Showing papers in "International Journal of Educational Management in 2023"
TL;DR: In this article , the authors examined the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China and found that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned.
Abstract: PurposeThe purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.Design/methodology/approachWith 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables.FindingsThe results suggested that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned. Although this study was set in rural China, the findings of this study offered insights for teacher education in other places.Originality/valueTo the best of our knowledge, no research studies have been conducted on this in-service teacher training program in a systematic and comprehensive way using a large sample size and involving all major stakeholders. The aim of the present study is to fill this gap, by exploring the experience of a large cohort of pre-service teachers participating in this student teaching internship program. Studying the experiences of these student teachers will illuminate some of the key challenges faced and how they impacted their teaching and learning during their teaching practices in rural areas. The findings may help teacher education institutions to review and enhance their existing approaches to teaching practices and professional development initiatives not only in rural China but in similar contexts in other countries.
1 citations
TL;DR: In this paper , the authors explored the relationship between students' happiness, stress and emotional closeness to others to help move toward evidence-based practices in the United Arab Emirates' (UAE) higher education.
Abstract: PurposeThis study aims to explore the relationship between students' happiness, stress and emotional closeness to others to help move toward evidence-based practices in the United Arab Emirates' (UAE) higher education. Therefore, the primary purpose of this study is to examine whether college students' perceived happiness differed significantly based on stress, frequency of stress management techniques and emotional closeness to others (social support).Design/methodology/approachAn increasing number of studies suggest that the relationship between higher education and happiness is either significant or positive. However, most of these studies use life satisfaction as a proxy for happiness. The survey was conducted during the academic semester whilst students were studying, to measure happiness during the performance of different duties and to avoid the impact of having free time on raising the ratio of happiness. “This period of time was chosen to depict the study-related happiness elements during experiencing these factors by the students.” The sampling technique used in this research is the simple random sampling technique to enable the researchers to use the probability sampling techniques in testing the research hypotheses and for the purpose of generalizing the research results. The sampling unit is the student who is enrolled in the population of Higher Colleges of Technology (HCT) students during the academic year 2020–2021. The sample is randomly representing all levels of students as well as all faculties and campuses of the HCT. The 400 HCT participants represented both male and female local UAE students with differing GPAs. The reason to have only one nationality is the policy of HCT that accepts only local students to be enrolled in the fall and spring semesters, which are the semesters of the data collection period of the academic year 2020–2021. Prior to completion of the survey, students were interviewed in a class environment to explain the research and to gain their consent for participation in the research. The data collection has been supported by discussions and interpretations with two focus groups including 20 students to validate the research results.FindingsThe research has statistical evidence on the relationship between the positivity of expectations and happiness with achievement. Each one of these two main factors is measured by sub-constructs like positivity about the career, conformance between expectations and reality, believing in the kindness of people, strong English language skills and feeling the fairness and similarity with other students in the same context.Originality/valueThe regression analysis results of this study reveal a strong positive impact of the positivity of expectations in students' perception on the level of happiness with achievements. The model is capable to predict the future behavior of the students' happiness with achievement and that it is determined by the level of positivity of expectations. This paper investigates the relationship between higher education happiness with achievements and the positivity of expectations of an undergraduate student.
1 citations
TL;DR: In this paper, the similarities and dissimilarities among master and bachelor students, which impetus on the marketing strategies for private higher education (HE) institutions to have more intake of master students.
Abstract: PurposeThis study explores the similarities and dissimilarities among master and bachelor students, which impetus on the marketing strategies for private higher education (HE) institutions to have more intake of master students.Design/methodology/approachThe unit of analysis of the present study is the master and bachelor students from the four leading private universities in Malaysia. Based on the extensive literature review and expert opinion, the framework and the structured questionnaire have been conceptualized. A sample of 410 students responded to the structured survey questionnaire, and the question items were adapted from the existing literature.FindingsThere are statistically significant differences between master and bachelor students on the dimensions of smart classroom, peer support, patnership and perceived benefits. Interestingly, master students are highly influenced by smart classroom, peer support and perceived benefits, while bachelor students favor patnership.Practical implicationsThe present study provides a conceptualized research framework with some new dimensions, which can be used to examine the factors influencing master's and bachelors' students. Further, the differences in the perceptions of the master and bachelor students were tested to study the performance of the private HE institutions.Originality/valueThis study suggests marketing strategies for private HE institutions in developing countries since the masters' intake of students has been declining. Findings of this study will help private universities in developing countries to enhance procedures and formalities of curriculum and functional operating systems to achieve Higher Education Success.
TL;DR: In this article , a text-mining approach using Python on contents shortlisted systematically, and published between the period 2010 and May 2022, from select databases was used to identify eight themes (i.e., smart campus characteristics, smart campus stakeholders, Smart campus frameworks, smart learning environment and smart campus applications) characterizing research efforts within the smart campus literature.
