56 KB2125 KB54 KB196520251997Zupanc-Grom, Renataletnik:34številka:5str. 849-866ISSN:0040-3598COBISSID:18022493URN:URN:NBN:SI:doc-IT5DLPGPslFakulteta za sociologijo, politične vede in novinarstvo v LjubljaniTeorija in praksaeducationizobraževanjejavne šolemarketingschoolšolstvotržni odnosivzgojaOcena možnosti in potrebe po uvedbi marketinga v javnih šolah|The author took into consideration the fact that the frame and the contents of the exchange of relations of a school with its numerous public services are, to a great extent, determined by the characteristics of public institutions: particularly by tradition, norm and security of public investments. She has observed that irreprocity and asymmetry are typical of the exchange of the relations of a school with its stockholders which means that the users and buyers of educational services of public schools, in most cases, do not receive partnership status. She has proved this by the fact that teachers in schools dispose of different sources of power and the possibilities of activating them, among which the role of examiner is their most important one. Assured in the adequacy and uselfulness of their services the schools do not establish a partner relationship with their users, buyers and other stockholders. The guarantee for achieving reciprocity, symmetry and the uniform distribution of power the author sees in the introduction of marketing philosophy. The introduction of a marketing relationship reflected through the philosophy of cultural dialogue, reciprocity and symmetry in relations are conditions necssary for a school to really satisfies very different and sometimes contrary needs of its stockholders, thus fulfilling its missionAvtorica izhaja iz dejstva, da okvir in vsebino menjalnih odnosov šole z njenimi številnimi javnostmi v precejšnji meri določajo značilnosti družbenih institucij, predvsem pa: tradicionalnost, normativiranost in varovanost družbenih vlog. Ugotavlja, da je za menjalni odnos šole z njenimi javnostmi značilna nerecipročnost in nesimetričnost, kar pomeni, da uporabnikom in kupcem edukativnih storitev javnih šol v večini primerov ni zagotovljen partnerski položaj. To dokazuje z dejstvom, da učitelji v šolah razpolagajo s številnimi viri moči ter možnostmi za njihovo aktiviranje, med katerimi je najbolj izrazita vloga ocenjevalca. Prepričane v primernost in apriorno koristnost tistega, kar ponujajo, šole ne vzpostavljajo partnerskega odnosa s svojimi uporabniki, kupci in ostalimi javnostmi. Garancijo za doseganje recipročnosti, simetrije in enakomerno razporejene moči v menjalnem odnosu šole z njenimi deležniki avtorica vidi v uvajanju marketinške filozofije. Uvajanje marketinškega odnosa, ki se odraža skozi filozofijo kulture dialoga, reciprocitete in simetrije v odnosih, je pogoj, da šola resnično zadovolji zelo različne in včasih nasprotne potrebe svojih deležnikov ter na ta način uresniči svoje poslanstvoTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of Slovenia