International Journal of Educational Management最新文献

{"title":"Balancing work and life in academia: unraveling the employee engagement mystery","authors":"Mukul Tiwari, Manish Kumar Srivastava, A.S. Suresh, Vinod Sharma, Yogesh Mahajan","doi":"10.1108/ijem-03-2024-0183","DOIUrl":"https://doi.org/10.1108/ijem-03-2024-0183","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to further the understanding of employees’ engagement by explaining their organizational commitment through their perception of the availability of work-life benefits in the organization. This study also investigates the mediating role of job satisfaction in this context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The model was tested on the primary data collected in two phases from 270 teaching professionals in higher education institutes in Northern India. Barren and Kenny’s algorithm and hierarchical regression analysis were used to test the hypotheses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results reveal that employees’ perception of work-life benefits strongly influences their organizational commitment. Also, the results support that employees’ job satisfaction mediates the above-mentioned relationship.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Self-reported data could be considered as a key limitation of this study and for more accurate results supervisors’ (line managers) perspective could also be included in future studies. Also, in addition to perceived work-life benefits, supervisors’ support could also have an impact on employees’ commitment, thus its inclusion in the model could draw a clearer picture.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research has two key contributions: first, it adds to the limited literature examining the employees’ engagement issues in the academic sector. Second, this research is one of, if not the first, to investigate perceived work-life benefits among third-level teaching staff in India to explain employees’ commitment to their organizations.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885300","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}

{"title":"Technology use and employee well-being among teachers during Covid-19: moderating effects of school support and detachment from work","authors":"Sanna Nuutinen, Laura Bordi","doi":"10.1108/ijem-04-2023-0211","DOIUrl":"https://doi.org/10.1108/ijem-04-2023-0211","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examined whether job and personal resources could buffer the negative effects of technostrain and information and communication technology (ICT) availability demands on employee well-being.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data were collected among Finnish comprehensive school teachers (<em>n</em> = 323) between December 2020 and February 2021 through an online questionnaire. Hierarchical multiple regression analyses were employed to analyse the main and moderating effects.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicated that technostrain was positively associated with burnout and negatively associated with work engagement. These associations were stronger than those of ICT availability demands. The moderated regression analyses revealed that psychological detachment buffered the negative effects of technostrain on cynicism and a sense of inadequacy. School support acted as a moderator by buffering the negative impact of technostrain on emotional exhaustion and cynicism. Furthermore, school support was found to be an important job resource in terms of boosting work engagement when ICT availability demands were high.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides insights into the role of resources in buffering possible burdening effects of technology on teacher well-being when adopting online teaching in the context of the Covid-19 pandemic.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945399","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}

{"title":"Gender differences in school principals’ ethical decision-making processes","authors":"Zehra Keser Ozmantar, Funda Gök","doi":"10.1108/ijem-01-2024-0030","DOIUrl":"https://doi.org/10.1108/ijem-01-2024-0030","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study will examine the school principals’ ethical decision-making processes and to explore gender-related differences.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study employed a mixed-method research design, combining qualitative and quantitative approaches. Data were collected through semi-structured in-depth interviews with a sample of 10 male and 10 female principals, who were presented with ethical dilemma scenarios. The qualitative component utilized a phenomenological analysis, while additional quantitative analyses were performed on the same dataset to explore gender-related differences.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Our analysis of principals' ethical evaluations identified three key areas where gender-related differences were evident: decision-making approaches, leadership styles, and philosophy/value orientations. The analysis revealed that women more frequently employed personal approaches, while men favored institutional approaches in their ethical evaluations. Secondly, men tended to adopt a democratic style, while women leaned towards an autocratic style. Finally, men exhibited a relativist orientation, while women displayed an idealist orientation in their ethical decision-making processes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Gender-based analysis of school principals’ ethical decision-making process has remained an under-researched area. This study contributes to the understanding of gender-related differences in principals’ ethical decision-making processes.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969329","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}