Abstract: PurposeRecent attention to the developments focusing on the educational services has been noteworthy, with the educational environment specifically the smart campus emerging both as a domain and as an opportunity. As a domain worthy of exploration, a number of research efforts are being conceptualized around smart campus initiatives. The existing bouquet of research publications on smart campus provides a testimony of the enthusiasm and also exposes the heterogeneous attempts the domain has witnessed to date. The available evidence is still inadequate to provide clarity on the thrust areas of research around smart campus.Design/methodology/approachGiven the understanding, this study intends to decode the domain to get an early impression of the focus of the research concentration around smart campus. Thereby the study resorts to an automated text-mining approach using Python on contents shortlisted systematically, and published between the period 2010 and May 2022, from select databases.FindingsBased on the analysis it was possible to identify eight themes (i.e. smart campus characteristics, smart campus stakeholders, smart campus frameworks, smart campus technologies, smart campus infrastructure, smart campus evaluation, smart learning environment and smart campus applications) characterizing research efforts within the smart campus literature.Originality/valueThe themes around the smart campus showcase the thrust areas receiving attention. These characterize extant research endeavours in the smart campus domain and can offer useful pointers to researchers going forward. This awareness can also be beneficial to institutional leadership and technology providers intending to implement smart campus initiatives, contributing to the development of the educational environment.
TL;DR: In this paper , the impact of fear of COVID-19 on faculty members' job turnover intention (TI) and job insecurity, as well as the relationship between job insecurity and TI was examined.
Abstract: PurposeThe fear of COVID-19 has been identified as a significant predictor of adverse work-related outcomes. Grounded on conservation of resource theory, this study examines the impact of fear of COVID-19 on faculty members' job turnover intention (TI) and job insecurity, as well as the relationship between job insecurity and TI. Additionally, the authors investigate job insecurity as a potential mediating variable between the fear of COVID-19 and TI.Design/methodology/approachData were collected from faculty members (n = 226) working in Pakistan's public sector universities and analysed through PLS-SEM using SmartPLS software.FindingsThe results indicated that fear of COVID-19 was positively and significantly associated with both TI and job insecurity. Furthermore, the results demonstrate that job insecurity has a positive correlation with TI. In addition, the study's findings endorsed the mediating role of job insecurity between fear of COVID-19 and TI.Practical implicationsThe study highlights the importance of addressing the fear of COVID-19 and job insecurity among faculty members, as they are significant predictors of TI. The findings suggest employers should prioritise providing a safe work environment and reducing uncertainty to retain their workforce during the pandemic.Originality/value This study adds to the literature as it conceptualises the indirect mechanism that links fear of COVID-19 to TI and job insecurity and provides practical implications that may reduce faculty members' TI.
TL;DR: In this article , the authors proposed and tested a model to explore how inclusive leadership practices foster employee job satisfaction at higher education institutions and explored the intervening roles of psychological ownership and employee thriving in this relationship.
Abstract: PurposeThrough the lens of social exchange and self-determination theories, this paper proposes and tests a model to explore how inclusive leadership practices foster employee job satisfaction at higher education institutions. It also explores the intervening roles of psychological ownership and employee thriving in this relationship.Design/methodology/approachThis study followed a positivist worldview and a quantitative methodology. The authors collected data from a sample of 329 academic and nonacademic staff working at Omani higher education institutions. The authors utilized partial least squares-structural equation modelling (PLS-SEM) to examine the model and test the hypothesized relationships.FindingsThis study's findings reveal that inclusive leadership is related to job satisfaction. They also show that psychological ownership and employee thriving mediate between inclusive leadership and job satisfaction at Omani academic institutions.Practical implicationsSince employees at Omani academic institutions come from different cultures, academic leaders should manage and promote inclusiveness by developing and enforcing relevant policies. They should carefully select the workforce that stimulates growth and effectiveness, create an atmosphere to foster acceptance and exchange of ideas, improve performance appraisal practices, and embed inclusiveness in their vision and mission.Originality/valueThis research helps researchers and practitioners better understand how inclusiveness fosters vitality and learning in the higher education sector. It also sheds more light on how psychological ownership and employee thriving mediate between inclusive leadership and job satisfaction. This research is also important due to its context, as it was implemented in a multicultural environment with a diverse workforce.
TL;DR: In this article , the authors investigated whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders' personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism.
