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International Journal of Educational Management
Journal Prestige (SJR): 0.559  Citation Impact (citeScore): 1 Number of Followers: 5  Hybrid journal * Containing 1  Open Access article(s) in this issue *ISSN (Print) 0951-354X - ISSN (Online) 1758-6518 Published by Emerald  [360 journals]
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- The intellectual structure of the literature on sustainability leadership
in higher education: an author co-citation analysis-
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Authors: Pwint Nee Aung , Philip Hallinger
Abstract: This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education. The Scopus index was used to identify 180 documents published sustainable leadership in higher education published between 1998 and 2021. Author co-citation analysis in VOSviewer software was used to address the research question driving this inquiry. This review found that the intellectual structure of scholarship on sustainability leadership in higher education is composed of four dominant “schools of thought”. These included sustainability leadership, managing campus greening, managing change and system integration, and education for sustainable development. The findings suggest a need for more theorizing and empirical studies that explore the nature and effects of sustainability leadership in higher education. Particular attention should be given to how features of universities as organizations shape the requirements for and constraints on leadership. From a practical perspective, the findings highlight key domains of policy and practice that higher education leaders can target in efforts to enhance sustainability in their universities and societies. The bibliometric review offers empirically-based insights into the evolution and current status of the literature on sustainability leadership in higher education. The findings can be used as a benchmark against which future developments in this knowledge base can be assessed.
Citation: International Journal of Educational Management
PubDate: 2022-05-18
DOI: 10.1108/IJEM-09-2021-0371
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- The influence of general causality orientations on self-esteem and
perceived stress among undergraduate students in women-only colleges-
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Authors: Aareni Uruthirapathy , Lorraine Dyke
Abstract: General causality orientation is a mini-theory within the self-determination theory (STD). The purpose of this study was to examine the influence of general causality orientations (autonomous, controlled, and impersonal) on perceived stress and self-esteem among students in a women-only college. Data were collected through a questionnaire administered to students (n = 132) of a small women-only university in Roanoke, Virginia, USA. The survey included questions on the three general causality orientations, perceived stress, and self-esteem; the survey also included questions on student satisfaction, financial resources, and academic performance, used as control variables in the study. Autonomous orientation was not significantly related to self-esteem or perceived stress. Controlled orientation negatively influences self-depreciation. Finally, impersonal orientation positively influenced self-depreciation and negatively affected self-confidence. Faculty and administrators in women-only universities should be encouraged to implement programs that strengthen the sense of optimism among female students. Student support services that emphasize enhancing autonomous orientation could be even more helpful by offering interventions that help students overcome their impersonal orientation. While previous studies have concentrated on autonomous orientation, this study provides recommendations for overcoming impersonal orientation among female undergraduate students in women-only colleges to enhance self-esteem and reduce stress.
Citation: International Journal of Educational Management
PubDate: 2022-05-17
DOI: 10.1108/IJEM-05-2021-0179
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Succession planning for senior leaders: is it always a good idea'
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Authors: Bradley A. Jackson , Stuart Allen
Abstract: Many higher education institutions have not invested in leadership succession planning despite suggestions for such action. In this article, the authors discuss the relevance of succession planning to the senior levels of leadership in higher education institutions, proposing that the role of succession planning and accompanying leadership development must be carefully considered based on the internal and external context of an institution. The authors present a modified model of succession planning for the higher education context. This article includes arguments for and against succession planning and leadership development in higher education using relevant literature and theory. The literature reviewed highlights the need for each educational institution to find its own optimized mix of external hiring and internal succession planning and leadership development to replace outgoing leaders based upon factors such as the institution's culture, needs, external environment, talent pool, and levels of leadership. This article makes a unique contribution by questioning succession planning's utility in higher education and guiding practitioners and researchers on the risks and benefits of such practices. The article also provides a model to guide selective implementation of succession planning.
