Showing papers in "International Journal of Educational Management in 2020"

The student as customer and quality in higher education

Abstract: This paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation to measuring quality in higher education.,It provides a conceptual understanding of the literature on quality in the higher education context. It does so by examining the literature on students as customers, customer expectations, customer satisfaction and other management theories that have been applied to higher education.,It argues that the current bases for perceiving quality such as meeting customer expectations, satisfying the customer, ensuring quality control, meeting standards and assessing the cost associated with poor quality are in disagreement with the principal aims and measures of quality in higher education.,This paper can certainly benefit from many other concepts in business that have been applied in higher education, which it lacks. It only focussed on a number of key and popular ideas in management theory that have been used in higher education more broadly.,Student-focussed quality initiatives can be devoid of the student as customer concept. How programs, subjects and experiences are curated can be solely for the purpose of continuous improvement. Second, universities that choose to treat the student as a customer may find it beneficial to apply a relationship marketing approach to higher education. Lastly, those against the student as customer concept may focus on the long-term impact of quality initiatives such as promoting lifelong learning, building long-term relationships with alumni and employers and those that further promote academic integrity.,Some considerations have been offered. These considerations revisit the basic notions of teaching and learning in higher education. It puts an emphasis on sidestepping the student as customer metaphor, that learning is not expressed in dollar terms, and that the quality of the student experience cannot be measured by student evaluation alone because it is felt much later in life.

Human resources management practices and organizational commitment in higher education: The mediating role of work engagement

Abstract: The purpose of this paper is to investigate the impact of human resource management (HRM) practices on organizational commitment in Palestinian universities, and to examine the mediating effect of work engagement as a black-box mechanism that defines HRM practices–organizational commitment relationship.,The source of the data is from 237 employees (academics and administrative staff) from Palestinian universities. The authors used structural equation modeling to verify the hypotheses.,The results reveal that HRM practices have a significant impact on employee organizational commitment in higher education. In addition, work engagement showed a significant mediating effect between performance appraisal and organizational commitment on the one hand, and between rewards and compensation and organizational commitment on the other hand.,The study suggests university managers to capitalize on HRM practices as vehicle to trigger positive work-related attitudes.,The study contributes to the literature by examining the impact of HRM practices on organizational commitment through the mediation role of work engagement in higher education of a non-western context. The study is one of the few studies that is conducted in the middle east.

Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

Abstract: Blended learning is an emerging trend across many educational settings, adopting the purposeful integration of traditional face-to-face and online teaching to establishing an engaging learning experience for the students. Blended learning provides an ideal platform for the implementation of reusable learning objects (RLOs) as a pedagogical tool to support classroom instruction.,This study had conducted a quasi-experiment followed by semi-structured interviews to determine if a blended learning approach using RLOs can enhance students’ learning in an undergraduate engineering computer-aided design (CAD) module. This study involved learners studying engineering in two different academic years.,Students from the first year were taught using traditional face-to-face teaching approach. The cohort of students from the subsequent year adopted a blended learning approach: face to face and access to a series of RLOs. The analysis revealed statistical evidence that the use of blended learning had a significant impact on the students' end of term exam grades in the CAD module in comparison to the students who undertook traditional face-to-face teaching approach. The qualitative findings highlighted the positive impact of RLOs on students’ learning behaviour, engagement and knowledge retention.,This study provided empirical evidence of the benefits of using RLOs as a blended learning tool in engineering domain. From a theoretical perspective, the findings highlighted the importance of good instructional design and sound theoretical underpinning of the pedagogical strategy. From a practical point of view, this study informed academics on how to improve learner's academic achievement using RLOs.

Exploring Role of Gratitude in Developing Teacher Leadership in Indian Universities.