Abstract: PurposeThe present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially.Design/methodology/approachData were collected from two sources: 114 middle-leaders and 282 teachers randomly chosen from elementary schools in Israel. Hierarchical regression analyses and structural equation modelling were used to test the research hypotheses.FindingsFirst, the findings indicated that the teachers perceived their middle-leaders as transformational leaders without distinguishing between the sub-dimensions. Second, transformational leadership was positively correlated to teachers' professional and organizational commitment. Finally, positive relationships were found between the middle-leaders personality traits of agreeableness and openness to experience and teachers’ commitment. The study findings point to two paths to facilitate teachers' professional and organizational commitment, either through the middle-leaders transformational leadership or their personality.Originality/valueAlthough recent research has shown that leaders' personal traits are critical components in leading a team effectively and promoting employee behaviors, few studies in the educational context have focused on the differential impact of the Big Five typology on middle-leaders’ tendency toward the sub-dimensions of transformational leadership (TL) and its implications for teachers' commitment. By integrating research from both educational and non-educational literature, the goal of the present study, then, is to address these important yet relatively unstudied issues.
TL;DR: In this paper , the authors applied organizational support theory (OST) to test the association between students' perceptions of justice, perceived organizational support (POS), perceived professor support, organizational identification, and intention to quit.
Abstract: PurposeThe extant research on student attrition and retention has relied on models that focus on factors over which universities may have limited control and thus not lead to actionable practices. To address this shortcoming, the authors applied organizational support theory (OST) to test the association between students' perceptions of justice, perceived organizational support (POS), perceived professor support, organizational identification, and intention to quit.Design/methodology/approachUsing items from validated scales, a survey was used to collect data from students in the college of business at a southwestern public university in the United States. A final sample of 316 observations was fitted to a structural equation model to test the study's a priori hypotheses.FindingsThe authors found that professor support and procedural justice had direct positive effects on POS. Distributive justice and interactional justice indirectly influenced POS through professor support. In turn, POS had decreased students' intention to quit and increased their organizational identification. The antecedents of POS indirectly influenced intention to quit and organizational identification. The determinants in the model accounted for 12% of the variance in students' intentions to quit, and 25% of students' organizational identification.Originality/valueThis study contributes to the student attrition literature where few studies have applied OST to student populations despite the strong link between POS and intention to quit in employment settings. In this study, the authors provide evidence of the suitability of the OST framework to predict students' intentions to quit.
TL;DR: In this article , the role of information technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education was examined, and the authors adopted a cross-sectional survey design with quantitative approaches.
Abstract: PurposeThis paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.Design/methodology/approachThe authors adopted a cross-sectional survey design with quantitative approaches. A sample of 412 was drawn from a population of 1,692 Primary Schools. Data were collected using a self-administered questionnaire and analyzed using the SPSS software.Findings Information Communication Technologies (ICTs) usage had positive and significant effects on pupil engagement and pupil learning outcomes. Pupil engagement moderated in the relationship between ICT usage and pupils' learning outcomes.Research limitations/implicationsThe cross-sectional design used in data collection may not monitor learning outcomes of the given samples over a longer period of time. Future studies should consider longitudinal research designs so that the behaviors of the learners can be observed over a long period of time.Practical implicationsDeliberate efforts to advocate for and promote the use of ICTs in primary schools are important if the schools are to foster pupils' engagements and register better learning outcomes.Originality/valueThe study confirms pupil engagement as a moderator in the relationship between ICT usage and learning outcomes at foundational levels of education in a resource poor country with a non-reading culture.
TL;DR: In this article, the authors examined the impact of five major determinants (adaptability, affordability, bandwidth, grasping and interaction) on online learning and its effectiveness during the COVID-19 pandemic.
Abstract: PurposeThis study aims to analyze the effectiveness of online teaching and learning in the higher education sector during the COVID-19 pandemic and thereby design and formulate strategies to overcome the lacunas, if any, to enhance teaching effectiveness.Design/methodology/approachA survey was conducted to analyze how far students were able to adapt to online teaching and learning, access teaching platforms and afford it. It was also studied whether they were able to grasp and apply the concepts learned. A total of 600 questionnaires were given, and 372 complete responses were received. Structural equation modeling is employed to test the hypothesis. Confirmatory factor analysis (CFA) was conducted to test the model fit and measurement model.FindingsThis study is first of its kind in India which aims to analyze the effectiveness of online teaching and learning environments. This research model is designed to identify the determinants of effective online learning and to overcome the lacunas existing in the prevailing online teaching methods. It can be applied not just during crises like the pandemic but also during normal times to make teaching and learning more economical, innovative and impactful. The present study examined the impact of five major determinants—adaptability, affordability, bandwidth, grasping and interaction—on online learning and its effectiveness during COVID-19. It was observed that all the determinants positively influence online learning effectiveness.Research limitations/implicationsThe scope of the study was restricted to three centrally funded Indian Universities. Other institutions were not part of the study.Originality/valueThis study is the first of its kind done in the current COVID-19 scenario, and the outcome would help overcome the lacunas in the prevailing online teaching scenario across the globe and make it more effective.
TL;DR: In this paper , the authors identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms and emphasize the importance of lecturers considering learners' attributes when forming breakout room groups.
