Abstract
This exploratory research addresses educational management model for the universities. Its applicability was successfully verified and validated through survey data from leading tertiary educational institutions around the world. The proposed model was developed based on the analysis of literature, past theoretical frameworks, interviews with stakeholders. Model constructs were identified and confirmed by 493 respondents, representing university administrators, faculty and staffs, employers, and graduates. The resulting model was subsequently evaluated for accuracy and validity by multiple linear regression (MLR) analysis and the structural equation modeling (SEM) technique. The study revealed education development, education assessment, research development, and research assessment as four main activities in educational management. Four aspects of each activity, namely programs establishment, university culture, faculty capabilities, and facilities were investigated at strategic, planning, and operating levels. The conceptual model for the universities provides a novel approach for prospective investors or current university administrators to review and appraise their performance toward fulfillment of ultimate goals, i.e. producing high-caliber graduates and high-impact research outcomes for the betterment of the society. The research model represents two contributions to the society including human resource contribution and research contribution.
Highlights
Education, being part of the service industry, is characterized differently from the manufacturing industry, as its product, i.e. knowledge, is intangible
A university works in close collaboration with schools, further education colleges, its current students, university staff, and employers of its graduates in designing curricula (O’Brien and Kenneth, 1996) to ensure that the needs of all stakeholders are satisfied
From the literature review and conceptual model, quality graduates will be produced through proper education development and proper education assessment
Summary
Education, being part of the service industry, is characterized differently from the manufacturing industry, as its product, i.e. knowledge, is intangible. Effective education relies much on its personnel’s knowledge, experience, and ethics. Chains are relatively easy to define for manufacturing industries, where each participant in the chain receives inputs from a set of suppliers, processes those inputs, and delivers them to a different set of customers. One of the primary suppliers of process inputs is customers themselves, who provide their bodies, minds, belongings, or knowledge as inputs to the service processes (Sampson, 2000). A university works in close collaboration with schools, further education colleges, its current students, university staff, and employers of its graduates in designing curricula (O’Brien and Kenneth, 1996) to ensure that the needs of all stakeholders are satisfied. Universities are expected to have substantial external funding commitments for associated faculty lines, evidence of long‐term sustainability, a program of
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