Citation: International Journal of Educational Management
PubDate: 2022-05-17
DOI: 10.1108/IJEM-12-2020-0576
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Creating customer loyalty through global engagement: the role of
university social responsibility-
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Authors: Chi Nguyen Thi Khanh , That Huu Nguyen
Abstract: This study aims to examine how university social responsibility (USR) global engagement is influenced, and its impact on service quality and “customer” loyalty. There are four determinants of USR global engagement which are responsible education programs, knowledge management, organizational management and social engagement. The data were collected through a structured questionnaire survey conducted in five universities in Vietnam. The dataset consists of 446 valid responses by Vietnamese students. Correlation analysis and structural equation modeling (SEM) were used to test the proposed relationships. Confirmatory factor analysis (CFA) is conducted to verify the reliability and validity of each latent construct, and to evaluate the discriminant validity, convergent validity, composition reliability and average variance extracted (AVE) for the latent constructs. This study finds statistically significant and positive effects of responsible education programs, knowledge management, organizational management and social engagement on USR global engagement. The results also reveal the interrelationships among USR global engagement, service quality and loyalty. Firstly, universities need to facilitate the involvement of all their stakeholders when they adopt USR engagement with the world. Second, universities should seek funders in society, or funders from the trade agreement between their countries and foreign ones to invest in research projects. Third, with the IT development, universities have to explore technological innovation in their teaching and training. Fourth, universities have to reform their mission and strategy to implement USR global engagement as a central pillar. This study has some contributions to the scarce literature on USR. This study highlights that universities in developing countries like Vietnam need to make a large effort to enhance their teaching and training systems in order to meet the global education standard. The second highlight lies in developing research projects on discovery, methodologies, interpretation and orientation. Further, universities need to address the requirement for more internal communication with students and more external communication with society. Finally, this study found that USR global engagement make customers (students, students' families, businesses, and other stakeholders) trust and become loyal to universities.
Citation: International Journal of Educational Management
PubDate: 2022-05-10
DOI: 10.1108/IJEM-07-2021-0273
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- The path from social and organizational resources to satisfaction: the
mediating role of academic engagement and the moderating role of
psychological capital-
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Authors: Ana Junça Silva , Pedro Abreu , Sílvio Brito
Abstract: This study draws on the Job Demands-Resources (JD-R) model to analyze if (1) social and organizational resources impact students' satisfaction, via academic engagement, and (2) psychological capital moderates the mediating path. To test our hypotheses, the authors collected data from two well-established higher education institutions (HEIs), in which 840 students participated. Additionally, the results demonstrated that the indirect relationship between resources and satisfaction through academic engagement was conditional on the individual's levels of psychological capital, in such a way that it became stronger for those who presented lower levels of psychological capital, compared to those with higher levels. The students' satisfaction can be an indicator of the institution's perceived quality, in addition to positioning the HEI as a healthy organization. The cross-sectional design of the study is a limitation. The students' satisfaction levels can be an indicators of the institution's perceived quality, in addition to positioning the HEI as a healthy organization. Thus, these conclusions can contribute to guiding the actors of HEIs in designing and promoting interventions to promote students' satisfaction. However, the study presents some guidelines for academic and organizational practice, namely regarding the relevance of resources for increasing academic engagement and, consequently, satisfaction.