Abstract: PurposeBreakout rooms are commonly used by lecturers as a means to achieve collaborative learning in online lessons. Although breakout rooms can be effective at encouraging student engagement, interaction and learning, many students dislike being forced to interact with peers, and for some students, it can lead to feelings of anxiety and stress. Successful collaborative learning depends upon having the “right” individuals working together, so the purpose of this research is to identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms.Design/methodology/approachAn online survey was used to obtain data from 664 higher education students in the USA, which were analyzed using partial least squares structural equation modeling (PLS-SEM).FindingsStudents' technology readiness, social identification and intercultural communication competence are each significantly related to the achievement of purposeful interpersonal interaction, which is strongly related to students' perceived learning.Practical implicationsThe findings of this research emphasize the importance of lecturers considering learner attributes when forming breakout room groups.Originality/valueThe breakout room represents a unique and specific context for collaborative learning, where there may be minimal lecturer supervision and where students may choose to disengage by turning off their cameras and microphones or simply listen without participating (known as lurking). The existing literature has given little attention to how lecturers allocate students to online breakout rooms.
TL;DR: In this paper , a review of the university social responsibility literature is developed to identify the most influential countries, authors, journals, and institutions, their structure, and research lines, and the agenda for future research are presented.
Abstract: PurposeThis article develops a review of the university social responsibility literature to identify the most influential countries, authors, journals, and institutions, their structure, and research lines.Design/methodology/approachThe review was carried out from a bibliometric and network analysis of documents published in the Web of Science database.FindingsIn total, 192 documents were found that were scientifically mapped in this field. From the network analysis, four research perspectives were identified: strategic impact management policy, user and its stakeholders, service-learning and its contribution to user, and theories, approaches, and strategies of University Social Responsibility (USR). Finally, the agenda for future research are presented.Originality/valueThe present work carries out a bibliometric and network analysis that seeks to contribute to the literature on USR, identifying its current perspectives and future lines of research.
TL;DR: In this article , a typology of perceived anger regulation in educational leadership, including anger, surface acting, moderate expression of anger and an authentic expression, is presented and analyzed with 30 elementary and secondary school principals in Israel.
Abstract: PurposeThe purpose of this study was to explore school principals' sources of felt anger and to trace their forms of anger regulation in the workplace.Design/methodology/approachBased on semi-structured interviews with 30 elementary and secondary school principals in Israel, a typology of anger regulation is presented and analyzed.FindingsThe typology includes three types of perceived anger regulation: anger and surface acting, a moderate expression of anger and an authentic expression of anger. While teachers and students may provoke the principal's anger, most commonly external constituencies (e.g. Ministry of Education, Local Education Authorities) trigger their intense anger. Concluding the paper are suggestions for further research on anger in educational leadership and practical recommendations.Originality/valuestudy fills the gap in knowledge about emotion regulation in educational leadership, in general, and increases our insights into the values and norms that delineate the degree to which anger expression is appropriate in the school, in particular.
TL;DR: In this paper , the authors investigated the effect of personal resources, including optimism and resilience, on the link between fear of Covid-19 and perceptions of academic safety among university students in Ghana.
Abstract: PurposeThe study investigates the moderating effect of personal resources, including optimism and resilience, on the link between fear of Covid-19 and perceptions of academic safety among university students in Ghana.Design/methodology/approachA total of 618 students took part in the research by completing an online self-reported questionnaire. The respondents were chosen using a simple random sample method. The data was processed and analysed using IBM SPSS version 24 and SEM-PLS, respectively.FindingsResults reveal fear of Covid-19 positively influence students' perception of academic safety. Furthermore, both resilience and optimism mitigate the impact of fear of Covid-19 on students' perceptions of academic safety.Originality/valueThis is the first study to examine personal resources as a moderator between fear of Covid-19 and students' perceptions of academic safety. Practical and theoretical implications are added to the text.
TL;DR: In this paper , a second-order OLQUAL model was proposed to measure the influence of perceived online learning quality and its influence on students' satisfaction and trust, which further influences their loyalty.
Abstract: PurposeCritically, to improve and manage online learning quality (OLQUAL), higher education providers need to regularly measure OLQUAL. Hence, a reliable measure of OLQUAL in higher education from the students' perspective is indispensable. Further, as a pioneer in examining OLQUAL outcomes in the online education context, we assert that satisfaction, trust and loyalty is a global assessment that follows the evaluation of OLQUAL. A model that delineates the perceived OLQUAL and its relationship with satisfaction, trust and loyalty are currently absent. Grounded on the cognition–affective–conation framework – this study presents the indicators of perceived OLQUAL and its influence on students' satisfaction and trust which further influences their loyalty.Design/methodology/approachTo measure the OLQUAL instrument and proposed relationships – data were collected from 232 online undergraduate and postgraduate students. The results of confirmatory factor analysis measure five dimensions of perceived OLQUAL – comprising system quality, administrative quality, educational quality, transformative quality and social quality. Further, the proposed relationships were tested using structural equation modelling.FindingsThis study has successfully measured a second-order OLQUAL model on five primary quality dimensions (i.e. systems, administrative, educational, transformative and social). The findings confirm that students' satisfaction alone does not play a mediating role; rather, satisfaction and trust play a sequential mediating role between OLQUAL and loyalty.Originality/valueOur new model provides a new tool for institutions and researchers to evaluate the quality of online education programs, as well as identify their strategy in developing and providing high-quality online learning to students.
