International Journal of Educational ManagementTable of Contents for International Journal of Educational Management. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0951-354X/vol/38/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInternational Journal of Educational ManagementEmerald Publishing LimitedInternational Journal of Educational ManagementInternational Journal of Educational Managementhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/ade988f8af36757f53b429a1862150cd/urn:emeraldgroup.com:asset:id:binary:ijem.cover.jpghttps://www.emerald.com/insight/publication/issn/0951-354X/vol/38/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSecondary school teachers' beliefs and needs about hikikomori and social withdrawn studentshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2023-0377/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal. A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired. Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system. Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.Secondary school teachers' beliefs and needs about hikikomori and social withdrawn students
Eleonora Concina, Sara Frate, Michele Biasutti
International Journal of Educational Management, Vol. 38, No. 2, pp.317-332

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.

A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.

Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.

Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

]]>
Secondary school teachers' beliefs and needs about hikikomori and social withdrawn students10.1108/IJEM-08-2023-0377International Journal of Educational Management2024-01-12© 2023 Eleonora Concina, Sara Frate and Michele BiasuttiEleonora ConcinaSara FrateMichele BiasuttiInternational Journal of Educational Management3822024-01-1210.1108/IJEM-08-2023-0377https://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2023-0377/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Eleonora Concina, Sara Frate and Michele Biasuttihttp://creativecommons.org/licences/by/4.0/legalcode
The mediating role of competency in the effect of transformational leadership on lecturer performancehttps://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2023-0275/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance. For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses. The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers. This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.The mediating role of competency in the effect of transformational leadership on lecturer performance
Nelly Nelly, Harjanto Prabowo, Agustinus Bandur, Elidjen Elidjen
International Journal of Educational Management, Vol. 38, No. 2, pp.333-354

The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance.

For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses.

The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers.

This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.

]]>
The mediating role of competency in the effect of transformational leadership on lecturer performance10.1108/IJEM-06-2023-0275International Journal of Educational Management2024-01-12© 2023 Emerald Publishing LimitedNelly NellyHarjanto PrabowoAgustinus BandurElidjen ElidjenInternational Journal of Educational Management3822024-01-1210.1108/IJEM-06-2023-0275https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2023-0275/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Educational innovation practices in primary and secondary schools during the COVID-19 pandemichttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0075/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDue to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study. A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data. The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education. Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.Educational innovation practices in primary and secondary schools during the COVID-19 pandemic
Nancy Bouranta, Evangelos Psomas
International Journal of Educational Management, Vol. 38, No. 2, pp.355-373

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

]]>
Educational innovation practices in primary and secondary schools during the COVID-19 pandemic10.1108/IJEM-02-2023-0075International Journal of Educational Management2024-01-15© 2024 Emerald Publishing LimitedNancy BourantaEvangelos PsomasInternational Journal of Educational Management3822024-01-1510.1108/IJEM-02-2023-0075https://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0075/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: the moderating roles of duration of relationship and group sizehttps://www.emerald.com/insight/content/doi/10.1108/IJEM-10-2023-0533/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings. Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses. The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership. The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: the moderating roles of duration of relationship and group size
Tahani Hassan, Izhak Berkovich
International Journal of Educational Management, Vol. 38, No. 2, pp.374-390

This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.

Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.

The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.

The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.

]]>
Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: the moderating roles of duration of relationship and group size10.1108/IJEM-10-2023-0533International Journal of Educational Management2024-01-25© 2024 Emerald Publishing LimitedTahani HassanIzhak BerkovichInternational Journal of Educational Management3822024-01-2510.1108/IJEM-10-2023-0533https://www.emerald.com/insight/content/doi/10.1108/IJEM-10-2023-0533/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Analysing the mediating role of organisational citizenship behaviour between transformational leadership and education 4.0 using PLS-SEM approachhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0322/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to analyse the mediating role of organisational citizenship behaviour between transformational leadership and successful implementation of education 4.0 in higher educational institutes using the PLS-SEM approach. The study uses cross-sectional and quantitative approach to decode the relationship amongst the variables. Purposive non-probability sampling technique was used to select the sample size for the study. The research findings reveal that transformational leadership has a significant and positive effect on education 4.0. Further, it also indicates that the organisational citizenship behaviour in the study served as a mediating variable between transformational leadership and education 4.0, explaining 40% of the effect of transformational leadership on education 4.0. This highlights the importance of transformational leaders in creating a conducive environment that encourages employees to exhibit organisational citizenship behaviour, thereby facilitating the successful adoption and integration of education 4.0. The authors recognise a research gap in the existing literature that focusses on the direct effects of transformational leadership on education 4.0 in higher educational institutes of management. Also, there is a lack of inclusive studies that explore the mediating mechanisms through which transformational leadership affects education 4.0, predominantly the role of organisational citizenship behaviour. Thus, this study is first in itself to explore the inter relationship between transformational leadership, organisational citizenship behaviour and education 4.0.Analysing the mediating role of organisational citizenship behaviour between transformational leadership and education 4.0 using PLS-SEM approach
Rajesh Kumar Sharma, Sukhpreet Kaur
International Journal of Educational Management, Vol. 38, No. 2, pp.391-412

The purpose of this paper is to analyse the mediating role of organisational citizenship behaviour between transformational leadership and successful implementation of education 4.0 in higher educational institutes using the PLS-SEM approach.

The study uses cross-sectional and quantitative approach to decode the relationship amongst the variables. Purposive non-probability sampling technique was used to select the sample size for the study.

The research findings reveal that transformational leadership has a significant and positive effect on education 4.0. Further, it also indicates that the organisational citizenship behaviour in the study served as a mediating variable between transformational leadership and education 4.0, explaining 40% of the effect of transformational leadership on education 4.0. This highlights the importance of transformational leaders in creating a conducive environment that encourages employees to exhibit organisational citizenship behaviour, thereby facilitating the successful adoption and integration of education 4.0.

The authors recognise a research gap in the existing literature that focusses on the direct effects of transformational leadership on education 4.0 in higher educational institutes of management. Also, there is a lack of inclusive studies that explore the mediating mechanisms through which transformational leadership affects education 4.0, predominantly the role of organisational citizenship behaviour. Thus, this study is first in itself to explore the inter relationship between transformational leadership, organisational citizenship behaviour and education 4.0.

]]>
Analysing the mediating role of organisational citizenship behaviour between transformational leadership and education 4.0 using PLS-SEM approach10.1108/IJEM-07-2023-0322International Journal of Educational Management2024-01-23© 2024 Emerald Publishing LimitedRajesh Kumar SharmaSukhpreet KaurInternational Journal of Educational Management3822024-01-2310.1108/IJEM-07-2023-0322https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0322/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasionhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0360/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTaking the Institute of Philology and Journalism at Ukraine's Taurida National University as a case study, this paper overviews and distils the crisis management measures utilised in transitioning to fully online education during the crises of the Covid-19 pandemic and full-scale Russian invasion and violence. With the aim of spotlighting the experiences of the people most directly impacted by these two contemporary crises, this case study documents the lived experience of the authors—all of whom are/were teaching staff at the Institute—and Institute students’ responses to online surveys conducted between 2020 and 2022. The Institute's case study demonstrates that contemporary crisis management via transitioning to fully online learning can be achieved if the following instrumental and methodological components are employed: (1) an initial assessment of the risks and opportunities for the educational community involved; (2) the right choice of online teaching and communications tools; (3) followed by flexibility and gradualism in onward planning (i.e. where technology and pedagogy are understood as interconnected) taking members’ feedback into account. However, the success of these components is contingent upon fulfilling psychological components, with care devoted to: upholding members’ psychological well-being; offering members ongoing technical support; and strengthening trust between members. This case study offers transferable and adaptable findings for successful crisis management in education, from the Ukrainian context out to the wider world.Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion
Svitlana L. Kuzmina, Olena Popova, Ludmyla Bachurina
International Journal of Educational Management, Vol. 38, No. 2, pp.413-428

Taking the Institute of Philology and Journalism at Ukraine's Taurida National University as a case study, this paper overviews and distils the crisis management measures utilised in transitioning to fully online education during the crises of the Covid-19 pandemic and full-scale Russian invasion and violence.

With the aim of spotlighting the experiences of the people most directly impacted by these two contemporary crises, this case study documents the lived experience of the authors—all of whom are/were teaching staff at the Institute—and Institute students’ responses to online surveys conducted between 2020 and 2022.

The Institute's case study demonstrates that contemporary crisis management via transitioning to fully online learning can be achieved if the following instrumental and methodological components are employed: (1) an initial assessment of the risks and opportunities for the educational community involved; (2) the right choice of online teaching and communications tools; (3) followed by flexibility and gradualism in onward planning (i.e. where technology and pedagogy are understood as interconnected) taking members’ feedback into account. However, the success of these components is contingent upon fulfilling psychological components, with care devoted to: upholding members’ psychological well-being; offering members ongoing technical support; and strengthening trust between members.

This case study offers transferable and adaptable findings for successful crisis management in education, from the Ukrainian context out to the wider world.