Citation: International Journal of Educational Management
PubDate: 2022-05-05
DOI: 10.1108/IJEM-01-2022-0041
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Resistance behaviour among Indonesian academics experiencing policy change
on international peer-review publication-
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Authors: Rindi Ardika Melsalasa Sahputri , Sujarwoto Sujarwoto , Bambang Santoso Haryono
Abstract: This study aims to investigate resistance behaviour among academics in an Indonesian institution of higher education. The context was institutional policy change on international peer-review publication, and the objective was to associate resultant resistance behaviour with personality, trust in management, social influence and intrinsic reward. The study used a cross-sectional design and surveyed 150 junior, mid-career and senior academics at the University of Brawijaya, Indonesia. Resistance behaviour was measured using Oreg's resistance behaviour instrument. Data were analysed using partial least squares structural equation modelling. Dispositional resistance to change was the strongest factor in resistance behaviour among academics following the adoption of a new policy concerning international peer-reviewed publication, while intrinsic reward was the factor that most consistently contributed to all aspects of resistance. Trust in management and social influence within the academic organisation were related to resistance behaviour among academics to publishing in peer-reviewed journals. This study proposes a multi-dimensional measure of attitude to investigate resistance behaviour in an academic organisation. This measure meets the challenges inherent in mapping invisible resistance behaviour in the context of an institution of higher education. The multivariate analyses that we used enabled us to compare and to test individual factors of resistance (i.e. dispositional resistance to change) and organisational factors of resistance (i.e. trust in management, social influence and intrinsic reward) simultaneously. This study is also the first investigation of academic resistance to policy change intended to improve research culture concerning peer-reviewed publications in Indonesia; the Indonesian case is interesting in the international literature on developing research culture as the country's educational system is still developing and is less likely to provide a positive research culture than institutions in countries with more established systems of higher education.
Citation: International Journal of Educational Management
PubDate: 2022-05-05
DOI: 10.1108/IJEM-03-2021-0074
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- STEM vs non-STEM differences in university teaching and research during
the COVID-19 pandemic: the case of Sri Lanka-
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Authors: Tiloka de Silva , Vathsala Wickramasinghe
Abstract: This study aims to explore the differences between science, technology, engineering and mathematics (STEM) and non-STEM disciplines in terms of the changes to teaching and research practices caused by the COVID-19 pandemic. The paper analyses survey responses collected between July and November 2020 from 241 academics (excluding library staff) from the five oldest state universities in Sri Lanka. The analysis focuses on the differences between STEM and non-STEM faculty using multiple linear regression to control for demographic characteristics such as age, gender and designation as well as university-specific factors. The paper finds significant differences in the teaching practices of STEM and non-STEM academics, both in terms of preparation time for teaching and tools used for online delivery. Significant differences are also observed in research practices, with STEM faculty being significantly more likely to engage in research collaborations, obtain research funding and be involved in more research projects. The authors do not find any evidence of the pandemic having differential impacts on research productivity between the broad disciplines. This research provides insights into the differences between STEM and non-STEM disciplines in online teaching and research practices adopted since the onset of the pandemic, which are important for formulating appropriate policy responses to mitigate the impact of the pandemic on both students and staff. The contribution is particularly significant for developing countries where the creation of a skilled workforce is a key driver of the development process.
Citation: International Journal of Educational Management
PubDate: 2022-04-22
DOI: 10.1108/IJEM-07-2021-0272
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Academics' attitudes towards online education amidst the Covid-19 outbreak
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Authors: D.M.C. Dassanayaka , I.M.S. Weerasinghe , S.N.S. Dahanayaka , H. Harshani Dedunu , KAHMK Athurupana , N.K.G. Muthuweera
Abstract: The present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak. The study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures. Active student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context. This study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.
Citation: International Journal of Educational Management
PubDate: 2022-04-20
DOI: 10.1108/IJEM-10-2021-0414
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Innovative design and delivery of the business capstone course
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Authors: Robert S. Fleming , Michelle Kowalsky
Abstract: This article discusses the experiences of a university's business school in enhancing the preparation of undergraduates through the innovative design and delivery of Business Policy, the capstone course taken by all business students. The case discusses the proactive approaches taken to explicitly align efforts between thinking and doing, for both faculty course designers and student participants alike. Ten strategic areas of innovation and improvement are identified and discussed as areas for individual course alignment as well as the impetus for college and university business program development and delivery. These innovations can be replicated by other institutions to enhance graduates' career preparation, pursue greater consistency with their organization's mission, develop external stakeholder engagement, and enhance internal collaboration with colleagues within the business school and across the university. The unique value of this innovative and multifaceted approach was recognized by AACSB International, the elite accrediting agency for business schools, in several articles and at a conference on undergraduate program innovation.