TL;DR: In this article , a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) were tested with public school teachers in a developing country (India) context with public education teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.
Abstract: PurposeThe role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.Design/methodology/approachThis study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.FindingsThe IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.Practical implicationsTeacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.Originality/valueThe study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.
TL;DR: In this article , the authors report the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece, in particular, information is provided on school principals communication and leadership aspects in tackling the Pandemic crisis as well as the obstacles observed in this particular setting.
Abstract: PurposeThis paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular, information is provided on school principals' communication and leadership aspects in tackling the pandemic crisis as well as the obstacles observed in this particular setting.Design/methodology/approachData were collected through the focus group interview tool and included 19 teachers from primary and secondary education in Greece. Due to the circumstances of the pandemic crisis, the interview process was held using the Zoom software environment. The data collection tools included a common semi-structured interview protocol developed specifically for this study based on the current theoretical sources of school principals' role in tackling the pandemic crisis.FindingsThe findings of this study indicated the important aspects of trust, collaboration, and positive climate, together with school principals' external dimension that included the outreach of the local community, parents, private organizations, etc. during the pandemic crisis. Finally, obstacles connected to the students' lack of technological equipment were also observed and addressed by school principals.Research limitations/implicationsThe findings of this study could not be generalized since the study proceeded with convenience sampling. Furthermore, the data were collected while the world was in lockdown during the second pandemic wave.Originality/valueThis piece of research adds to the empirical aspect of school principals' role during the pandemic crisis from a different perspective and reports that researching school principals' role in tackling crises has grown considerably.
TL;DR: In this article , the authors examined the impact of social media distraction on the relationship between student engagement and student evaluations of teachers (SET) in management education, part of the STEM disciplines, and found that social media distractions disrupt student engagement inside the classroom, leading to wrong/biased assessments of teachers' performance.
Abstract: PurposeThe study examines the impact of social media distraction on the relationship between student engagement and student evaluations of teachers (SET) in management education, part of the STEM disciplines. While it is widely accepted that student engagement and evaluation of teachers are two important constructs of active learning systems, their links, especially in the context of management education, have not been explored. This study seeks to fill this research gap as teachers' appraisal and career growth greatly depend on SET across higher education institutes worldwide.Design/methodology/approachData were collected from 247 student participants from higher education institutes/universities using a questionnaire-based survey. Further, 15 students were interviewed to glean insights from their feelings regarding social media distractions and how it impacts their engagement and evaluation of teachers. For the quantitative and qualitative analyses, multiple regression and thematic analysis were applied, respectively. A word tree was developed to determine the association between experiences and contexts.FindingsThe results indicate that social media distraction moderates the relationship between students' cognitive engagement and their evaluation of teaching faculty. Social media distractions disrupt student engagement inside the classroom, leading to wrong/biased assessments of teachers' performance. Additionally, cognitive and emotional engagement significantly impacted student evaluations of the management college faculty.Originality/valueThe authors’ findings enable educators in higher education systems, specifically management education, to rethink the faculty feedback system and social media distractions impeding student engagement other than SET drawbacks.
TL;DR: In this paper , the impact of student satisfaction on various services offered by an educational institution offering management education and also the word of mouth communication (WoMC) done by such student in referring the institutions to others was investigated.
Abstract: PurposeThis paper purports to study and assess the impact of student satisfaction on various services offered by an educational institution offering management education and also the word of mouth communication (WoMC) done by such student in referring the institutions to others. The study aimed at various factors like core services, facilitating services and support services offered by institutions and measured the responses of the levels of satisfaction on a five-point Likert scale.Design/methodology/approachThe sample size of the study consists of 873 students pursuing management education such as BBA, BBM and MBA, belonging to government colleges, private colleges affiliated to state university, private universities and deemed universities in the state of Telangana, India.FindingsThe attributes used in this work showed positive and noteworthy impact on the students' satisfaction level though with varying degree of strength as evident from the regression analysis. However, core services (teaching quality of the faculty, their expertise and experience, course electives offered, library facilities, academic counselling services, etc.) was the most influencing factor and has highest impact on satisfaction of students amongst all the variables. Also, the study reiterates that gender of the student does not have any significant impact on the students' satisfaction on the services offered by the institutions nor on the recommendations made by them to others for admissions.Originality/valueThis study is unique in evaluating the determinants of students' satisfaction in a management institution/school as well as their influence of the recommendations made by them to the prospective students through word of mouth (WOM).
