Emerald | International Journal of Educational Management | Table of Contents

The Need for Private Universities in Japan to be Agents of Change

literatinetwork@emeraldinsight.com (Dennis Charles McCornac, Rong Zhang) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this paper is to examine a number of current innovations made by private higher educational institutions in Japan to counter decreased enrollments and financial constraints. Design/methodology/approach - The design of this study is both descriptive and conceptual based on the latest data available. Additional information was obtained through informal surveys of private institutions. Findings - Efforts on all fronts will be required to resolve some of the more glaring problems facing private higher education in Japan today. While some of the factors contributing to the deterioration of educational standards, such as the economy and demographic changes are beyond the control of the institutions themselves, efforts to staunch the rapid deterioration of educational quality are essential. Renovation in Japanese private university higher education should start with improvements in teaching and faculty development. Private universities must realize that reinvigorating the system will need the cooperation of both faculty members and administrators if universities are to survive in the new economic and social environment. Originality/value - This paper highlights the need for private universities to be the agents of change to address the dire straits of higher education in Japan and it is imperative that new and innovative approaches be implemented.

A Study of Workplace Aggression as Related to Pedagogical Reform in Hong Kong Secondary Schools

literatinetwork@emeraldinsight.com (Frank Tam) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - Previous research on pedagogical reforms has seldom looked at how reform may contribute to aggression in school organizations. The present study tries to look at whether teachers’ disengagement from school will increase the tendency for teachers to manifest aggression when they are implementing pedagogical reform in school. Behind this question is the assumption that people are bound to encounter obstacles when implementing changes, and the resultant frustration can easily grow into feelings of disengagement and aggression which block the changes. Design/methodology/approach - 845 teachers in 30 secondary schools in Hong Kong were surveyed and path analysis employed to look at how constraint in an organization and feeling of disengagement within the school hampers the successful implementation of reform towards constructivist pedagogy. Findings - Results of the study suggest that feelings of disengagement amplify the negative impact of instructional change and cause aggressive impulses within the school to intensify, but support from school can significantly reduce both the feeling disengagement and constraint experienced by teachers.Research limitations/implications - Findings of the study contribute to a deeper understanding of the dynamics of change and its impacts on school organizations. Originality/value - Although some studies were being done to look at workplace aggression in a school setting, yet there is no work being done to look at how mandated school reform contribute to workplace aggression.

Learner Centered Higher Education in East Asia: Assessing the Effects on Student Engagement

literatinetwork@emeraldinsight.com (Philip Hallinger, Jiafang Lu) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - The global expansion of higher education has brought about more ambitious educational goals that require new approaches to curriculum, teaching, and learning. While higher education in East Asia is no exception to this trend, it has been observed that both teachers and learners in the region have adhered to a strong tradition of lecture-based instruction. An underlying research question concerned the responsiveness of East Asian students to learner-centered education. This study is to examine the extent to which learner-centered education can be implemented successfully in the East Asian higher education context. Design/methodology/approach - This study presents a quantitative study informed by a description of the context for implementation. It adopts a quasi-experimental, multiple time series design and examines the process and effects of change in teaching and learning at a graduate school of business (GSB) in Thailand. The GSB implemented a variety of active learning methods that were explicitly designed to increase student engagement. Descriptive statistics as well as mixed effects models were used to analyze student course evaluation data over a several year period.Findings - Student engagement was positively related to the change to more active learning methods in the GSB over time.Originality/value - The results support assertions that Asian students respond positively to well-designed instructional methods that seek to foster active learning.

Understanding Student Satisfaction and Loyalty in the UAE HE Sector

Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this paper is to verify and estimate the impact of the antecedents of Programme satisfaction and to explore its link with student loyalty in the Higher Education (HE) sector in the United Arab Emirates (UAE). Design/methodology/approach - A Programme Experience Questionnaire (PEQ) was developed, based on the National Student Survey (NSS), which surveyed 187 graduates at a British university based in the UAE. Cronbach alpha tests were conducted to test the reliability of the variables and correlation and regression analysis were used to estimate the relationship and significance of the variables.Findings - Teaching quality and variables directly associated with the students’ programme of study had the most significant impact on student satisfaction emphasizing the need for recruitment and development of high quality academic faculty members. Academic feedback, library and IT resources did not have a significant impact. The link between Programme satisfaction and satisfaction with non-academic services and facilities had a positive impact on student loyalty. Research limitations/implications - In the competitive UAE HE sector, it is important to identify the antecedents and their variable impact on student satisfaction with their programme and its impact on loyalty. A comparison of results of the PEQ; across a number of years and across other universities within the UAE, would help validate the results obtained in this paper. Originality/value - The study is the first of its kind in the UAE where the HE market is very competitive. The results may provide valuable insights for universities in developing appropriate strategies which improve student satisfaction and thus enhance their competitiveness.