Abstract: The benefits of teacher leadership have attracted the attention of policymakers, practitioners and researchers. It is increasingly advocated as one of the most crucial and indispensable components of the school, college and university administration. The present study tends to investigate the role of gratitude in developing teacher leadership through examining sufficiency and necessity of thankfulness for educational leadership.,The study explores sufficiency and necessity of gratitude for seven dimensions of educational leadership with the help of correlation, regression and necessary condition analysis.,The paper concludes that gratitude is both sufficient and necessary condition for overall teacher leadership and its seven dimensions.,The paper is based on original data.

Leadership Style and Teacher Performance: Mediating Role of Occupational Perception.

Abstract: The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation perception) affect teacher performance (in-role performance and organizational citizenship behavior (OCB)).,The research hypothesis holds that the leadership style (transformational or transactional) has a direct and indirect effect on teacher performance (through occupation perception). These hypotheses have been tested on data collected from 630 Arab Israeli teachers.,Teachers’ in-role performance increases as they perceive their principals’ leadership style as more transformational and less transactional. In addition, the results reveal that the effect of transformational principals’ leadership style on OCB is expressed only by indirect effect (through occupational perception).,The results of the study contribute to the understanding of the way leadership style and performance interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

Examining the Relationship Between Brand Equity Dimensions and University Brand Equity: An Empirical Study in Turkey

Abstract: In response to global competitive challenges, universities recently started developing better strategies for branding. Branding has been used as a differentiation strategy for higher education institutions. As the number of universities (public and private) has increased, so has the competition for students, the universities in Turkey have faced similar challenges. The main objective of this study is to investigate, from the students' perspective, the role of interactions of brand equity dimensions in creating a strong university brand.,Compiling from the literature, the study used a survey instrument to collect data at a comprehensive public university in Turkey. To assure representation of students across the campus, the sample included students at freshmen, sophomore, junior, senior and graduate levels from all major colleges.,Based on 1,300 usable surveys from students across all colleges of a major state university, the PLS-SEM model revealed significant relationships among the brand equity dimensions of brand awareness, perceived quality, brand association, learning environment, emotional environment, brand trust, brand loyalty and university reputation. These brand dimensions collectively and/or individually influence the students' university learning experiences that may result in creating strong university brand equity.,The study was conducted at a government-owned university in Turkey capturing only students' perceptions. Future research could benefit from perceptions of other stakeholders like faculty, staff, alumni, and parents and testing the relationships for different types of universities. This study discusses the implications for developing university branding strategies.,The study empirically tests the validity and effects of the university brand equity dimensions with Turkish university students using structural equation modeling (SEM). It confirms that the measures of brand equity dimensions are also applicable in a different country.

The Positioning and Competitive Strategies of Higher Education Institutions in the United Arab Emirates.

Abstract: The purpose of this paper is to discover how higher education institutions may segment the market in a competitive higher education hub and to assess the usefulness of strategic group analysis as an analytical technique for market and competitor analysis. As a case example of a competitive higher education market, this research investigates how higher education institutions in the United Arab Emirates (UAE) position themselves and compete with one another.,The research relied mainly on secondary data, which were obtained from the websites of institutions and regulatory bodies. Then, hierarchical cluster analysis was used to identify strategic groups and institutional competitive strategies in the UAE higher education market. A panel of experts helped interpret and explain the cluster results.,Eight distinct institutional clusters were identified, which include public- and privately-owned institutions, as well as elite and specialist institutions. Institution and programme accreditation were found to be particularly important in the UAE market. The institutions in each group appear to operate in a particular market segment, targeting students who have similar needs and wants, and who often share similar demographic features.,It is concluded that strategic group analysis may help institutions to evaluate potential markets, select target segments and develop competitive strategies. In the UAE market context, the results demonstrate how institutions may position themselves to create strong and distinctive identities. The results of the research may be of interest to higher education institutions that operate in competitive markets, and particularly those that want to evaluate foreign markets.,This is believed to be the first study to use a strategic group approach for analysing competitors in a higher education hub.

