International Journal of Educational Management

Khumalo, Shuti Steph

2019 International Journal of Educational Management

doi: 10.1108/IJEM-11-2017-0320

PurposeThe present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil.Design/methodology/approachIn examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity.FindingsBuilding from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions.Practical implicationsThe findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse.Originality/valueSchool leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.

Frelin, Anneli; Fransson, Göran

2019 International Journal of Educational Management

doi: 10.1108/IJEM-02-2018-0076

PurposeThe purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year.Design/methodology/approachSemi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post.FindingsThe assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership.Research limitations/implicationsThe study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives.Practical implicationsPolicymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations.Social implicationsFor some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership.Originality/valueThe data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.

Massoud, Hiba K.; Ayoubi, Rami M.; Loutfi, Mohamed

2019 International Journal of Educational Management

doi: 10.1108/IJEM-04-2018-0129

PurposeThe purpose of this paper is to present the authors’ views of university–multi academy trusts’ (MATs) opportunities for future interconnectivity that could support successful partnerships.Design/methodology/approachThe authors developed a matrix of university–MATs partnerships that could help identifying potential scenarios of collaboration between universities and MATs.FindingsFour potential scenarios of collaborations are proposed (board membership, academic supervision, recruitment support and academic support).Research limitations/implicationsScholars in the field can further investigate the four proposed scenarios in the matrix in future studies.Practical implicationsThe matrix will be useful for universities and MATs management for potential cooperation in the future.Originality/valueThe study proposes four scenarios of cooperation between MATs and universities.

Sims, Margaret; Waniganayake, Manjula; Hadley, Fay

2019 International Journal of Educational Management

doi: 10.1108/IJEM-01-2018-0032

PurposeThe purpose of this paper is to explore sense-making of early childhood (EC) leaders in EC services rated as exceeding/excellent in Australian accreditation.Design/methodology/approachAn interpretivist ontology and social constructivist epistemology informs the study. The conceptual framework uses the concept of sense-making to explore how leaders make sense of the policy frameworks and use these to shape practice.FindingsPrevious research identified that many leaders focussed on ensuring staff complied with new policy requirements. In contrast, this study found that these leaders paid more attention to relationships with staff and less to directing compliance.Practical implicationsThe paper posits high quality service delivery is possible when leaders (in the words of a participant) look after their staff.Originality/valueIn Australia, neoliberal discourses have profoundly impacted on recent reforms in the EC sector. Previous research identified the ambiguities inherent in the Australian EC leadership role as leaders and staff grappled with new understandings and practices, and the uncertainties around lines of authority and influence. This paper is the first to explore the understandings of those leaders whose services are assessed to be operating at the highest level of quality.

Othman, Muhammad Hanif; Mohamad, Noorihsan; Barom, Mohd Nizam

2019 International Journal of Educational Management

doi: 10.1108/IJEM-06-2017-0143

PurposeThe purpose of this paper is to propose a theoretical model that integrates various dimensional factors which influence decision-making process of class selection and enrolment, analysing different angles of this process and explaining those factors which determine students’ decision.Design/methodology/approachThis study uses quantitative design to determine and explore students’ decision making in class selection and enrolment. There were 396 students who participated in this study. The data were analysed using principle component analysis to determine the dominant factor for class selection and enrolment.FindingsThe study has analysed different factors that can influence students’ decision for class selection and enrolment. Five important underlying factors have been identified which includes the class and lecturer factor, time-space factor, ease and comfort factor, course mate factor and commitment factor. Moreover, the Kruskal–Wallis test shows that there is a significant mean difference in choice and selection behaviour between genders and students’ personal attitudes.Research limitations/implicationsThis study is an early attempt to explore the wide fields of decision making in class selection and enrolment. It is hoped that follow-up studies would provide more coverage relative to the findings of this research.Practical implicationsOne particular dimension of micro decision making faced by students is class (course) selection in the beginning of every academic semester/term. Class selection is very critical decision for students as it would reflect students expected outcome for their future career directions. More importantly, the decision made by the students may also affect their academic performance throughout their study.Social implicationsFrom the perspective of the university’s administrators, this issue is very critical for planning purposes. Understanding the students’ behaviour in class selection could improve the cost effectiveness as well as the scheduling of course offering to enhance students’ and instructors’ teaching and learning experience.Originality/valueWhile many studies try to explore the questions of what makes a student choose a specific college/university or a specific field, limited number have investigated the behaviour of students in class selection and enrolment. This paper contributes to bridging that gap.

