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Educational Management Administration & Leadership

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• Description
• Aims and Scope
• Editorial Board
• Abstracting / Indexing
• Submission Guidelines

Educational Management Administration & Leadership is covered by the Social Science Citation Index, Journal Citation Report-Social Science edition.

Educational Management, Administration and Leadership is an international peer-reviewed journal which publishes original and significant contributions on educational administration, management and leadership from all over the world. This includes primary research projects located in schools, and in further, vocational and higher education institutions.

All issues of Educational Management Administration & Leadership are available to browse online .

This journal is a member of the Committee on Publication Ethics (COPE).

Educational Management, Administration and Leadership is an international peer-reviewed journal which publishes original and significant contributions on educational administration, management and leadership, in its widest sense, from all over the world. This includes primary research projects located in schools, and in further, vocational and higher education institutions.

Submit an article http:/mc.manuscriptcentral.com/emal

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• Worldwide Political Science Abstracts

This Journal is a member of the Committee on Publication Ethics

Please read the guidelines below then visit the Journal’s submission site  http://mc.manuscriptcentral.com/emal to upload your manuscript. Please note that manuscripts not conforming to these guidelines may be returned. Remember you can log in to the submission site at any time to check on the progress of your paper through the peer review process.

Only manuscripts of sufficient quality that meet the aims and scope of Educational Management Administration & Leadership will be reviewed.

There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below.

As part of the submission process you will be required to warrant that you are submitting your original work, that you have the rights in the work, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you, that you are submitting the work for first publication in the Journal and that it is not being considered for publication elsewhere and has not already been published elsewhere. Please see our guidelines on prior publication and note that Educational Management Administration & Leadership  may accept submissions of papers that have been posted on pre-print servers ; please alert the Editorial Office when submitting (contact details are at the end of these guidelines) and include the DOI for the preprint in the designated field in the manuscript submission system. Authors should not post an updated version of their paper on the preprint server while it is being peer reviewed for possible publication in the journal. If the article is accepted for publication, the author may re-use their work according to the journal's author archiving policy. If your paper is accepted, you must include a link on your preprint to the final version of your paper.

If you have any questions about publishing with Sage, please visit the Sage Journal Solutions Portal

• What do we publish? 1.1 Aims & Scope 1.2 Article types 1.3 Writing your paper
• Editorial policies 2.1 Peer review policy 2.2 Authorship 2.3 Acknowledgements 2.4 Declaration of conflicting interests 2.5  Research Data
• Publishing policies 3.1 Publication ethics 3.2 Contributor's publishing agreement 3.3 Open access and author archiving
• Preparing your manuscript 4.1 Formatting 4.2 Artwork, figures and other graphics 4.3 Supplemental material 4.4 Reference style 4.5 English language editing services
• Submitting your manuscript 5.1 ORCID 5.2 Information required for completing your submission 5.3 Permissions
• On acceptance and publication 6.1 Sage Production 6.2 Online First publication 6.3 Access to your published article 6.4 Promoting your article
• Further information

1. What do we publish?

1.1 Aims & Scope

Before submitting your manuscript to Educational Management Administration & Leadership , please ensure you have read the Aims & Scope .

1.2 Article Types

Educational Management, Administration & Leadership publishes articles that include original primary research that can be empirical, literature reviews, or new conceptualisations of policy and practice.

Your articles should be no more than 8,000 words, including references.

Authors are also able to provide a translation of their article in a language of their choice. Please indicate at submission if a translation of your article exists. This translated version should be uploaded as Supplemental Material ( see 4.3 ) when uploading the final version of your article. Please note that only the English version will be subject to peer review.

1.3 Writing your paper

The Sage Author Gateway has some general advice and on  how to get published, plus links to further resources. Sage Author Services also offers authors a variety of ways to improve and enhance their article including English language editing, plagiarism detection, and video abstract and infographic preparation.

1.3.1 Make your article discoverable

When writing up your paper, think about how you can make it discoverable. The title, keywords and abstract are key to ensuring readers find your article through search engines such as Google. For information and guidance on how best to title your article, write your abstract and select your keywords, have a look at this page on the Gateway: How to Help Readers Find Your Article Online .

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2. Editorial policies

2.1 Peer review policy

The journal adheres to a rigorous double-anonymize reviewing policy in which the identity of both the reviewer and author are always concealed from both parties. Each manuscript is subject to initial review by the Editor. All papers are then reviewed by at least two referees.Guidelines for referees are available here . All manuscripts are reviewed as rapidly as possible, and an editorial decision is generally reached within 6-8 weeks of first submission. Translations of articles uploaded as Supplemental Material are not peer reviewed.

2.2 Authorship

All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.

Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools .

2.3 Acknowledgements

All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.

Please supply any personal acknowledgements separately to the main text to facilitate anonymous peer review.

2.3.1 Third party submissions

Where an individual who is not listed as an author submits a manuscript on behalf of the author(s), a statement must be included in the Acknowledgements section of the manuscript and in the accompanying cover letter. The statements must:

•    Disclose this type of editorial assistance – including the individual’s name, company and level of input  •    Identify any entities that paid for this assistance  •    Confirm that the listed authors have authorized the submission of their manuscript via third party and approved any statements or declarations, e.g. conflicting interests, funding, etc.

Where appropriate, Sage reserves the right to deny consideration to manuscripts submitted by a third party rather than by the authors themselves.

2.4 Declaration of conflicting interests

Educational Management Administration & Leadership encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the Sage Journal Author Gateway .

2.5 Research Data

The journal is committed to facilitating openness, transparency and reproducibility of research, and has the following research data sharing policy. For more information, including FAQs please visit the Sage Research Data policy pages .

Subject to appropriate ethical and legal considerations, authors are encouraged to:

• share your research data in a relevant public data repository
• include a data availability statement linking to your data. If it is not possible to share your data, we encourage you to consider using the statement to explain why it cannot be shared.
• cite this data in your research

3. Publishing Policies

3.1 Publication ethics

Sage is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway .

3.1.1 Plagiarism

Educational Management Administration & Leadership and Sage take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Equally, we seek to protect the reputation of the journal against malpractice. Submitted articles may be checked with duplication-checking software. Where an article, for example, is found to have plagiarised other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.