Factors to improve job performance and school effectiveness

Abstract: Identify some of the most relevant factors that trigger a private school's workforce to foster a sustainable competitive advantage by reinforcing the intrinsic job satisfaction and the levels of teacher self-efficacy, engagement and job performance.,Surveys were applied to private school teachers to assess their perception concerning the studied variables, data were tested at a confirmatory level using the partial least squares path modelling (PLS-PM).,Teachers with a high sense of self-efficacy and possessing elevated intrinsic satisfaction tend to be highly productive and results-oriented. Intrinsic job satisfaction is a key factor that influences more than extrinsic job satisfaction in the previously mentioned relationship.,Although the obtained results are constrained and apply to the Mexican context, we suggest that virtual limitation can be overcome by extending the study due to the proposed construct that can be applied in other regions or organizations.,Principals will need to develop mainly the intrinsic job satisfaction in the teaching staff, to improve the job and organizational performance. This should be accompanied, secondly, by factors that encourage extrinsic satisfaction such as fair pay or recognition.,Open up an alternative explanation, based on the evidence of this study, to the theory of social exchange, since the factor that most influences teacher’s citizenship behaviours is not extrinsic but intrinsic satisfaction. That is, it is not what the employee receives from the institution, but what the employee does or gives to the institution the source of satisfaction that will encourage greater job performance.

Filling in the gaps in higher education quality: An analysis of Italian students’ value expectations and perceptions

Abstract: It is not easy to grasp the concept of “value” in the higher education context. In fact, different stakeholders generally hold diverging perspectives about the value generated by Higher Education Institutions (HEIs). The purpose of this paper is to disentangle the value expectations and perceptions of current and former students (i.e. the main stakeholders) of a medium-sized university established in Northern Italy.,A mixed, qualitative–quantitative case study was undertaken. A semi-structured survey was delivered through a computer-assisted web interview technique to a sample of 2,572 people. Inter alia, the interviewees were asked to express their value perceptions and value expectations toward the case institution and to rate their own assessment of educational services’ quality.,The respondents felt that the university was effective in delivering functional, extrinsic and intrinsic value; conversely, they perceived several gaps in the case institution’s ability to accomplish emotional and relational value. Moreover, the interviewees argued that the institution was unsuccessful in establishing a bridge between higher education and the labor market, focussing on conceptual issues, rather than on experiential learning and soft skills.,The gap between the students’ value expectations and perceptions hampers the perceived quality of educational services. The lack of awareness of this gap is thought to trigger organizational inertia, which contributes to the impoverishment of educational services’ quality.,The paper sheds light on different value perceptions and expectations held by students of a medium-sized HEI; also, it provides some insights into the organizational and management implications of diverging value perceptions and expectations of students.

Blended Learning in Higher Education: A Transition to Experiential Classrooms.

Abstract: The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-a-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).,The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.,The findings indicate the improved learning effectiveness of blended learning tools vis-a-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.,Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.,The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.,The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.,The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

Emerging destination mobility: Exploring African and Asian international students’ push-pull factors and motivations to study in China

Abstract: The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities.,Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities, while the qualitative aspect consisted of 30 participants in Wuhan and few other cities in China.,Findings revealed availability of scholarship opportunities, China’s flexibility (visa and program entry) and perception of better education quality as important push-pull factors. It also discovered several new pull factors, including citizens’ attitude and good report, development potential and hospitality and receptiveness, while career development and entertainment were found to be the most and least significant motivational factors, respectively. The study also found a significant relationship between push-pull factors and study abroad motivation (SAM) as well as cross-cultural differences between African and Asian students.,Most of the participants were drawn from Wuhan city. Hence, the findings cannot be outrightly generalized to other contexts.,This research provides valuable knowledge for policy makers, higher education institutions, international students and other stakeholders in China to inform better student experience.,There was no study found that combines push-pull factors and SAM or comparatively investigates African and international students in China. Knowledge about sojourners push-pull factors and motivations, their relationship and cross-cultural differences is essential for evidence-based interventions.