]]>
Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion10.1108/IJEM-07-2023-0360International Journal of Educational Management2024-01-25© 2024 Emerald Publishing LimitedSvitlana L. KuzminaOlena PopovaLudmyla BachurinaInternational Journal of Educational Management3822024-01-2510.1108/IJEM-07-2023-0360https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0360/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Unleashing the creative spark: the mediating role of employee work engagement on the relationship between employee training and creativityhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0342/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the mediating role of employee work engagement in the relationship between training and creativity in the education sector in India. The sample for this study consisted of 260 faculty members from 11 public universities in the Punjab region. Partial least squares-structural equation modeling (PLS-SEM) was utilized to test the hypotheses. The results of the study revealed that training has a significant direct and indirect effect on employee creativity through employee work engagement. The findings suggest that training can stimulate work engagement, highlighting the importance of fostering employee engagement for enhancing creativity. While the method used in this study may not facilitate direct generalizations, it offers valuable insights into prevalent discursive strategies found in numerous contemporary public organizations. The findings offer insights for designing targeted training interventions to enhance work engagement and foster creativity among faculty members in the education sector. This study contributes to the existing literature by addressing a gap in research on the interaction between training, work engagement and creativity. As there have been limited studies on this topic in the education sector in India, this research provides novel insights and extends the understanding of how these variables are related.Unleashing the creative spark: the mediating role of employee work engagement on the relationship between employee training and creativity
Yuvika Singh, Shivinder Phoolka
International Journal of Educational Management, Vol. 38, No. 2, pp.429-446

This study aims to explore the mediating role of employee work engagement in the relationship between training and creativity in the education sector in India.

The sample for this study consisted of 260 faculty members from 11 public universities in the Punjab region. Partial least squares-structural equation modeling (PLS-SEM) was utilized to test the hypotheses.

The results of the study revealed that training has a significant direct and indirect effect on employee creativity through employee work engagement. The findings suggest that training can stimulate work engagement, highlighting the importance of fostering employee engagement for enhancing creativity.

While the method used in this study may not facilitate direct generalizations, it offers valuable insights into prevalent discursive strategies found in numerous contemporary public organizations.

The findings offer insights for designing targeted training interventions to enhance work engagement and foster creativity among faculty members in the education sector.

This study contributes to the existing literature by addressing a gap in research on the interaction between training, work engagement and creativity. As there have been limited studies on this topic in the education sector in India, this research provides novel insights and extends the understanding of how these variables are related.

]]>
Unleashing the creative spark: the mediating role of employee work engagement on the relationship between employee training and creativity10.1108/IJEM-07-2023-0342International Journal of Educational Management2024-01-25© 2024 Emerald Publishing LimitedYuvika SinghShivinder PhoolkaInternational Journal of Educational Management3822024-01-2510.1108/IJEM-07-2023-0342https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0342/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Faculty competences development components: an integrated model for the development of educational leaders in technical education instituteshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0363/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large. A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India). The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements. The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes
Payal Sharma
International Journal of Educational Management, Vol. 38, No. 2, pp.447-468

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

]]>
Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes10.1108/IJEM-07-2023-0363International Journal of Educational Management2024-02-06© 2024 Emerald Publishing LimitedPayal SharmaInternational Journal of Educational Management3822024-02-0610.1108/IJEM-07-2023-0363https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0363/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadershiphttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0335/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being. The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model. The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being. To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership
Mehmet Karakus, Mustafa Toprak, Omer Caliskan, Megan Crawford
International Journal of Educational Management, Vol. 38, No. 2, pp.469-485

This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.

The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.

The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.

To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.

]]>
Teachers’ affective and physical well-being: emotional intelligence, emotional labour and implications for leadership10.1108/IJEM-07-2023-0335International Journal of Educational Management2024-02-15© 2024 Emerald Publishing LimitedMehmet KarakusMustafa ToprakOmer CaliskanMegan CrawfordInternational Journal of Educational Management3822024-02-1510.1108/IJEM-07-2023-0335https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0335/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Contextual factors and virtual professional learning communities in Maldivian schoolshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-12-2022-0492/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestVirtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning. This study aimed to explore the impact of contextual factors on establishing virtual professional learning communities in Maldivian schools. This quantitative study used a sample of 420 Maldivian in-service teachers chosen using two-stage cluster sampling and a stratified random sampling method. The findings revealed that all three contextual factors – micro-, meso- and macro-contextual – positively and significantly influenced the virtual professional learning communities. These findings recommend an integrated framework with micro-, meso- and macro-contextual factors as valuable instruments for educational leaders striving to establish virtual Professional Learning Communities (PLCs). This study is among the first to examine the association of contextual factors of schools with the establishment of virtual PLCs in a country such as the Maldives, with geographically dispersed islands and limited resources.Contextual factors and virtual professional learning communities in Maldivian schools
Aminath Adhala Rasheed, Ahmad Albattat, S. M. Ferdous Azam
International Journal of Educational Management, Vol. 38, No. 2, pp.486-508

Virtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning. This study aimed to explore the impact of contextual factors on establishing virtual professional learning communities in Maldivian schools.

This quantitative study used a sample of 420 Maldivian in-service teachers chosen using two-stage cluster sampling and a stratified random sampling method.

The findings revealed that all three contextual factors – micro-, meso- and macro-contextual – positively and significantly influenced the virtual professional learning communities.

These findings recommend an integrated framework with micro-, meso- and macro-contextual factors as valuable instruments for educational leaders striving to establish virtual Professional Learning Communities (PLCs).

This study is among the first to examine the association of contextual factors of schools with the establishment of virtual PLCs in a country such as the Maldives, with geographically dispersed islands and limited resources.

]]>
Contextual factors and virtual professional learning communities in Maldivian schools10.1108/IJEM-12-2022-0492International Journal of Educational Management2024-02-14© 2024 Emerald Publishing LimitedAminath Adhala RasheedAhmad AlbattatS. M. Ferdous AzamInternational Journal of Educational Management3822024-02-1410.1108/IJEM-12-2022-0492https://www.emerald.com/insight/content/doi/10.1108/IJEM-12-2022-0492/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Innovative university: evidence from university managementhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-05-2022-0174/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInnovation enables growth and helps address social challenges. This research aims to identify evidence that can characterize an innovative university based on its university management. Thus, the authors define the following research problem: How to measure innovation in a Higher Education Institution (HEI) that intends to be innovative based on its university management? To this end, the authors conducted a literature review, with a qualitative approach, as well as a case study with data collection through the documental analysis of research that was carried out with the community, namely: Undergraduate Students Profile survey, Reputation of the Institution and Innovation Octagon. The authors noticed that the results presented by Innovation Octagon show an increase in most indexes, mainly Processes and People, followed by Leadership, Strategy, Relationships and Funding. However, there was a reduction in Structure and Culture. The results point to the relevance of measuring innovation in the institution, mainly through the use of the Innovation Octagon. The longitudinal measurement of innovation in the institution enables the management of the HEI to constantly progress and develop in favor of the society’s demands for the training of competent professionals for their future professional reality.Innovative university: evidence from university management
Jefferson Marlon Monticelli, Paulo Fossatti, Louise de Quadros da Silva, Charlene Bitencourt Soster Luz
International Journal of Educational Management, Vol. 38, No. 2, pp.509-524

Innovation enables growth and helps address social challenges. This research aims to identify evidence that can characterize an innovative university based on its university management. Thus, the authors define the following research problem: How to measure innovation in a Higher Education Institution (HEI) that intends to be innovative based on its university management?

To this end, the authors conducted a literature review, with a qualitative approach, as well as a case study with data collection through the documental analysis of research that was carried out with the community, namely: Undergraduate Students Profile survey, Reputation of the Institution and Innovation Octagon.

The authors noticed that the results presented by Innovation Octagon show an increase in most indexes, mainly Processes and People, followed by Leadership, Strategy, Relationships and Funding. However, there was a reduction in Structure and Culture.

The results point to the relevance of measuring innovation in the institution, mainly through the use of the Innovation Octagon. The longitudinal measurement of innovation in the institution enables the management of the HEI to constantly progress and develop in favor of the society’s demands for the training of competent professionals for their future professional reality.

