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Formal managerial education plays a pivotal role in organizational and personal career development. Research addressing the impact of managerial training and development programs has mainly relied on studies of short-term programs and focused on exam results, i.e. formal knowledge, as a main outcome. However, less is known about the impact of long-term programs in general, and specifically on managerial behaviors. We address these important gaps by raising the research question, “What is the impact of long-term formal management training on self-perceived leadership behaviors?” within the context of a three-year mandatory formal training program for Danish municipal managers.

We utilize linear mixed-effect modeling to analyze survey-based panel data from a total of 116 Danish public managers (primarily working within welfare services, such as childcare, eldercare and school services) enrolled in a mandatory management education program offered by a business school over a three-year period. Leadership behavior is operationalized and measured with reference to Yukl’s conceptual framework, which includes task-, relations- and change-oriented behaviors.

Formal management education has a differential impact on self-perceived management behaviors. During the observed period, task-oriented behaviors increase in absolute and relative levels for managers participating in management education, while relations- and change-oriented behaviors remain at the same levels.

To the authors’ knowledge, Yukl’s taxonomy has previously not been applied within this context, despite the fact that the three behaviors mirror core content in most formal management and leadership education.

This study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.

Quantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.

The findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.

This study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

This study aims to identify potential relational antecedents, the initial stage of the three-stage model of OPRs, in the public diplomacy context by focusing on a government organization and foreign public relationships.

This study conducted in-depth interviews with Fulbright scholars and students from various countries to gain insights into the motivations underlying the initiation of relationships with the Bureau of Educational and Cultural Affairs (ECA) within the Fulbright program.

This study identified common expectations among foreign publics regarding their relationships with ECA within the Fulbright program. Moreover, this study reveals that the foreign publics are primarily motivated by their educational needs, laying the foundation for their emotional and financial requirements. These needs propel foreign publics to build relationships with government organizations. The fulfillment of these antecedents contributes to stronger government organizations and foreign public relationships, underscoring the importance of relational antecedents in theorizing about OPRs.

This study is one of the first empirical investigations to investigate the relational antecedents in the public diplomacy context.

The author aims to walk beside the singular privileged class of White women’s suffrage feminist origin story to (re)construct plausible feminist fragmented threads as antenarratives in the context of business management education. To accomplish this (re)assembling of threads, the author examined two North American business trade publications created and used within two business schools, Harvard University’s Harvard Business Review (HBR), established in 1922, and Western University’s The Quarterly Review of Commerce (The Quarterly), established in 1933.

The author carefully reviewed almost 4,000 articles from HBR and The Quarterly, focusing on 308 articles that addressed the experiences of complex women. With this subset of collected articles, the author highlighted overlooked details, accidents and errors, generating interest and curiosity about the emergence of these fragmented and paradoxical origins that align with Foucault's histories of errors. By grouping these narrative fragments into themes and conducting a critical discourse analysis that incorporated influences from the external environment, the author reconstructed plural feminist origins antenarratives.

The themes discovered, including women as consumers, explicit working women concerns, women as authors/coauthors, diversity and social justice initiatives, and women in higher education/training, are not merely descriptive observations. They are the building blocks for identifying and analyzing the power relations circulating among feminist origins antenarratives within management education circles. These antenarratives include shedding light on women working in capitalist contexts, the educational needs of business women, and men and naming (but not breaking) the “mythologies” of women at work. These findings are transformative to the understanding of plural feminist origins.

The uniqueness of this work lies in its threefold contributions: moving away from the notion of a singular feminist origin story and instead embracing the complexity of multiple, paradoxical and incomplete origins; shedding light on the spectrum of power relations – ranging from productive to oppressive – that shaped the experiences of women in two management educational circles during the first half of the 20th century; and introducing the concept of inflection points, which underscores the fluidity of knowledge.

In light of the growing emphasis on sustainability in higher education, this paper aims to explore the effectiveness of sustainability university rankings, specifically focusing on sustainable development (SD), to understand their impact on advancing universities’ sustainability goals and address gaps in practical implications and limitations.