Managing STEM learning: A typology and four models of integration

Abstract: To develop a framework for conceptualizing and managing integration in STEM learning, that can help address key issues in its research and implementation worldwide.,Integration in learning is a complicated but not a well-defined concept and therefore it is difficult to illustrate in theory and practice how to conceptualize, manage and implement integrated STEM learning with aims to enhance students' learning effectiveness and multiple-thinking ability. Based on a typology in integrated learning, this article re-conceptualizes integrated STEM learning into a comprehensive framework of three categories, six subcategories and four basic models. With this framework, how to manage integrated STEM learning and related issues in schools for effectiveness are discussed.,As a typology, integration in STEM learning can be classified as content integration, pedagogical integration and learner integration. They can be further differentiated as six subcategories: subject integration, domain integration, method integration, cognitive integration, SEN integration and diverse ability integration in STEM learning. Depending on the extents of content integration and pedagogical integration, four basic models of integrated learning can be identified in theory and practice. The categories, subcategories and basic models have their own characteristics, strengths and limitations. Strategies are developed to address the characteristics and related key issues of each category of STEM learning.,The framework may help to analyze the key issues of integrated STEM learning in research and development, such as “Why and what integration in STEM learning is important and necessary in curriculum reforms for the future?”, “How the integrated STEM approach is different from the traditional subject approach?”, “How the STEM learning activities can be integrated and managed effectively for enhancing students' learning effectiveness and multiple thinking capacity?”, and “What key implications can be drawn for managing and implementing STEM learning?”,Based on the proposed typology and models of STEM learning, various strategies of managing STEM are discussed and developed, which will contribute to policy formulation and professional practice of integrated STEM learning locally and internationally.,The proposed typology and models of STEM learning and related new ideas and perspectives will contribute to future research and development in this area locally and internationally.

Knowledge hiding, conscientiousness, loneliness and affective commitment: a moderated mediation model

Abstract: This paper examines the detrimental effects of perceived knowledge hiding (KH) on loneliness and affective commitment within academic settings It further investigates the influence of conscientiousness as a moderator,Using the cross-sectional survey methodology, the proposed moderated mediation model has empirically tested the effect of perceived KH on a sample of 300 students pursuing management education at a premier institute in India,The findings reveal that perceived KH affects the affective commitment of students toward the institution via loneliness Moreover, conscientiousness moderates the mediating role of loneliness in a way that the relationship becomes strong with low levels of conscientiousness,This study contributes to the literature of KH by empirically investigating its detrimental consequences It further investigates the impact of personality moderator on the proposed relationships The discussed framework is an early attempt to understand the phenomenon of KH among students, primarily from the perspective of a knowledge seeker,Awareness about the ill effects of the knowledge-hiding (KH) behavior of students and understanding the role of personality in this will help administrators in designing effective interventions for curbing the same,Effective control of KH behavior will restrain its ill effects among management students (future workforce), thereby conserving societal resources spent on health and education,Empirical studies testing the direct and indirect consequences of KH are limited; hence, this study attempts to fill the gap

Social justice leadership, instructional leadership, and the goals of schooling

Abstract: School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals.,To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed.,The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship.,This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored.,It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders.,Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach

Abstract: The purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.,A mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.,Means of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.,The limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.,This study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

The Future of University or Universities of the Future: A Paradox for Uncertain Times

Abstract: Using narratives from leading international academics and commentators, the authors chart four, possible, “universities of the future” models and discuss how current university management issues can enable or hinder them.,Deploying a Gioia methodology analysis of “University of the Future” narratives, the authors derive 12 categories of institutional properties and, ultimately, four distinct models.,The authors identify how current, classic and polytechnic institutions can adapt their operations and service delivery in order to transition into future-ready business models.,The authors interpret the opinions and predictions from world-leading experts in the higher education field in order to present the first, to our knowledge, typology of aspirational university models.

