratégica. Perspectivas, (26), 153-178.


Ravela, P. (2020). La autoevaluación institucional como herramienta de mejora.


Rosero, G. B. E., i Cali, V. E. L. (2024). El control interno y su incidencia en la gestión operativa. Revista CientífiCa, 13(1).


Valle Alvarez, A. T., Proaño Córdova, T. D., i Cruz Lascano, M. E. (2017). Estructura, Cultura y Cambio Organizacional Cultura – Cambio – Forma. Revista Científica Hermes, 18, 304-324


Viloria, N. (2005). Factores que inciden en el sistema de control interno de una organización. Actualidad contable FACES, 8(11), 87-92.




COMPLEMENTARY

Arroyo Valenciano, J. A. (2023). Un modelo de Estructura Organizacional para el centro educativo desde los aportes de la Teoría de la Organización. Actualidades Investigativas en Educación, 23(2), 390-419.

https://www.scielo.sa.cr/scielo.php?pid=S1409-47032023000200390&script=sci_arttext


Fernández-Enguita, M. (2020). La organización escolar. Repensando la caja negra para poder salir de ella. Madrid: ANELE-REDE

https://anele.org/pdf/libros/Libro-organizacion_escolar.pdf


Gairín, J. & Castro, D. (2021). El contexto organizativo como espacio de intervención. Madrid: Síntesis


García, M. C., Corpas, M. J. R., & del Moral Arroyo, G. (2020). Buenas prácticas en la organización, gestión y dirección de los centros educativos. Bordón: Revista de pedagogía, 72(1), 11-30.


González, P. C., Flores, J. I. R., & Méndez, A. E. L. (2023). Escuela y transformación social: Otra mirada de la organización educativa. Barcelona: Octaedro


López-Yáñez, J., Sánchez-Moreno, M., Renta-Davids, A. I., & Camarero-Figuerola, M. (2026). Committed, Resilient, or Transient. School Principals’ Perception of Professional Identity. Leadership and Policy in Schools, 25(1), 144–160. https://doi.org/10.1080/15700763.2024.2394653


Sepúlveda Aguirre, J. A., Virviescas Peña, J. A., Arboleda Jaramillo, C. A., & Salazar García, H. A. (2021). Evolución del pensamiento organizacional: una mirada de las teorías de la organización clásica hacia las teorías pos burocráticas y pos modernas. Administración & Desarrollo, 51(1), 204-225. https://doi.org/10.22431/25005227.vol51n1.10

Software

NO

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 3 Catalan first semester morning-mixed
(SEM) Seminars 311 Catalan first semester morning-mixed
(SEM) Seminars 312 Catalan first semester morning-mixed