| 1. |
- Backlund, Fredrik
(författare)
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A project perspective on doctoral studies : a student point of view
- 2017
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 31:7, s. 908-921
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Tidskriftsartikel (refereegranskat)abstract
- PurposeMany doctoral students never obtain a doctoral degree, and many do not finish their studies in time. To promote aspects of effectiveness and efficiency in doctoral studies this article aims to explore a project perspective, more specifically how doctoral students experience their studies in terms of key dimensions of projects.Design/methodology/approachWritten reflections concerning a project perspective in doctoral studies, based on 18 students at a Swedish university, have been categorised and analysed by means of the qualitative research software NVivo.FindingsMain findings are: Reflections on the project manager role including both the supervisor and the doctoral student, and different views on project control parameters and the concepts goal-seeking and goal-orientation. A more comprehensive picture of project planning is presented, compared with the Individual Study Plan (ISP), including different project methods and tools that can be suitable in a doctoral project.Research limitations/implicationsThe study is based on a limited number of doctoral students, however the aim has been to give examples of project perspectives. The findings could be valuable for increased understanding of doctoral studies and of the project management field in general.Practical implicationsThe study can induce awareness among doctoral students and supervisors of a project perspective in doctoral studies, promoting aspects of efficiency and effectiveness.Originality/valueCompared to previous research, this study explicitly tries to understand how doctoral students make sense of their doctoral studies from a project perspective.
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| 2. |
- Bevelander, Dianne
(författare)
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Who is engaging with whom? : Internationalizing opportunities for business schools in emerging economies
- 2012
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Ingår i: International Journal of Educational Management. - : Emerald. - 0951-354X .- 1758-6518. ; 26:7, s. 646-663
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the globalization of Business Schools and presents different strategies, issues and perspectives on how and why business schools are going global. This article explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools. Design/methodology/approach - This paper reviews relevant literature and an analysis of exchange programs amongst the world’s leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition. Findings - A framework has been developed that can be employed by business schools – especially in emerging economies – to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally oriented education experience increasingly demanded by employers and students alike.Research limitations/implications - Limitations to this paper results from the use of Financial Times top one-hundred ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world – many of which are internationally recognized for quality. Furthermore the methodology of the scanning of websites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools. Practical implications - Originality/value - Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize.
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| 3. |
- Drysdale, Lawrie, et al.
(författare)
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Heroic leadership in Australia, Sweden and the United States
- 2014
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 28:7, s. 785-797
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts?Design/methodology/approach: Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success.Findings: The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture.Originality/value: The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.
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| 4. |
- Frelin, Anneli, Professor, 1969-, et al.
(författare)
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Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform
- 2019
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 33:4, s. 556-568
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 5. |
- Han, Shengnan, 1973-, et al.
(författare)
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Digital proctoring in higher education : a systematic literature review
- 2024
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Ingår i: International Journal of Educational Management. - 0951-354X .- 1758-6518. ; 38:1, s. 265-285
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Forskningsöversikt (refereegranskat)abstract
- Purpose – To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.Design/methodology/approach – A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.Findings – Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.Research limitations/implications – This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.Originality/value – This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.
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| 6. |
- Jungert, Tomas, et al.
(författare)
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The impact of support on growth in teacher-efficacy : a cross-cultural study
- 2019
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Ingår i: International Journal of Educational Management. - : EMERALD GROUP PUBLISHING LTD. - 0951-354X .- 1758-6518. ; 33:4, s. 753-767
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Perceived 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/approach: The 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. Findings: Structural 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 implications: The findings have implications for how schools organize teachers in teacher teams so that competence support from co-workers is promoted. Originality/value: This study is the first cross-cultural study to empirically show that teachers’ self-efficacy is significantly benefitted by competence support from their teacher peers.
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| 7. |
- Lagrosen, Yvonne, 1966-, et al.
(författare)
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Organisational learning for school quality and health
- 2012
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Ingår i: International Journal of Educational Management. - : Emerald. - 0951-354X .- 1758-6518. ; 26:7, s. 664-677
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to shed light upon the connections between quality management, employee health and organisational learning in a school setting. Design/methodology/approach: The study is based on a quantitative survey. Items measuring health status and values of quality management were included in a questionnaire addressed to teachers in a random sample of 20 schools. The items were checked for reliability with Cronbach's alpha tests and the correlation was measured with Pearson's correlation test. Findings: The Cronbach's alpha tests showed that the reliability of all the indices measured was sufficient. Moreover, correlations were found between all the indices of quality management values and the health index. This indicates that the health status of the school employees is related to the level of adoption of the quality management values. A framework depicting the findings from an organisational learning perspective is proposed. Research limitations/implications: The study strengthens the knowledge of the connections between quality management and health. The study was carried out in Sweden and the possibilities for generalising the findings to other countries are not certain. In addition, the relevance of the study for other organisations than schools remains unproven. A discussion regarding the possibilities of generalising the findings is included. Practical implications: The findings and the proposed framework are helpful for improving school quality and employee health in schools. Social implications: Improved school quality is important for society as a whole. Originality/value: Previous research has indicated links between quality management and health in industrial manufacturing. This is the first study to explore this link in the school sector. Furthermore, the connections to organisational learning represent a novel approach. © Emerald Group Publishing Limited.
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| 8. |
- Lagrosen, Yvonne, 1966-, et al.
(författare)
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Organizational learning in consciousness-based education schools : a multiple-case study
- 2020
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 34:5, s. 849-867
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Tidskriftsartikel (refereegranskat)abstract
- Purpose An innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined. Methodology/approach A multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach. Findings Categories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning. Research limitation/implication - The study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited. Originality/value CBE has not previously been studied from an organizational learning perspective.
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| 9. |
- Masoumi, Davoud, et al.
(författare)
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Continuing Professional Development : policies, practices and future directions
- 2019
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 33:1, s. 98-111
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Tidskriftsartikel (refereegranskat)abstract
- This article provides an overview of the current state of continuing professional development (CPD) in Iran and attempts to map the national and local initiatives, procedures and challenges found in higher education institutions. It reports on the findings of a multiple sources design, analyses of relevant documents and policies and interviews with 14 faculty members at a well-known Iranian higher education institution. The findings present valuable insights into faculty development procedures, challenges and paradoxes that seem to shape faculty development in these institutions. Moreover, the findings highlight the need for structural modifications to simplify and harmonise the policies and procedures and harness profession development. To conclude, the initiatives and action plans that could contribute to faculty development and reshape the Iranian higher education landscape are discussed. The applications and implications are also seen as being relevant for similar higher education systems in developing countries.
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| 10. |
- Merchant, Betty, et al.
(författare)
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Successful School Leadership in Sweden and the U.S. : Contexts of Social Responsibility and Individualism
- 2012
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Ingår i: International Journal of Educational Management. - : Emerald Group Publishing Limited. - 0951-354X .- 1758-6518. ; 26:5, s. 428-441
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this cross-cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.Design/methodology/approach – The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi-national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.Findings – The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.Research limitations/implications – Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.Originality/value – Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.
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