TL;DR: In this paper , the authors identify the critical barriers to university social responsibility (USR) implementation and explore the most significant obstacles in Vietnamese higher education practice and suggest that for Vietnamese universities to adopt USR initiatives successfully, higher education administrators and senior project managers should prioritize overcoming obstacles based on their university's capabilities.
Abstract: PurposeThis article aims to identify the critical barriers to university social responsibility (USR) implementation and explore the most significant obstacles in Vietnamese higher education practice.Design/methodology/approachTo rank the vital barriers in USR implementation between public and private universities, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) techniques have been employed. The authors collected data from twenty experts across Vietnamese universities, ten respondents for each kind correspondingly. All experts have at least five years of experience in terms of the USR regard.FindingsSixteen critical barriers to USR implementation have been identified in the context of Vietnamese universities. Among these barriers, those related to legal issues, USR knowledge and stakeholders are deemed the highest priority to overcome. However, the findings revealed that the lack of metrics to quantify USR benefits, local societal pressure and the complexity of USR adoption are comparatively easier to remove when implementing USR initiatives.Practical implicationsThe article suggests that for Vietnamese universities to adopt USR initiatives successfully, higher education administrators and senior project managers should prioritize overcoming obstacles based on their university's capabilities.Originality/valueThis work is the first research considering the barriers and challenges of Vietnamese universities struggling to implement USR programs.
TL;DR: In this article , the authors identify factors affecting Generation Z (Gen-Z)'s online learning behavioural intention (BI) using the extended technology acceptance model by investigating gender differences in the BI of Indian students to adopt OL.
Abstract: Purpose This study aims to identify factors affecting Generation Z (Gen-Z)’s online learning (OL) behavioural intention (BI) using the extended technology acceptance model by investigating gender differences in the BI of Indian students to adopt OL.Design/methodology/approach The proposed model was tested on 284 students from a higher education institution (HEI) in Gujarat, India, using the partial least square–structural equation modelling. Further, the subgroup analysis was conducted using Statistical Package for Social Sciences (SPSS) to determine male and female OL adoption variances.Findings Based on the research findings, all the constructs positively influence the BI of Gen-Z to adopt OL, except the influence of information technology infrastructure (INF) on perceived usefulness (PU). However, no substantial difference was observed in the BI adoption of OL amongst males and females. Also, when gender was kept as a moderator between computer self-efficacy (CSE) and PU, and INF and perceived ease of use (PEU), no substantial difference was observed in the OL of Gen-Z.Research limitations/implications The study will benefit HEIs and associated government departments from a deeper understanding of Gen-Z’s BI to speed up deployment and consider key elements essential while considering OL.Originality/value This article found major determinants of Gen-Z’s BI to adopt the OL in HEI. To the best of the author’s understanding, this is amongst the few studies to explore these ideas in the context of India. The uniqueness of the topic has been brought to light by the fact that “gender” has been employed as a moderator between attitude and BI, INF and PEU, and CSE and PU.
TL;DR: In this article , the authors explored the student psychological contract in the post-pandemic induced hybrid mode of the academic ecosystem in residential business schools of India and found that though the expectations may differ across different groups, the mutual interdependence of these groups was mandatory for contract fulfillment.
Abstract: PurposeThis paper aims to explore the student psychological contract in the post-pandemic induced hybrid mode of the academic ecosystem in residential business schools of India. The study puts forth three facets of understanding student expectations for contract fulfillment: the business school, academic staff (faculty) and peers.Design/methodology/approachUsing a sequential mixed methodology (qualitative and quantitative), data were gathered and analyzed in two phases. Perceptions of students regarding their expectations were captured through in-depth semi-structured telephonic interviews. The sample comprised 64 students pursuing two years of full-time master's in management courses at four residential business schools in India. Data obtained through interviews were analyzed using thematic analysis. The themes extracted were prioritized using the analytical hierarchy process (AHP) in the second phase.FindingsThe study provides insight into the prioritized expectations of students from their peers, academic staff and the institute. The findings of the study propose that though the expectations may differ across different groups, the mutual interdependence of these groups was mandatory for contract fulfillment.Originality/valueResearch on student psychological contracts in the hybrid mode of business education is scarce. The study provides a holistic perspective on this from the lens of students.
TL;DR: In this article , a qualitative exploratory research approach was followed for conducting the study and it was found that out of the current total of 1151 Indian higher educational institutions, still only 110 (9.55%) were led by women, 1031 (89.57%) are led by men and for 10 institutions (0.86%) data on leadership is unavailable.