Citation: International Journal of Educational Management
PubDate: 2022-04-18
DOI: 10.1108/IJEM-11-2021-0436
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Accountability and quality assurance for leadership and governance in
Dubai-based educational marketplace-
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Authors: Sonia Ben Jaafar , Khadeegha Alzouebi , Virginia Bodolica
Abstract: Over the past decades, there has been an intensifying movement to privatize education in Western nations, with equal concern about the quality of education for all. This article adds to a global understanding of school inspections as a governance mechanism to promote educational quality in an entirely open K-12 educational marketplace. The role of school inspections as a quality assurance device is examined from a market accountability perspective. The Emirate of Dubai is used as an illustrative example of market accountability, where the educational landscape constitutes primarily a private open market. Dubai proves that market accountability can address the needs of all families, assuring the provision of a sufficient quality standard of education, while allowing for competition to drive improvement. There are two lessons that Dubai offers a global audience that has been debating the merits of privatizing education: a fully free unregulated market does not promote an education system that provides a minimum standard of education for all; and a private education system can address stakeholder concerns and operate successfully in parallel to a public sector. The idiosyncratic United Arab Emirates (UAE) education sector calls for a balance between flexibility and quality assurance across semi-independent jurisdictions. Hosting a majority of non-Emirati resident families, Dubai has developed a public inspection system for a private education market for quality assurance across 17 curricula offered in 215 private schools with diverse profit models. That most Dubai school-aged children are in private schools demanded accommodating an atypical landscape for K-12 education that affords insights into how a free market can operate. The authors encourage future research that may build a more comprehensive framework for better understanding the public–private education debate.
Citation: International Journal of Educational Management
PubDate: 2022-04-15
DOI: 10.1108/IJEM-11-2021-0439
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Faculty perceptions of the implementation of the United Arab Emirate's
qualifications framework (QF Emirates) in federal higher education
institutions-
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Authors: Ahmed Elhakim , Mohamed Alhosani
Abstract: The purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework. The study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations. The study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices. The outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.
Citation: International Journal of Educational Management
PubDate: 2022-04-13
DOI: 10.1108/IJEM-04-2021-0136
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
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- Editorial: Inclusive higher education in cross-cultural settings
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Authors: Anugamini Srivastava , Sucheta Agarwal , Malini Ganapathy
Abstract: Editorial: Inclusive higher education in cross-cultural settings
Citation: International Journal of Educational Management
PubDate: 2022-04-21
DOI: 10.1108/IJEM-05-2022-589
Issue No: Vol. 36 , No. 4 (2022)
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- Teacher leadership and the Turkish context: the impact of the
structural characteristics of the school and teacher leadership culture-
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Authors: Deniz Gülmez
Abstract: The aim of this study is to investigate the impact of the structural characteristics of the school and teacher leadership culture on teacher leadership. The correlational research model used the research. The predictors of teacher leadership were identified using hierarchical regression analysis provided by 447 K-12 teachers. The findings revealed that teacher leadership was found to be influenced by school structural factors and teacher leadership culture. While the complexity and formalization sub-dimensions of the structural characteristics are variables that explain teacher leadership, the centralization sub-dimension did not play a significant role. Professional cooperation and administrator support, both sub-dimensions of teacher leadership culture, were found to explain teacher leadership. In the literature, teacher leadership have been studied enormously from past to present. It is seen that teacher leadership is affected by school culture and structure. From this point of view, this study focused on the context in which teacher leadership behaviors emerged.
