The educational system in Nigeria is regulated by laws. Despite the laws governing the educational system, educational managers are not well informed about the promises. This paper considers the educational laws that cut across the educational system, the school and the law, the teacher and the law, the students and the law, and the school administrator and the law. However, this paper looked at the student and the law, teachers and the law, teacher’s duty of care, the entitlement or privileged of teachers, school administrator/manager and the law, school and the law, legal rights and responsibilities of parents, problems associated with the application of education laws, suggestions based on the challenges identified and implications to educational managers and planners.
{"title":"Educational Laws in Nigeria: Implication for Educational Managers and Planners","authors":"Obiweluozor Nkechi, Umemetu Momoh","doi":"10.47963/jem.v12i.1314","DOIUrl":"https://doi.org/10.47963/jem.v12i.1314","url":null,"abstract":"The educational system in Nigeria is regulated by laws. Despite the laws governing the educational system, educational managers are not well informed about the promises. This paper considers the educational laws that cut across the educational system, the school and the law, the teacher and the law, the students and the law, and the school administrator and the law. However, this paper looked at the student and the law, teachers and the law, teacher’s duty of care, the entitlement or privileged of teachers, school administrator/manager and the law, school and the law, legal rights and responsibilities of parents, problems associated with the application of education laws, suggestions based on the challenges identified and implications to educational managers and planners.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"53 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ALBERTA OWUSU, Alberta Yaa Graham, Kyermeh Tawiah Dabone
The study investigated the sources, effects and coping strategies of stress adopted by female employees with children in the University of Cape Coast. A descriptive study design was employed in carrying out the study. Two hundred and four (204) respondents were sampled out of the 431 female employees with children. The instrument used was a constructed questionnaire. The results revealed that demands from husbands, children and thinking of promotional issues were some of the stressors that confronted the respondents. The major effects of stress among the respondents were their inability to plan well and lack of concentration on household chores. The result showed that the most prevailing coping strategy adopted by the respondents was engaging in conversation with friends and family members as well as getting assistance from colleagues and house helps. It was concluded that female employees with children in the University of Cape Coast go through stress which emanates from different sources. Some of the recommendations were that management of the University should educate employees on appropriate strategies to cope with their stress and could be done through seminars, conferences and workshops on coping strategies of stress.
Key Words: work stress, coping strategies, female employees, university of cape coast
{"title":"ANALYSIS OF STRESS AMONG THE FEMALE EMPLOYEES WITH CHILDREN IN THE UNIVERSITY OF CAPE COAST: IMPLICATIONS FOR MANAGEMENT PRACTICES","authors":"ALBERTA OWUSU, Alberta Yaa Graham, Kyermeh Tawiah Dabone","doi":"10.47963/jem.v12i.1285","DOIUrl":"https://doi.org/10.47963/jem.v12i.1285","url":null,"abstract":"The study investigated the sources, effects and coping strategies of stress adopted by female employees with children in the University of Cape Coast. A descriptive study design was employed in carrying out the study. Two hundred and four (204) respondents were sampled out of the 431 female employees with children. The instrument used was a constructed questionnaire. The results revealed that demands from husbands, children and thinking of promotional issues were some of the stressors that confronted the respondents. The major effects of stress among the respondents were their inability to plan well and lack of concentration on household chores. The result showed that the most prevailing coping strategy adopted by the respondents was engaging in conversation with friends and family members as well as getting assistance from colleagues and house helps. It was concluded that female employees with children in the University of Cape Coast go through stress which emanates from different sources. Some of the recommendations were that management of the University should educate employees on appropriate strategies to cope with their stress and could be done through seminars, conferences and workshops on coping strategies of stress.
 Key Words: work stress, coping strategies, female employees, university of cape coast
","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"53 31","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1108/ijem-03-2023-0115
Izhak Berkovich, Tahani Hassan
Purpose The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools. Design/methodology/approach The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain. Findings The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools. Originality/value The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.