Van Jaarsveld, Leentjie; Mentz, P.J. (Kobus); Ellis, Suria

2019 International Journal of Educational Management

doi: 10.1108/IJEM-02-2018-0041

PurposeAn emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance.Design/methodology/approachA quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted.FindingsThe results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style.Research limitations/implicationsFor future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts.Practical implicationsA chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important.Social implicationsThe principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world.Originality/valueIf school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.

Casablancas-Segura, Carme; Llonch, Joan; Alarcón-del-Amo, María-del-Carmen

2019 International Journal of Educational Management

doi: 10.1108/IJEM-02-2018-0079

PurposeThe purpose of this paper is to extend existing research on stakeholder orientation (SO) on higher education institutions (HEIs) by segmenting Spanish public universities based on their perceived levels of SO and describing the profiles of the different segments identified. Given that being stakeholder-oriented, as well as being market-oriented, is a matter of degree and not an absolute condition, the authors expect to find heterogeneity among public universities in terms of their levels of SO.Design/methodology/approachThe authors designed a mail survey that was e-mailed to all managers of Spanish public universities, resulting in 795 usable questionnaires. A latent segmentation methodology was used to define the segmentation and profiling of the individuals.FindingsThrough latent class segmentation analysis, two clusters were identified: high stakeholder-oriented universities (HSOs) and low stakeholder-oriented universities (LSOs). Interestingly, HSOs universities perceive themselves to have greater organisational complexity and a lower level of reputation than LSOs, but that they are more active in terms of resource acquisition. LSOs universities are larger than HSOs and have a superior ranking.Practical implicationsThis study will help university managers by providing useful information that will enable them to be more sensitive to the wants and needs of their stakeholders. It will also assist policy-makers who wish to support strategic decisions to promote differentiation among public universities, avoiding the mimetic effect.Originality/valueLatent class segmentation can be a very useful technique to segment public universities based on their SO. Wherever heterogeneity exists, the latent class analysis will facilitate identification of the clusters of public universities and the profile of these different clusters according to their level of SO (either responsive or proactive).

Lochmiller, Chad R.; Mancinelli, John L.

2019 International Journal of Educational Management

doi: 10.1108/IJEM-06-2017-0151

PurposeThe purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy.Design/methodology/approachThe authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings.FindingsElementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices.Research limitations/implicationsThe study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses.Originality/valueThe study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

Hair, Joe; Wood, Bob; Sharland, Alex

2019 International Journal of Educational Management

doi: 10.1108/IJEM-11-2017-0300

PurposeThe purpose of this paper is to evaluate the variables that drive the rating within the Australian Business Deans Council (ABDC) list. The list is used in so many different ways throughout academic research that a better understanding of its component parts is essential.Design/methodology/approachThe 2016 list was used as a base and additional variables added. The resulting database was subjected to statistical analysis using the PLS methodology.FindingsThe overall finding is that the most significant driver of the ratings system is the impact factor. When this number is not available, the Cabell’s rating may be a weaker proxy.Research limitations/implicationsThe researchers used a set of additional variables that were limited in nature. Other variables not included in the study may be included in later work and be found to have some correlation with the ABDC rating.Originality/valueGiven the use of the ABDC list and the paucity of work in this area, the reported research may have significant value; especially for authors working in areas where journals are “crossover” in nature.

