Study On The Management Of Education Groups

Education groups rose in the 1980s around the world, and now are developing very quickly in China. The emergence of education groups is not fortuitous, but is the result of the development of market economy and is also an inexorable trend of the development of education itself so as to comply with the development of social economy. However, compared with the rapid growth of education groups, the theoretical study in this field pales by comparison. The practice has gone far ahead of theory.To meet the needs of the further development of education groups under the present market economy circumstances in our country, this paper attempts to apply educational microeconomics theories and the enterprise management theories to prove that education groups should shift its focus from traditional "administration" to "management" so as to gain a place in the intense market competition. In order to reach the above objects, this paper is divided into four parts:Chapter 1: Emergence and development of education groups. Firstly, background of the emergence of education groups is studied, that is the industrial properties of education and the inspiration of enterprise group organizations. Then, theory basis of the emergence of education groups is also discussed from the following aspects: large-scale production, system optimization and sequenced theory. Finally, history of education groups in our country, experience, further trends and also problems encountered are analyzed by comparing with education groups in foreign countriesChapter 2: Current situation of management of education groups. The two key concepts of "management" and "management of education group" are defined, and the necessity for education groups to shift its focus from traditional "administration" to "management" under the present market economy is demonstrated. Then, the fundamental framework of management of education groups is put forward, which includes such three factors as product management, property management and capital management. Finally, the current problems both in value and practice of management of education groups in our country are discussed in details.Chapter 3: Case study of management of education groups. Firstly, the connotation of the three types of education groups in our country is defined. The most common types include the chain investment mode, the cumulative expansion mode and the brand reproduction mode. Then, on the basis of case study, the unique features and existing problems of the representative cases of each mode selected are examined. Finally, the main modes and features ofmanagement of foreign education groups are summarized and analyzing so that we can use their experience for reference.Chapter 4: Countermeasures study of management of education group in our country. In this part, the common strategies of successful education groups both in our country and foreign counties are summarized, and the main factors affecting the management of education groups in our country are also discussed. On the above basis, aiming at the common problems existing in the management of education groups in our country, countermeasures for the successful management of education groups in our country are proposed.