{"title":"Teachers' intrinsic and extrinsic motivation as mediators of the effect of principals' perceived distributed leadership on organizational learning capability","authors":"Izhak Berkovich, Tahani Hassan","doi":"10.1108/ijem-03-2023-0115","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0115","url":null,"abstract":"Purpose The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools. Design/methodology/approach The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain. Findings The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools. Originality/value The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"09 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study. Design/methodology/approach A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations. Findings It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work. Research limitations/implications There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs. Practical implications Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity. Social implications Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and
目的本研究分析柬埔寨高等教育机构(HEIs)男女学生发展心理学各种属性的意义。它还关注计划入学和课程最终选择之间的不匹配，以及在学习期间获得的知识和技能。设计/方法/方法从金边和其他省级地区的两所私立和两所公立大学中选择了463名学生(267名女性)进行调查。研究发现:(1)柬埔寨可持续发展目标与优质教育相关的目标有可能在2030年前实现，但这需要对目标进行密切监测。虽然男性比例很可能在2030年实现，但女性比例就不那么确定了。(2)近一半(49.2%)的受访学生的计划入学与实际选课不匹配，原因包括高昂的学费、缺乏奖学金、没有首选课程、未能被录取以及父母的影响。除了父母的影响外，女生在所有这些因素上的不匹配程度都更高。(3)除技术素养、经济方面和人际关系效能外，学生对知识和技能的获取程度较高。总体而言，男学生在知识和技能方面都获得了更高的水平。(4)学生的发展心理受决策能力、共情能力、人际交往能力、社区参与和志愿工作的显著影响。在进行这项研究时有一些限制。例如，在每所大学分别组织讨论;作者没有组织一次协商会议，将四所大学的所有学生聚集在一起讨论并达成共识。此外，这项研究并没有包括与家长的访谈，以了解他们对子女在高等教育院校获得支持的意见。除智力能力外，男学生在发展心理学的关键方面比女学生有更显著的提高。社会影响尽管如此，柬埔寨和发展中国家的高等教育机构仍需改进发展心理学的应用。大学学生发展心理的改善已被证明能显著提高学习成绩和能力。这些能力包括与思考和分析相关的认知和智力能力;情感和社交能力，与社会视野的发展有关。发展认知和智力能力的学生往往更准确、更有效地执行任务，更有效地做出决策，并对新的或复杂的情况做出明智的反应。培养情感和社交能力的学生能更好地引导他们关注社区中的他人，建立和平安全的环境。柬埔寨高等院校学生发展心理学的一个重要含义是教育的整体性质，包括知识、技能、能力和社会责任。高等教育机构应担当重任，为学生培养就业所需的认知和智力能力;以及建立一个基于相互信任与和谐的社会所需的情感和社会能力。改善柬埔寨高等学校学生的心理发展对实现可持续发展目标也有重要意义。在政策方面，高等教育院校应把这些机会纳入课程，以增加学生参与实践学习和社区参与活动的机会。这将需要提供足够的学习材料和设备，使学生能够自学，思考，分析和创新，使用在课堂上获得的理论，在家里。这应该与社区参与项目相结合，为学生提供在实地工作的机会。学生获得的所有知识和技能都应与认知能力和智力能力的发展相结合。此外，高等教育院校亦须举办社交活动，协助学生发展情感和社交能力，与社区互动。本文由SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika和NGUONPHAN Pheakdey单独执行和编写。研究结果提供了柬埔寨高等教育实施可持续发展目标的定量和定性信息。尤其值得一提的是，这项研究是由柬埔寨本土学者进行的最具开创性的学术研究之一。
{"title":"Developmental psychology within Cambodian higher education institutions: how gender influences the achievement of the SDG targets related to quality education","authors":"Serey Sok, Nyda Chhinh, Hoeurn Cheb, Chankoulika Bo, Pheakdey Nguonphan","doi":"10.1108/ijem-09-2022-0350","DOIUrl":"https://doi.org/10.1108/ijem-09-2022-0350","url":null,"abstract":"Purpose This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study. Design/methodology/approach A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations. Findings It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work. Research limitations/implications There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs. Practical implications Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity. Social implications Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"7 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135431369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1108/ijem-07-2022-0261
N.J. Antony, Shruti Tripathi
Purpose Literature suggests that less attention has been paid on teacher's and head of the school's outlook on when to introduce life skills education, which are the most important to be focused and developed first, and their opinion on effort already made to develop life skills among the students. Hence, the present study aims to focus on the teacher's and head of school's perspective with regard to the three most important life skills which need to be developed at the school level. Design/methodology/approach For the present study, a digital survey tool was developed (Google Form) and circulated across all the states to the Government and private school teachers and heads of school and access of the Google form was open from April 26 to May 7, 2022. A total of 770 school heads/teachers responded the survey spread over 17 different states. To address the objectives of the paper, descriptive and inferential analysis are carried out. Findings In the participant's view, self-awareness, effective communication and problem solving are found as the top most, second and third most important life skills to be focused respectively. Results reveal that the region, type of schools and gender of the respondents have no significant role to play in the choice of top three most important life schools to be focused the first. However, designation of the respondent's (teacher/head of the schools) and years of work experience in schools are found significantly associated with the choice of top three life skills. Study concludes that as various research studies have highlighted that all the life skills are inter-related