{"title":"Mediating role of capabilities in organisational agility-performance relationship in J&K, India","authors":"Hardeep Chahal, Aiyushi Gupta","doi":"10.1108/ijem-08-2023-0397","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0397","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the impact of organisational agility on the performance of higher education institutions. It also aims to explore the mediating role of various capabilities, namely, service innovation, technology capability, learning capability, and collaborative knowledge creation, in the agility-performance relationship.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The sample of this study includes teaching staff of two prominent state universities of J&amp;K, India. The study employs Exploratory Factor Analysis (EFA) and Structured Equation Modelling (SEM) for scale purification and hypotheses testing.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that organisational agility positively influences performance of higher education institutions. Capabilities, namely, service innovation, technology capability, learning capability and collaborative knowledge creation, partially mediate the organisational agility-performance relationship.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The sample comprises teaching staff of two established universities of J&amp;K, India.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>For sustenance in the turbulent environment, higher educational institutions should employ practices like regular modification of academic programs, increasing the speed of logistics activities, investing in high-ended software and hardware facilities, and developing an open environment for the exchange of ideas by employees. Policy formulation should encourage adopting agile practices in higher education institutions for enhanced performance.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper focuses specifically on organisational agility and its impact on the performance of higher educational institutions. The study contributes to the agility literature by testing the mediating roles of service innovation, technology capability, learning capability and collaborative knowledge creation collectively in the relationship between organisational agility and performance, concluding that all these capabilities except service innovation enhance the effect of organisational agility on performance.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945397","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}

{"title":"The mediating effect of team trust on shared leadership and team performance","authors":"Soo Jeoung Han, Mirim Kim, Michael Beyerlein","doi":"10.1108/ijem-09-2023-0434","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0434","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>As team members temporarily assume the role of leader, a system of shared leadership emerges. This study had three purposes: (a) to test the underlying three dimensions of shared leadership behaviors, (b) to examine the relationship between shared leadership behaviors and team performance, and (c) to examine the mediating effect of trust between team members’ perceptions of shared leadership and performance.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>We used the sub-dimensions of shared leadership: relation-oriented shared leadership (ROSL), task-oriented shared leadership (TOSL), and creativity-oriented shared leadership (COSL). We collected survey data from college student teams at two different time points.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study’s factor analysis results supported a second-order factor model that explains shared leadership with TOSL, ROSL, and a new COSL construct. Additionally, we discovered that shared leadership behaviors predicted team performance both directly and indirectly through team trust.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study confirms the role of the new sub-dimension of COSL originally discovered by video analysis of project teams (Leight <em>et al</em>., 2018), thereby adding value to shared leadership research. This quantitative study supports the COSL with TOSL and ROSL in a second-order model where each component contributes unique input into the team dynamics. Our findings underscore the significance of shared leadership in elevating team trust, ultimately resulting in improved team performance. This insight holds particular relevance for educational management and leadership, offering a framework for understanding how shared leadership practices can positively influence team dynamics within academic contexts.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776967","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}

{"title":"Digital leadership in the digital era of education: enhancing knowledge sharing and emotional intelligence","authors":"Sadia Anwar, Ummi Naiemah Saraih","doi":"10.1108/ijem-11-2023-0540","DOIUrl":"https://doi.org/10.1108/ijem-11-2023-0540","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Establishing an effective educational system is directly tied to academic leadership, a multifaceted concept that differs from one environment to another. The purpose of this research is to investigate the role of digital leadership (DL) aspects in the enhancement of technical knowledge sharing (KS) and dealing with emotional intelligence (EI) among the teaching faculty of higher education institutions (HEIs).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Following a quantitative and cross-sectional research design, convenient sampling is employed for data collection via a self-administered questionnaire from 320 faculty members of private HEIs in Pakistan.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Structural equation model (SEM) is used for path analysis. The results reveal a positive and significant effect of DL, aspects like visionary leadership (VL), digital citizenship (DC), systematic improvement (SI), on knowledge sharing (KS), and emotional intelligence (EI).</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study has highlighted the significance of DL in private HEIs. The findings of the study imply that institutional heads of higher education institutions (HEIs) can successfully manage the knowledge assets that they have and those of their staff members, ensure the successful adoption of technology and foster product and process innovation that improves organizational performance and integrates successful strategies into the educational system by demonstrating DL aspects. The research also analyzes institutional heads' present leadership strategies to enhance response to technological change and innovations, which are considered fundamental pillars of organizational success. Ultimately, this will extend the literature on adopting DL techniques towards digital transformation in the education system.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study empirically confirms the role of DL aspects such as VL, DC, and SI towards KS and EI. Most of the research demonstrates the direct impact of DL on EI, whereas the aspects of DL are not directly related to KS and EI. Studies have also shown how DL enhances its role in incorporating leadership in organizations, industries, and education, mainly in Western countries. This research addresses the gap in understanding the direct effects of DL aspects on KS and EI in non-Western countries, particularly within the education sector.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742407","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}