Citation: International Journal of Educational Management
PubDate: 2022-04-12
DOI: 10.1108/IJEM-02-2022-0061
Issue No: Vol. 36 , No. 4 (2022)
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- Global integration barriers at international branch campuses: the IBC
Othering Loop-
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Authors: Heather J. Swenddal , Mathews Nkhoma , Sarah Joy Gumbley
Abstract: The quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus hiring have raised questions about the extent to which non-parent-campus lecturers will support global integration pursuits. This paper aims to examine IBC lecturers’ orientations towards global integration, exploring how they identify themselves and their campuses as part of their wider universities. Employing constructivist grounded theory methodology, 37 lecturers and leaders at four Australian branch campuses in Southeast Asia were interviewed, engaging them in semi-structured discussions of their identities and experiences. Interviews were recorded, transcribed and analyzed using NVivo in an iterative process of theory development. Branch-campus lecturers interviewed generally construct their individual and campus identities as separate from their wider universities. Barriers to branch campuses’ global integration include low organizational identification of lecturers, challenges in their relationships with headquarters colleagues and perceptions of cross-campus disparities in resources and students. Branch campuses’ organizationally separate identities are enacted in practice, fueling a self-reinforcing “Othering Loop” that could undermine these campuses’ quality and viability. This research is the first emic exploration of locally-hired branch-campus lecturers’ views toward global integration. These findings provide an important corrective to the existing literature on this topic, challenging assumptions that localizing branch-campus hiring is the primary risk to integration. Multiple points of potential managerial intervention were identified, highlighting opportunities for university leaders to address contextual barriers and improve international branch campuses’ global integration while continuing current trends toward localized hiring.
Citation: International Journal of Educational Management
PubDate: 2022-04-07
DOI: 10.1108/IJEM-07-2021-0312
Issue No: Vol. 36 , No. 4 (2022)
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- Talent management in private universities: the case of a private
university in the United Kingdom-
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Authors: Trevor Gerhardt , Sheila Karsan
Abstract: In an uncertain and competitive higher educational landscape, expedient management of professional capital could increase knowledge capital by ensuring the recruitment and retention of experienced and highly qualified academic staff. In this paper, a case study of a private university aims to evaluate the talent management of academic staff. Primary datum amongst academic staff was collected using an online survey questionnaire and semi-structured interviews. Thematic analysis of interviews and descriptive analysis of three forms of survey were triangulated for richer data. Most of the academic staff in this private university were intrinsically motivated and there was a low expectation to be active in research and publication. However, bibliometrics was a priority amongst senior academics interviewed. The lack of talent management in bibliometric profiles expressed by senior academics hamper academic progression and could contribute to high turnover intentions as push factors. Overall, there were no explicit talent management strategies by management identified. This is a small-scale research project. Management should explore various options for structuring career paths within the organisational structure to secure career commitment of the employees. Within private universities, this could take the form of secondments to industry as part of work-based learning projects which could then also result in research and publication. Private universities widen the access to higher education and as such are an important research focus for improvements in quality and the retention of staff. Research of staff talent management in a UK private university.
Citation: International Journal of Educational Management
PubDate: 2022-04-05
DOI: 10.1108/IJEM-05-2020-0222
Issue No: Vol. 36 , No. 4 (2022)
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- Exploring teaching effectiveness and research on teaching and learning at
AACSB accredited business schools in Canada and the US-
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Authors: Sanobar Siddiqui , Camillo Lento
Abstract: This study explores the implementation of two Association to Advance Collegiate Schools of Business (AACSB) standards by business schools across Canada and the US. First, this study examines how teaching effectiveness is defined and measured in light of Standard 7 (Teaching Effectiveness and Impact). Second, this study explores the value of research on teaching and learning in relation to Standard 8 (Impact of Scholarship). This study adopts a thematic analysis framework based on data obtained from an online survey, semi-structured interviews, and policy documents. The results reveal that business schools rarely define teaching effectiveness; instead, they adopt various measures to evaluate teaching effectiveness. The results reveal that research on teaching and learning alone usually does not lead to tenure; however, it is valued if part of a portfolio that includes discipline-specific research. Lastly, this research highlights a stigma associated with research on teaching and learning relative to discipline-specific research. This study introduces a comprehensive and integrated teaching evaluation framework that can be adopted to define teaching effectiveness and elevate the teaching function. In addition, the authors argue that business schools should nurture a niche set of academics that holds PhDs in their respective disciplines and are education experts to increase the production of research-informed instructional strategies curated for business schools. This is the first study to explore how AACSB standards related to teaching effectiveness and research on teaching and learning are interpreted and implemented at AACSB accredited business schools.