Institutional adoption of blended learning on a budget

Abstract: This research paper aims to explore blended learning implementation in universities that are on a low budget, essentially determining the more important steps to invest during the initial stage of implementation and investing in costly IT infrastructure or training faculty for student-centred learning and relevant pedagogies.,A survey of 254 students at the University of Jordan (UJ) has been administered. Student satisfaction with blended learning is related to the two main variables of IT infrastructure and teacher training for blended learning strategies.,The results indicate that faculty training has a significantly higher impact on predictability of satisfaction than IT infrastructure. Therefore, low-budget institutions should focus first on helping instructors shift to student-centred styles of pedagogies before making large investments in IT infrastructure.,Because of the fact that the chosen setting did not completely lack IT infrastructure, the results may need to be retested with at least two individual institutions, one where advanced IT infrastructure is available and one where it is completely lacking. More can also be done to vary the limited location of the study.,This paper suggests that making costly investments into technology is not a necessary first step during the initial stages of blended learning adoption in developing countries.,This paper addresses the need for more research on blended learning adoption in developing countries with scarce finances and lack of resources sufficient to achieve faculty training and IT infrastructure improvement together. Several universities make costly investments only to lack sufficient blended learning pedagogies which often results in failed blended learning implementation.

Improving instructional competencies through individualized staff development and teacher collaboration in German schools

Abstract: School improvement and effectiveness depend substantially on teachers developing their professional competencies on an ongoing basis. Germany's new approach to school governance combines instruments borrowed from different theoretical concepts: teacher collaboration (in a sense of professional self-regulation with high autonomy) and individualized staff development by principals (in a sense of managerial self-regulation with high within-school accountability). The purpose of the study is to examine whether these instruments are applied at schools in Germany, what factors predict the extent of use, and if the use is associated with the improvement of teachers' instructional competencies.,In order to answer our research questions, we conducted a standardized teacher and principal survey at primary and secondary schools in Germany (658 teachers from 51 schools).,The analyses indicate that the instruments are not being carried out across the board. The results of a multilevel path analysis furthermore show that teacher self-efficacy, principals' leadership behavior, school size and students' SES are important preconditions for the use of the two instruments. However, the instruments have an impact on the improvement of teachers' instructional competencies but through different pathways.,Limitations concern the cross-sectional design of the study and the focus on measures based on retrospective self-reported data.,This study is the first that examines the implementation and impact of two instruments with differing governance theoretical background in German schools.

Exploring the relationship between Australian university websites and international student enrolments

Abstract: Purpose: This paper focuses on exploring the relationship between Australian university websites and international student enrolments. Few studies have investigated this relationship and, as such, this research addresses some of the existing knowledge gaps. Design/methodology/approach: A mono-method qualitative methodology was adopted for this study. Primary data collection was through the website content of selected Australian universities. Six Australian universities were selected; three universities with positive international student enrolments and three universities with negative international student enrolments. The website content of the selected six universities was analysed using the dimensions of the ICTRT framework (Li and Wang, 2011) to evaluate website effectiveness. The study results were based on two analysis levels, an overall thematic analysis (level 1) and an ICTRT framework-based analysis (level 2). The thematic analysis, based on the major themes and concepts, was conducted using Leximancer 4.5. Findings: Two major findings emerged. First, the websites of universities with positive international student enrolments tend to be more people focused whereas websites from universities with negative international student enrolments tend to be technology or system focused. Second, websites from universities with positive international student enrolments tend to be more visionary or forward focused whereas websites from universities with negative international student enrolments tend to be more backward focused. Additionally, the study findings indicate some important website marketing strategies for Australian universities with negative international student enrolments. Research limitations/implications: This study used ICTRT framework to evaluate the websites of Australian universities. Li and Wang (2011) proposed this framework for evaluating websites. Hotel, travel agency and destination marketing organisation websites have been assessed using the ICTRT framework (Li and Wang, 2011; Pai et al., 2014; Sun et al., 2017). This model has not previously been used, however, to evaluate tertiary education websites. This study is among the first to examine the university websites using a theoretical framework employed in destination marketing organisations which is a major theoretical contribution. Practical implications: The major findings indicate that the website attributes, which are future focused and people oriented, are necessary for university websites with negative international student enrolments. Similar to university websites with positive international student enrolments, university websites with negative international student enrolments should also provide more contact details of staff members, should be more people oriented and should provide information focused on future students rather than past and current students. These practical implications are useful for administrative bodies in Australian universities for increasing international student enrolments. Originality/value: This study is among the first to examine the university websites using a theoretical framework used in destination marketing organizations which is a major theoretical contribution. For example, this study has provided an illustrative example of how a research model of destination marketing organizations will be used in the universities or higher education context.