Abstract: PurposeIn the two consecutive surveys conducted by the authors in 2015 and 2018, it was found that out of a total of 810 and 1008 Indian higher educational institutions, only 54 and 63 institutions (6.67 and 6.25%) were led by women, 725 and 934 institutions (89.51 and 92.7%) were led by men and 31 and 11 (3.83 and 1.1%) were reported to either have no information about their leaders or those posts were vacant (Banker and Banker, 2017; EduShine Report, 2015 and 2018). The current study is a follow-up attempt so that the knowledge around the status of women academic leaders in Indian higher education (2021) can be upgraded. This paper aims to discuss the aforementioned issue.Design/methodology/approachThe qualitative exploratory research approach was followed for conducting the study.FindingsIt was found that out of the current total of 1151 Indian higher educational institutions, still only 110 (9.55%) are led by women, 1031 (89.57%) are led by men and for 10 institutions (0.86%) data on leadership is unavailable. Important contextual inferences have been made in the discussion section followed by the concentrated literature around the possible reasons for such low representation of women leaders in the global higher education sector.Research limitations/implicationsOne possible limitation of this study is that it does not provide an idea about why there is the highest women leadership in central institutions and the lowest in INIs. Taking the contextual factors into consideration, an extended exploration could have been made of different facilitators and barriers for each type of Indian HEI. The author invites future researchers to conduct this inquiry and come up with certain remedies, which is also one of the limitations of this study. Different enablers and disablers can be found through different primary and secondary research.Practical implicationsIncreased women leadership will bring diversity in the institutions' modus operandi and impact their culture in a great way. It is the prime responsibility of women to break the glass ceiling and come out of their shells. Family responsibilities contribute to their career stress in a great way, and women may balance their personal and professional lives by creating a sound support system in their family. Utilizing domestic help services will liberate them partially from their routine and unimportant duties. This will allow women to focus on more important work related to their careers. Trending nuclear families is also one of the major contributors to low women leadership; joint family pattern may benefit women to nurture and build their career keeping their sanity intact. Institutional decision makers and other stakeholders at work will be sensitized toward different barriers experienced by not only women leaders but also women in lower positions. Men at work across the levels are responsible for creating a more inclusive and conducive workplace for women. Inclusive workplace policies will render women equal opportunities and fair rewards. Ensuring unbiased and prejudice-free work culture will have a positive impact on the self-efficacy level of women which can be validated through their performance.Social implicationsSlow and steady efforts consciously made by both men and women in the workplace for the betterment of women may progressively help overcome the social preconditioning at a macro level.Originality/valueAll the studies reported in this paper have been sequentially conducted and are unique in the Indian higher education system.
TL;DR: In this paper , the influence of micro-credential learning on students' perceived employability was examined by utilizing a correlational research design, where a questionnaire comprising of closed-ended items was utilized in the study and data was analyzed by employing PLS-SEM technique.
Abstract: PurposeThis 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.Design/methodology/approachExplanatory 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.FindingsOur 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.Originality/valueMicro-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.
TL;DR: In this article , the effect of social media engagement on relationship quality and brand performance in the higher education marketing (HEM) context is investigated. But, the authors focus on the impact of social interaction, sharing of information, surveillance, and information quantity as antecedents to relationship quality.
Abstract: PurposeSocial media engagement is widely used by the higher education institutions (HEIs) to improve brand performance through brand image and brand loyalty. This study focusses on the effect of social media engagement on relationship quality and brand performance in the higher education marketing (HEM) context. Social media engagement dimensions comprising social interaction, sharing of information, surveillance and information quantity are tested as antecedents to relationship quality. Relationship quality is examined as antecedents to brand image and brand loyalty.Design/methodology/approachData are obtained through survey questionnaire from 410 undergraduate and postgraduate students from six HEIs in Malaysia. Structural equation modelling was applied for data analysis.FindingsThe findings of this study reveal that social interaction, sharing of information, surveillance and information quantity have positive effect on relationship quality. Relationship quality has significant positive influence on brand image and brand loyalty, respectively.Originality/valueThe study contributes to the extension of social exchange theory through the development of an integrative framework of social media engagement (exchange) needed for improving relationship quality (relational responses) and brand performance (behavioural outcomes) in the HEM.
TL;DR: In this article , the authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest-posttest measurements of the online training.