Citation: International Journal of Educational Management
PubDate: 2022-04-05
DOI: 10.1108/IJEM-12-2021-0462
Issue No: Vol. 36 , No. 4 (2022)
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- School principals' experiences of autonomy and accountability: outcomes
of the School Education Quality Improvement Project in Kuwait-
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Authors: Munirah Alajmi
Abstract: This study aimed to explore Kuwaiti public school principals' experiences in relation to autonomy and accountability after the implementation of the School Education Quality Improvement Project, which aimed to increase the autonomy and accountability of Kuwaiti public schools. This study adopted a qualitative approach using semistructured interviews with 24 Kuwaiti public school principals who had participated in the education reform project. The study results indicated that Kuwaiti public school principals have limited autonomy in four main areas: accountability, personnel management, budget allocation and instructional programs. The results also revealed that the Integrated Education Reform Program failed to develop more autonomy in schools, creating a lack of balance between autonomy and accountability. The study's findings on school principals' experiences of autonomy in the reform era will be informative for policymakers. Practical suggestions are provided to reduce the autonomy gap in schools.
Citation: International Journal of Educational Management
PubDate: 2022-04-05
DOI: 10.1108/IJEM-09-2021-0366
Issue No: Vol. 36 , No. 4 (2022)
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- Influence of headship instructional leadership proficiencies on academic
performance: the case of rural primary schools of Kweneng region in
Botswana-
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Authors: Kaone Bakokonyane
Abstract: The purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural primary schools of Kweneng region. Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used, and the study drew data from 56 participants. These were 4 school heads, 4 deputy school heads, 4 heads of department, 8 senior teachers, 12 teachers and 24 learners. The cross-analysis case study findings revealed that high-performing rural primary schools involved their staff and stakeholders in crafting and implementation of the school vision, mission, values and strategic plans. This approach helped them in monitoring school and classroom instructions; hence, resulting in improved academic performance. On the contrary, low-performing schools paid lip service to “involvement” approach. The implication for further study is that any future study can consolidate and expand the findings of this research by focusing on Botswana's rural secondary schools. The implication of this study is that the ability of an excellent school head with instructional leadership proficiencies can change a low-performing rural primary school into a high-performing rural primary school. Therefore, schools heads who have instructional leadership proficiencies can be placed in low-performing schools for transformation. Moreover, the social implication is that school heads from low-performing schools should benchmark instructional leadership proficiencies from high-performing schools. The written case study narratives were given to participants for approval to find out if what was written was what they said. After their approval, the research supervisors validated them to check for biases and exaggerations.
Citation: International Journal of Educational Management
PubDate: 2022-03-29
DOI: 10.1108/IJEM-09-2021-0383
Issue No: Vol. 36 , No. 4 (2022)
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- Boundary-spanning leadership as a necessity for academic
administrators-
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Authors: Mohsen Nazarzadeh Zare , Maryam Sadat Ghoraishi Khorasgani
Abstract: The present study aimed to investigate the perceptions of academic administrators of the characteristics and strategies of a boundary-spanner leader. For this purpose, the authors adopted a qualitative approach and a descriptive phenomenology method. The participants of the study consisted of academic administrators in the public universities, and research institutions in Iran, of whom 17 academic administrators were selected as participants of the study purposefully and based on the criterion of having at least 4 years of management experience. To collect the data, the authors conducted semistructured interviews and performed a Colaizzi content analysis for data analysis. The findings showed that perceptions of academic administrators of the characteristics and strategies of a boundary-spanner leader can be classified into six main categories; cognitive skills, relationship skills, professional skills, boundaries management strategies, common boundaries creation strategy and new boundaries discovery strategy. This study builds upon the existing literature on boundary-spanning leaders in higher education through a new cultural context and lens. Because research to date has privileged institutional contexts predominantly in the USA and the United Kingdom, this study contributes an additional understanding of boundary-spanning leadership in Iranian higher educational contexts. This study also provides a common foundation and shared framework from which cross-national collaborations may be examined and further cultivated.