so if the authors prioritize at least three identified top most first so others will be some and other way will start developing in parallel and can be taken up subsequently. Research limitations/implications This study is based on digital data collected from the teachers and headmasters based on the survey link circulated through different communication channels. Also, sample is not uniform due to varied response rate across the states and therefore number of respondents participated in the survey varies significantly from one state to another state. The findings emerged from this study cannot be generalized at state level. Even generalization at national level needs to be done carefully as samples are not representative. However, this research demonstrates an interesting fact and will help teachers to prioritize top three skills to be implemented first followed by others. Practical implications This will help the teachers and heads of schools to use the top three skills that they need to insist by all means at the school level. This will also help the policy makers to keep note of the perception of the teaching community on life skills. Social implications This paper will bring focus on the importance of life skills to the education fraternity. Originality/value Less or no attempt has been made to understand teachers/head of school's perspective
{"title":"Life skills to be developed for students at the school level","authors":"N.J. Antony, Shruti Tripathi","doi":"10.1108/ijem-07-2022-0261","DOIUrl":"https://doi.org/10.1108/ijem-07-2022-0261","url":null,"abstract":"Purpose Literature suggests that less attention has been paid on teacher's and head of the school's outlook on when to introduce life skills education, which are the most important to be focused and developed first, and their opinion on effort already made to develop life skills among the students. Hence, the present study aims to focus on the teacher's and head of school's perspective with regard to the three most important life skills which need to be developed at the school level. Design/methodology/approach For the present study, a digital survey tool was developed (Google Form) and circulated across all the states to the Government and private school teachers and heads of school and access of the Google form was open from April 26 to May 7, 2022. A total of 770 school heads/teachers responded the survey spread over 17 different states. To address the objectives of the paper, descriptive and inferential analysis are carried out. Findings In the participant's view, self-awareness, effective communication and problem solving are found as the top most, second and third most important life skills to be focused respectively. Results reveal that the region, type of schools and gender of the respondents have no significant role to play in the choice of top three most important life schools to be focused the first. However, designation of the respondent's (teacher/head of the schools) and years of work experience in schools are found significantly associated with the choice of top three life skills. Study concludes that as various research studies have highlighted that all the life skills are inter-related so if the authors prioritize at least three identified top most first so others will be some and other way will start developing in parallel and can be taken up subsequently. Research limitations/implications This study is based on digital data collected from the teachers and headmasters based on the survey link circulated through different communication channels. Also, sample is not uniform due to varied response rate across the states and therefore number of respondents participated in the survey varies significantly from one state to another state. The findings emerged from this study cannot be generalized at state level. Even generalization at national level needs to be done carefully as samples are not representative. However, this research demonstrates an interesting fact and will help teachers to prioritize top three skills to be implemented first followed by others. Practical implications This will help the teachers and heads of schools to use the top three skills that they need to insist by all means at the school level. This will also help the policy makers to keep note of the perception of the teaching community on life skills. Social implications This paper will bring focus on the importance of life skills to the education fraternity. Originality/value Less or no attempt has been made to understand teachers/head of school's perspective ","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"135 S235","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135776153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1108/ijem-01-2023-0012
Jessie Yao Foli, Fred Awaah, Yeboah Solomon