Developing inclusive and quality learning environments in HEIs

Abstract: Purpose: The purpose of this paper is to redefine quality in the context of 'access' providing higher education institutions (HEIs), through a theoretical lens, in order to find solutions to the wicked problem of access vs quality and 'inclusiveness vs excellence' debate in higher education (HE). Design/methodology/approach: This theoretical paper builds upon institutional theory and resource dependency theory to, first, analyse access vs quality debate and, second, provide answers to the undesirable and at times conflicting 'trilemma' of scale, cost and quality in HEIs. To achieve the second objective, the paper offers a different perspective to address trilemma by proposing a synergistic coexistence between inclusiveness and excellence through 'transformative' quality and learning theory.

Leadership and Motivation for Improved Academic Performance in Schools in Low Socio-Economic Contexts.

Abstract: This paper examines motivational practices and engagements of schools – through strategies developed by principals with the members of the school management team – to improve academic performance.,The research used an interpretive approach within a qualitative design in which schools were purposefully selected. In each of the sampled schools, individual interviews were conducted with the principal as well as a focus group with the school management team and another focus group was identified teachers.,The main findings reveal that school labelling (where schools are labelled as underperforming schools) as a public notice was identified as the main push towards intrinsic motivation, especially when positive results in learner performance are eventually achieved. Extra classes, teaching collaboration, monitoring and team building were some of the main strategies used. Efforts appear to focus on performance in Grade 12 examinations. Therefore, the study recommends that attention be spread across all grades as a long-term improvement plan for the education system. Furthermore, since these strategies have worked successfully, the national and the provincial education departments should consider developing plans for academic improvement based on these strategies.,This research contributed to the understanding of school improvement in a specific context of low socio economic and societal context and schools are able to improve in spite of the challenging context. This is specifically in a developing country's context. More research can be conducted about the specific influence of intrinsic motivation and how extrinsic factors can become internalised as intrinsic motivation factors.,The findings from this project can provide leadership at schools with the necessary information and examples of what can be done to get teachers to improve the performance in a challenging context. The use of extrinsic as well as intrinsic motivational actions can provide the leadership with the necessary guidelines to implement in their schools. The appointment of principals with specific characteristics needed attention in policy as well as the practice of the appointment process.,The research is contributed to the knowledge of school improvement from a perspective of a developing country and is using motivational theories within this context. The limited literature which links motivation to the process of school improvement is advanced from ice perspective of low socio economic context in a developing country.

Breaking out of your comfort zone: an archival research on epistemology in inclusive education pedagogy for Industry 4.0

Abstract: PurposeAs skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context.Design/methodology/approachThis archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices.FindingsEducators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0.Research limitations/implicationsThe study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena.Originality/valueReview of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy.

