Management Education Research Research Articles

Review of Islamic Education Management Research in Schools

This study aims to describe and conclude the results of Islamic education management studies for the period 2015 to 2022. This is qualitative-library research. Researchers conducted research on the results of research in journals related to the management of Islamic education in schools/madrasas from 2015-2022. The data and research data sources are in the form of "ten studies with the theme of MPI in madrasah schools”. Data sources were obtained from e-journals accessed from Google Scholar, ScienceDirect, and Elsevier. The sources sought are research results from 2015 to 2022. Data collection techniques use data collection by gathering as much information and data related to MPI. Using content analysis data analysis method. Based on a review of several studies on Islamic education management, researchers concluded that the success of Islamic education management is largely determined by the success of the human resources in it, both leaders, teachers, employees, or the community around the school/madrasah to achieve effective and efficient education. In this case, good management is needed in accordance with the rules and teachings contained in the Al-Qur'an and Hadith, while the management process of Islamic education includes planning Islamic education management, organizing Islamic education management, actuating Islamic education management, and controlling Islamic education management. In addition, in Islamic education management, there are Islamic education management principles that can be applied as a basis for decision-making.

Online learning in management education amid the pandemic: A bibliometric and content analysis

The COVID-19 pandemic (2020–2022) had triggered a global crisis which led to the suspension of colleges and universities. Management educators had digitally transformed their teaching to new modalities with digital technologies and adapted to technological solutions. The management students had experienced different online modes of learning and adjusted their methods to the new reality of content delivery. This study aims to discuss opportunities and challenges for management education and facilitate further investigation into the emerging trends on online learning by analyzing the characteristics of management education research and examining the most frequent research themes from 2020 to 2022. A bibliometric analysis is used to review 920 papers retrieved from the Scopus database for exploring key research themes of management education and online learning. The findings revealed that the publications are concentrated in developed countries while European countries had accounted for the largest proportion of the listed publications. Five sub themes are identified for receiving the most scholarly attention, such as pedagogy, technology, assessment methods, learning outcomes or skills, and challenges. After all, the bibliometric and thematic findings identified pivotal theoretical contributions, including fields of online or blended learning and management education converge, to extend the existing online learning theories.

COVID-19 and management education: From pandemic to endemic

The disruption in management education caused by COVID-19 was significant, creating a noteworthy impetus for new research. Given that COVID-19 has transitioned from pandemic to endemic, it is an opportune time to retrospect the contributions of related research to shape the future of management education. Using the SPAR-4-SLR protocol, a systematic literature review was conducted on management education research relating to COVID-19 published between 2020 and 2022. A total of 56 relevant articles were found in and retrieved from the Web of Science database and subsequently analyzed using descriptive and content analyses. The descriptive analysis revealed a steep increase in research on the impact of COVID-19 on management education over time, with most research appearing in The International Journal of Management Education. The contributions came from various countries, with the top five being the USA, the UK, Australia, India, and China. The content analysis showed that most research adopted empirical methodologies while self-determination theory emerged as the most popular theoretical lens for study. The related research revolved around five major themes—i.e., digital teaching and learning, collaboration and partnership, embracing uncertainty and building resilience, transformation and innovation, and developing an entrepreneurial mindset—and provided implications for management education in the new normal, wherein the priority is focused on enhancing education quality and preparing future business leaders for profound challenges in the new normal, thereby necessitating the development of innovative pedagogies and leadership competencies.

The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators

The COVID-19 pandemic resulted in significant changes to management education regarding the interaction and use of digital technology as part of the learning experience. This article focuses on how and why these changes occurred and what this means for teaching methods for the post COVID-19 pandemic era. To do this a literature review on COVID-19 management education and future research was conducted. This enabled key alterations in management education because of the COVID-19 crisis including more emphasis on games and simulations, work/life balance and remote learning to be discussed. This includes a stress on emerging technologies such as the metaverse that are shaping a new era for management educators. Implications for management educators suggest that new theory specifically taking into account a crisis and resilience perspective based on the COVID-19 pandemic are needed. This means emphasising the use of new digital technologies that offer a more interactive experience.