Does staff diversity imply openness to diversity?

literatinetwork@emeraldinsight.com (Jakob Lauring, Jan Selmer) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - Post-secondary educational organizations are currently some of the most diverse settings to be found. However, few educational studies have dealt with staff diversity and hardly any has looked outside the USA. In this study of members of international university departments in Denmark, we set out to investigate the relationship between different types of staff diversity and openness to diversity in terms of linguistic, visible, value, and informational heterogeneity.Design/methodology/approach - This study uses responses from 489 staff member from diverse university departments to a self-report electronic survey.Findings - We found that diversity related internationalization (cultural and linguistic) was generally positively related to favorable diversity attitudes. Inherent demographic diversity (age and gender), on the other hand, was unrelated or negatively associated with positive diversity attitudes.Originality/value - Few studies deals with the role of staff diversity and no prior studies we know of have examined the link between diversity types and openness to diversity.

Multi Campus Investigation of Academic Dishonesty in Higher Education of Pakistan

literatinetwork@emeraldinsight.com (Abida ellahi, rabia khan, Bashir Khan) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - The worst scandals of the world’s top companies have turned the attention of researchers towards the function of academic institutions in ethical training of future business leaders because the issue of dishonest behaviour of students becomes very severe, when they exercise the same practice at their place of work. Therefore, the understanding of the factors that affect student’s decisions to engage in academic dishonesty is important for academic institutions in order to reduce its occurrence. The present research aims to investigate the influence of individual factors, situational factors and ethical factors on academic dishonesty behaviour of students in PakistanDesign/methodology/approach - A questionnaire-based field survey was conducted with five hundred students across four universities in Pakistan.Findings - It has been found that individual, situational and ethical factors affect on rationalisation of academic dishonesty and this rationalisation shapes actual conduct of academic dishonesty. Moreover, lack of well-defined policies of academic dishonesty in higher education is a major determinant of academic dishonesty among studentsResearch limitations/implications - The results provide a strong implication for academics. By discouraging such behaviour, academic institutions can help ensure the integrity of the degrees they offer, and help to level the fair grade competition among students. Originality/value - The research provides a profound investigation of individual, situational and ethical factors as predictors of students’ academic dishonesty. The study is pioneering in its nature to explore two common forms of academic dishonesty i.e plagiarism and dual submission among university students. Along with it, the study used rationalisation of academic dishonesty as a determinant of actual act of academic dishonesty.

Including parents in school governance: Rhetoric or reality

literatinetwork@emeraldinsight.com (Shun Wing NG) — Fri, 09 Aug 2013 00:00:00 +0100

Abstract

Purpose - This paper aims at reporting a qualitative study on exploring how parents have been included in school governance in Hong Kong and in what ways their roles have been evolving in state education. Design/methodology/approach - The qualitative method was adopted in this exploratory study, the findings of which help provide insights for conceptualization of phases of progression of the development of how parents have been included in state education in Hong Kong. The method of exploration is two-fold. First, evidence was obtained through examining Hong Kong’s educational policy documents with regard to parent-school relations in the last two decades and taking reference to the literature and research studies on parent involvement in Hong Kong. Second, two focus group interviews were conducted with parents and teachers respectively in order to obtain data of development of the relationship between home and school in times of reforms.Findings - Derived from the findings, four phases of development of how parents are included in school governance are conceptualized. They are (1) parents as unwelcome guests – separate responsibilities; (2) parents as volunteers – encouraging participation; (3) parents as clients: accountability approach; and (4) parents as school governors – shared responsibilities. The issue of whether including parents in school governance is reality or rhetoric emerging from the data was discussed.Originality/value - The findings of this study help contribute to the international studies on parent involvement in school governance so as to formulate an effective policy that helps facilitate parents as ‘real’ but not ‘rhetorical’ school governors.