3.1.2 Prior publication

If material has been previously published it is not generally acceptable for publication in a Sage journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the Sage Author Gateway or if in doubt, contact the Editor at the address given below.

3.2 Contributor's publishing agreement

Before publication, Sage requires the author as the rights holder to sign a Journal Contributor’s Publishing Agreement. Sage’s Journal Contributor’s Publishing Agreement is an exclusive licence agreement which means that the author retains copyright in the work but grants Sage the sole and exclusive right and licence to publish for the full legal term of copyright. Exceptions may exist where an assignment of copyright is required or preferred by a proprietor other than Sage. In this case copyright in the work will be assigned from the author to the society. For more information please visit the Sage Author Gateway .

3.3 Open access and author archiving

Educational Management Administration & Leadership offers optional open access publishing via the Sage Choice programme and Open Access agreements, where authors can publish open access either discounted or free of charge depending on the agreement with Sage. Find out if your institution is participating by visiting Open Access Agreements at Sage . For more information on Open Access publishing options at Sage please visit Sage Open Access . For information on funding body compliance, and depositing your article in repositories, please visit Sage’s Author Archiving and Re-Use Guidelines and Publishing Policies .

4. Preparing your manuscript for submission

4.1 Formatting

The preferred format for your manuscript is Word. LaTeX files are also accepted. Word and (La)Tex templates are available on the Manuscript Submission Guidelines page of our Author Gateway.

4.2 Artwork, figures and other graphics

For guidance on the preparation of illustrations, pictures and graphs in electronic format, please visit Sage’s Manuscript Submission Guidelines.

Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.

4.3 Supplemental material

This journal is able to host additional materials online (e.g. datasets, podcasts, videos, images, translations etc) alongside the full-text of the article. For more information please refer to our guidelines on submitting supplementary files .

4.4 Reference style

Educational Management Administration & Leadership adheres to the Sage Harvard reference style. View the Sage Harvard guidelines to ensure your manuscript conforms to this reference style.

If you use EndNote to manage references, you can download the Sage Harvard EndNote output file

4.5 English language editing services

Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using Sage Language Services. Visit Sage Language Services on our Journal Author Gateway for further information.

5. Submitting your manuscript

Educational Management Administration & Leadership is hosted on Sage Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Visit http://mc.manuscriptcentral.com/emal to login and submit your article online.

IMPORTANT: Please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created.  For further guidance on submitting your manuscript online please visit ScholarOne Online Help.

As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID . ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized. 

The collection of ORCID IDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID ID you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID ID will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID ID is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

If you do not already have an ORCID ID please follow this link to create one or visit our ORCID homepage to learn more.

5.2 Information required for completing your submission

You will be asked to provide contact details and academic affiliations for all co-authors via the submission system and identify who is to be the corresponding author. These details must match what appears on your manuscript. The affiliation listed in the manuscript should be the institution where the research was conducted. If an author has moved to a new institution since completing the research, the new affiliation can be included in a manuscript note at the end of the paper. At this stage please ensure you have included all the required statements and declarations and uploaded any additional supplementary files (including reporting guidelines where relevant).

5.3 Permissions

Please also ensure that you have obtained any necessary permission from copyright holders for reproducing any illustrations, tables, figures or lengthy quotations previously published elsewhere. For further information including guidance on fair dealing for criticism and review, please see the Copyright and Permissions page on the Sage Author Gateway .

6. On acceptance and publication

6.1 Sage Production

Your Sage Production Editor will keep you informed as to your article’s progress throughout the production process. Proofs will be made available to the corresponding author via our editing portal Sage Edit or by email, and corrections should be made directly or notified to us promptly. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, and that Funding and Conflict of Interest statements, if any, are accurate.

6.2 Online First publication

Online First allows final articles (completed and approved articles awaiting assignment to a future issue) to be published online prior to their inclusion in a journal issue, which significantly reduces the lead time between submission and publication. Visit the Sage Journals help page for more details, including how to cite Online First articles.

6.3 Access to your published article

Sage provides authors with online access to their final article.

6.4 Promoting your article

Publication is not the end of the process! You can help disseminate your paper and ensure it is as widely read and cited as possible. The Sage Author Gateway has numerous resources to help you promote your work. Visit the Promote Your Article page on the Gateway for tips and advice. 

7. Further information

Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Educational Management Administration & Leadership editorial office as follows:

Professor Tony Bush Editor Educational Management Administration & Leadership The University of Nottingham School of Education Jubilee Campus Wollaton Road Nottingham NG8 1BB UK

email: [email protected]

Technical queries: Louise England

email:  [email protected]

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International Journal of Educational Management

Issue(s) available: 240 – From Volume: 1 Issue: 1 , to Volume: 38 Issue: 3

• Issue 3 2024
• Issue 2 2024
• Issue 1 2024
• Issue 6/7 2023
• Issue 5 2023
• Issue 4 2023
• Issue 3 2023
• Issue 2 2023
• Issue 1 2023
• Issue 7 2022
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• Issue 7 2019
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• Issue 3 2019 Remote education in the modern world: a unique possibility or formality
• Issue 2 2019
• Issue 1 2019 The human side of management
• Issue 7 2018
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• Issue 3 2018
• Issue 2 2018 The management of transnational higher education
• Issue 1 2018
• Issue 7 2017
• Issue 6 2017 Education management in the Middle East
• Issue 5 2017 Educational leadership and demographic change: perspectives on diversity, im/migration and change from cities around the world
• Issue 4 2017
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• Issue 1 2017 Use of Private Educational Resources for Increase of Effectiveness of University Education
• Issue 7 2016 International study of school autonomy and learning
• Issue 6 2016
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• Issue 7 2015 Research methods in educational leadership: looking forward to an era of innovative inquiry
• Issue 6 2015 School leadership in Germany between low stakes testing and high expectations
• Issue 5 2015
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• Issue 2 2015
• Issue 1 2015
• Issue 7 2014 Educational Leadership – responsibility to champion improvement for all students, selected papers from ECER 2012
• Issue 6 2014
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• Issue 3 2014 Education Management and Administration in China
• Issue 2 2014
• Issue 1 2014
• Issue 7 2013
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• Issue 7 2012
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• Issue 5 2012 International and comparative studies in successful school leadership
• Issue 4 2012
• Issue 3 2012 Knowledge management in higher education
• Issue 2 2012
• Issue 1 2012
• Issue 7 2011
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• Issue 4 2011 Managing research in a business faculty a system and its results
• Issue 3 2011
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• Issue 1 2011 School leadership and its effects on student achievement
• Issue 7 2010
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• Issue 1 2010
• Issue 7 2009
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• Issue 4 2009 Managing change or living with change Education reform in complex environments
• Issue 3 2009
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• Issue 1 2009 China the reform of education
• Issue 7 2008
• Issue 6 2008 Changing education governance and management in Asia
• Issue 5 2008
• Issue 4 2008 Selected papers from the Second Annual Conference Marketing of Higher Education Budapest 2007
• Issue 3 2008
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• Issue 1 2008
• Issue 7 2007
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• Issue 3 2006 Critical issues of partnerships between higher education and public schools
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• Issue 1 1987