]]>
Innovative university: evidence from university management10.1108/IJEM-05-2022-0174International Journal of Educational Management2024-02-16© 2024 Emerald Publishing LimitedJefferson Marlon MonticelliPaulo FossattiLouise de Quadros da SilvaCharlene Bitencourt Soster LuzInternational Journal of Educational Management3822024-02-1610.1108/IJEM-05-2022-0174https://www.emerald.com/insight/content/doi/10.1108/IJEM-05-2022-0174/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Higher education managers’ perception of university reputation components: a model for Middle Eastern countrieshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0433/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestNowadays, universities increasingly consider reputation as a key component for improving quality and rankings. A positive reputation opens doors to added value and diverse opportunities. This paper aims to explore Middle Eastern higher education managers' perceptions of university reputation components. Given the significance of this concept in Middle Eastern universities, a descriptive phenomenological qualitative approach is adopted to identify these key components. The study includes interviews with university managers, and data are collected through semi-structured interviews and analyzed thematically. The findings reveal that, from the perspective of higher education managers, university reputation is influenced by four main components: university management and leadership, quality and performance, identity and image and social responsibility. These components are tailored to the context of Middle Eastern countries. Practical implications are clearly laid out in the form of four key themes for higher education managers in Middle Eastern countries to manage reputation. The study’s outcomes can be used as a guide for university managers in developing countries to change the situation in their favor and achieve great success in the competitive condition of universities by planning and making policies in this direction. Also, the managers of higher education in the Middle Eastern countries can take advantage of the components of this study to improve the quality and quantity of their universities and take an important step towards increasing the university’s reputation at the international level.Higher education managers’ perception of university reputation components: a model for Middle Eastern countries
Yones Romiani, Maryam Sadat Ghoraishi Khorasgani, Saeid Norollahee
International Journal of Educational Management, Vol. 38, No. 2, pp.525-548

Nowadays, universities increasingly consider reputation as a key component for improving quality and rankings. A positive reputation opens doors to added value and diverse opportunities. This paper aims to explore Middle Eastern higher education managers' perceptions of university reputation components.

Given the significance of this concept in Middle Eastern universities, a descriptive phenomenological qualitative approach is adopted to identify these key components. The study includes interviews with university managers, and data are collected through semi-structured interviews and analyzed thematically.

The findings reveal that, from the perspective of higher education managers, university reputation is influenced by four main components: university management and leadership, quality and performance, identity and image and social responsibility. These components are tailored to the context of Middle Eastern countries.

Practical implications are clearly laid out in the form of four key themes for higher education managers in Middle Eastern countries to manage reputation.

The study’s outcomes can be used as a guide for university managers in developing countries to change the situation in their favor and achieve great success in the competitive condition of universities by planning and making policies in this direction. Also, the managers of higher education in the Middle Eastern countries can take advantage of the components of this study to improve the quality and quantity of their universities and take an important step towards increasing the university’s reputation at the international level.

]]>
Higher education managers’ perception of university reputation components: a model for Middle Eastern countries10.1108/IJEM-09-2023-0433International Journal of Educational Management2024-02-22© 2024 Emerald Publishing LimitedYones RomianiMaryam Sadat Ghoraishi KhorasganiSaeid NorollaheeInternational Journal of Educational Management3822024-02-2210.1108/IJEM-09-2023-0433https://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0433/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Effects of university organizational culture on student academic behavior in Indonesiahttps://www.emerald.com/insight/content/doi/10.1108/IJEM-11-2023-0553/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to investigate (1) how organizational culture influence student academic behavior at universities in Indonesia; (2) if there is any difference between male and female students in perceiving elements of organizational culture and its effects on student academic behavior; and (3) if there is any difference among students from different university origin in perceiving elements of organizational culture and its effects on student academic behavior. This study is a part of quantitative research with a prediction design involving survey questionnaire. Participants consist of 800 students as survey respondents that were selected purposively from six government universities of the specified cities in Indonesia. Measures are developed and validated through a confirmatory factor analysis. Data were analyzed using multivariate techniques and path analysis to examine effects of organizational culture types on student academic behavior. Findings of this study indicate that in general organizational culture significantly influenced the growth of student academic behavior. The study is limited to public or government universities in Indonesia, that is why and the findings are not intended to generalize all universities in the world. Leaders of the university organizations or units are suggested to improve their capacities in exploring the trend of organizational cultures, develop and adopt the cultures that contribute to the growth of student academic behavior. The study provides high valued insights for university organizations especially people involved in the process of university leadership and management on how they deal effectively with organizational situations including types organizational culture, and develop the cultures that contribute to the growth of student academic behavior. The study adds to the theories of organizational culture and the growth of student academic behavior on campus. It provides broad insights on types of organizational culture used in universities and its effects on academic behaviors performed by students in campus environment.Effects of university organizational culture on student academic behavior in Indonesia
Burhanuddin Burhanuddin, Francisco Ben, Achmad Supriyanto, Asep Sunandar, Sunarni Sunarni, Raden Bambang Sumarsono
International Journal of Educational Management, Vol. 38, No. 2, pp.549-567

The purpose of this study is to investigate (1) how organizational culture influence student academic behavior at universities in Indonesia; (2) if there is any difference between male and female students in perceiving elements of organizational culture and its effects on student academic behavior; and (3) if there is any difference among students from different university origin in perceiving elements of organizational culture and its effects on student academic behavior.

This study is a part of quantitative research with a prediction design involving survey questionnaire. Participants consist of 800 students as survey respondents that were selected purposively from six government universities of the specified cities in Indonesia. Measures are developed and validated through a confirmatory factor analysis. Data were analyzed using multivariate techniques and path analysis to examine effects of organizational culture types on student academic behavior.

Findings of this study indicate that in general organizational culture significantly influenced the growth of student academic behavior.

The study is limited to public or government universities in Indonesia, that is why and the findings are not intended to generalize all universities in the world.

Leaders of the university organizations or units are suggested to improve their capacities in exploring the trend of organizational cultures, develop and adopt the cultures that contribute to the growth of student academic behavior.

The study provides high valued insights for university organizations especially people involved in the process of university leadership and management on how they deal effectively with organizational situations including types organizational culture, and develop the cultures that contribute to the growth of student academic behavior.

The study adds to the theories of organizational culture and the growth of student academic behavior on campus. It provides broad insights on types of organizational culture used in universities and its effects on academic behaviors performed by students in campus environment.

]]>
Effects of university organizational culture on student academic behavior in Indonesia10.1108/IJEM-11-2023-0553International Journal of Educational Management2024-02-26© 2024 Emerald Publishing LimitedBurhanuddin BurhanuddinFrancisco BenAchmad SupriyantoAsep SunandarSunarni SunarniRaden Bambang SumarsonoInternational Journal of Educational Management3822024-02-2610.1108/IJEM-11-2023-0553https://www.emerald.com/insight/content/doi/10.1108/IJEM-11-2023-0553/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Measuring the teachers’ talent managementhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2023-0380/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestA crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school’s knowledge capital increase, Teachers’ talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings. A psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management. Results show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings. The Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.Measuring the teachers’ talent management
Nathalie Liechti García, Albert Sesé
International Journal of Educational Management, Vol. 38, No. 2, pp.568-586

A crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school’s knowledge capital increase, Teachers’ talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings.

A psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management.

Results show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings.

The Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.

]]>
Measuring the teachers’ talent management10.1108/IJEM-08-2023-0380International Journal of Educational Management2024-02-20© 2024 Emerald Publishing LimitedNathalie Liechti GarcíaAlbert SeséInternational Journal of Educational Management3822024-02-2010.1108/IJEM-08-2023-0380https://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2023-0380/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Four recommendations to increase the level of pervasion of change projects in higher education institutions: a case reporthttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0326/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this case report is to (1) to describe outputs of a change project at Muenster University of Applied Sciences (Germany), which targeted its “operational core” of professors and (2) on this basis to derive ideas on how to ensure a high level of pervasion of change projects in the higher education sector. The author compiled data on the extent to which the project has penetrated the organisation derived from the project documentation, discusses satisfaction with the level of pervasion and presents four approaches to increase the level of organisational pervasion for similar projects. These were developed in introspective observations by the project team during project execution (2011–2021). The level of pervasion achieved by the project was judged to be satisfactory overall, but in principle still capable of being increased, as there are clear differences between subject disciplines. Four approaches to increase the level of pervasion are derived: (1) explicit attention to and monitoring of informal structures, (2) use of milieu-specific segmentation techniques of target groups, (3) variations of the way change objectives are presented within the organisation and (4) a dynamisation of stakeholder management. The paper offers guidance to change managers in higher education institutions on how to improve the planning phase of change projects. It is essential for change projects to achieve their intended outcome (project outcome) that the organisation is sufficiently pervaded in quantitative terms (project outputs). The recommendations presented in this paper should be of interest to all higher education staff involved in change management, as they can help to increase the level of organisational pervasion. Although Higher Education Institutions (HEIs) are considered to be a type of organisation that is difficult to change, change projects are an integral part of their management practice, follow one another at an increasing pace and are often being driven forward in a network of several parallel projects. This paper presents recommendations to increase the success of change projects in HEIs. In summary, the recommendations suggest breaking down organisation-wide change projects to the organisational meso level.Four recommendations to increase the level of pervasion of change projects in higher education institutions: a case report
Joachim Preusse
International Journal of Educational Management, Vol. 38, No. 2, pp.587-601

The purpose of this case report is to (1) to describe outputs of a change project at Muenster University of Applied Sciences (Germany), which targeted its “operational core” of professors and (2) on this basis to derive ideas on how to ensure a high level of pervasion of change projects in the higher education sector.

The author compiled data on the extent to which the project has penetrated the organisation derived from the project documentation, discusses satisfaction with the level of pervasion and presents four approaches to increase the level of organisational pervasion for similar projects. These were developed in introspective observations by the project team during project execution (2011–2021).