Purpose Corporate governance and its training in universities have become an essential addition to the educational curriculum. Despite its expansion, students still need help to grasp some concepts, affecting their academic performance. This paper examines the expected influence of gender and school libraries on comprehending corporate governance concepts in Ghanaian universities. Design/methodology/approach With the culturo-techno-contextual approach (CTCA) as the underlying theory, the study sampled 1050 undergraduate students from the selected Ghanaian public universities. The study adopted a quantitative approach, and the data were analysed using descriptive statistics and ANOVA. Findings The results show a statistically significant difference between male and female Ghanaian students in their understanding of corporate governance concepts, with the mean figures suggesting that males slightly understand corporate governance concepts more than females. The results also show a statistically significant difference among Ghanaian students studying using school libraries of varying quality in their understanding of corporate governance. Originality/value This study's novelty stems from examining the corporate governance curriculum in a developing country from the perspectives of gender and school library. Adopting the CTCA components in analysing school libraries and gender further evidences the study's novelty.
{"title":"Corporate governance education in Ghana: gender and school library to the rescue","authors":"Jessie Yao Foli, Fred Awaah, Yeboah Solomon","doi":"10.1108/ijem-01-2023-0012","DOIUrl":"https://doi.org/10.1108/ijem-01-2023-0012","url":null,"abstract":"Purpose Corporate governance and its training in universities have become an essential addition to the educational curriculum. Despite its expansion, students still need help to grasp some concepts, affecting their academic performance. This paper examines the expected influence of gender and school libraries on comprehending corporate governance concepts in Ghanaian universities. Design/methodology/approach With the culturo-techno-contextual approach (CTCA) as the underlying theory, the study sampled 1050 undergraduate students from the selected Ghanaian public universities. The study adopted a quantitative approach, and the data were analysed using descriptive statistics and ANOVA. Findings The results show a statistically significant difference between male and female Ghanaian students in their understanding of corporate governance concepts, with the mean figures suggesting that males slightly understand corporate governance concepts more than females. The results also show a statistically significant difference among Ghanaian students studying using school libraries of varying quality in their understanding of corporate governance. Originality/value This study's novelty stems from examining the corporate governance curriculum in a developing country from the perspectives of gender and school library. Adopting the CTCA components in analysing school libraries and gender further evidences the study's novelty.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1108/ijem-11-2022-0457
Vrinda Acharya, Ambigai Rajendran
PurposeThis study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.Design/methodology/approachThe current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.FindingsThe study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.Practical implicationsThe study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.Originality/valueThis review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.
{"title":"A holistic model of resources to enhance the doctoral student's well-being","authors":"Vrinda Acharya, Ambigai Rajendran","doi":"10.1108/ijem-11-2022-0457","DOIUrl":"https://doi.org/10.1108/ijem-11-2022-0457","url":null,"abstract":"PurposeThis study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.Design/methodology/approachThe current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.FindingsThe study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.Practical implicationsThe study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.Originality/valueThis review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"78 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135808738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1108/ijem-11-2022-0477
Matt Hopkins, Meng-Hsien Lin, Angeline Nariswari
Purpose This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology. Design/methodology/approach The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology. Findings Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology. Originality/value The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.
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Purpose Digitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator. Design/methodology/approach A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro. Findings The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses. Originality/value This study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.