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Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

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Intention to use technology for micro-credential programs: evidence from technology acceptance and self-determination model

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A Systematic Review on Educational Strategic Management

• Cari Edward C. Beñalet
• Manuel E. Paquiao Jr.
• Rosalie C. Baldezamo
• Ruel S. Vicente
• Jarah I. Reomero
• Marilou D. Junsay
• Nov 24, 2023
• strategic management

*Cari Edward C. Beñalet, Manuel E. Paquiao Jr., Rosalie C. Baldezamo, Ruel S. Vicente, Jarah I. Reomero, Marilou D. Junsay

Davao del Norte State College, New Visayas, Panabo City, Davao del Norte, Philippines

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2023.701177

Received: 11 October 2023; Revised: 19 October 2023; Accepted: 23 October 2023; Published: 24 November 2023

This systematic review delves into the extant literature on educational strategic management, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. A selection of research articles from Google Scholar, published between 2018 and 2022 and written in English, served as the primary data source. This review delineates the demographic characteristics of the existing work on educational strategic management, focusing on the geographical distribution, research methodologies, and participant numbers. Additionally, it synthesizes vital aspects of educational strategic management and consolidates recommendations found in the literature. Analysis of the literature’s demographics reveals a notable paucity of studies emanating from Asian and African countries, underscoring the need for a broader international perspective. Thematic analysis of eight articles spanning five countries identifies four central themes concerning the features of educational strategic management: optimized organizational structures, dynamic managerial capabilities, sustained pursuit of long-term objectives, and responsive feedback mechanisms. Furthermore, the review distills recommendations from various sources into four fundamental elements of strategic management: environmental scanning, strategy formulation, strategy implementation, and evaluation and control. This comprehensive analysis provides valuable insights for school leaders seeking to enhance their educational institutions. It also underscores the potential for future research endeavors to explore diverse dimensions of educational strategic management, such as challenges and coping strategies.

Keywords : Education, strategic management, systematic review

INTRODUCTION  

In the last decade, educational systems worldwide have embarked on a profound transformation journey. This transition marks a shift from entrenched traditions of educational management rooted in the past to a forward-looking model anchored in strategic direction. The central objective of education under this new paradigm is to advance and sustain educational excellence. Notably, this era of change has seen a pronounced emphasis on reforms dedicated to enhancing educational institutions, pedagogical practices, and the overarching educational system (Latorre-Medina & Blanco-Encomienda, 2018).

Strategic management, adeptly employing an organization’s resources to fulfill its objectives, has been at the heart of this educational evolution. Prior studies have defined strategic management as the art of formulating goals, strategies, and objectives to enhance an organization’s or a company’s competitiveness. It predominantly revolves around efficiently utilizing human capital and material resources to achieve predefined objectives (Sabattin et al., 2020).

A burgeoning body of literature underscores the pivotal role of strategic management and planning as the foundation for success in the intricate landscape of education. Within this context, the human resources within educational institutions emerge as the linchpin of strategic management, essential for optimizing performance and fostering excellence in schools.

Explorations into the factors influencing strategic management in education reveal a compelling narrative. The success of educational institutions and centers is intrinsically linked to the judicious application of strategic management across diverse domains. A telling example lies in the strategic management practices employed by Hershey National Track Company, as illustrated by Darden et al. (1989), which illuminate how strategic decision-making at the executive level can facilitate success even in fiercely competitive environments (Carvalho et al., 2021).

Strategic management, furthermore, has emerged as a force for organizational effectiveness in various sectors. Within the realm of education, strategic planning has evolved from its more assertive origins, rooted in business practices. This evolution has been catalyzed by the influx of professionals from the private sector taking on leadership roles in educational institutions. These adaptations now emphasize collaboration and consensus, as exemplified by Kose and Kose (2019), who highlight key components of educational strategic management, including structured organizational frameworks, managerial proficiency, goal alignment, and constructive feedback mechanisms.

Nevertheless, the landscape of educational strategic management has its challenges. A comprehensive analysis reveals various issues, including leadership, training, resource allocation, and educational policy frameworks, which underscore the multifaceted nature of this domain (Nyagah, 2015). The significance of conducting a systematic review to pinpoint a research gap and have also outlined a systematic review protocol for this specific domain and its associated research (Price, 2017).

A systematic literature review has been undertaken to address these challenges and bridge theoretical gaps. This review is a comprehensive compilation of existing research on educational strategic management, offering invaluable insights and direction for all stakeholders within the educational sphere. As this transformation unfolds, schools need clear and strategic direction to avoid wandering, where objectives shift frequently, and school leaders may need clarification about the purpose of their work as educational managers. Historically, schools have leaned more toward operational planning, emphasizing efficiency and effectiveness (Bush & Coleman, 2018).

Research Questions

The study tends to conduct a systematic review analysis of the existing literature about educational strategic management. It aims to answer the following research questions:

• What demographic data is in the existing literature on educational strategic management regarding country, research design, and the number of participants?
• What are the features of educational strategic management?
• What suggestions for further research can be identified by exploring the current literature in educational strategic management based on the elements of strategic management?