The level of pervasion achieved by the project was judged to be satisfactory overall, but in principle still capable of being increased, as there are clear differences between subject disciplines. Four approaches to increase the level of pervasion are derived: (1) explicit attention to and monitoring of informal structures, (2) use of milieu-specific segmentation techniques of target groups, (3) variations of the way change objectives are presented within the organisation and (4) a dynamisation of stakeholder management.

The paper offers guidance to change managers in higher education institutions on how to improve the planning phase of change projects. It is essential for change projects to achieve their intended outcome (project outcome) that the organisation is sufficiently pervaded in quantitative terms (project outputs). The recommendations presented in this paper should be of interest to all higher education staff involved in change management, as they can help to increase the level of organisational pervasion.

Although Higher Education Institutions (HEIs) are considered to be a type of organisation that is difficult to change, change projects are an integral part of their management practice, follow one another at an increasing pace and are often being driven forward in a network of several parallel projects. This paper presents recommendations to increase the success of change projects in HEIs. In summary, the recommendations suggest breaking down organisation-wide change projects to the organisational meso level.

]]>
Four recommendations to increase the level of pervasion of change projects in higher education institutions: a case report10.1108/IJEM-07-2023-0326International Journal of Educational Management2024-02-23© 2024 Emerald Publishing LimitedJoachim PreusseInternational Journal of Educational Management3822024-02-2310.1108/IJEM-07-2023-0326https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0326/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Impact of micro-credential learning on students' perceived employability: the mediating role of human capitalhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association. Explanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique. Our findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future. Micro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability.Impact of micro-credential learning on students' perceived employability: the mediating role of human capital
Haobo Zou, Asad Ullah, Zubaida Qazi, Amna Naeem, Sofia Rehan
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association.

Explanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique.

Our findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future.

Micro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability.

]]>
Impact of micro-credential learning on students' perceived employability: the mediating role of human capital10.1108/IJEM-01-2023-0002International Journal of Educational Management2023-06-12© 2023 Emerald Publishing LimitedHaobo ZouAsad UllahZubaida QaziAmna NaeemSofia RehanInternational Journal of Educational Managementahead-of-printahead-of-print2023-06-1210.1108/IJEM-01-2023-0002https://www.emerald.com/insight/content/doi/10.1108/IJEM-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher educationhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-01-2023-0028/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals. The factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges. The results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials. The findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications. The novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education
Rohit Raj, Arpit Singh, Vimal Kumar, Pratima Verma
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.

The factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.

The results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.

The findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.

The novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.

]]>
Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education10.1108/IJEM-01-2023-0028International Journal of Educational Management2024-01-09© 2023 Emerald Publishing LimitedRohit RajArpit SinghVimal KumarPratima VermaInternational Journal of Educational Managementahead-of-printahead-of-print2024-01-0910.1108/IJEM-01-2023-0028https://www.emerald.com/insight/content/doi/10.1108/IJEM-01-2023-0028/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Do narcissism and resilience personality traits ignite university students' desirability and entrepreneurial intentions? Moderation of pursuit of excellence and riskhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0048/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestA nation's economic development is adversely affected by the rising population and the lack of employment opportunities, necessitating the promotion of entrepreneurial activities. This study aims to unfurl the critical factors shaping university students' entrepreneurial intentions (EI) in an emerging economy. The study assessed the EI of 640 university students across India's top 5 central universities through structural equation modeling by extending the entrepreneurial event model (EEM) and dark triad theory. Mediation and moderation techniques were used to examine the model's direct and indirect linkages. The results show that propensity to act (PTA), perceived resilience (PRS) and narcissism (NAR) magnify desirability, significantly increasing students' EI. The association between the underlying constructs is partially mediated by the PTA and perceived desirability (PD). In addition, the linkage between PD and students' EI is strengthened by the pursuit of excellence (PoE) and weakened by perceived risk (PR). The study's findings could assist educators, universities, aspiring entrepreneurs, financial institutions, policymakers, investors, venture capitalists, incubators and accelerators in reinforcing entrepreneurial culture in India by establishing a link between crucial personality traits and intentions to start entrepreneurial ventures. Personality traits such as NAR, resilience and the PoE have not received much attention in the entrepreneurship literature and call for a rigorous inquiry. The study tries to embrace these dominant personality traits by broadening the perspectives of EEM and dark triad theory via a comprehensive conceptual model. It also explores the role of the PoE and PR as moderators to examine the possible association between the identified constructs.Do narcissism and resilience personality traits ignite university students' desirability and entrepreneurial intentions? Moderation of pursuit of excellence and risk
Manisha Chaudhary, Abhijeet Biswas
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

A nation's economic development is adversely affected by the rising population and the lack of employment opportunities, necessitating the promotion of entrepreneurial activities. This study aims to unfurl the critical factors shaping university students' entrepreneurial intentions (EI) in an emerging economy.

The study assessed the EI of 640 university students across India's top 5 central universities through structural equation modeling by extending the entrepreneurial event model (EEM) and dark triad theory. Mediation and moderation techniques were used to examine the model's direct and indirect linkages.

The results show that propensity to act (PTA), perceived resilience (PRS) and narcissism (NAR) magnify desirability, significantly increasing students' EI. The association between the underlying constructs is partially mediated by the PTA and perceived desirability (PD). In addition, the linkage between PD and students' EI is strengthened by the pursuit of excellence (PoE) and weakened by perceived risk (PR).

The study's findings could assist educators, universities, aspiring entrepreneurs, financial institutions, policymakers, investors, venture capitalists, incubators and accelerators in reinforcing entrepreneurial culture in India by establishing a link between crucial personality traits and intentions to start entrepreneurial ventures.

Personality traits such as NAR, resilience and the PoE have not received much attention in the entrepreneurship literature and call for a rigorous inquiry. The study tries to embrace these dominant personality traits by broadening the perspectives of EEM and dark triad theory via a comprehensive conceptual model. It also explores the role of the PoE and PR as moderators to examine the possible association between the identified constructs.

]]>
Do narcissism and resilience personality traits ignite university students' desirability and entrepreneurial intentions? Moderation of pursuit of excellence and risk10.1108/IJEM-02-2023-0048International Journal of Educational Management2023-11-30© 2023 Emerald Publishing LimitedManisha ChaudharyAbhijeet BiswasInternational Journal of Educational Managementahead-of-printahead-of-print2023-11-3010.1108/IJEM-02-2023-0048https://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0048/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Disentangling the relationship between institutional influence, transformational leadership and performance in higher educational institutions in India: a three-way interaction modelhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0058/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation. Using a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions. The results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members. This study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic. This study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment. This study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.Disentangling the relationship between institutional influence, transformational leadership and performance in higher educational institutions in India: a three-way interaction model
Leema Rose Victor, Mariadoss Siluvaimuthu, Hesil Jerda George, Satyanarayana Parayitam
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation.

Using a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions.

The results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members.

This study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic.

This study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment.

This study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.

]]>
Disentangling the relationship between institutional influence, transformational leadership and performance in higher educational institutions in India: a three-way interaction model10.1108/IJEM-02-2023-0058International Journal of Educational Management2024-03-26© 2024 Emerald Publishing LimitedLeema Rose VictorMariadoss SiluvaimuthuHesil Jerda GeorgeSatyanarayana ParayitamInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2610.1108/IJEM-02-2023-0058https://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0058/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Intention to use technology for micro-credential programs: evidence from technology acceptance and self-determination modelhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0066/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe study aims to investigate students' attitudes toward using technology for micro-credential programs (MCPs) and their behavioral intention toward using MCPs for learning and enhancing their skills. The study also intends to investigate the moderating influence of labor market conditions (LMC). A closed-ended questionnaire is employed to collect data from 474 participants through a convenience sample, from the university students in Karachi. Two theoretical frameworks are used in the study: technology acceptance model (TAM) and self-determination theory (SDT). The partial least squares structural equation modeling (PLS-SEM) technique is used to analyze data. Findings reveal significant and positive relationships between all variables, except controlled motivation (CM) and perceived challenges. Moreover, the moderation results ascertain that the labor market does not moderate the relationship between attitude toward using technology for MCPs and students' behavioral intention toward using MCPs for learning. The study seeks to understand students' attitudes and behavioral intentions toward using technology for MCPs. Also, the moderating effect of LMC is highlighted in understanding the impact of the attitude to use technology (AT) for MCPs and behavioral intentions in higher educational institutions (HEIs) in Pakistan. The study highlights intuitive practical implications for students of HEIs, universities and digital credential program providers.Intention to use technology for micro-credential programs: evidence from technology acceptance and self-determination model
Miao Miao, Mansoora Ahmed, Noman Ahsan, Bushra Qamar
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The study aims to investigate students' attitudes toward using technology for micro-credential programs (MCPs) and their behavioral intention toward using MCPs for learning and enhancing their skills. The study also intends to investigate the moderating influence of labor market conditions (LMC).

