International Journal of Educational Management最新文献

{"title":"A perceived usefulness of entrepreneurship education as a marketing model for students’ choice of universities: Does the electronic word of mouth matter?","authors":"Ismail Juma Ismail","doi":"10.1108/ijem-03-2023-0098","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0098","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The current research aims at investigating the mediating effect of electronic word of mouth (eWOM) on the link between entrepreneurial education and choice of the university among students. The main focus of this paper is that when entrepreneurial education is properly-implemented at universities, it leads to several positive outcomes such as positive eWOM. Therefore, if the entrepreneurial education is used as a marketing model, it can be considered as the innovative model for attracting more students. By implementing this model, the university can enhance its approach to cultivating a positive image, potentially leading to increased student enrollments.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used a sample of 483 undergraduate students in different universities. As well, it used a structured questionnaire during the data collection. Additionally, the study used partial least squares (PLS-SEM) in analyzing direct and indirect relationships.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of this study suggest that entrepreneurial education and eWOM are critical factors for student selection to the universities. This is because eWOM significant mediates the link between entrepreneurial education and university choice.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study used cross-sectional design. Therefore, future research can use a longitudinal design in examining the link between independent and dependent variables so as to look into the changes over time.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study presents potential strategies that universities can employ to market their programs more effectively. By strengthening their entrepreneurial education initiatives, universities can enhance their reputation and create positive eWOM, which can lead to higher enrollments.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study offers innovative marketing approaches for universities and their programs. Instead of heavily investing in advertising, the study suggests that strengthening entrepreneurial education initiatives can be a more effective marketing strategy. The findings suggest that a positive reputation generated by strong entrepreneurial education initiatives can lead to positive eWOM, which, in turn, influences university selection. Therefore, universities can consider enhancing their entrepreneurial education offerings to attract more prospective students. The study also highlights the notion that quality speaks for itself, while a lack of quality requires advertising.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139648891","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":"Unleashing the creative spark: the mediating role of employee work engagement on the relationship between employee training and creativity","authors":"Yuvika Singh, Shivinder Phoolka","doi":"10.1108/ijem-07-2023-0342","DOIUrl":"https://doi.org/10.1108/ijem-07-2023-0342","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to explore the mediating role of employee work engagement in the relationship between training and creativity in the education sector in India.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The sample for this study consisted of 260 faculty members from 11 public universities in the Punjab region. Partial least squares-structural equation modeling (PLS-SEM) was utilized to test the hypotheses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of the study revealed that training has a significant direct and indirect effect on employee creativity through employee work engagement. The findings suggest that training can stimulate work engagement, highlighting the importance of fostering employee engagement for enhancing creativity.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>While the method used in this study may not facilitate direct generalizations, it offers valuable insights into prevalent discursive strategies found in numerous contemporary public organizations.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings offer insights for designing targeted training interventions to enhance work engagement and foster creativity among faculty members in the education sector.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the existing literature by addressing a gap in research on the interaction between training, work engagement and creativity. As there have been limited studies on this topic in the education sector in India, this research provides novel insights and extends the understanding of how these variables are related.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139587791","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":"Contemporary crisis management in Ukraine's higher education system: a case study from the crises of the pandemic and the invasion","authors":"Svitlana L. Kuzmina, Olena Popova, Ludmyla Bachurina","doi":"10.1108/ijem-07-2023-0360","DOIUrl":"https://doi.org/10.1108/ijem-07-2023-0360","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Taking the Institute of Philology and Journalism at Ukraine's Taurida National University as a case study, this paper overviews and distils the crisis management measures utilised in transitioning to fully online education during the crises of the Covid-19 pandemic and full-scale Russian invasion and violence.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>With the aim of spotlighting the experiences of the people most directly impacted by these two contemporary crises, this case study documents the lived experience of the authors—all of whom are/were teaching staff at the Institute—and Institute students’ responses to online surveys conducted between 2020 and 2022.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The Institute's case study demonstrates that contemporary crisis management via transitioning to fully online learning can be achieved if the following instrumental and methodological components are employed: (1) an initial assessment of the risks and opportunities for the educational community involved; (2) the right choice of online teaching and communications tools; (3) followed by flexibility and gradualism in onward planning (i.e. where technology and pedagogy are understood as interconnected) taking members’ feedback into account. However, the success of these components is contingent upon fulfilling psychological components, with care devoted to: upholding members’ psychological well-being; offering members ongoing technical support; and strengthening trust between members.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This case study offers transferable and adaptable findings for successful crisis management in education, from the Ukrainian context out to the wider world.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139587795","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":"Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: the moderating roles of duration of relationship and group size","authors":"Tahani Hassan, Izhak Berkovich","doi":"10.1108/ijem-10-2023-0533","DOIUrl":"https://doi.org/10.1108/ijem-10-2023-0533","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561462","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":"Analysing the mediating role of organisational citizenship behaviour between transformational leadership and education 4.0 using PLS-SEM approach","authors":"Rajesh Kumar Sharma, Sukhpreet Kaur","doi":"10.1108/ijem-07-2023-0322","DOIUrl":"https://doi.org/10.1108/ijem-07-2023-0322","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to analyse the mediating role of organisational citizenship behaviour between transformational leadership and successful implementation of education 4.0 in higher educational institutes using the PLS-SEM approach.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study uses cross-sectional and quantitative approach to decode the relationship amongst the variables. Purposive non-probability sampling technique was used to select the sample size for the study.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The research findings reveal that transformational leadership has a significant and positive effect on education 4.0. Further, it also indicates that the organisational citizenship behaviour in the study served as a mediating variable between transformational leadership and education 4.0, explaining 40% of the effect of transformational leadership on education 4.0. This highlights the importance of transformational leaders in creating a conducive environment that encourages employees to exhibit organisational citizenship behaviour, thereby facilitating the successful adoption and integration of education 4.0.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The authors recognise a research gap in the existing literature that focusses on the direct effects of transformational leadership on education 4.0 in higher educational institutes of management. Also, there is a lack of inclusive studies that explore the mediating mechanisms through which transformational leadership affects education 4.0, predominantly the role of organisational citizenship behaviour. Thus, this study is first in itself to explore the inter relationship between transformational leadership, organisational citizenship behaviour and education 4.0.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139509140","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":"Educational innovation practices in primary and secondary schools during the COVID-19 pandemic","authors":"Nancy Bouranta, Evangelos Psomas","doi":"10.1108/ijem-02-2023-0075","DOIUrl":"https://doi.org/10.1108/ijem-02-2023-0075","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139462987","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 role of competency in the effect of transformational leadership on lecturer performance","authors":"Nelly Nelly, Harjanto Prabowo, Agustinus Bandur, Elidjen Elidjen","doi":"10.1108/ijem-06-2023-0275","DOIUrl":"https://doi.org/10.1108/ijem-06-2023-0275","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139422981","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":"Secondary school teachers' beliefs and needs about hikikomori and social withdrawn students","authors":"Eleonora Concina, Sara Frate, Michele Biasutti","doi":"10.1108/ijem-08-2023-0377","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0377","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139423924","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":"Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education","authors":"Rohit Raj, Arpit Singh, Vimal Kumar, Pratima Verma","doi":"10.1108/ijem-01-2023-0028","DOIUrl":"https://doi.org/10.1108/ijem-01-2023-0028","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139413670","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":"Scholarship of teaching and learning at AACSB accredited business school: who’s doing it, and how’s it captured?","authors":"Sanobar Siddiqui, Camillo Lento","doi":"10.1108/ijem-07-2022-0249","DOIUrl":"https://doi.org/10.1108/ijem-07-2022-0249","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373352","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}