METHODOLOGY

This study used a systematic review analysis design. A key aspect of systematic analysis is gathering and evaluating all papers on a topic and design. Based on their quality, systematic reviews do statistical meta-analyses of study outcomes (Ahn & Kang, 2018). It is also the primary concern of Ranganathan and Aggarwal (2020) that a systematic review is a statistical approach for statistically combining the results of several research studies to produce a pooled estimate of treatment impact, which is usually included in systematic reviews. Therefore, systematic reviews are the most substantial evidence (Chandler et al., 2019). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) reporting checklist was used to conduct this systematic review, as shown in Figure 2. (PRISMA; Liberati et al., 2009). The process has four stages: identification, screening, eligibility, and inclusion. For this investigation, a thorough literature search was done to discover articles that included systematic reviews.

Adopted from: Liberati A, Altman DG, Tetzlaff J, Mulrow C, Gøtzsche PC, et al. (2009) The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration. PLOS Medicine 6(7): e1000100. https://doi.org/10.1371/journal.pmed.1000100

 Figure 1: Information flow between the various stages of a systematic review

Searching, Screening, and Data Extraction

The primary database-search tool used by the study to find relevant literature that may be included in it was Google Scholar. Google Scholar was primarily chosen because it includes an advanced search tool that allows users to specify their preferred functional words, the portion of the paper in which they were used, and the year of publication. Additionally, it offers statistics depending on inclusion and exclusion standards, such as full-text versions.

To find relevant reviews, we launched Google Scholar, clicked the “advance search” option, and set the inclusion criteria to “in the title of the article” and the use of keywords like “educational strategic management” were applied in the search and browsing of valid literature, that generated two hundred and fifty-eight (258) results. We then set the publication year between 2018 and 2022, which was narrowed to ninety-two (92).

Furthermore, there were several duplicates, as we saw. To quickly eliminate the ten duplicates, we exported the articles using Microsoft Excel and sorted them from A to Z. As a result, eighty-two (82) items were still available. These were examined based on language, with only articles written in English included, leading to the identification of seventy-one (71) sources and the exclusion of 55 articles. Because the seven eliminated publications could not be accessed, the researchers only kept sixteen (16) sources from these 29 journals. The researchers then reduced the number of papers to nine (9), excluding seven that needed to be published in a journal format. To ensure that every paper the researchers review is in qualitative format, we removed one using quantitative methods, which left eight (8) qualified articles to be included.

Moreover, we screened the articles by concentrating on the key elements of educational strategic management. The inclusion and exclusion standards for this review are shown in Table 1, which shows the eligibility criteria that determine which articles were included and excluded.

Table 1 Inclusion and Exclusion Criteria of the Systematic Review

Search Strategy

The documentation of the analysis process and the establishment of inclusion criteria in this research were diligently carried out following established guidelines.

We used Google Scholar to look for pertinent works. To quickly compile the most recent and pertinent articles, we used the “advance search” option and selected inclusion criteria such as “in the title of the article” and the year between 2020 and 2022. To systematically include relevant works, we carefully filtered the searched articles by looking at the titles, reading the abstracts, and even downloading the whole texts for in-depth analysis. We searched various sources during the data collection procedure to adequately support

the current reviews. All references were properly cited for easier searching.

  Data Extraction Procedures

For convenience in reference, navigation, and citation, this systematic review has extracted the names of the authors, the year of publication, the country, the study design, participant characteristics, the study aims, the results and discussion, the conclusion, the recommendations, and the implications for strategic planning in education. The reviewed studies for strategic planning in education are included in Table 2. All of them were taken from Google Scholar.

Table 2  Reviewed Studies on strategic planning

Data Analysis

In the early part, with the final listing of the literature, simple tabulations of demographic data were made using Microsoft Excel regarding the study year, nation, and subject area. A comparison of the various literature was considered to overcome the outdated professional development skills in public schools. The analyzed data were also presented in a graphical format to provide a general image of the complete data set.

RESULTS AND DISCUSSION

The eight reviewed articles in this paper came from eight countries. These were appropriately distributed according to the following:  India (1), Malaysia (2), Indonesia (3), Egypt (1), and Ghana (1). Five studies (63%) concentrated on basic education, while two studies (25%) focused on higher education. On the other hand, only one study (13%) was not identified (see Table 3).

Table 3   Distribution of the Reviewed Studies by Country and by Educational Level

The results of the framework’s sections are shown in the next section. The first section focuses on the demographic data in the existing literature on educational strategic management regarding the country, research design, and the number of participants. The second section identifies features of educational strategic management. The third part discusses the suggestions for further research that can be identified by exploring the current literature on educational strategic management based on the elements of strategic management.

Demographic Data on the Existing Literature on Educational Strategic Management

Table 4 summarizes the full-text publications and journals reviewed about educational strategic management and the nation in which the study was done, research methodologies, participant numbers, and study objectives. As seen in the table, India (1), Malaysia (2), Indonesia (3), Egypt (1), and Ghana (1) were the countries from which the studies were from. The quantity of qualitative and quantitative research designs used throughout all literature about educational strategic management may have been roughly balanced. According to the number of participants, the type of study and research design used have an impact.

The summary of the research emphasis for all relevant literature is shown in the last row following the review analysis. Additionally, the readers were informed of the study’s purpose(s) and expected that the posed research questions would be addressed.

Table 4  Demographics of the Various Literature

Features of Educational Strategic Management

Based on a thorough review of the ten (10) articles, four (4) emerging themes on the features of educational strategic management: Efficient Organizational Structure, Dynamic Management Skill, Maintaining Long Term Objectives, and Emerging Feedback, as shown in Table 5.

Table 5 Emerging Themes on the Features of Educational Strategic Management

Efficient Organizational Structure

In the efficient organizational structure in educational strategic management, the following characteristics, as shown above, are education innovation strategic management practices, awareness, clarity, enthusiasm, and commitment.

Education Innovation Strategic Management Practices . The execution methods are as follows in educational institution innovations. Personalized educational settings development (Dias, 2018). This concept aids the person’s abilities for thought and analysis, growth of their additional intelligence, and development of a dependable citizen. Additionally, eight distinct intelligence formations are necessary for success in many of today’s strategic management (Ashittey, 2022).