A closed-ended questionnaire is employed to collect data from 474 participants through a convenience sample, from the university students in Karachi. Two theoretical frameworks are used in the study: technology acceptance model (TAM) and self-determination theory (SDT). The partial least squares structural equation modeling (PLS-SEM) technique is used to analyze data.

Findings reveal significant and positive relationships between all variables, except controlled motivation (CM) and perceived challenges. Moreover, the moderation results ascertain that the labor market does not moderate the relationship between attitude toward using technology for MCPs and students' behavioral intention toward using MCPs for learning.

The study seeks to understand students' attitudes and behavioral intentions toward using technology for MCPs. Also, the moderating effect of LMC is highlighted in understanding the impact of the attitude to use technology (AT) for MCPs and behavioral intentions in higher educational institutions (HEIs) in Pakistan. The study highlights intuitive practical implications for students of HEIs, universities and digital credential program providers.

]]>
Intention to use technology for micro-credential programs: evidence from technology acceptance and self-determination model10.1108/IJEM-02-2023-0066International Journal of Educational Management2023-09-27© 2023 Emerald Publishing LimitedMiao MiaoMansoora AhmedNoman AhsanBushra QamarInternational Journal of Educational Managementahead-of-printahead-of-print2023-09-2710.1108/IJEM-02-2023-0066https://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0066/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentialshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0071/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development. This study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix. Expectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention. The outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials
Yanan Wang, Lee Yen Chaw, Choi-Meng Leong, Yet Mee Lim, Abdulkadir Barut
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.

This study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.

Expectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.

The outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.

]]>
Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials10.1108/IJEM-02-2023-0071International Journal of Educational Management2023-11-23© 2023 Emerald Publishing LimitedYanan WangLee Yen ChawChoi-Meng LeongYet Mee LimAbdulkadir BarutInternational Journal of Educational Managementahead-of-printahead-of-print2023-11-2310.1108/IJEM-02-2023-0071https://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0071/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intentionhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0080/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestBased on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms. Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM). The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS. The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms. This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention
Arash Kamali, Seyyed Babak Alavi, Mohammad Reza Arasti
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.

Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).

The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.

The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.

This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

]]>
The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention10.1108/IJEM-02-2023-0080International Journal of Educational Management2024-03-12© 2024 Emerald Publishing LimitedArash KamaliSeyyed Babak AlaviMohammad Reza ArastiInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-1210.1108/IJEM-02-2023-0080https://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2023-0080/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Marketing micro-credentials: understanding learners' engagement and willingness to pay morehttps://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0096/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDigitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator. A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro. The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses. This study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.Marketing micro-credentials: understanding learners' engagement and willingness to pay more
Poh Kiong Tee, Tat-Huei Cham, Eugene Cheng-Xi Aw, Adham Khudaykulov, Xiaoyu Zhang
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Digitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator.

A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro.

The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses.

This study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.

]]>
Marketing micro-credentials: understanding learners' engagement and willingness to pay more10.1108/IJEM-03-2023-0096International Journal of Educational Management2023-10-23© 2023 Emerald Publishing LimitedPoh Kiong TeeTat-Huei ChamEugene Cheng-Xi AwAdham KhudaykulovXiaoyu ZhangInternational Journal of Educational Managementahead-of-printahead-of-print2023-10-2310.1108/IJEM-03-2023-0096https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0096/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
A perceived usefulness of entrepreneurship education as a marketing model for students’ choice of universities: Does the electronic word of mouth matter?https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0098/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe current research aims at investigating the mediating effect of electronic word of mouth (eWOM) on the link between entrepreneurial education and choice of the university among students. The main focus of this paper is that when entrepreneurial education is properly-implemented at universities, it leads to several positive outcomes such as positive eWOM. Therefore, if the entrepreneurial education is used as a marketing model, it can be considered as the innovative model for attracting more students. By implementing this model, the university can enhance its approach to cultivating a positive image, potentially leading to increased student enrollments. The study used a sample of 483 undergraduate students in different universities. As well, it used a structured questionnaire during the data collection. Additionally, the study used partial least squares (PLS-SEM) in analyzing direct and indirect relationships. The findings of this study suggest that entrepreneurial education and eWOM are critical factors for student selection to the universities. This is because eWOM significant mediates the link between entrepreneurial education and university choice. This study used cross-sectional design. Therefore, future research can use a longitudinal design in examining the link between independent and dependent variables so as to look into the changes over time. The study presents potential strategies that universities can employ to market their programs more effectively. By strengthening their entrepreneurial education initiatives, universities can enhance their reputation and create positive eWOM, which can lead to higher enrollments. This study offers innovative marketing approaches for universities and their programs. Instead of heavily investing in advertising, the study suggests that strengthening entrepreneurial education initiatives can be a more effective marketing strategy. The findings suggest that a positive reputation generated by strong entrepreneurial education initiatives can lead to positive eWOM, which, in turn, influences university selection. Therefore, universities can consider enhancing their entrepreneurial education offerings to attract more prospective students. The study also highlights the notion that quality speaks for itself, while a lack of quality requires advertising.A perceived usefulness of entrepreneurship education as a marketing model for students’ choice of universities: Does the electronic word of mouth matter?
Ismail Juma Ismail
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The current research aims at investigating the mediating effect of electronic word of mouth (eWOM) on the link between entrepreneurial education and choice of the university among students. The main focus of this paper is that when entrepreneurial education is properly-implemented at universities, it leads to several positive outcomes such as positive eWOM. Therefore, if the entrepreneurial education is used as a marketing model, it can be considered as the innovative model for attracting more students. By implementing this model, the university can enhance its approach to cultivating a positive image, potentially leading to increased student enrollments.

The study used a sample of 483 undergraduate students in different universities. As well, it used a structured questionnaire during the data collection. Additionally, the study used partial least squares (PLS-SEM) in analyzing direct and indirect relationships.

The findings of this study suggest that entrepreneurial education and eWOM are critical factors for student selection to the universities. This is because eWOM significant mediates the link between entrepreneurial education and university choice.

This study used cross-sectional design. Therefore, future research can use a longitudinal design in examining the link between independent and dependent variables so as to look into the changes over time.

The study presents potential strategies that universities can employ to market their programs more effectively. By strengthening their entrepreneurial education initiatives, universities can enhance their reputation and create positive eWOM, which can lead to higher enrollments.

This study offers innovative marketing approaches for universities and their programs. Instead of heavily investing in advertising, the study suggests that strengthening entrepreneurial education initiatives can be a more effective marketing strategy. The findings suggest that a positive reputation generated by strong entrepreneurial education initiatives can lead to positive eWOM, which, in turn, influences university selection. Therefore, universities can consider enhancing their entrepreneurial education offerings to attract more prospective students. The study also highlights the notion that quality speaks for itself, while a lack of quality requires advertising.

]]>
A perceived usefulness of entrepreneurship education as a marketing model for students’ choice of universities: Does the electronic word of mouth matter?10.1108/IJEM-03-2023-0098International Journal of Educational Management2024-02-02© 2024 Emerald Publishing LimitedIsmail Juma IsmailInternational Journal of Educational Managementahead-of-printahead-of-print2024-02-0210.1108/IJEM-03-2023-0098https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0098/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schoolshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0099/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses. Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools. First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme. Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools
Ntokozo Dennis Ndwandwe
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.

Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.

First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.

Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

]]>
Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools10.1108/IJEM-03-2023-0099International Journal of Educational Management2024-03-13© 2024 Ntokozo Dennis NdwandweNtokozo Dennis NdwandweInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-1310.1108/IJEM-03-2023-0099https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0099/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Ntokozo Dennis Ndwandwehttp://creativecommons.org/licences/by/4.0/legalcode
Social representations of retirement: a study with professors from public higher education institutionshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0103/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe article aims at analyzing the social representations of retirement in two different groups of professors – pre-retired and retired – from a public higher education institution. The goal is to explore the experiences, reflections, beliefs, and attitudes originated from the transition to retirement. The research, of exploratory and descriptive nature, was guided by the Social Representation Theory (SRT) and took a qualitative approach. 16 professors were interviewed, 8 in each group (pre-retired and retired professors), using semi-structured interviews that followed a script designed to discover the main aspects of the transition to retirement. Three figurative cores were raised – the financial aspect, the centrality of work, and the will to continue contributing, and the unpreparedness for retirement – and testimonies have shown heterogeneous representations. The study observed that although relevant, the bonus for continued services is not the main determinant for professors to continue working in the university. The results of this study indicate the need to treat retirement as a complex and multidimensional process, offering a fresh perspective on the social representations of retirement in the academic context. The use of the Social Representation Theory to explore these perspectives adds to the originality of the approach, highlighting the multifaceted nature of the retirement process in this specific professional group.Social representations of retirement: a study with professors from public higher education institutions
Cléverson Vasconcelos da Nóbrega, Diogo Henrique Helal
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The article aims at analyzing the social representations of retirement in two different groups of professors – pre-retired and retired – from a public higher education institution. The goal is to explore the experiences, reflections, beliefs, and attitudes originated from the transition to retirement.

