Hybrid journal (It can contain Open Access articles) ISSN (Print) 1750-385X - ISSN (Online) 1750-3868 Published by Inderscience Publishers[450 journals]
Authors:Nikolaos Kaiseroglou, Eleni Sfakianaki Pages: 121 - 134 Abstract: Total Quality Management (TQM) practices are well established in higher education. However, their application in primary and secondary schools is less well established. This study aimed to critically review and discuss different applications of TQM in primary and secondary schools by presenting critical perspectives from the literature. The study analysed and critically reviewed specific applications and the impact of their implementation. Thus, theoretical constructs and propositions were based on empirical evidence. The majority of schools used certain principles of TQM but did not follow a holistic approach. The adoption of TQM in schools improved learning outcomes, empowered personnel, and promoted a culture of continuous improvement. The obstacles encountered were mainly related to mentality or culture. However, the preliminary results are encouraging. This study contributes to increasing the understanding of TQM concepts in the education sector, and raises useful points for education stakeholders (including policymakers) aiming to improve education quality. Keywords: total quality management; TQM; schools; case studies Citation: International Journal of Management in Education, Vol. 14, No. 2 (2020) pp. 121 - 134 PubDate: 2020-02-28T23:20:50-05:00 DOI: 10.1504/IJMIE.2020.105405 Issue No:Vol. 14, No. 2 (2020)
Authors:Nikolaos Kaiseroglou, Eleni Sfakianaki Pages: 135 - 158 Abstract: Several education theorists advocate a capabilisation model based upon two pillars: professional emancipation and activation for citizenship comprised a balanced delivery of technical and research competences (TRC) and cross-disciplinary competences (CDC). Hence, this research makes a theoretical review of education governance literature and tests the capabilisation at Higher Education Institutions (HEI) in Denmark confined to a subset of educational support infrastructures - academic laboratories (ALs) - to grasp their contribution to HES capabilisation, which constitutes a fairly unexplored research gap. The empirical paradigm consists of an iteration along a purposive sample of 15 HEIs. Results uncover a mismatch among national policies, universities/colleges' governance and firm expectations on graduate's competencies. A capability-gap is acknowledged concerning budgetary expenditure to education versus budgetary efficiency in graduate employment rates (GER); and between firm's capability-requirements (CR) and HES capability-delivery (CD) to the industry. The latter suggests the notion of capability-fitness, which constitutes the micro foundation for the balanced model of higher education student's capabilisation (BHESC) design. Keywords: academic laboratories; BHESC taxonomy; capability-fitness; CDC; cross-disciplinary competence; HEI; higher education institution; TCL; transversal competences laboratory Citation: International Journal of Management in Education, Vol. 14, No. 2 (2020) pp. 135 - 158 PubDate: 2020-02-28T23:20:50-05:00 DOI: 10.1504/IJMIE.2020.105406 Issue No:Vol. 14, No. 2 (2020)
Authors:Narjisse Hannache-Heurteloup, Karim Moustaghfir Pages: 159 - 182 Abstract: E-learning is considered as essential to Moroccan universities, especially open access institutions, to help them face massification, or the increasing student demand, and quality challenges. Despite the initiatives undertaken by some universities to experiment with e-learning, various barriers still hinder its adequate use and adoption. The purpose of this paper is to test a comprehensive framework of e-learning barriers to identify the most challenging factors that hinder the success of e-learning endeavours, using the case of Hassan II University in Casablanca. The study followed a triangulation approach using a survey, interviews and archival data. A perceptual analysis was conducted including a quantitative approach based on mean scores to identify the most significant barriers to e-learning adoption, and a qualitative methodology to explain why and how the examined factors were considered as being important. The study identified the most significant barriers to e-learning adoption, offering hence a roadmap for a more effective implementation of such initiatives. Keywords: higher education; e-learning adoption; barriers; supporting factors; success framework Citation: International Journal of Management in Education, Vol. 14, No. 2 (2020) pp. 159 - 182 PubDate: 2020-02-28T23:20:50-05:00 DOI: 10.1504/IJMIE.2020.105407 Issue No:Vol. 14, No. 2 (2020)
Authors:Meryem Benslimane, Karim Moustaghfir Pages: 183 - 211 Abstract: Diversity management is a process that creates a positive work environment for employees through valuing them regardless of their similarities and differences. Gender equity suggests a fair separation of labour, rights, obligations and responsibilities between men and women through creating a fair organisational culture in respect of gender. The purpose of this research is to explore the current status of gender equity among faculty members and administrative staff in a higher education institution, and to develop a set of potential career development interventions that would promote gender equity in higher education. This paper builds on Schein's Human Resources Planning and Development basic model and relies on both qualitative and quantitative methods. The findings indicate that university executives acknowledge the importance of promoting gender equity within the university and recognise that efforts and managerial actions still need to be taken to promote gender equity among faculty and staff. Keywords: diversity management; career development; culture; gender equity; higher education Citation: International Journal of Management in Education, Vol. 14, No. 2 (2020) pp. 183 - 211 PubDate: 2020-02-28T23:20:50-05:00 DOI: 10.1504/IJMIE.2020.105409 Issue No:Vol. 14, No. 2 (2020)
Authors:Laura Rožman Krivec, Andrej Koren, Milena Ivanuš Grmek, Branka Čagran Pages: 212 - 227 Abstract: The paper explores the connection between leadership for learning and the characteristics of instructional practice in primary schools. The introduction presents an overview of research on the characteristics of contemporary instructional practice and leadership for learning. Through a combination of qualitative and quantitative approaches, the study employed the methods of teacher survey, headteacher interviews and classroom observation. Its sample included ten primary schools in Slovenia. The results of the study have revealed a high prevalence of leadership for learning in school management practice. The majority of teachers also take notice of their headteachers' leadership for learning and agree about its importance. Furthermore, the study has shown a high prevalence of the characteristics of contemporary instruction in teaching practice. In our case, however, the high degree of teacher agreement on the importance of leadership for learning and the teachers' confirmation of their headteachers' leadership for learning do not significantly correlate with the existing practice of updating instruction. The causes for this are discussed in the final conclusions. Keywords: leadership for learning; contemporary instruction; teachers; headteachers; pupils; primary school Citation: International Journal of Management in Education, Vol. 14, No. 2 (2020) pp. 212 - 227 PubDate: 2020-02-28T23:20:50-05:00 DOI: 10.1504/IJMIE.2020.105410 Issue No:Vol. 14, No. 2 (2020)
Hybrid journal (It can contain Open Access articles)
[450 journals]