Furthermore, Yaakob et al. (2019) emphasize opportunities for learning through problems: Examine what you already know and learn more. You must acquire and improve your people skills to improve team performance by enhancing your communication abilities, developing more adaptability in information processing and satisfying obligations, using evidence to support claims, and practicing the abilities you will need after your education.

Awareness, Clarity, Enthusiasm, and Commitment. 

Plans provide for early commitment to a course of all corporate strategic activities that will benefit from being coordinated and implemented convincingly. Plans are a further programming tool (Swain & Pradhan, 2020). Commitment to the factors that, at all costs, will steer the organization in the right direction and the goals for the system (Bahri, 2020).

Dynamic Management Skill

Based on the comprehensive review, dynamic management skill is characterized by fundamental transformation, overcoming resistance to change, and developing skills and change competencies.

Fundamental Transformation . Various definitions come to mind when transformation work is considered. Swain and Pradhan (2020) stated that a transformation is a significant alteration in shape or appearance. It is a structural method of implementing a strategy or vision to transfer people, teams, and organizations from one state to another desired state in the future. Transformation is a process of change in which organizational culture shifts in favor of a particular type of culture that institutionalizes such social processes (Ramdhan,2019). Making long-term and short-term goals, a future perspective, a mission, and meaningful outcomes are all components of strategic management; as a result, the start of an effective shift in transformation can be strategic (Bahri, 2020).

Overcoming Resistance to Change and Developing Skills and Change Competencies . Change is a necessary process that must happen whether it is acknowledged because it is dynamic. Management is frequently viewed as a technique to control the company effectively and efficiently until the point of execution and evaluation, ensuring its goals and objectives are met (Sabaruddin et al., 2022). The configuration form is revealed according to the scope, competition results, targets, and resource allocation (Syarifudin et al., 2022). Additionally, Dias (2018) stated that people in the organization would be led and able to function at their best if strategic management could maintain long-term objectives and use strategic management techniques, using operational management as a tool to accomplish the organization’s strategic objectives or company, particularly in terms of competition, it can encourage managers and leaders to think strategically.

Maintaining Long Term Objectives

In Maintaining long-term objectives in educational strategic management, the following characteristics, as shown above, are creating innovative programs, sustaining the survival of the institutions, keeping the institute progressing, and achieving top standards. It includes strengths and weaknesses for the effective management of environmental opportunities and risk, and lastly, a configuration of the results that are expected to be achieved in the future.

 According to (Dias, 2018; Ashittey, 2022; and Sabaruddin et al., 2022), maintaining long-term objectives creates innovative programs because the school administrators can examine the efficacy of particular programs and enhance them in response to their results. It ensures the institutions’ survival by demonstrating future planning for the organization’s benefit and providing a potential solution to any issues that might arise (Ashittey, 2022; Syarifudin et al., 2022)

According to Ashittey (2022), decisions made by management regarding implementing measures to put a newly decided strategy into place and overseeing the ongoing pursuit of that plan. It is crucial to carry out the new plan to increase competence and effectiveness in decision-making while demonstrating quantifiable progress toward achieving the desired outcomes and objectives.

Diaz (2018) defines Organizational Strategy “as the determination of the basic long-term goals and objectives of an enterprise and the adoption of course of action and allocation of resources necessary for carrying out goal.”, thus the value of sound planning facilitates the implementation of the strategy and, eventually, results in success.

Additionally, planning is one of the management’s responsibilities. Management is frequently viewed as a technique to control the company effectively and efficiently until the point of execution and evaluation, ensuring its goals and objectives are met (Sabaruddin et al.,2022; Ashittey, 2022).

Emerging Feedback

In Emerging Feedback in Educational Strategic Management, the following characteristics are:  improves execution and maintains transparency in planning action and continuous improvement in the strategy control and determination of fair performance criteria.

Human resources are essential to educational administration in this challenging world since they are the ones who will carry out the task. The school administration should comprehend the characteristics of developing feedback to complete the task to boost the standard of educational quality. So, emerging feedback can help an organization run more efficiently. To balance developing plans and acting, leaders must be aware of the input, process, and output of feedback data as well as the impact and feedback of the teachers while creating educational strategic management. Leaders should establish fair performance criteria to clarify things for the teachers (Swain & Pradhan, 2020; Yaakob et al., 2019; Bahri, 2020).

According to Swain and Pradhan (2020), these institutions also frequently incorporate strategic planning, which enables organizations to respond to macroeconomic environmental and educational policies to improve the future.

Any organization must handle both internal and external environments. The shape, style, and nature of the interactions increase in complexity with the organization’s size. Because there are many various types of organizational leaders, it makes it more and more difficult for them to make decisions. Therefore, strategic and operational management must discover a fast and suitable solution (Ashittey, 2022; Sabaruddin et al., 2022; and Ramdhan, 2019).

Additionally, emerging feedback is essential to educational strategic management since it helps decision-makers in an organization make good choices.

Summary Of Suggestions From Various Literature

In providing a synthesis of the different recommendations from various works of literature, it used the four elements of strategic management, namely (1) environmental scanning, (2) strategy formulation, (3) strategy implementation, and (4) evaluation and control, as shown in Table 6.

Table 6  Synthesis of the Different Suggestions / Recommendations

With this scoping review, the authors aimed to contribute to educational strategic management, such as efficient organizational structure, dynamic management skills, maintaining long-term objectives, and emerging feedback that helps school leaders manage schools. Because leaders need to evaluate how to manage their loose and tight configurations and, as a result, reinforce simultaneous personal and organizational factors associated with school improvement, strategic leadership is becoming increasingly relevant. As a result of a deeper comprehension of the constructions, it is now time to advance the research into more intricate, longitudinal, and explanatory methods. This integrative and systematic evaluation of the educational literature on strategy and strategic leadership of determining the features of strategic management in education was an attempt to contribute to the overall goal of this project.