数字化正在重塑学习过程，将其转向个性化和在线学习，并推动大规模开放在线课程(MOOCs)和微证书的增长。尽管微证书是一种流行的全球趋势，但很少有研究关注微证书及其对学习者行为结果的影响。本研究的目的是探讨课程设计因素对学习体验的影响，以及课程设计、学习体验和行为反应(如对微证书的参与和支付意愿)之间的相互关系。此外，本研究旨在探讨学习乐趣对学生学习的调节作用。设计/方法/方法采用调查问卷收集354名受访者的数据，这些受访者是居住在马来西亚主要经济州的在职成年人。使用矩结构分析(AMOS)统计软件和SPSS (statistical Package for the Social Sciences) PROCESS宏进行数据分析。研究结果表明，课程设计因素(即灵活性、系统质量和内容质量)在决定学习体验方面具有重要意义。学习经验在课程设计因素与学习者投入和WTPM之间的关系中起中介作用。此外，适度评估证实，在学习过程中的享受加强了经验和行为反应之间的关系。独创性/价值本研究是少数几个专注于微证书参与和WTPM的选定研究之一。此外，它强调了学习体验的中介作用和享受在理解课程设计对学习者体验和行为反应的影响方面的调节作用。
{"title":"Marketing micro-credentials: understanding learners' engagement and willingness to pay more","authors":"Poh Kiong Tee, Tat-Huei Cham, Eugene Cheng-Xi Aw, Adham Khudaykulov, Xiaoyu Zhang","doi":"10.1108/ijem-03-2023-0096","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0096","url":null,"abstract":"Purpose Digitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator. Design/methodology/approach A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro. Findings The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses. Originality/value This study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"5 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135365750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1108/ijem-08-2023-0427
Tiedan Huang, Pascale Benoliel
Purpose This study aims to test the mediated effect of school climate in the relationship of principal time use (PTU) to student academic achievement using data from Singapore's 2011 Trends in International Mathematics and Science Study (TIMSS). Design/methodology/approach Capitalizing on the large-scale data, the study examined how Singapore principals distributed their time across 13 leadership activities and tested using structural equation modeling (SEM) how Singapore principals' time use was related to student achievement through molding intermediate school conditions, such as school climate. Findings The authors' findings suggest that Singaporean principals, when allocating time, generally emphasized (1) monitoring students' learning progress, (2) promoting school vision, (3) developing curricular goals and (4) monitoring teachers in areas related to curricular goals. Furthermore, after classifying the 13 principal activities into three broad domains, the authors find that Singaporean principals prioritize the domain of vision and goals over the other two domains – facilitating teaching and learning through a safe, positive school environment and problem-solving with teachers, as well as self and organizational improvement. Finally, the authors' SEM manifested a partial mediated model, suggesting principals' strategic time use could serve as a malleable factor in yielding optimal student outcomes through developing a positive school climate. Originality/value This study at present is one of the early attempts linking PTU, intermediate school conditions (e.g. school climate) and student outcomes using a mediated design and corresponding statistical modeling.
{"title":"Principal time use and student academic achievement in Singapore","authors":"Tiedan Huang, Pascale Benoliel","doi":"10.1108/ijem-08-2023-0427","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0427","url":null,"abstract":"Purpose This study aims to test the mediated effect of school climate in the relationship of principal time use (PTU) to student academic achievement using data from Singapore's 2011 Trends in International Mathematics and Science Study (TIMSS). Design/methodology/approach Capitalizing on the large-scale data, the study examined how Singapore principals distributed their time across 13 leadership activities and tested using structural equation modeling (SEM) how Singapore principals' time use was related to student achievement through molding intermediate school conditions, such as school climate. Findings The authors' findings suggest that Singaporean principals, when allocating time, generally emphasized (1) monitoring students' learning progress, (2) promoting school vision, (3) developing curricular goals and (4) monitoring teachers in areas related to curricular goals. Furthermore, after classifying the 13 principal activities into three broad domains, the authors find that Singaporean principals prioritize the domain of vision and goals over the other two domains – facilitating teaching and learning through a safe, positive school environment and problem-solving with teachers, as well as self and organizational improvement. Finally, the authors' SEM manifested a partial mediated model, suggesting principals' strategic time use could serve as a malleable factor in yielding optimal student outcomes through developing a positive school climate. Originality/value This study at present is one of the early attempts linking PTU, intermediate school conditions (e.g. school climate) and student outcomes using a mediated design and corresponding statistical modeling.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"58 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135365743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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