{"title":"From mindset to market: unveiling the nexus of cognition, behavior and environment in igniting students’ E-entrepreneurial intentions","authors":"Manisha Chaudhary, Abhijeet Biswas","doi":"10.1108/ijem-11-2023-0550","DOIUrl":"https://doi.org/10.1108/ijem-11-2023-0550","url":null,"abstract":"PurposeIndia has witnessed a significant surge in internet users in recent years, creating an ideal environment for E-entrepreneurship. With the rise of E-commerce and the growth of the digital economy, there is tremendous potential for online businesses in developing nations. Our study outlines the behavioral, cognitive, and environmental aspects shaping students' E-entrepreneurial intentions (EEI).Design/methodology/approachOur study incorporated structural equation modeling (SEM), social cognitive theory (SCT), and entrepreneurial event model (EEM) to evaluate the EEI of 460 students from India's top five engineering institutes. The direct and indirect linkages in the model were examined by employing mediation and moderation analysis.FindingsOur findings reveal that behavioral, environmental, and cognitive factors facilitate evaluating feasibility, further igniting students' EEI. The cognitive factors and E-entrepreneurial feasibility (EEF) mediate the relationship between the underlying constructs. Furthermore, financial resource availability (FRA) strengthens, and loss aversion bias(LAB) weakens the linkage between EEF and EEM.Research limitations/implicationsThe study's findings may benefit online innovation communities, potential technopreneurs, financial institutions, and policymakers in improving the entrepreneurial ecosystem.Originality/valueThe study integrates psychological and sociological perspectives to understand the key facilitators of EEF and EEI. The study combines SCT and the EEM by appending crucial constructs such as FRA and LAB to broaden the horizons of EEI.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811010","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}

{"title":"Role of line managers in promoting DEI in higher education institution: an autoethnographic case study","authors":"N. Garg","doi":"10.1108/ijem-03-2024-0158","DOIUrl":"https://doi.org/10.1108/ijem-03-2024-0158","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to analyse the role of line management in promoting Diversity, Equity and Inclusion (DEI) in Higher Education Institutions (HEIs). Transformational leadership (TL) promotes DEI, and autocratic leadership curbs it.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research approach is deductive from existing literature followed by auto ethnographic case study.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The finding of this study is how the autocracy of a line manager can kill the enthusiasm of a team member. Cascuta theory, which has been introduced as a parasitic form of management in paper, will come into existence when a less qualified and closed mindset is supervising a highly qualified and performing team.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The research limitations included inadequate autoethnographic case studies on similar circumstances. Also, the literature is divisive over the topic of DEI. On paper, policies are very strong; however, the implementation is not so good in many academic departments at many universities. Here, the whole HEIs is not to blame. Rather, the line manager has a bigger role in acknowledging or rejecting DEI. This research has many implications for studying the Cascuta phenomenon amongst DEI students, DEI staff.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The DEI colleagues in some academic departments of many universities in the UK are facing affinity biases. This study could be used to identify and remove the roadblocks in acknowledging the role of DEI in the UK HEIs. These remedies, though, might only be cosmetic. Persons who encourage affinity biases may also be the ones carrying out DEI programmes (Sodhi, 2024). Second, instead of taking concrete action to solve urgent social issues in the workplace, institutions may view DEI activities as regulatory mandates.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Regional committees could be a good alternative to explore the success of implementing DEI on a wider scale. The members could be from HEIs, who are renowned for their DEI policy implementation. Their implementation process, roadblocks, and wider benefits could be studied on a wider scale. The DEI people should be able to contribute to society with ownership. If they are contributing to the economy, education, or health care, they are an asset and not a burden on society. If HEI is not recognising DEI now, they may find their way out to a more acceptable place.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This is a novel study to explore the role of line leadership in promoting DEI in HEI using the deductive method, supported with an autoethnographic case study.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742408","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}