Research Agenda

Institutionalized education policies are derived from a wide range of short-term and long-term planning activities, such as development plans, government programs, and strategic plans, to find a solution to this issue and investigate the requirements that the field of strategic management will have shortly. Based on the demographics of the various literature, only some studies that the schools and school leaders must understand and realize the features of strategic management in education were noted in Southeast Asia. Hence, it can be a source of another similar study in the context of these countries. Lastly, the output of this study gains social relevance because the results can substantially satisfy all school leaders. They may utilize the results of this study in crafting and enhancing policy and implementation, and this can be an avenue to present this study in various local, national, and international forums, which will also have the potential to publish this work in a reputable journal.

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• Nyagah, A. S. (2015). Challenges of formulation of strategic plans in secondary schools in Kenya: A case of Mombasa county and its environs. Journal of Education and Practice, 182-183.
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Educational management: meaning, definition and types.

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Read this article to learn about the meaning, definition and types of educational management.

Meaning of Educational Management :

The origin of the development of educational management as a field of study began in the United States in the early part of the twentieth century. Development in the United Kingdom came as late as the 1960’s. Educational management, as the name implies, operates in educational organisations or institutions.

There is no single accepted definition of educational management as its development observed in several disciplines or fields like business, industry, political science, economics, administration and law. So while defining the meaning of the term educational management can be said that, “Educational management is a complex human enterprise in which different resources are brought together and made available to achieve and to accomplish the desire and expected goals or objectives.

It is being mainly a human endeavor should be properly planned without emphasizing the rigid application of mechanical and physical principles. It is fundamentally a social organisation where inter human relationships must play a major role. For success of educational management, there must be adequate freedom and flexibility on the one hand and necessary discipline and decorum on the other hand in the educational institution.

Thus management of education or educational management implies the practical measures for ensuring the system to work for achieving the goals or objectives of an educational institution. So educational management operates in educational organisations or institutions.

There is no single accepted definition of educational management as its development has drawn heavily on several disciplines like economics, sociology and political science. But some specialists in this area have propounded their views in the form of giving their definitions on educational management which are given below.

Definitions of Educational Management :

School management, as a body of educational doctrine, comprises a number of principles and precepts relating primarily to the technique of classroom procedure and derived largely from the practice of successful teachers. The writers in this field have interpreted these principles and precepts in various ways, usually by reference to larger and more fundamental principles of psychology, sociology and ethics. —Paul Monore

“Theory and practice of the organisation and administration of existing educational establishments and systems.” —G. Terrypage and J.B. Thomas

To him management implies an orderly way of thinking. It describes in operational terms what is to be done, how it is to be done and how we know what we have done. Management is a method of operation and good management should result in an orderly integration of education and society. —Shelly Umana

In the light of above discussion it is clear to visualize that educational management is a comprehensive effort intended to achieve some specific educational objectives. It deals with the educational practices, whereas educational philosophy sets the goals, educational psychology explains the principles, educational administration tells how to achieve educational objectives and principles. It is the dynamic side of education.

It deals with educational institutions – right from the schools and colleges to the secretariat. It is concerned with both human and material resources which are essential. Because the degree of success of the educational management of any educational programme depends upon the degree of co-ordination and organisation of these resources.

Types of Educational Management:

1. human resources:.

Human Resources of an educational institution comprise the entire staff, both the teaching and non- teaching – teachers, clerks, researchers and other elements such as students, parents, members of the community, members of the managing or governing body and departmental officials. Management of human resources is of vital importance at present and calls for selection, recruitment, appointment, hire, retention, development and motivation of the personnel to achieve the educational objectives.

The individuals involved in the process should be provided with adequate facilities for reaching the highest levels of achievement and for improving the professional growth to the maximum. So an educational institution or organisation in order to be effective and efficient has to ensure that there are right type of people with the right skills, in the right place and at the right time for carrying out the various jobs and services.

For this human resource needs are to be identified. Proper selection and recruitment are to be made, demands and supply of services be properly matched and suitable forecasting be made about the future requirements. There are problems of working conditions, promotion prospects, appointment and transfer, motivation and security, career development and so on which have to be handled with sympathy, understanding, fellow feeling and co-operation on the one hand and proper sense of commitment and accountability and involvement on the other hand.

2. Physical and Material Resources:

For every organisation or institution, basic infrastructure in concrete terms is essential. Buildings, playgrounds, equipment’s, furniture’s, machineries and stationeries are required for various practical purposes. Libraries, laboratories, auditorium and so on are part and parcel of an educational institution for organizing different curricular and co-curricular programmes.

The modern age of science and technology has made it possible to equip the educational institution with various media and materials, electronic gadgets including radio, television computers, projectors of many kinds and traditional aids like illustrations, models, charts, maps etc. at reasonable prices.

Like human resources, there must be proper identification of physical resource needs, installation, maintenance and the most important thing is their proper utilization. But the material resources must be of right type with right specifications to be available in the right place and at the right time so that the educational goals can be realized without difficulty, duplication and wastage. It is also necessary that physical resources should have adequate flexibility, adoptability and stability for meeting the future needs and conditions.

3. Ideational Resources:

The resources which are mostly based on ideas and ideals, heritage, image are the curriculum, methods of teaching, innovations and experiments. Like the individual, every organization has its own personality with integrity, its own culture and its own values which are unique and influential for the smooth functioning and effective management of the institutions for creating motivation and self- pride among individuals.

All these create feelings, belongingness, involvement and self-satisfaction among the personnel for working and implementing the programmes in educational institutions. At last it can be said educational management will be meaningful if there will be a great deal of co-ordination and inter relation among these three resources. The cause is that all these three resources are interdependent and immensely contribute to holistic development of every educational institution as a whole.

Hence educational management in broader perspective says about:

(i) Setting directions, aims of objectives of educational organisations or institutions.

(ii) Planning for progress of the programme.

(iii) Organising available resources—People, time, material.

(iv) Controlling the implementing process.

(v) Setting and improving organisational standards.

In the light of above discussion on the meaning of management in education it implies the practical measures to activate the system of work will be the best possible assistance or measures in achieving the goals or objectives in a wider extent bearing the best possible value to the students and the society in a grand scale.