Improving Student’s Discipline Through Islamic Education Management

At Islamic boarding schools, student’s discipline education is the most effective method of education. As a result, everyone involved in Islamic boarding schools, including students, teachers, and Islamic Boarding School caretakers, must uphold discipline education. The discipline is divided into several categories: manners, cleanliness, worship, language, boarding, dress, exercise, and language. Everything must be strictly followed from the moment students officially join the Islamic Boarding School. Baitul Qur'an Pringsewu Islamic Boarding School is one example of a boarding school that can incorporate discipline education into daily life. This study takes a descriptive research approach. This study lacks a hypothesis because it is not intended to test hypotheses that have been developed to be rejected or accepted, but rather to collect data to describe the actual situation in the field. It runs smoothly and effectively, based on the findings of Islamic education management research into improving student’s discipline at the Baitul Qur'an Pringsewu Islamic Boarding School.

The influence of responsible leadership on teachers' green behavior: The mediating role of psychological capital.

This research aimed to explore the impact of responsible leadership on teachers' green behavior in Chinese university, and applied psychological capital as a mediator variable to establish a research model. A questionnaire was conducted with 303 teachers using convenience sampling. SPSS version 19 was used to analyze the data and Sobel was used to test the mediating relationships. The results show that responsible leadership has a positive yet significant effect on teachers' green behavior. It also shows positive impact on psychological capital. Furthermore, psychological capital is shown to positively impact teachers' green behavior, while having a mediating effect between responsible leadership and teachers' green behavior. This study enriches the research of teachers' green behavior and fill the gap in previous education management research. The research conclusions enable managers to better understand teachers' green behavior and provides them with theoretical guidance for promoting psychological capital and improving teachers' green behavior.

The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway

PurposeThis study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being.Design/methodology/approachStudents from different higher education campuses and academic programs in Norway participated.FindingsPsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables.Research limitations/implicationsOverall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap.Originality/valueThis study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

Effects of flipped classes on student learning: The role of positively perceived instructor attitude towards students

Despite the increased importance of constructivist learning environments, especially flipped learning formats, in management education, empirical evidence on their effects is mixed. While many studies find positive effects of flipped learning formats on student learning, others report no or even a negative impact. As most of the mechanics behind these effects remain unknown, we draw on flipped learning and educational psychology research, and look beyond the direct effects of the learning format to explain the inconsistent results. We integrate research on the perceived instructor attitude towards students, which consists of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, with research on flipped learning. More specifically, we propose that a positively perceived instructor attitude towards students mediates the positive impact of flipped learning formats on student learning outcomes. The results of an experiment with 147 undergraduate management students enrolled in an international business strategy course at a German university support our hypotheses. We contribute to management education research on flipped learning formats by hinting at the importance of active learning and the perceived attitude of the instructor. Thus, management education scholars should take indirect effects that have already been studied in other disciplines into account when investigating constructivist learning environments. In addition, instructors should ensure that their attitudes are positively perceived by students to facilitate improved perceived learning outcomes.

Systematic Analysis of Research in Educational Management from the Perspective of Bibliometrics and Scientometrics

Systematic Analysis of Research in Educational Management from the Perspective of Bibliometrics and Scientometrics

Study on spatial planning and design of learning commons in university libraries based on fuzzy matrix model

Abstract Campus university library as a spiritual force, in the development of social economy and science and technology innovation, according to the requirements of education management research scholars and students growth changes proposed learning Shared space, the effective integration of space, resources, service as one of the new construction idea, not only makes the university library become more perfect effective, It can also enhance the cohesion and innovation of internal operation. Nowadays, with the increase of the number of university libraries around the country, the scale of internal construction is getting bigger and bigger, and the planning and design of learning shared space based on university libraries has become the focus of scientific research. In essence, learning shared space, as a seamless learning environment, begins to innovate toward intellectualization and modernization while transforming the functional role of university libraries. In this article, therefore, learn about the current university library, on the basis of Shared space planning and design content, according to the fuzzy matrix model, analysis of the application of image retrieval algorithm is verified, the final results show that in the university library to promote learning sharing space, can not only meet the diverse needs of the readers, you can also change the traditional mode of the library service.

The case method evaluated in terms of higher education research: A pilot study

Case method teaching is used extensively in business schools around the world, and has become almost a hallmark of the top business schools. It is therefore surprising to find that there is so little empirical evidence to support its continued use. Successive literature reviews from 1987 to 2018 confirm this lack of evidence. Drawing on several decades of higher education research, this study used a proven survey instrument to evaluate the case method in terms of approaches to learning, an internationally accepted measure of course quality in higher education. The finding, that the case method is more effective than lectures in promoting understanding, although unsurprising to case method teachers, provides strong evidence of the efficacy of the case method in terms accepted by the higher education research community. This application of concepts and methods from the higher education research, to the research and practice of management education, presents opportunities for further research in management education and suggests new ways of improving and evaluating management education practice.