Citation: International Journal of Educational Management
PubDate: 2022-03-22
DOI: 10.1108/IJEM-09-2021-0384
Issue No: Vol. 36 , No. 4 (2022)
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- Does authentic leadership develop inclusive classrooms: a model
examination'-
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Authors: Anugamini Priya Srivastava , Sonal Shree , Sucheta Agarwal
Abstract: The present study aims to statistically prove the theoretical model on inclusive higher education provided by Srivastava and Shree (2019), which analyzes the effect of authentic leadership (AL) on inclusive classrooms (ICs) with the intervening role of academic optimism (AO) and art-based innovation pedagogies. This current study collected data through a questionnaire method from higher education faculty and the faculty's immediate leaders. Statistical methods like descriptive analysis, confirmatory factor analysis (CFA) and multiple regression analysis were conducted to evaluate the variables, model fit and hypothesis, respectively. The results indicated a positive effect of AL on ICs via the partial mediating role of AO. However, unlike the proven theoretical model, the moderating role of art-based innovation pedagogy between AO and the IC was not supported. The implications of this study advanced the theoretical aspect of the model while providing managerial suggestions that can be applied to support the development of ICs in educational institutions.
Citation: International Journal of Educational Management
PubDate: 2022-03-14
DOI: 10.1108/IJEM-07-2020-0338
Issue No: Vol. 36 , No. 4 (2022)
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- Addressing diversity, equity and inclusion (DEI) through service learning
in management education: insights from India-
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Authors: Kaushik Ranjan Bandyopadhyay , Kasturi Das , Ritika Mahajan
Abstract: The paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India. The research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset. Although the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection. The paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research. The paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense. The purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious. Given the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.
Citation: International Journal of Educational Management
PubDate: 2021-12-09
DOI: 10.1108/IJEM-08-2021-0327
Issue No: Vol. 36 , No. 4 (2021)
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- Technology facilitation on inclusive learning; higher education
institutions in Sri Lanka-
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Authors: David Shiyam Kirupainayagam , Jayaranjani Sutha
Abstract: The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs. Based on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10. The nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed. Implications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs. This paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.
Citation: International Journal of Educational Management
PubDate: 2021-09-07
DOI: 10.1108/IJEM-02-2020-0048
Issue No: Vol. 36 , No. 4 (2021)
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- Cultural intelligence increase student's innovative behavior in higher
education: the mediating role of interpersonal trust-
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Authors: Anang Kistyanto , Muhammad Fajar Wahyudi Rahman , Firman Adhar Wisandiko , Emeralda Eka Putri Setyawati
Abstract: This paper aims to explore Indonesian students' perceptions of student exchanges or studies abroad regarding cultural intelligence's influence on innovative behavior through interpersonal trust. This study has used a quantitative research approach. Data analysis uses an approach structural equation modeling-partial least squares (SEM-PLS) supported by program computer software Smart-PLS 3.0. An online questionnaire was distributed to 224 respondents, but only 214 were qualified. In this study, the respondent is Indonesian students who have been completed or are currently conducting student exchanges or studying abroad in the Asia and Australia region. This pilot study reveals that high cultural intelligence students positively affect their individuals' innovative behavior. Moreover, interpersonal trust levels would mediate the influence of cultural intelligence on individual innovative behavior students. These results indicate that most Indonesian citizen students who took part in student exchanges or studying abroad had high cultural intelligence. This study focused on influence cultural intelligence on individuals' innovative behavior, which is referred to as cross-cultural interaction. Also, this study focused on Indonesian citizen students who took part in student exchanges or studying abroad. This kind of research has not been thoroughly or even not been discussed in academic research. Therefore, it was necessary to put this issue into a science education and management science.