Abstract: Purpose Online learning is an effective training strategy to help students, as one of the success factors is academic engagement. Therefore, the use of online training courses to influence academic engagement and performance in emotional intelligence learning experiences is worthy of investigation. This study explores the influence of emotional intelligence as an online training course and its impact on academic engagement and learning outcomes–performance. Design/methodology/approach The authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest–posttest measurements of the online training. The emotional intelligence online training (for the experimental group) was conducted during a single semester, with eight hours of training. The methodology of reflective, role-playing, case study and group work was followed. Measurements of student academic engagement and emotional intelligence were collected before (one week before the training) and after the intervention (on the last training session). Performance was measured after the intervention. Findings The mean scores improved for all the variables, with the differences being statistically significant. The students assessed their learning positively. The results also showed that emotional intelligence was positively related to academic engagement but not to performance. This means that emotional intelligence training was effective in increasing the academic engagement of university students. Practical implications The results are promising in terms of the students retaining the competencies acquired. Therefore, this type of online training is recommended for the emotional intelligence and academic engagement of future human resources professionals. Moreover, according to the results, it would be possible to use emotional intelligence training programs in schools, besides other programs, to promote the academic engagement and performance of students. Originality/value The design of the study provides evidence that is an added value for higher education institutions.
TL;DR: In this article , the authors explored the critical roles of emotional intelligence, increasing job demands behavior and subjective well-being in teachers' performance throughout their gender and found that teachers' emotional intelligence significantly affected their performance.
Abstract: PurposeThe purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.Design/methodology/approachIn this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.FindingsThis study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.Originality/valueThis model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.
TL;DR: In this paper, the antecedents of student loyalty towards universities were investigated and the results indicated that there is a significant relationship between price value and both student satisfaction and student loyalty.
Abstract: PurposeThis study investigates the antecedents of student loyalty towards universities. This study offers new insights into postgraduate loyalty in the context of the Malaysian higher education industry.Design/methodology/approachPartial least squares structural equation modelling is used to analyse data obtained from a survey of 231 postgraduate students in Malaysia.FindingsThe findings indicate that there is a significant relationship between price value and both student satisfaction and student loyalty. There are also strong relationships between learning environment and student satisfaction and between student satisfaction and student loyalty. While university prestige showed a significant relationship with student satisfaction, it is not related to student loyalty. Another important finding is that price value has a strong and direct relationship with both student satisfaction and student loyalty.Originality/valueThis study presents an updated empirical model of student loyalty. Contrary to previous studies, the results indicate that service quality is not related to student satisfaction. However, it is found to influence student loyalty towards the University. The results also indicate the important mediating effect of student satisfaction. This is the first study to look specifically at student satisfaction and loyalty of postgraduate students in Malaysia.
TL;DR: In this paper , the authors investigated the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel analysis and found that instructional leadership exhibits a significant direct effect on teacher commitment.
Abstract: PurposeThis study aims to investigate the direct and indirect relationships among principal instructional leadership, collective teacher efficacy, and teacher commitment using multilevel analysis.Design/methodology/approachThis study employed quantitative cross-sectional research design. Data were collected from 1,328 teachers selected from 71 Malaysian primary schools.FindingsThe direct relationship between instructional leadership and teacher commitment was significant at the school level. Similarly, instructional leadership exhibits a significant direct effect on collective teacher efficacy. Collective teacher efficacy also has a significant direct effect on teacher commitment. The results also indicate a significant indirect effect at school level between instructional leadership and teacher commitment through collective teacher efficacy.Research limitations/implicationsThe multilevel analysis among instructional leadership, collective teacher efficacy, and teacher commitment warrant further investigations with larger sample sizes at both group and individual levels.Originality/valueThis study supplements previous findings by contributing more rigorous empirical evidence using multilevel analysis. The findings extend current knowledge in the principal instructional leadership literature in the context of a Southeast Asian country.
TL;DR: In this paper, the authors examined the trend of basic education financing in Ghana, which will help policy actors make better-informed decisions with the introduction of the novel "adaptive opportunism" framework analysis tool.
Abstract: PurposeUsing a political economy framework, this paper examines the financing trend, by investigating three systematic spikes occurring between 2004 and 2016. The study aims to provide a useful review of the interaction of politics, financial decisions and educational outcomes. Additionally it provides a useful guide, especially to academics, to identify political and economic conceptualizations that will predict expenditure decision-making of political actors and to be able to provide policy advice on the future effect of such decisions on availability and accessibility of public goods.Design/methodology/approachThe paper adopts a secondary data analysis approach, drawing upon secondary data sources such as from the Ministry of Education, budget statements from the Ministry of Finance, as well as relevant policy documents. Additional information for the study was also extracted from the manifestos of the two leading political parties in Ghana – the New Patriotic Party and the National Democratic Congress and their viewpoints on financing of education in Ghana.FindingsUsing two epochal years when financing of education peaked (2008 and 2012), which coincided with election years, the trend lends itself to being interpreted as opportunistic spending. It appears to give credence to a conclusion that the increases in spending are more politically directed and nonneutral.Originality/valueThis paper fulfills an identified need to study the trend of basic education financing in Ghana, which will help policy actors make better-informed decisions with the introduction of the novel “adaptive opportunism” framework analysis tool.