Related Articles:

• Educational Management : Aspects and Scope
• Human Resource Management: it’s Meaning, Definition and Nature

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Biden Announces New Plan for Student Debt Relief

President biden announced a large-scale effort to help pay off federal student loans for more than 20 million borrowers..

Today, I’m proud to announce five major actions to continue to relieve student debt for more than 30 million Americans since I started my administration. And starting this fall, we plan to deliver up to $20,000 in interest relief to over 20 million borrowers and full forgiveness for millions more. [applause] I will never stop to deliver student debt relief and hardworking Americans. And it’s only in the interest of America that we do it. And again, it’s for the good of our economy that’s growing stronger and stronger, and it is, by freeing millions of Americans from this crushing debt of student debt. It means they can finally get on with their lives instead of being put — their lives being put on hold.

By Erica L. Green

Reporting from Washington

President Biden released details on Monday of his new student loan debt forgiveness plan for nearly 30 million borrowers.

The proposal still needs to be finalized and will have to withstand expected legal challenges, like the ones that doomed Mr. Biden’s first attempt to wipe out student debt on a large scale last year.

Biden administration officials said they could begin handing out some of the debt relief — including the canceling of up to $20,000 in interest — as soon as this fall if the new effort moves forward after the required, monthslong comment period.

Here’s what is known so far about the program:

Who would benefit from the new plan?

The plan would reduce payments for 25 million borrowers and erase all debt for more than four million Americans. Altogether, 10 million borrowers would see debt relief of $5,000 or more, officials said.

The groups affected include:

— Borrowers whose loan balances have ballooned because of interest would have up to $20,000 of their interest balance canceled. The plan would waive the entire interest balance for borrowers considered “low- and middle-income” who are enrolled in the administration’s income-driven repayment plans.

The interest forgiveness would be a one-time benefit, but would be the largest relief valve in the plan. The administration estimates that of the 25 million borrowers that could see relief under this waiver, 23 million would see their entire interest balance wiped out.

— Borrowers who are eligible for, but have not yet applied for, loan forgiveness under existing programs like Public Service Loan Forgiveness or the administration’s new repayment program, called SAVE, would have their debts automatically canceled.

— Borrowers with undergraduate student debt who started repaying their loans more than 20 years ago, and graduate students who started paying their debt 25 or more years ago, would have their debts canceled.

— Borrowers who enrolled in programs or colleges that lost federal funding because they cheated or defrauded students would have their debts waived. Students who attended institutions or programs that left them with mounds of debt but bleak earning or job prospects would also be eligible for relief.

— Borrowers who are experiencing “hardship” paying back their loans because of medical or child care costs would also be eligible for some type of relief. The administration has not yet determined how these borrowers would be identified, but is considering automatic forgiveness for those at risk of defaulting.

How is this different from the last plan?

Mr. Biden initially tried to grant $400 billion in debt relief for 40 million borrowers by using the Higher Education Relief Opportunities for Students Act of 2003, or HEROES Act, which the administration argued allowed the government to waive student debt during a national emergency like the Covid-19 pandemic.

The Supreme Court blocked that move , saying that Mr. Biden had exceeded his authority.

The new plan would forgive some or all loan debt for nearly 30 million borrowers under the Higher Education Act, the federal law that regulates student loan and grant programs. By targeting specific groups of borrowers — instead of offering broad loan forgiveness — the administration believes it can act within the narrower confines of that law.

The Biden administration said lawyers for the White House and the Education Department studied last year’s Supreme Court ruling and designed the new program to make sure it did not violate the principles laid out by the justices.

Still, there could be questions about whether the borrowers under the latest plan would be considered “limited,” as the Supreme Court said the Higher Education Act requires, or whether the administration again overstepped its authority.

What’s the timeline?

The new plan still needs to be published in the Federal Register, which then will start a monthslong public comment period. Administration officials have said they hoped some of the provisions would begin going into effect in “early fall.”

That could leave the debt relief plan unresolved as voters go to the polls in November to choose between Mr. Biden and former President Donald J. Trump.

But Biden campaign officials hope the latest effort will help rally voters who were sorely disappointed by the Supreme Court’s decision last year.

Erica L. Green is a White House correspondent, covering President Biden and his administration. More about Erica L. Green

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OPINION article

This article is part of the research topic.

Smart Sustainable Development: Exploring Innovative Solutions and Sustainable Practices for a Resilient Future

Action Learning for Change Management in Digital Transformation Provisionally Accepted

• 1 Frankfurt University of Applied Sciences, Germany

The final, formatted version of the article will be published soon.