Коlomiets, Olga Mikhailovna; Litvinova, Tatijana Mikhailovna

2019 International Journal of Educational Management

doi: 10.1108/IJEM-11-2017-0323

PurposeThe purpose of this paper is to reveal the essence of innovations and their application in teaching in connection with the student’s educational outcomes.Design/methodology/approachThe sample of the study consists of 588 third-year students of the I.M. Sechenov First Moscow State Medical University. The paper describes the use of innovations in teaching in the context of the competence-activity approach, which implements the psychological process of learning of social experience in the practice of education.FindingsThis paper reflects the content of a scientific research on a relevant topic in the field of modern education – the implementation of four innovations in teaching, the guarantee that each student masters the educational outcomes that meet the requirements of the Bologna Declaration to the quality of training of graduates and the development of competence-based education ideas. The paper presents the learning and professional activities that focus on constructing a mental image of educational outcomes in the student’s mind and independent training that focus on automating the student’s activity, with a view to solving the practical tasks of modeling socio-professional situations on the basis of the mental image in the mind.Research limitations/implicationsThere are some limitations with this research. The sample is small and this makes broad generalization difficult. In total, 588 participants (both Russian and foreign) from 611 upper-year medical students of State Medical University were involved in research work. This may have functioned as a measurement ceiling. With that, all the proposed tools are universal. The authors tried to describe their specific in as much detail as possible. The findings are also consistent with the urgent publications of researchers in the field. Thus, the authors believe there will be no problems with their implementation in other medical universities.Practical implicationsThe practical value of the study is that it shows medical university professors a model of teaching activities, which guarantees that each student achieves educational outcomes of the planned quality.Originality/valueThe authors propose new didactic means, which help to manage each student’s activities according to individual educational trajectory.

Bryant, Darren A.; Rao, Chunping

2019 International Journal of Educational Management

doi: 10.1108/IJEM-12-2017-0371

PurposeThe purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level.Design/methodology/approachThe research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process.FindingsAcross the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders.Originality/valueThis research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.

Lee, Boon L.; Worthington, Andrew; Wilson, Clevo

2019 International Journal of Educational Management

doi: 10.1108/IJEM-05-2017-0103

PurposeExisting studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency.Design/methodology/approachThe authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency.FindingsSocio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning.Practical implicationsFrom a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background.Originality/valueThis is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.

Stensaker, Bjørn; Hovdhaugen, Elisabeth; Maassen, Peter

2019 International Journal of Educational Management

doi: 10.1108/IJEM-11-2017-0327

PurposeIn recent decades, higher education institutions have been encouraged to develop their own internal management systems as a response to perceived quality challenges in the sector. These quality management (QM) systems have often been found to mainly reflect external accountability requirements, with less focus on coherent study programme development. The purpose of this paper is to explore the relationship between QM practices and study programme delivery in Norwegian higher education institutions.Design/methodology/approachThe study examined how coordination and control of quality work with respect to educational activities take place, using data from a survey to study programme leaders in a large sample of Norwegian higher education institutions.FindingsThe main findings show that a majority of institutions have established formal advisory bodies with a QM mandate, contributing to more coherent thinking, even though the division of labour between these bodies and formal decision-making structures often is unclear. The study also shows a high level of diversity in the collaboration practices among different actors involved in QM work, indicating that QM practices are adapted to local needs.Originality/valueThe paper provides new knowledge as to how QM is conducted in practice at the local level. It nuances earlier studies by showing the involvement of collegial bodies in QM although such bodies may have unclear mandates and, thus, an unclear role in the QM process.

Simon, Susan; Gibson, Mark T.

2019 International Journal of Educational Management

doi: 10.1108/IJEM-05-2018-0163

PurposeHigh-stakes accountability and continuous multi-faceted pressures of the principalship require leaders to develop a broad range of personal qualities including resilience and personal vitality. Scant research exists on what happens to school principals when careers abruptly and involuntarily end, and the purpose of this paper is sought to hear principals’ accounts of their experiences and to identify whether these personal qualities assist recovery and career re-identification.Design/methodology/approachA collaborative English and Australian study of former principals aimed to evaluate effects of involuntary job loss from their own perspectives. In total, 12 case studies involved one-on-one interviews during a two-year period revealing impact of job loss, coping strategies, resilience and personal vitality.FindingsSuccessful management indicators were found: personal qualities, including the ability to retain a perspective and big picture view of career journey; an enduring love of teaching; health and fitness; study; getting another suitable post; and psychological and medical support. Time taken to regain pre-existing levels of personal vitality varied significantly based on resilience and contextual circumstances, whilst psychological and social support from family and professional colleagues was invaluable for recovery.Originality/valueThis international study presents an original insight into effects of principals’ sudden job loss – a perspective which has imposing pastoral relevance for employing authorities, professional associations and collegial networks. Aspiring and current principals may feel, “There but for the grace of God, go I”, and it is they who may need ultimately to be prepared for what is an increasingly common occurrence in schools across the world.