Discomfort and organizational change as a part of becoming a world-class university

Abstract: This study examined organizational change in universities as it relates to discomfort among the organization's members.,Using the critical incident technique (CIT), data was collected from the informants in an Indonesian public university that had been mandated by the government to enter the top 500 world university ranking. This would make it a “World-Class” university.,The findings describe the causes, courses and consequences of the discomfort felt in response to the organizational change in the university context. The causes of discomfort were categorized as a fear of loss, organizational culture, systems and policies, work overload and a lack of resources. Discomfort can manifest through negative affective, cognition and behavioral tendencies. Meanwhile, the consequences result in active and passive participation in the process of the organizational change itself.,Discomfort with organizational change is a new variable that has rarely been explored, thus it requires testing and validation using different methods and contexts, as offered by this study. We have also shown that in the initial stage of organizational change (unfreezing), discomfort will always emerge that must be immediately managed in order not to trigger resistance to change. Furthermore, this study exhibits the use of the critical incident technique in the context of organizational change. Finally, we offer comprehensive views by exhibiting the causes, the reactions shown and the consequences of discomfort with the change.

Struggling to make a difference against the odds: a synthesis of qualitative research on women leading schools in Zimbabwe

Abstract: This paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe.,The review used systematic methods to identify 25 research studies that examined women leading schools in Zimbabwe. Research synthesis methods used for qualitative research studies were employed in order to identify three broad themes and related subthemes across the studies.,The review identified three themes: (1) barriers to women gaining access to management positions, (2) female ways of leading, (3) context challenges for women leaders. Both barriers to gaining positions and context challenges faced in enactment of the leadership role are described. These consist of an intertwined web of personal, institutional and cultural challenges. Women's ways of leading were characterized as collegial, collaborative and caring.,Three implications are identified. First is a need for better statistical information on gender representation in Zimbabwe and other African countries. Second is a need to design and implement training, mentoring and networking support programs for female leaders in Zimbabwe. Finally, the authors recommend that future research move toward the use of mixed methods research designs capable of achieving complementary research goals of gaining a broad perspective on the effects of female leadership and in-depth understanding of how those are achieved.,Empirical studies of female leadership is especially urgent in Africa where particular features embedded in the cultural context shape female access to leadership role and attitude towards efforts of women to lead.

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Abstract: The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.,Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).,The analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.,This research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

Perspectives of teachers’ on the selection and the development of the school leaders in the United Arab Emirates

Abstract: The purpose of this paper is to examine teachers’ perspectives on school leaders’ selection and development strategies in order to propose/recommend strategies that are relevant to the context of the United Arab Emirates.,The study gathered data through group discussion of school teachers who attended the module “leadership for school improvement” taught by the researchers. The teachers who participated in this study include local and expat teachers who are currently working in both public and private schools in the UAE. The reports of the group discussion were used as transcripts and thematic analysis was used to analyse the results.,The results indicate that there is a strong aspiration for setting better standards for the selection of the school leaders. There is great interest in engaging experts and instrumenting accredited continued professional development training on developing school leaders. The respondents emphasised on the required qualifications, experiences and knowledge, and the need for mentorship approach.,The key limitation of the study is the smaller sample size.,The outcome of the study offers necessary insight to the decision makers on the selection and development of school leaders in the UAE.,The study insists that the social and cultural values of the UAE to be considered in the selection and development of school leaders in the UAE.,The study offers potential gap and scope for further research on school leadership in the UAE that could be further explored with many samples and cases for broader understanding.

Multinational Corporations and Sustainable Development Goals: Examining Etisalat Telecommunication Intervention in Nigeria's Basic Education.

Abstract: There are over 263m out-of-school children in the world, and Nigeria is not an exception to the problem facing basic education. Education provides the necessary skills and knowledge needed by people in other to live a better life. The purpose of this paper is to explore the role of multinational corporations (MNC) towards basic education development in Nigeria using Etisalat Telecommunication as a case study.,A qualitative method of data collection and analysis was used for the study. Interviews were conducted with 15 participants. NVivo software was utilized in transcription, coding and analysis of data from the interview conducted.,Findings from the research revealed that Etisalat has made a significant contribution towards the development of the education sector in Nigeria, particularly basic education. This is evident in “adopt a school” initiative across the country. Etisalat intervention is in line with Sustainable Development Goal 4: quality education, which has led to improved infrastructure, school enrolment and most importantly improved quality of learning.,This study will help educational institutions, government and international organization explore ways of utilizing private funds to develop basic education, not only in Nigeria but other climes around the world.,This study adds to the literature on the role of non-state actors, especially MNC, towards developing the education sector in Nigeria. Previous studies have focussed on MNCs in other sectors; the use of Etisalat Telecommunication opens a new frontier in understanding the role of telecommunications MNCs in developing basic education in Nigeria.