Digital Transformation is not only a technology endeavour but affects the whole organisation, like a company or Non-Profit-Organisation (Tabrizi et al., 2019). Technologies like Artificial Intelligence, Data Science or Cloud Computing are relevant (Sebastian et al., 2017) but rather enable improvements (Pasqual et al., 2023;Vogelsang et al., 2019). Real benefits can only be achieved by a new business models or innovative products that will change the way how value is created in a company (Matt et al., 2015). As this also implies structural changes, succeeding in such a journey requires skills and competencies in conducting changes in an organisation.Education in courses on Digital Transformation at university aims to prepare students for conducting such changes within an organisation-both, from a technological but also from a management perspective. However, there are some challenges in teaching change management as the topic and the consequences of a change in a corporate environment are still quite abstract for students. While individual students managed personal changes in their life, challenges in a large organisation are hard to tell by just using words. Change projects and, therefore, a Digital Transformation for revolutionising the business model of a company, change the organisational structure, affect people and their careers and may cause uncertainty (Kotter, 2012).The paper presents a case study on applying Action Learning (AL) for simulating the situation during a change and how to facilitate a change. The objective therefore is to let students experience changes in organisations in order to develop a better understanding of the need for and how to deal with resistance from employees or stakeholders during a digital transformation. AL, an experienced-based learning method, is described as e.g. learning by doing, collaborating, sharing ideas, lifelong learning as well as reflecting on practice (Zuber-Skerrit, 2002, p. 114). It focusses on taking action on important issues or problems (Hauser et al., 2023, p. 117). In addition, it is "a framework for a group of people to learn and develop through open and trusting interaction" (Pedler et al., 2005in Hauser et al., 2023, p. 116). The basis of AL is the concept of question. By asking questions, AL becomes a social process in which a lot of people start to learn with and from each other, and a learning community comes into being (Revans, 1982, pp. 66, 69,70).As well as AL, sustainable education is a cultural shift in how education and learning is understood (Sterling, 2008, p. 65). If the method is applied in higher education, it changes the learning and teaching culture. While the main objective remains knowledge transfer, experience as well as soft skills become more important including planning and organising the own learning process. AL can be used as a method to encourage students to be more independent.An AL Project starts with a specific (real) problem without a (simple) solution at handlecturers accompany the learning. Addressing the problem that confronts participants necessitates a decisionmaking process within the group. In this project the primary objective is to make knowledge from the lecture permanently available in the students' minds and also to motivate them to learn more independently, reflect and think critically. The achievement of the objective is supposed to be determined during the oral exams at the end of the semester. The postgraduate course on Business Information Systems at the Frankfurt University of Applied Sciences (Germany) has a focus on Digital Transformation. A dedicated module on Strategic Process Management teaches methods and tools for optimising processes in the course of a transformationincluding change management. While teaching, it became clear that most students have never been subject to a significant corporate change, cannot assess the necessity for facilitating such a change and dealing with resistance from employees or stakeholders. The class was therefore running into danger to just learn words by heart (written in text books on change management) but will never understand how being part of such a change feels like. Hence, the teachers introduced one session using action learning to achieve sustainability in learning by experiencing change. The second author, who is the professor in charge, has no active role during the AL training session and is deliberately not in the room. As the examining and grading person the assumption is that it could hinder the training. The professor is therefore the Learning Process Facilitator (Robertson and Heckroodt, 2022, p. 81). The first author accompanies the process as participant and take on the role of observer. Two external facilitators guide the students through the training.This training has integrated work and learning which is the basis of AL (Maltiba andMarsick, 2008 in Cho andEgan, 2009, p. 441). The (learning) success was due to the systematic approach of this AL session as well due to the guidance of the trainers. Learning from experience does need structure otherwise it can be inefficient (Zuber-Skerrit, 2002, p. 115).A professional training company with experience in change management and personal development has been hired. Two trainers of this company prepared a curriculum on how to motivate a change and, at the same time, confronted the students with a tough situation. After the training, they had to break a wooden board with their bare hands. Being shocked by this perspective, students listened to the trainers while they talked about facilitation as well as motivation and explained everything based on breaking the board. The whole training took around five hours, and at the end, each participant broke the board with their bare hands. In the pursuit of insights, data was collected through a combination of student observations and discussions and reflective exchanges with the students. The master students were hesitant in the beginningthey were expecting a lecture and got a quite different setting: visible through a circle of chairs, flip chart instead of Power Point and two people in front who do not look familiar. The students were intimidated, unsure and initially quiet. Over the day, the students thawed out and participated. At first, they could not make the connection to their lecture. The trainers supported the students in building the bridge to change management in the work context. This guidance through the trainers was necessary. Students were encouraged to ask questions and think of examples from their professional contexts; if they did not have them, references to their personal lives or volunteer work should be made. By the end of the day, students were open, asking questions, exchanging knowledge and experience, loosened up, and having fun: As the students were also emotionally involved in the training (because of the challenge) they developed an empathic understanding on how employees feel when being subject to change. This is one of the intended results since Action Learning has a "dual mission": people development and business impact (Cho and Egan, 2009, p. 441). They were able to experience transformation and change.It was a functional decision not to include the examiner in the training, because the observer also noticed that the students were somewhat restrained and sometimes looked at her. The observer was only known to the students from greeting and she also had the feeling that this made some people feel inhibited. For this reason, the external trainers, who ensure confidentiality, were ideal. The participative observation could have influenced the students' later statements.This case study is only transferable to a limited extent, since it is very specific: it only includes postgraduate student from one degree programme who mainly have done their undergraduates at the same university. In addition, for German universities, it is a rather smaller study group (10-16 students). Another special feature is the special background of the external trainers: Business information specialists and instructors for Jiu-Jitsu which both influence the case study/training.At the end of the semester, the module was concluded with an oral exam. The second author had often experienced students here in the past who reproduced knowledge but had limited understanding of what it meant and had difficulty bringing examples. This year, things were different: the students were able to give a lively account of change management based on the training and were able to substantiate the contents of the lecture with practical examples. The primary objective, as stated previously, can be seen as achieved as almost all students were able to reflect on the challenges with changes. One student struggled explaining reasons for resistance against changes in a company in the oral exam and just repeated words from the lecture slides. In this case the professor switched back to the role as a learning companion and encouraged the student to reflect on how they felt while being confronted with the wooden board challenge. Now the technical knowledge was connected to the emotional side and struggles with changes were explained in a livelier way.Action Learning as an innovative teaching method not only have advantages but also disadvantages in higher education settings. The following disadvantages and how we have tried to mitigate them should be mentioned: Applying AL is time consuming, and it has to fit in the university's schedule. We met this challenge through early and transparent (semester) planning. For AL, they were scheduled for a whole day and the session took longer than the usual lecture and exercise slot in the timetable. To counter this, the lecture room showed by a different seating (seating circle), which suggested a different teaching method, it was the day with excess length, and the integration of external facilitators made it clear that today is not a normal lecture.The case study makes the authors quite optimistic that Action Learning could be integrated in the curriculum to gain more time for the implementation and to enable a sustainable learning effect. Notably, certain factors have emerged as influential in promoting success in our case: the necessity of implementing AL in smaller group settings, the acquisition of external facilitators, the proactive scheduling of additional time slots within the semester plan, and the clear, advance communication of these schedule adjustments to enable students to align their plans accordingly. Importantly, there was an active expression of interest from some students for more sessions of this nature. In future, we are also planning to try out shorter formats to test whether AL could also be implemented in a regular course, i.e. 90 minutes.

Keywords: Action Learning, Change Management, higher education, Teaching, digital transformation

Received: 21 Feb 2024; Accepted: 11 Apr 2024.

Copyright: © 2024 Ruhland and Jung. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mx. Anja Ruhland, Frankfurt University of Applied Sciences, Frankfurt, Germany

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