The research, of exploratory and descriptive nature, was guided by the Social Representation Theory (SRT) and took a qualitative approach. 16 professors were interviewed, 8 in each group (pre-retired and retired professors), using semi-structured interviews that followed a script designed to discover the main aspects of the transition to retirement.

Three figurative cores were raised – the financial aspect, the centrality of work, and the will to continue contributing, and the unpreparedness for retirement – and testimonies have shown heterogeneous representations. The study observed that although relevant, the bonus for continued services is not the main determinant for professors to continue working in the university.

The results of this study indicate the need to treat retirement as a complex and multidimensional process, offering a fresh perspective on the social representations of retirement in the academic context. The use of the Social Representation Theory to explore these perspectives adds to the originality of the approach, highlighting the multifaceted nature of the retirement process in this specific professional group.

]]>
Social representations of retirement: a study with professors from public higher education institutions10.1108/IJEM-03-2023-0103International Journal of Educational Management2023-11-21© 2023 Emerald Publishing LimitedCléverson Vasconcelos da NóbregaDiogo Henrique HelalInternational Journal of Educational Managementahead-of-printahead-of-print2023-11-2110.1108/IJEM-03-2023-0103https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0103/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysishttps://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0124/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestResearch investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment. The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt. The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school. The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis
Waheed Hammad, Mahmut Polatcan, Hosam Morad
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.

The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.

The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.

The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

]]>
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis10.1108/IJEM-03-2023-0124International Journal of Educational Management2024-03-20© 2024 Emerald Publishing LimitedWaheed HammadMahmut PolatcanHosam MoradInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2010.1108/IJEM-03-2023-0124https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0124/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Digital growth mindset and academic performance of business students in China: the role of genderhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0138/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The study provides feasible ways to foster such a mindset to ensure quality in business education. The paper employs a survey to examine the associations among digital growth mindset, gender and the academic performance of business students in China within the context of online learning. The authors collected data from 533 students who were enrolled in two online business courses at a Chinese university. The data were paired and analyzed through regression analysis. The empirical results show that digital growth mindset has a positive influence on the academic performance of business students in China. The relationship is stronger for male business students than for their female counterparts. This study is one of the first to examine the concept of digital growth mindset and its significance in Chinese business education. Through the analysis of paired data on digital growth mindset and academic performance, this study makes theoretical contributions to the literature on growth mindset, gender differences and academic success. Additionally, it has practical implications for quality assurance in business education in developing countries by offering feasible approaches to cultivate a growth mindset among students.Digital growth mindset and academic performance of business students in China: the role of gender
Xiangju Meng, Zhenfang Hu, Dan Jia
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The study provides feasible ways to foster such a mindset to ensure quality in business education.

The paper employs a survey to examine the associations among digital growth mindset, gender and the academic performance of business students in China within the context of online learning. The authors collected data from 533 students who were enrolled in two online business courses at a Chinese university. The data were paired and analyzed through regression analysis.

The empirical results show that digital growth mindset has a positive influence on the academic performance of business students in China. The relationship is stronger for male business students than for their female counterparts.

This study is one of the first to examine the concept of digital growth mindset and its significance in Chinese business education. Through the analysis of paired data on digital growth mindset and academic performance, this study makes theoretical contributions to the literature on growth mindset, gender differences and academic success. Additionally, it has practical implications for quality assurance in business education in developing countries by offering feasible approaches to cultivate a growth mindset among students.

]]>
Digital growth mindset and academic performance of business students in China: the role of gender10.1108/IJEM-03-2023-0138International Journal of Educational Management2024-01-05© 2023 Emerald Publishing LimitedXiangju MengZhenfang HuDan JiaInternational Journal of Educational Managementahead-of-printahead-of-print2024-01-0510.1108/IJEM-03-2023-0138https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0138/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic toolhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0154/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience. An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results. Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction. Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way. As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience. In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool
Irish Tejero-Dakay, Lorafe Lozano, Rosana Ferolin
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience.

An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results.

Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction.

Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way.

As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience.

In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.

]]>
Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool10.1108/IJEM-03-2023-0154International Journal of Educational Management2024-03-22© 2024 Emerald Publishing LimitedIrish Tejero-DakayLorafe LozanoRosana FerolinInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2210.1108/IJEM-03-2023-0154https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2023-0154/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Research performance evaluation model in university: evidence from Indonesiahttps://www.emerald.com/insight/content/doi/10.1108/IJEM-05-2023-0235/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis research aimed to examine the impact of input, process, output, productivity and outcome variables on university research performance and the indicators that represent them in order to improve academic quality and contribute to government policy. The quantitative approach was used through a survey method that obtained samples using questionnaires from 150 leaders of research institutions and continued analysis using the structural equation modeling-partial least square (SEM-PLS) to test the developed model. Except for the relationship between process and productivity variables, all variable relationships had a positive and significant effect. Furthermore, the input, process, output, productivity and outcome variables each include seven, twelve, four and ten indicators. This study has several ramifications because it provides a clear policy input and advances science. As a prelude to developing research performance assessment tools that take into account variances in a tertiary institution, this research aids in the implementation of national policies for assessing research performance in postsecondary institutions. To improve the accuracy of the information acquired, we conducted a survey among the heads of research units at various higher-ranking Indonesian universities, taking into consideration their skill and experience in leading research organizations and conducting research. Other than that, our belief in the originality of our manuscript is strengthened by the way we applied systems theory to construct a performance evaluation model that examines each contribution made by each system aspect.Research performance evaluation model in university: evidence from Indonesia
Adhi Indra Hermanu, Diana Sari, Mery Citra Sondari, Muhammad Dimyati
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This research aimed to examine the impact of input, process, output, productivity and outcome variables on university research performance and the indicators that represent them in order to improve academic quality and contribute to government policy.

The quantitative approach was used through a survey method that obtained samples using questionnaires from 150 leaders of research institutions and continued analysis using the structural equation modeling-partial least square (SEM-PLS) to test the developed model.

Except for the relationship between process and productivity variables, all variable relationships had a positive and significant effect. Furthermore, the input, process, output, productivity and outcome variables each include seven, twelve, four and ten indicators.

This study has several ramifications because it provides a clear policy input and advances science. As a prelude to developing research performance assessment tools that take into account variances in a tertiary institution, this research aids in the implementation of national policies for assessing research performance in postsecondary institutions.

To improve the accuracy of the information acquired, we conducted a survey among the heads of research units at various higher-ranking Indonesian universities, taking into consideration their skill and experience in leading research organizations and conducting research. Other than that, our belief in the originality of our manuscript is strengthened by the way we applied systems theory to construct a performance evaluation model that examines each contribution made by each system aspect.

]]>
Research performance evaluation model in university: evidence from Indonesia10.1108/IJEM-05-2023-0235International Journal of Educational Management2024-03-08© 2024 Emerald Publishing LimitedAdhi Indra HermanuDiana SariMery Citra SondariMuhammad DimyatiInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-0810.1108/IJEM-05-2023-0235https://www.emerald.com/insight/content/doi/10.1108/IJEM-05-2023-0235/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Impact of AACSB accreditation on education quality: perceptions of faculty in an accredited school in Japanhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-05-2023-0258/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures. Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed. Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity. Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts. We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.Impact of AACSB accreditation on education quality: perceptions of faculty in an accredited school in Japan
Hiroshi Ito, Shinichi Takeuchi, Kenji Yokoyama, Yukihiro Makita, Masamichi Ishii
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

]]>
Impact of AACSB accreditation on education quality: perceptions of faculty in an accredited school in Japan10.1108/IJEM-05-2023-0258International Journal of Educational Management2024-03-12© 2024 Emerald Publishing LimitedHiroshi ItoShinichi TakeuchiKenji YokoyamaYukihiro MakitaMasamichi IshiiInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-1210.1108/IJEM-05-2023-0258https://www.emerald.com/insight/content/doi/10.1108/IJEM-05-2023-0258/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
A moderated-mediation model of training transfer from leadership interventionhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2023-0281/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestGrounding on the goal-setting theory and flow theory, this study explored the mechanism underlying the association between transfer design (TD); identical elements and training transfer (TT). Specifically, the authors explored a moderated mediation process of trainer performance and motivation to improve work through learning (MTIWL) that has received less consideration in the TT literature. Data were collected using the retro-perspective survey method. The first survey was administered offline (t1: the day when leadership intervention was completed. Subsequently, trainees were requested to participate in an online survey (t2: 12–14 weeks later). In all, 355 executives participated. The results of structural equation modeling (SEM) analyses suggested that trainees’ MTIWL mediational impact between leadership intervention triggers (transfer design and identical elements), and TT was supported. In addition, the indirect impact of these variables on TT was found to be significant when the trainer had high performance than when it was low. This confirmed the trainer’s performance as a potential moderator in the TT process. This study is limited to the exploration of leadership intervention variables on TT. The findings have implications for leadership professionals and scholars who use leadership intervention and motivation metrics to predict TT. This study offers a moderated mediation mechanism for enhancing TT through leadership intervention triggers. The proposed conceptual model included MTIWL as mediator and trainer performance during leadership intervention as moderator.A moderated-mediation model of training transfer from leadership intervention
Yasmin Yaqub, Tanusree Dutta, Swati Dhir
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Grounding on the goal-setting theory and flow theory, this study explored the mechanism underlying the association between transfer design (TD); identical elements and training transfer (TT). Specifically, the authors explored a moderated mediation process of trainer performance and motivation to improve work through learning (MTIWL) that has received less consideration in the TT literature.