Jazzing up the classroom: Reflections on developing a critical pedagogy in M level teaching

The intended focus of this research was to explore the relationship between the teaching approach of a postgraduate module and the development of critical management education pedagogy. We utilise a combined action learning and group work approach adopting principles of action learning and reflection. The paper reports on the views of three academics reflecting on the development of a new module, two years into the delivery and explores the impact of using an alternative delivery model to generate a transformational learning environment while developing students’ approach to scholarship, research, and writing.The paper draws on literature on the Jazz metaphor and the relevance of a Jazz approach, with an emphasis on collaboration, trust, improvisation, and creativity, to developing critical research in management education. Key findings point to the ‘notion of pedagogical shock’ for both students and staff. Students found the change in teaching techniques to be a challenge. However, the anecdotal evidence seemed to suggest improved engagement culminating in improved results. The article therefore offers an opportunity for fellow academics to consider their approach to teaching and learning and whether such an adaptation would work for them, in their setting.

Psychometric Model of College Students Based on Time Series Analysis and Its Application in Educational Management.

The psychological measurement method of college students is a hot issue in the field of educational management research. Based on the time series analysis theory, this paper constructs a psychological measurement model for college students. This paper analyzes the psychometric behavior data, uses the time series analysis method for behavior prediction, deeply mines the relevant component information of the psychometric data, and solves the problems of weak correlation between the functions of the psychometric platform and low data accuracy of the psychometric model. At the same time, taking the intervention target group and the intervention mode as the basic variables of the intervention classification system, combining these two dimensions, a two-dimensional classification framework for psychometric intervention was proposed, and four types of different psychometric intervention measures were applied. During the simulation process, a psychometric trajectory matrix was constructed, and a two-dimensional data extraction network was used to extract the psychometric pattern data of a certain period of time. The experimental results show that using the student mental state data as a label can obtain a low-coupling training set classification for psychometric effects of college students.

Constructing Ontological Foundations for Management Learning and Education Research

Constructing Ontological Foundations for Management Learning and Education Research

A Systematic Review of Pain Management Education in Graduate Medical Education.

Despite the importance of pain management across specialties and the effect of poor management on patients, many physicians are uncomfortable managing pain. This may be related, in part, to deficits in graduate medical education (GME). We sought to evaluate the methodological rigor of and summarize findings from literature on GME interventions targeting acute and chronic non-cancer pain management. We conducted a systematic review by searching PubMed, MedEdPORTAL, and ERIC (Education Resources Information Center) to identify studies published before March 2019 that had a focus on non-cancer pain management, majority of GME learners, defined educational intervention, and reported outcome. Quality of design was assessed with the Medical Education Research Study Quality Instrument (MERSQI) and Newcastle-Ottawa Scale-Education (NOS-E). One author summarized educational foci and methods. The original search yielded 6149 studies; 26 met inclusion criteria. Mean MERSQI score was 11.6 (SD 2.29) of a maximum 18; mean NOS-E score was 2.60 (SD 1.22) out of 6. Most studies employed a single group, pretest-posttest design (n=16, 64%). Outcomes varied: 6 (24%) evaluated reactions (Kirkpatrick level 1), 12 (48%) evaluated learner knowledge (level 2), 5 (20%) evaluated behavior (level 3), and 2 (8%) evaluated patient outcomes (level 4). Interventions commonly focused on chronic pain (n=18, 69%) and employed traditional lectures (n=16, 62%) and case-based learning (n=14, 54%). Pain management education research in GME largely evaluated chronic pain management interventions by assessing learner reactions or knowledge at single sites.

Design of Sewerage System and Wastewater Treatment in a Rural Sector: A Case Study

The accelerated growth of the population in recent years presents, as a great consequence, a significant increase in wastewater, which, on many occasions, is not discharged properly. This work aims to design a sewerage and wastewater treatment system in Las Mercedes commune in southern Ecuador based on geological, topographic, hydrological, geochemical and demographic parameters. All this focused on reducing pollution and complying with current national and international regulations, meeting the needs of the rural population studied. The methodology used consists of four phases: i) collection, inventory and processing of the base information ii) design of the sewerage system, ii) design of a wastewater treatment system and iv) environmental impact assessment and referential budget. The sewerage system consists of 3.2 km long PVC pipes that transport wastewater to a purification system of water pretreatment and facultative and maturation ponds. The designed system complies with a total purification of 636.27 MPN/100 ml of faecal coliforms (99.994%) and 35.30 mg/l of BOD5 (88%). The proposed design contributes to wastewater management and environmental education research, defining a combined model of a sewerage system with stabilisation ponds replicable in communities with similar conditions.