This study examines sustainability rankings in higher education (HE) through document analysis. Chosen for significance, these rankings were evaluated for regional participation, criteria and the top 20 universities. The method involved scrutinising official ranking websites for diverse perspectives on sustainability. The results are classified into three categories: regional participation, assessment criteria and top universities in the latest iterations.

The findings show that sustainability rankings are widely spread, and their existence has led to an increased motivation for universities to further engage in efforts in the field of SD. This study offers suggestions for optimising the role of promoting SD principles and practices in HE.

This comprehensive assessment sheds light on rankings’ operations and success levels. It makes a significant contribution to the literature, providing an unprecedented overview of analysed rankings and on sustainability assessment and their impact. This analysis will be valuable for universities towards the integration of SD principles and practices into the HE environment.

This study aims to analyze to what extent distance education is feasible and efficient with the limited technological infrastructure in Egypt. The study answers this question from the perspective of households' preparedness level regarding possessing information and communication technologies (ICTs). In addition, it assesses whether the pattern of students' ICT ownership is influenced by disability- and socioeconomic-based inequality in education and whether the pattern of ICT ownership exacerbates such biases.

A three-stage probit model with double sample selection (PMDSS) was applied to estimate the factors likely to influence ICT possession, considering the selection process for school enrollment and education continuation. The authors utilized nationally representative data from the Egypt Labor Market Panel Survey 2018.

About 40% of students aged 12–25 did not have ICTs. Most socioeconomically poor households, particularly those living in Upper Egypt, were the least likely to obtain ICTs and rely on distance education. In addition, female students, particularly those with disabilities, had the lowest chance of benefitting from distance learning.

The persistent structural deprivation of school enrollment and educational progression has led to the positive selection of well-off children in education, which is extended to ICT possession and internet use. Without addressing these structural biases, the study suggests that distance education will likely exacerbate educational inequalities.

The study analyzed the extent to which Egyptian families were prepared in 2018 regarding ICT possessions for distance education for their children, particularly those with disabilities. Furthermore, it investigated whether access to distance learning was influenced by disability- and socioeconomic-based inequalities in education.

The purpose of this study is to offer a quantitative analysis of cash waqf capital in the Ottoman Empire, using data from cash waqf deeds (waqfiyyas) of Rumelia provinces from a long-term perspective.

Extracting information on capital levels, personal characteristics of founders, financed services, distance from Istanbul and witnesses, this study estimates aggregate measures of capital levels. This study uses regression analysis to identify how capital levels are determined by several factors.

The results of this study indicate that holding a title, number of services, distance from Istanbul and family waqfs are positively related to higher capital levels. The number of witnesses, gender and individual services have no influence on capital levels.

Although the financial capital of cash waqfs decreased significantly since the 19th century, their number continued to increase. This was mainly because of the continuing tendency of a significant segment of society to borrow from these organizations, rather than the increasing role of modern banks. During this period, lending with less paperwork preserved the role of these organizations in credit relations, especially in relatively small-scale towns far from Istanbul. In other words, banks did not replace cash waqfs during the 19th century. Cash waqfs played an important role in channeling medium-sized financial capital to the market. For recent times, this study suggests that modern cash waqfs and Islamic financial institutions should prioritize trust, diversification and sustainability while adapting to contemporary economic and regulatory contexts.

In addition to providing valuable insights into cash waqf capital patterns from a long-term perspective, this study contributes to the literature by providing findings based on a novel data set of cash waqf organizations outside Istanbul. This study, for the first time, provides a quantitative and systematic analysis on the development of cash waqf capital and its determinants in the Ottoman Empire. Of great significance, this study focuses on organizations in the Rumelia region, which has received limited attention in the Ottoman waqf and finance history literature and provides a quantitative analysis of a substantial number of cash waqfs, specifically, 972.

This research aims to investigate the motivations of adults for postgraduate studies in Hong Kong among general master, EMBA/MBA and doctorate students, focusing on the self-actualization need under Maslow’s model. The questionnaire surveying and related statistics methods are used. The Brief Index of Self-actualization (Sumerlin and Bundrick, 1996) is applied. The findings are: doctorate students have higher self-actualization motivation than Master students; age only slightly partially supported or largely refuted to covariate with self-actualization motivation; there are no direct results to show that females have higher self-actualization motivation than males. However, on Factor 3 curiosity (Sumerlin and Bundrick, 1996) females score higher than males. As this is a factor that measures self-actualization, we could argue that females show higher self-actualization needs than males indirectly in this analysis. Fourth, there is significant support to show that income covariates with self-actualization motivation.

This research investigates the motivations of adults for postgraduate studies in Hong Kong among general master, EMBA/MBA and doctorate students, focusing on the self-actualization need under Maslow’s model. The questionnaire surveying and related statistics methods are used. The Brief Index of Self-actualization (Sumerlin and Bundrick, 1996) is applied.

The findings are: doctorate students have higher self-actualization motivation than Master students; age only slightly partially supported or largely refuted to covariate with self-actualization motivation; there are no direct results to show that females have higher self-actualization motivation than males. However, on Factor 3 curiosity (Sumerlin and Bundrick, 1996), females score higher than males. As this is a factor that measures self-actualization, we could argue that females show higher self-actualization needs than males indirectly in this analysis. Fourth, there is significant support to show that income covariates with self-actualization motivation.

The major limitation of this study is the time period is too short to conduct thorough meaningful research within actually a few months. If there is more time a more thorough study could be conducted. The second difficulty or just another major difficulty is the availability of participants. It was not expected at the beginning of the research of the great difficulty to get participants particularly reliable participants. To my surprise, the academic institutions in Hong Kong are not cooperative at all including a number of my former alma maters. They either said it is not convenient or there may be privacy problems.

This would help academic institutions to fix their course strategies, and the government determine its education policies for full-time student and adult education facilities.

This could help to encourage Hong Kong adults to pursue more studies to enhance their ability for their woks and also for promotion of their interests in life.

This is an original research that hopefully would bring new light to the topic of the research.

The purpose of this article is to assess the continuing relevance of Olson et al.’s (1998) four primary concerns regarding the future development of New Public Financial Management (NPFM) in public service organizations. A particular focus is on understanding changes in the formal systems governing the performance management of universities across different “soft-NPFM” national contexts as well as the identification of successful strategies to mediate those four concerns.

Changes in the formal systems governing the performance management of universities in three European countries – Estonia, Finland and Norway – are reviewed in their historical contexts. Methodologically, this article is based on a content-driven analysis of documents, reports and scientific literature, supplemented by the collective memory of the co-authors.

“Warnings” have materialized quite differently in the three countries due to unique “national filters.” These filters are represented by different understandings of how universities are defined in terms of their governance and ownership, such as whether the universities are agents of the state or independent accounting entities with their own legal rights. These “national filters” seem to affect how NPFM is translated into the formal systems governing the performance management of universities.

This article contributes to the literature by examining how some countries and their governments manage to achieve “selective complementarity” of different reforms and trends. This complementarity helps to avoid the “dysfunctional effects” and “extremes” of NPFM.

Securing ethical approval can be a frustrating and opaque experience for some creative practice research students who may find the processes required of them not well suited to their specific inquiry. This can lead to an erosion of trust between students and their institutions. This paper aims to synthesize perspectives representing both creative practice research supervisors and Institutional Review Boards (IRBs) to develop recommendations for improving processes and supporting creative practice research training.

The authors used dialogical inquiry (Wells et al., 2021) to facilitate a dialogue between the authors, who represent different stakeholders in the ethical review process for creative arts research students. Focus topics for the dialogue were developed collaboratively based on existing literature.

Based on the dialogue, the authors make the following recommendations: frame ethics as part of project design alongside aims and methodology rather than as project logistics; structure ethics review processes to ensure ongoing engagement between research students and IRBs; and share exemplars and templates as part of research training. Additionally, the authors advocate for the need to create continuing opportunities for dialogue.

Previous work interrogating ethical review processes for creative practice research has adopted a clear position from either a creative practice researcher or an IRB member perspective. This dialogue facilitates a novel synthesis of these positions, ensuring the recommendations support the objectives of both IRBs and creative practice researchers.