Citation: International Journal of Educational Management
PubDate: 2021-05-21
DOI: 10.1108/IJEM-11-2020-0510
Issue No: Vol. 36 , No. 4 (2021)
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- Impact of psychological factors, university environment and sustainable
behaviour on teachers' intention to incorporate inclusive education in
higher education-
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Authors: Rahul Bodhi , Tripti Singh , Yatish Joshi , Deepak Sangroya
Abstract: The current study examines the impact of various psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education. A cross-sectional survey was conducted to collect data from 204 academicians and scholars from India. Structural equation modelling (SEM) was employed to examine data. Results revealed that teachers' attitudes, university environment and spirituality had a positive and significant association with intention to incorporate inclusive education. Path analysis showed that teachers' attitude was the most prominent predictor of intention to incorporate inclusive education, followed by spirituality and university environment. The study determines the key predictors of teachers' intention to incorporate inclusive education. The identified factors can help the government and public policymakers foster inclusive education. The study determines that teachers have the capability to drive inclusive education through intrinsic spiritual views and feelings of satisfaction and happiness. Marketers must capitalize on the spiritual aspect of individuals and accordingly develop long-term inclusive strategies. The current study addresses prevailing gaps in existing literature on teachers' attitude and intention to adopt inclusive education. The study examines the impact of key predictors of teachers' intention to adopt inclusive education and focuses on emerging factors such as university environment, spirituality, teachers' self-efficacy, concern and sustainable behaviour.
Citation: International Journal of Educational Management
PubDate: 2021-04-07
DOI: 10.1108/IJEM-02-2020-0113
Issue No: Vol. 36 , No. 4 (2021)
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- Inclusive leadership and extra-role behaviors in higher education: does
organizational learning mediate the relationship'
Open Access Article-
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Authors: Mohammed Aboramadan , Khalid Abed Dahleez , Caterina Farao
Abstract: Building on social exchange theory and relational leadership theory, this paper proposes a model of inclusive leadership in higher education institutions. Together with an attempt to examine the impact of inclusive leadership on extra-role behaviors of academic staff, the paper aims to test the intervening mechanism of organizational learning among the aforementioned relationships. Data were collected from 227 academic staff working in the Palestinian higher education institutions. Partial least squares (PLS-SEM) analysis technique was utilized to examine the hypotheses. The findings reveal that inclusive leadership exerts a positive effect on extra-role behaviors (organizational citizenship behaviors and innovative work behaviors) in the Palestinian higher education setting. Moreover, the findings show that organizational learning plays a significant mediating role among the relationships examined Academic communities are increasingly diverse. This diversity requires a work environment in which employees take on additional work roles. In response to this diversity, managers of higher education institutions should be concerned about the roles and practices of inclusive leaders. In addition, higher education institutions need to be learning organizations since this would help to mitigate this diversity and create a working atmosphere characterized by continuous learning, collaboration and dialogue. In higher education, most of the literature on inclusive academic leadership is mainly theoretical. Furthermore, organizational learning in higher education research is based on anecdotal perspectives (Dee and Leišyte, 2016). To this end, this paper is novel, as it is one of few studies to empirically investigate inclusive leadership and extra-role behaviors via organizational learning in a non-western academic context.
Citation: International Journal of Educational Management
PubDate: 2021-03-02
DOI: 10.1108/IJEM-06-2020-0290
Issue No: Vol. 36 , No. 4 (2021)
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- International Journal of Educational Management
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