{"title":"Service innovations, value-driven business model, and institute growth: insights from a higher-education institute","authors":"Lakshminarayana Kompella","doi":"10.1108/ijem-06-2023-0279","DOIUrl":"https://doi.org/10.1108/ijem-06-2023-0279","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>External pressures, like the pandemic, influence industry and academia. ICT can assist in creating service innovations and better responses to external pressures. When higher education institutes combine service innovations with an appropriate business model, they can better understand educational transformations and marketing and aim for productivity, effectiveness, and sustainability. This paper aims to provide insights into transformations by organizing innovations and business models and creating a positive influence.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper uses a case study method to examine the educational transformation in its settings. The method followed is direct non-participant observation, and the selected case is a marginalized business school of an Indian public institution. Combining observation and case study provides deeper insights into individuals/groups in a social context. The direct non-participant allows the researcher to get closer to the field of research while retaining the position of an outsider.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This paper defines service innovations with four conceptualizations – ICT, socio-techno-organization, demand, and orchestration. The findings provide insights into business models and educational marketing, with three suggestions for sustainability and economic growth. The suggestions are (1) operationalization based on incremental, iterative, and spiral expansion for the first two, (2) orchestrating educational marketing and value elements for a value-driven business model, and (3) social reengineering based on human values and leadership commitment.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>It uses a single marginalized negative case study and is not bereft of limitations. Selecting positive cases representing geographically dispersed units, hybrid lectures, and diverse participants provides further insights into the operationalization of ICT and socio-techno-organizational aspects.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>As educational institutions decide the appropriate strategy for their institution, the findings provide practitioners with insights to create value, expansion, growth, and insights into educational marketing.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The three steps in findings and their contribution to economic growth and sustainability enhance the body of knowledge – transformations in educational institutions. It provides insights into business models and educational marketing.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141567345","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}

{"title":"Cognitive, affective and behavioural repercussions of perceived quality in tourism vocational education: insights from self-determination theory","authors":"Rejane Santana da Silva, Gustavo Quiroga Souki, Alessandro Silva de Oliveira, Luís Sérgio Gonçalves Vieira, Manuel Serra","doi":"10.1108/ijem-11-2023-0544","DOIUrl":"https://doi.org/10.1108/ijem-11-2023-0544","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aimed to investigate the influence of the perceived quality by students regarding their experiences in vocational schools in tourism, hospitality and food service on cognitive and affective responses (satisfaction, self-efficacy expectations and self-regulation strategies of motivation for learning - SRSML) and commitment (behavioural response).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A cross-sectional survey was conducted with 454 students from twelve Turismo de Portugal IP-affiliated schools. The theoretical framework was rooted in Self-Determination Theory (SDT) and PLS-SEM, using ADANCO 2.3 software to test the proposed model.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Perceived quality by students concerning their school experiences are socio-contextual factors that directly influence their satisfaction and self-efficacy expectations (cognitive and affective responses). Satisfaction and self-efficacy expectations positively affected SRSML. Finally, satisfaction and the SRSML positively impacted the students` commitment to schools (behavioural response).</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to academia by comprehensively addressing 16 perceived quality dimensions within vocational education. It aligns with SDT, revealing that socio-contextual factors affect students’ cognitive, affective, and behavioural responses. Additionally, it demonstrates positive relationships between student satisfaction, self-efficacy expectations, SRSML, and students’ commitment to vocational education institutions. This study emphasises the multidimensional nature of perceived quality, urging educational institutions to address tangible and intangible dimensions to develop strategies to provide high-quality experiences, increasing students` satisfaction, self-efficacy expectations, motivation, and commitment.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141567159","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}