Data were collected using the retro-perspective survey method. The first survey was administered offline (t1: the day when leadership intervention was completed. Subsequently, trainees were requested to participate in an online survey (t2: 12–14 weeks later). In all, 355 executives participated.

The results of structural equation modeling (SEM) analyses suggested that trainees’ MTIWL mediational impact between leadership intervention triggers (transfer design and identical elements), and TT was supported. In addition, the indirect impact of these variables on TT was found to be significant when the trainer had high performance than when it was low. This confirmed the trainer’s performance as a potential moderator in the TT process.

This study is limited to the exploration of leadership intervention variables on TT. The findings have implications for leadership professionals and scholars who use leadership intervention and motivation metrics to predict TT.

This study offers a moderated mediation mechanism for enhancing TT through leadership intervention triggers. The proposed conceptual model included MTIWL as mediator and trainer performance during leadership intervention as moderator.

]]>
A moderated-mediation model of training transfer from leadership intervention10.1108/IJEM-06-2023-0281International Journal of Educational Management2024-03-08© 2024 Emerald Publishing LimitedYasmin YaqubTanusree DuttaSwati DhirInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-0810.1108/IJEM-06-2023-0281https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2023-0281/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Metamorphosing traditional pedagogy: examining the transcendent influence of Alexa in catalyzing educational paradigm shifts within rural Indian communitieshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0347/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestAlexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education. This content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas. Alexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education. The study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India. Alexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.Metamorphosing traditional pedagogy: examining the transcendent influence of Alexa in catalyzing educational paradigm shifts within rural Indian communities
Pooja Darda, Om Jee Gupta, Susheel Yadav
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Alexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education.

This content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas.

Alexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education.

The study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India.

Alexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.

]]>
Metamorphosing traditional pedagogy: examining the transcendent influence of Alexa in catalyzing educational paradigm shifts within rural Indian communities10.1108/IJEM-07-2023-0347International Journal of Educational Management2024-02-23© 2024 Emerald Publishing LimitedPooja DardaOm Jee GuptaSusheel YadavInternational Journal of Educational Managementahead-of-printahead-of-print2024-02-2310.1108/IJEM-07-2023-0347https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2023-0347/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
International education supports and cross-border student mobility: factors influencing Cambodian and Laotian students’ choice of studying in a Vietnamese universityhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2023-0402/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestCambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision. Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision. The findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation. The small sample restrict the generalisability of the findings. As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries. This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.International education supports and cross-border student mobility: factors influencing Cambodian and Laotian students’ choice of studying in a Vietnamese university
Mai Thi Kim Khanh, Chau Huy Ngoc
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision.

Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision.

The findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation.

The small sample restrict the generalisability of the findings.

As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries.

This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.

]]>
International education supports and cross-border student mobility: factors influencing Cambodian and Laotian students’ choice of studying in a Vietnamese university10.1108/IJEM-08-2023-0402International Journal of Educational Management2024-03-22© 2024 Emerald Publishing LimitedMai Thi Kim KhanhChau Huy NgocInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2210.1108/IJEM-08-2023-0402https://www.emerald.com/insight/content/doi/10.1108/IJEM-08-2023-0402/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The structure of principal-teacher conversation: Why it matters for school leadershiphttps://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0432/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes. The empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR). As hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states. The results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process.The structure of principal-teacher conversation: Why it matters for school leadership
Curt Adams, Olajumoke Beulah Adigun
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes.

The empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR).

As hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states.

The results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process.

]]>
The structure of principal-teacher conversation: Why it matters for school leadership10.1108/IJEM-09-2023-0432International Journal of Educational Management2024-03-08© 2024 Emerald Publishing LimitedCurt AdamsOlajumoke Beulah AdigunInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-0810.1108/IJEM-09-2023-0432https://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0432/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Co-creation and innovation in higher education institutions: a systematic literature review and research agendahttps://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0456/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis systematic literature review aims to identify the main areas of study related to co-creation and innovation in Higher Education Institutions (HEIs), as well as the main external and internal stakeholders with whom co-creation is made. The empirical approach is based on 258 articles selected from the Web of Science (WoS), Clarivate Analytics and Scopus, Elsevier databases, with analysis of titles, abstracts and keywords following a research protocol. VOS viewer and CitNetExplorer software were used, with the twin aim of identifying publications with a higher number of citations and designing maps of reference word co-occurrence. The analysis led to three clusters being identified: Cluster 1. Management and transfer of knowledge from HEIs to companies; Cluster 2. Co-creation and innovation in HEIs through cooperation between universities and companies; and Cluster 3. Universities’ third mission and their role in developing entrepreneurship education. The results of the literature clusters analysis led to proposing a conceptual model of analysis. Despite only employing two databases and the content analysis criteria, the three found clusters are linked, recognising the interplay between co-creation and innovation in HEIs, knowledge transfer to enterprises and the influence on HEIs' third goal. This systematic literature review highlights and gives a picture of the state-of-the-art in co-creation and innovation in HEIs, as well as presenting a model of co-creation and innovation in HEIs that can contribute to reinforcing the University-Industry-Community ties. This study can lead to a better knowledge of the issue of co-creation and innovation at HEIs, as well as a deeper analysis of the sorts of relationships between HEIs and their stakeholders, as well as its impact on surrounding areas and influence. The research highlights the interaction between HEIs and their stakeholders on a basis of value co-creation and innovation, providing mutual benefits for all involved, as well as greater development and recognition of HEIs and their surrounding regions’ image andreputation. A future research agenda is also presented on the topic of co-creation and innovation in HEIs.Co-creation and innovation in higher education institutions: a systematic literature review and research agenda
Tiago Oliveira, Helena Alves, João Leitão
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This systematic literature review aims to identify the main areas of study related to co-creation and innovation in Higher Education Institutions (HEIs), as well as the main external and internal stakeholders with whom co-creation is made.

The empirical approach is based on 258 articles selected from the Web of Science (WoS), Clarivate Analytics and Scopus, Elsevier databases, with analysis of titles, abstracts and keywords following a research protocol. VOS viewer and CitNetExplorer software were used, with the twin aim of identifying publications with a higher number of citations and designing maps of reference word co-occurrence.

The analysis led to three clusters being identified: Cluster 1. Management and transfer of knowledge from HEIs to companies; Cluster 2. Co-creation and innovation in HEIs through cooperation between universities and companies; and Cluster 3. Universities’ third mission and their role in developing entrepreneurship education. The results of the literature clusters analysis led to proposing a conceptual model of analysis.

Despite only employing two databases and the content analysis criteria, the three found clusters are linked, recognising the interplay between co-creation and innovation in HEIs, knowledge transfer to enterprises and the influence on HEIs' third goal.

This systematic literature review highlights and gives a picture of the state-of-the-art in co-creation and innovation in HEIs, as well as presenting a model of co-creation and innovation in HEIs that can contribute to reinforcing the University-Industry-Community ties.

This study can lead to a better knowledge of the issue of co-creation and innovation at HEIs, as well as a deeper analysis of the sorts of relationships between HEIs and their stakeholders, as well as its impact on surrounding areas and influence.

The research highlights the interaction between HEIs and their stakeholders on a basis of value co-creation and innovation, providing mutual benefits for all involved, as well as greater development and recognition of HEIs and their surrounding regions’ image andreputation. A future research agenda is also presented on the topic of co-creation and innovation in HEIs.

]]>
Co-creation and innovation in higher education institutions: a systematic literature review and research agenda10.1108/IJEM-09-2023-0456International Journal of Educational Management2024-03-18© 2024 Emerald Publishing LimitedTiago OliveiraHelena AlvesJoão LeitãoInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-1810.1108/IJEM-09-2023-0456https://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0456/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Perceptions of religious Israeli high school principals regarding school climate after the COVID-19 pandemic, and its connection to their management stylehttps://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0478/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there. The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period. This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students. The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.Perceptions of religious Israeli high school principals regarding school climate after the COVID-19 pandemic, and its connection to their management style
Eli Ben Harush
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there.

The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period.

This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students.

The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.