Pervaiz, Sonia; Ali, Amjad; Asif, Muhammad

2019 International Journal of Educational Management

doi: 10.1108/IJEM-12-2017-0350

PurposeEmotional intelligence (EI) is crucial to determine the emotional labor (EL) strategies and satisfaction of teachers. The purpose of this paper is to investigate the relationships of EI with EL strategies, emotional exhaustion and teaching satisfaction (TS) of secondary teachers in private schools.Design/methodology/approachA self-administered questionnaire was used to collect data conveniently from 322 secondary teachers working in 22 private schools.FindingsResults indicate that teachers’ EI positively affect surface acting, expression of naturally felt emotions (ENFE) and TS. Surface acting and ENFE are positively related with TS. Deep acting and ENFE exhibit positive relations with emotional exhaustion of teachers. The study also confirms direct as well as indirect effects of EI on TS through surface acting and ENFE.Practical implicationsThis study recommends teachers to make a higher use of surface acting and ENFE because they produce the most TS and the least emotional exhaustion.Originality/valueThis is the first study that examines the mediating role of EL strategies for EI and TS.

Palumbo, Rocco; Manna, Rosalba

2019 International Journal of Educational Management

doi: 10.1108/IJEM-02-2018-0051

PurposeEducational organizations have to continuously adapt their structures, processes and practices to meet the evolving institutional and social challenges raised by the external environment. From this point of view, organizational change is a fundamental ingredient of the recipe for success in educational management. The purpose of this paper is to contextualize organizational change to educational institutions, pointing out its determinants, barriers and consequences.Design/methodology/approachA systematic literature review was performed. On the whole, it concerned 330 scientific contributions. Manuscripts were searched in two large citation databases. Tailored selection and inclusion criteria were designed in order to exclusively focus on papers investigating organizational change dynamics in the educational environment. In sum, 41 contributions were included in this literature review.FindingsOrganizational change in the educational context paves the way for various managerial challenges. First, the internal and external triggers of change should be concomitantly handled, in order to curb isomorphic pressures and steer organizational evolution. Second, specific strategies should be implemented to overcome the barriers to organizational change, including ambiguity and uncertainty. Finally, yet importantly, the side effects of organizational change should be recognized, in an attempt to attenuate their drawbacks on employees’ working conditions.Practical implicationsOrganizational change should be understood as an iterative process, rather than as a circumscribed event. Educational managers should design specific approaches and deploy ad hoc tools to effectively implement organizational change.Originality/valueThis study attempts to systemize the current scientific literature about organizational change in the field of educational management, illuminating some intriguing avenues for further research.

Jungert, Tomas; Östergren, Rickard; Houlfort, Nathalie; Koestner, Richard

2019 International Journal of Educational Management

doi: 10.1108/IJEM-08-2017-0195

PurposePerceived support from co-workers and managers is important for many organizational outcomes. However, the benefit of competence support from colleagues and school management on personal teacher efficacy has not been investigated. The purpose of this paper is twofold: first, to investigate the impact of competence support from colleagues and the school management on growth in teacher efficacy and second, to investigate cultural differences (Canada and Sweden).Design/methodology/approachThe authors administered an inventory measuring support for competence and personal teacher efficacy to over 400 teachers in Canada and Sweden at 27 schools, at two times. Time 1 took place at the first week of a fall semester and Time 2 at the end of the same semester.FindingsStructural equation modeling revealed that competence support from colleagues predicted growth in teacher efficacy, whereas competence support from school management did not. No differences in these relations emerged between Canadian and Swedish teachers.Practical implicationsThe findings have implications for how schools organize teachers in teacher teams so that competence support from co-workers is promoted.Originality/valueThis study is the first cross-cultural study to empirically show that teachers’ self-efficacy is significantly benefitted by competence support from their teacher peers.