Teacher-perpetrated sexual harassment and student performance: roles of emotional exhaustion and neuroticism

PurposeThis study examines the effects of teacher-perpetrated sexual harassment on graduate students' academic and extracurricular performance using conservation of resources theory as a framework. Further, it looks into the moderating role of trait neuroticism on the indirect relationship between sexual harassment and student performance via emotional exhaustion.Design/methodology/approachLongitudinal data were collected in three waves from 218 Pakistani students over a period of three months during the fall 2019 semester. PROCESS Macro (v. 4) model 7 was used on SPSS (v. 21) to analyze the data for testing the moderated-mediation hypotheses.FindingsThe results show that as a source of toxic stress, teacher-perpetrated sexual harassment is negatively related to both academic performance and extracurricular performance, and that emotional exhaustion is a mediator in this inverse relationship. In addition, trait neuroticism strengthens the negative effect of teacher-to-student sexual harassment on student performance through emotional exhaustion.Originality/valueThis study addresses an unexplored moderated-mediation mechanism, and thus makes valuable contributions to education management research and practice. More specifically, it contributes by examining emotional exhaustion as a mediating variable in the relationship of teacher-perpetrated sexual harassment and student performance and, perhaps for the first time, establishes the moderating role of neuroticism in increasing the strength of the aforementioned relationship.

Interspace for empathy: engaging with work-related uncertainty through artistic intervention in management education

ABSTRACT How can artistic intervention facilitate empathic engagement with work-related uncertainty in postgraduate management education? To examine this, we theorize artistic intervention as creating an interspace of temporarily suspended organizational norms through which empathy as relational knowing can emerge between participants. Drawing on an ethnographic study entitled Becoming in Academia, a nine-month artistic intervention conducted by a group of doctoral students in a Nordic business school (NBS), this paper highlights how an interspace for empathic engagement with work-related uncertainty was created by the participants through three intervention activities: aligning oneself to the other, narrating a collective validation, and acknowledging the agency of the other. In contributing to arts-based management education research, the paper theorizes and empirically elaborates on empathic knowing as emerging from activities of artistic intervention, opening an interspace, and providing new insight into arts-based methods as means for engaging with uncertainty within management education.

Students' perceptions of online learning in higher education during COVID-19: an empirical study of MBA and DBA students in Egypt

Targeting to evaluate the analytical rigour of empirical research in management education, this study's goal is to find out how students felt about the sudden shift to online education. As well as to provide an assessment of online education performance in higher education from the students’ perception was it a success or a failure, or a path for change based on the findings? The study also considers the peculiarities of the Egyptian higher education system as well as the students’ environment, capabilities and limitations. An online questionnaire was used to survey 625 MBA and 41 DBA students. Results show that students’ satisfaction with online education is influenced by several factors, including their resources and talents. Student initiative was discovered to play a moderating role in the effects of student, instructor, and institution factors on students' satisfaction with online education. This research is being carried out during the COVID-19 outbreak to see how online instruction affects student achievement.

Blended Learning Models, Curricula, and Gamification in Project Management Education

Project management learning involves realization of the project management’s knowledge areas, familiarity with advanced tools as well as developing abilities like critical thinking and decision-making. The majority of inexperienced project managers struggle to achieve these essential skills. Teaching project management is sometimes difficult due to the involvement of practical implementation along with delivering the theoretical concepts. The subject has been explored in a variety of ways by the research community covering the improvisations in teaching methodologies and curricula as well as the applications of alternative approaches such as blended learning and gamification. This article presents the review of the state-of-the-art research in project management education by carefully reviewing the selected research articles published between 2015 and 2022. The primary goal of this study is to summarize the impact of blended learning, curriculum and gamification in project management education by examining the empirically verified research. The key findings represent that “evaluation research” and “solution proposal” are the two most used research categories. Furthermore, this study proposes a taxonomy, which is designed to summarize the fundamental components of blended learning along with their advantages. Moreover, the challenges and gaps as open issues are also presented in the area of project management education. Additionally, this research suggests a project centric model to enhance the learning outcomes of project management courses and provides guidelines for instructors to improve the blended learning and gamification experience for students of project management courses. Finally, the prospects of future research have been offered to the fellow researchers and practitioners engaged in project management education.