]]>
Perceptions of religious Israeli high school principals regarding school climate after the COVID-19 pandemic, and its connection to their management style10.1108/IJEM-09-2023-0478International Journal of Educational Management2024-03-12© 2024 Emerald Publishing LimitedEli Ben HarushInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-1210.1108/IJEM-09-2023-0478https://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0478/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The policy-reality gap of bullying in higher education: implications for HR and managers – a comparative study of Australian and Croatian universitieshttps://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0485/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to explore the relationship between higher educational institution bullying policies and the subsequent cultural impact to determine the effectiveness of policy in ameliorating bullying within the university culture. This study consisted of two separate but related case studies at two universities in different countries, focussing on university staff. The field work gathered data about existing anti-bullying policy, the extent to which it was part of the organisational culture for staff, and the levels of staff bullying experienced or seen within the organisation. Both qualitative and quantitative data were collected. The study found that despite one university having significant policy and the other having very little policy, the knowledge of policy in both universities was and subsequent experience of bullying for staff were very similar. The findings indicate that anti-bullying policy alone appears to have a limited impact on organisational behaviour. This suggests that the entrenched and historical master/servant relations of academia enable such practices to continue. Policy implementation is insufficient and training and development to generate more inclusive, people-focussed management cultures is necessary to ameliorate bullying behaviour. The paper draws on the experiences, critique and suggestions of the study participants to prepare a possible agenda for cultural change that human resource (HR) managers could develop in association with academic and professional managers within their institution. The findings suggest that in any social setting or organisational structure where strong historical patterns of master/servant endure, the opportunity for bullying behaviours to grow and flourish is fertile and that policy statements alone may have little impact on curtailing such behaviour. This study makes two contributions to existing knowledge. First, it provides evidence that anti-bullying policy is alone unlikely to have an effective impact on instances of bullying within the culture. Second, the case study contrast displays that unacceptable levels of bullying exist in two very different institutions in two very different cultures. Whilst one country has a war-torn history and the other exists in splendid isolation, the same patterns persist, indicating that universities have structured cultural issues that are difficult to change.The policy-reality gap of bullying in higher education: implications for HR and managers – a comparative study of Australian and Croatian universities
Llandis Gareth Barratt Barratt-Pugh, Dragana Krestelica
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study was to explore the relationship between higher educational institution bullying policies and the subsequent cultural impact to determine the effectiveness of policy in ameliorating bullying within the university culture.

This study consisted of two separate but related case studies at two universities in different countries, focussing on university staff. The field work gathered data about existing anti-bullying policy, the extent to which it was part of the organisational culture for staff, and the levels of staff bullying experienced or seen within the organisation. Both qualitative and quantitative data were collected.

The study found that despite one university having significant policy and the other having very little policy, the knowledge of policy in both universities was and subsequent experience of bullying for staff were very similar.

The findings indicate that anti-bullying policy alone appears to have a limited impact on organisational behaviour. This suggests that the entrenched and historical master/servant relations of academia enable such practices to continue. Policy implementation is insufficient and training and development to generate more inclusive, people-focussed management cultures is necessary to ameliorate bullying behaviour.

The paper draws on the experiences, critique and suggestions of the study participants to prepare a possible agenda for cultural change that human resource (HR) managers could develop in association with academic and professional managers within their institution.

The findings suggest that in any social setting or organisational structure where strong historical patterns of master/servant endure, the opportunity for bullying behaviours to grow and flourish is fertile and that policy statements alone may have little impact on curtailing such behaviour.

This study makes two contributions to existing knowledge. First, it provides evidence that anti-bullying policy is alone unlikely to have an effective impact on instances of bullying within the culture. Second, the case study contrast displays that unacceptable levels of bullying exist in two very different institutions in two very different cultures. Whilst one country has a war-torn history and the other exists in splendid isolation, the same patterns persist, indicating that universities have structured cultural issues that are difficult to change.

]]>
The policy-reality gap of bullying in higher education: implications for HR and managers – a comparative study of Australian and Croatian universities10.1108/IJEM-09-2023-0485International Journal of Educational Management2024-03-15© 2024 Emerald Publishing LimitedLlandis Gareth Barratt Barratt-PughDragana KrestelicaInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-1510.1108/IJEM-09-2023-0485https://www.emerald.com/insight/content/doi/10.1108/IJEM-09-2023-0485/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Principals' systems thinking and student outcomes: the intervening role of school structurehttps://www.emerald.com/insight/content/doi/10.1108/IJEM-10-2023-0530/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics. A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis. Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds. This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.Principals' systems thinking and student outcomes: the intervening role of school structure
Nechama Nadav, Pascale Benoliel, Chen Schechter
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.

A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.

Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.

This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.

]]>
Principals' systems thinking and student outcomes: the intervening role of school structure10.1108/IJEM-10-2023-0530International Journal of Educational Management2024-03-21© 2024 Emerald Publishing LimitedNechama NadavPascale BenolielChen SchechterInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2110.1108/IJEM-10-2023-0530https://www.emerald.com/insight/content/doi/10.1108/IJEM-10-2023-0530/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation modelhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-11-2023-0585/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPrevious studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships. Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools. Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported. The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables. The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB. The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model
Dalia Birani-Nasraldin, Anit Somech, Ronit Bogler
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.

Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.

Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.

The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.

The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.

The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

]]>
How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model10.1108/IJEM-11-2023-0585International Journal of Educational Management2024-03-22© 2024 Emerald Publishing LimitedDalia Birani-NasraldinAnit SomechRonit BoglerInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2210.1108/IJEM-11-2023-0585https://www.emerald.com/insight/content/doi/10.1108/IJEM-11-2023-0585/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Servant leadership style and socially responsible leadership in university context: moderation of promoting sense of communityhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-12-2023-0629/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to examine the extent to which promoting sense of community moderates the relationship between servant leadership style and socially responsible leadership (SRL) of public universities in Uganda. The study adopted cross-sectional survey design to collect data at one point in time using self-administered questionnaires from 214 respondents to examine the relationship between servant leadership and socially responsible leadership with promoting sense of community as a moderator. The study used statistical package for social scientists (SPSS) PROCESS MACRO to establish clusters among the surveyed public universities and later a model was derived. The study found a significant moderating effect of promoting sense of community on servant leadership and socially responsible leadership. Implying that investment in promoting sense of community creates awareness about the socially responsible leadership in public universities. Managers of public universities need to pay keen interest in promoting sense of community to boost socially responsible leadership by building a strong servant leadership style through promoting sense of community for senior managers and leaders especially heads of departments, faculty deans and principals in public universities. This study contributes to socially responsible leadership literature by advancing the idea that SRL is an important resource that enhances through instituting servant leadership and promoting sense of community in a complex environment. Ideally, servant leadership and promoting sense of community is one of the drivers of customer value, efficiency and effectiveness of public universities.Servant leadership style and socially responsible leadership in university context: moderation of promoting sense of community
Mahadih Kyambade, Joshua Mugambwa, Gideon Nkurunziza, Regis Namuddu, Afulah Namatovu
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to examine the extent to which promoting sense of community moderates the relationship between servant leadership style and socially responsible leadership (SRL) of public universities in Uganda.

The study adopted cross-sectional survey design to collect data at one point in time using self-administered questionnaires from 214 respondents to examine the relationship between servant leadership and socially responsible leadership with promoting sense of community as a moderator. The study used statistical package for social scientists (SPSS) PROCESS MACRO to establish clusters among the surveyed public universities and later a model was derived.

The study found a significant moderating effect of promoting sense of community on servant leadership and socially responsible leadership. Implying that investment in promoting sense of community creates awareness about the socially responsible leadership in public universities.

Managers of public universities need to pay keen interest in promoting sense of community to boost socially responsible leadership by building a strong servant leadership style through promoting sense of community for senior managers and leaders especially heads of departments, faculty deans and principals in public universities.

This study contributes to socially responsible leadership literature by advancing the idea that SRL is an important resource that enhances through instituting servant leadership and promoting sense of community in a complex environment. Ideally, servant leadership and promoting sense of community is one of the drivers of customer value, efficiency and effectiveness of public universities.

]]>
Servant leadership style and socially responsible leadership in university context: moderation of promoting sense of community10.1108/IJEM-12-2023-0629International Journal of Educational Management2024-02-27© 2024 Emerald Publishing LimitedMahadih KyambadeJoshua MugambwaGideon NkurunzizaRegis NamudduAfulah NamatovuInternational Journal of Educational Managementahead-of-printahead-of-print2024-02-2710.1108/IJEM-12-2023-0629https://www.emerald.com/insight/content/doi/10.1108/IJEM-12-2023-0629/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Uncovering the role of principals in enhancing teacher professional learning in a centralized education systemhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-12-2023-0654/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestCurrent school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system. This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts. Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context. We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.Uncovering the role of principals in enhancing teacher professional learning in a centralized education system
Fatemeh Abbaspour, Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş
International Journal of Educational Management, Vol. ahead-of-print, No. ahead-of-print, pp.-

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.

This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.

Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.

We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

]]>
Uncovering the role of principals in enhancing teacher professional learning in a centralized education system10.1108/IJEM-12-2023-0654International Journal of Educational Management2024-03-26© 2024 Emerald Publishing LimitedFatemeh AbbaspourRezvan HosseingholizadehMehmet Şükrü BellibaşInternational Journal of Educational Managementahead-of-printahead-of-print2024-03-2610.1108/IJEM-12-2023-0654https://www.emerald.com/insight/content/doi/10.1108/IJEM-12-2023-0654/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited