Hui-Wen Vivian Tang and Tzu-chin Rojoice Chou
The purpose of this paper is to evaluate the forecasting performance of grey prediction models on educational attainment vis-à-vis that of exponential smoothing combined with…
Abstract
Purpose
The purpose of this paper is to evaluate the forecasting performance of grey prediction models on educational attainment vis-à-vis that of exponential smoothing combined with multiple linear regression employed by the National Center for Education Statistics (NCES).
Design/methodology/approach
An out-of-sample forecasting experiment was carried out to compare the forecasting performances on educational attainments among GM(1,1), GM(1,1) rolling, FGM(1,1) derived from the grey system theory and exponential smoothing prediction combined with multivariate regression. The predictive power of each model was measured based on MAD, MAPE, RMSE and simple F-test of equal variance.
Findings
The forecasting efficiency evaluated by MAD, MAPE, RMSE and simple F-test of equal variance revealed that the GM(1,1) rolling model displays promise for use in forecasting educational attainment.
Research limitations/implications
Since the possible inadequacy of MAD, MAPE, RMSE and F-type test of equal variance was documented in the literature, further large-scale forecasting comparison studies may be done to test the prediction powers of grey prediction and its competing out-of-sample forecasts by other alternative measures of accuracy.
Practical implications
The findings of this study would be useful for NCES and professional forecasters who are expected to provide government authorities and education policy makers with accurate information for planning future policy directions and optimizing decision-making.
Originality/value
As a continuing effort to evaluate the forecasting efficiency of grey prediction models, the present study provided accumulated evidence for the predictive power of grey prediction on short-term forecasts of educational statistics.
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Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership…
Abstract
Purpose
Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns.
Design/methodology/approach
For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program.
Findings
Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program.
Research limitations/implications
Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists.
Practical implications
To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences.
Originality/value
This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.
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Hui-Wen Vivian Tang and Mu-Shang Yin
The aim of this paper is to demonstrate the application of optimal globalization grey relational analysis (GGRA) as a workable decision-making tool to prioritize emotional…
Abstract
Purpose
The aim of this paper is to demonstrate the application of optimal globalization grey relational analysis (GGRA) as a workable decision-making tool to prioritize emotional intelligence (EI) training needs of specific groups of academic leaders.
Design/methodology/approach
The study involved administrating the emotional skills assessment process to 50 academic leaders in the USA and 50 in Taiwan. Optimal GGRA was utilized to prioritize EI training needs of the two distinct groups of academic leaders.
Findings
Results of the optimal GGRA suggest that context-specific EI interventions focusing on enhancing weak areas of emotional competency are made possible through optimal globalization grey analysis.
Practical implications
Optimal GGRA is introduced as a valid decision-making technique for planning effective EI interventions. The results have implications for designing training courses targeting on enhancing weak areas of emotional competency.
Originality/value
The utility of optimal GGRA as a decision-making tool to prioritizing training needs for the two cultural groups of academic leaders in the study aims at going beyond the narrow psychometric perspectives of measurements on leadership potentials and reaching out to practical approaches to leadership development and training.
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Hui‐Wen Vivian Tang, Mu‐Shang Yin and Darwin B. Nelson
This paper seeks to explore the relationship between the emotional intelligence (EI) and transformational leadership practices of academic leaders in Taiwan and the USA. It aims…
Abstract
Purpose
This paper seeks to explore the relationship between the emotional intelligence (EI) and transformational leadership practices of academic leaders in Taiwan and the USA. It aims to investigate whether cross‐cultural differences exist in academic leaders' EI, leadership practices, and the relationship between them.
Design/methodology/approach
The study employs a casual‐comparative approach to draw cross‐cultural comparisons. Convenience samples of 50 academic leaders in Taiwan and 50 in the USA were selected as two comparison sample groups. Two instruments were selected to measure emotional intelligence and leadership effectiveness.
Findings
Results of the correlational analyses indicate that Taiwanese participants' overall EI was found to be positively correlated in a statistically significant manner with all five areas of leadership practice. The US participants were found to have statistically significant positive relationships between overall emotional intelligence and all areas of leadership practice except Challenging the process, and Inspiring a shared vision. ANOVA results reveal that significant differences exist in distinct areas of EI and distinct areas of leadership practice as a function of cultural difference.
Research limitations/implications
An important limitation of the present study is the probability of response bias resulting from self‐reported data.
Originality/value
The study has significance in three aspects. First, it investigates a less understood and explored issue: cross‐cultural differences in the relationship between emotional intelligence and leadership practices. Second, findings of the study make contributions to the body of research in a number of related disciplines, such as leadership effectiveness, emotional intelligence, cross‐cultural research on leadership, and cross‐cultural studies of emotional intelligence. Third, the results of the study bring significant insights into the field of cross‐cultural leadership development in the academic context.