Subbarayalu, Arun Vijay; Al Kuwaiti, Ahmed

2019 International Journal of Educational Management

doi: 10.1108/IJEM-11-2017-0311

PurposeHigher education institutions understand the importance of the quality of work life (QoWL) since it directly impacts faculty members’ involvement in providing high-quality teaching. The purpose of this paper is to compare the QoWL of faculty members in undergraduate medical and undergraduate engineering programs offered at Imam Abdulrahman Bin Faisal University, Saudi Arabia.Design/methodology/approachAn exploratory study design was adopted and 100 faculty members from each program were selected. A pretested QoWL questionnaire was distributed among faculty members using the Questionpro online survey portal.FindingsResults showed that there is no significant difference between the two programs with regard to the overall QoWL (p>0.05). However, a significant difference was observed with respect to dimensions such as “working condition/environment,” “psychosocial factors at work place” and “job satisfaction and job security.” Also, there is a positive relationship observed between all the dimensions of QoWL (p<0.05).Originality/valueThis study will help educational policy planners to understand the differences in QoWL of faculty members in different programs so as to develop appropriate strategies for its improvement.

Magaña Medina, Deneb Elí; Aguilar Morales, Norma; Valdés Cuervo, Ángel Alberto; Parra-Pérez, Lizeth G.

2019 International Journal of Educational Management

doi: 10.1108/IJEM-03-2018-0120

PurposeThe purpose of this paper is to analyze the relationship among undergraduate students’ perception of faculty members’ and institutional support, undergraduate students’ appreciation of scientific skills and undergraduate students’ research endeavors.Design/methodology/approachA structural model was calculated to relate the variables. The sample included 1,882 undergraduate students from a State University located in the Southeast of Mexico. Undergraduate students came from different fields, and all of them that had taken at least 60 percent of their curricular credits.FindingsThe structural model suggests that faculty members’ and institutional support are positively related to undergraduate students’ appreciation of scientific skills and undergraduate students’ research endeavors. The findings suggest faculty members’ and institutional support are key factors to develop scientific research in undergraduate students. Therefore, the researchers argue that science programs taught in Mexican colleges and universities must endorse supportive practices among faculty members and institutions.Research limitations/implicationsThe cross-sectional design does not allow to set clear causal relationships among the explored variables. In addition, the sample included only one public university. Thus, further empirical research with research participants from different universities across the country is suggested. These improvements may enhance the strength of the proposed theoretical model.Practical implicationsCurrently, there are a plethora of studies looking at students’ attitudes toward science. Those studies have also discussed the conditions and contexts that influence research practice among undergraduate students. Nonetheless, there are no studies known by the authors that include the set of variables and relationships considered in the present study.Originality/valueDespite the plethora of studies looking at several conditions and contexts influencing undergraduate students’ attitudes toward science, no studies known by the authors have included the set of variables and relationships considered in the present study.

Simon, Jessica K.; Way, Megan McDonald; Polutnik, Lidija; Albright, Jeremy

2019 International Journal of Educational Management

doi: 10.1108/IJEM-04-2018-0124

PurposeLeaders at higher education institutions (HEIs) in the USA experience substantial pressure to contain costs while advancing their educational missions. The purpose of this paper is to explore the association between publicly stated academic cost-containment objectives found in HEI’s strategic plans and mission statements, which help to unify stakeholders and link strategy to an organization’s purpose.Design/methodology/approachThis paper analyzes mission statements and strategic plans of 57 small, private HEIs in the Northeastern USA. HEIs in this sample published strategic plans with an explicit cost-containment goal. Mission statements were analyzed for readability. Thematic analysis was conducted using the balanced scorecard approach. Associations between a stated academic cost containment goal and mission statement themes are presented using logistic regression.FindingsMission statements of HEIs focused on academic cost containment are wordier and more varied. They tend not to mention “liberal arts,” a potential signal of a high-quality, high-cost school; less selective schools may be more likely to emphasize academic cost cutting.Research limitations/implicationsThis paper contributes to the literature demonstrating mission statements’ role in goal setting. Further, it considers college costs from college administrators’ perspectives. Given the small sample size, future work should expand the sample and use case studies to explore how mission shapes or constrains strategic objectives.Originality/valueThis is the first paper using qualitative and quantitative analysis to explore the association between the mission statements of small HEIs and academic cost containment goals in strategic plans, documents intended to support differentiation in a crowded market.