An Overview of Strategic Responses of Vietnamese Higher Education Institutions.

Abstract: The purpose of this paper is to review the strategic management of Vietnamese higher education institutions.,The paper examined the external environment of the country’s education system based on the five forces framework by Michael Porter and inspected the strategies of universities and colleges.,It was concluded that lack of environmental analysis from both the government and higher education institutions themselves diminishes the intended effectiveness of the reforms; problems of skill shortage in the labor market, staff insufficiency and poor quality are prevalent; and that strategies developed by the institutions are purely responsive to the State’s direction without considering sustainability.,Lack of literature on Vietnamese higher education limits timely analysis.,Strategic planning based on a thorough investigation of the environment is imperative to enhance the performance of the education system generally as well as of academic institutions individually. The government plays a key role in developing initiatives to enhance staff capabilities and improve quality of educational outputs.,There has not been any paper that approached Vietnam’s higher education management under such an analytical framework.

Directors' stress in day care centers: related factors and coping strategies

Abstract: This study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work.,A mixed method approach was used.,The results showed that the main sources of directors' stress were connected to leading oneself, leading others, managing change and lack of social support. Moreover, the main coping strategies with stress were leading oneself, social support and leading others. In addition, both pre- and in-service leadership training played a significant role in the experience of stress. The nature of factors causing stress and coping strategies with stress may imply that directors need further support in self-management and developing their internal competences.,The present study has limitations that need to be considered when making generalizations. First, a small sample size limits the generalization of the findings. Second, the study relied solely on one source of information, i.e. directors' self-reports. Third, data were collected only at one time point at the end of the year when stress levels might have accumulated. Finally, the study has been done in the Finnish educational context where day care center directors' job description varies depending on municipality.,The findings provide important information about the causes of directors' work-related stress as well as their coping strategies and about factors that might be related to those.,Because directors' stress impact on children’s development and well-being through teachers' well-being, it is crucial to pay attention on directors' well-being and provide more support for them.,The current study is among the few ones focusing on the stress of directors at early childhood education (ECE) settings.

A Thematic Analysis of the Quality Audit Reports in Developing a Framework for Assessing the Achievement of the Graduate Attributes.

Abstract: Graduates are expected to possess the knowledge and right skillset, commonly known as graduate attributes, which they need to become employable and work-ready. This study describes the approaches that were employed by an academic institution in developing an assessment framework for measuring the student achievement of the graduate attributes and learning outcomes.,It used thematic analysis in analyzing the 43 audit reports of higher educational institutions (HEIs) in Oman which have undergone the regional quality audit as well as the outcomes of the institutional standards assessment.,The analysis exposed the critical issues necessary for embedding graduate attributes and learning outcomes in higher education. Likewise, the study revealed that the assessment of the graduate attributes (GAs) and learning outcomes (LOs) is the area that garnered the most number of comments from the audit panel, and 69 per cent of the HEIs are still problematic in this area. Moreover, most of the HEIs in Oman lack the mechanisms to assess student learning as evidenced in the regional accreditation outcomes. Only 43.8 per cent of the HEIs, which have undergone the institutional accreditation process, have garnered a Met Rating in the Graduate Attributes and Student Learning Outcome criterion. Hence, this study presupposes its high relevance and usefulness to the work in this area, drawing from the experience of an HEI in Oman.,This study will present the relevant and meaningful content, especially good practices and potential gaps that inform HEIs regarding the current trends, policies, and practices relevant to the assessment of graduate attributes and learning outcomes in higher education.,This study extends the limited literature on the assessment of graduate attributes and learning outcomes, especially among the HEIs in Oman.