educational management

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Educational management.

• Richard Lynch , Richard Lynch Assumption University of Thailand
• Poonpilas Asavisanu , Poonpilas Asavisanu Assumption University of Thailand
• Kanog-on Rungrojngarmcharoen Kanog-on Rungrojngarmcharoen Srinakharinwirot University
•  and  Yan Ye Yan Ye Assumption University of Thailand
• https://doi.org/10.1093/acrefore/9780190264093.013.701
• Published online: 29 May 2020

Educational management is one of a trilogy of overlapping concepts, along with educational administration and educational leadership. These three concepts are related but nonetheless possess definitional differences depending on where the terms are applied.

The complexity of educational management as a concept is evidenced by its inclusion of related but subsidiary though important notions such as ethics, culture, and diversity within differing educational systems. The overall purpose of educational management is to effectively and efficiently create and maintain environments within educational institutions that promote, support, and sustain effective teaching and learning, but how those key objectives are set and the means by which they are attained may differ significantly depending upon education system or level and across educational cultures. In striving to accomplish these goals, educational managers, through thoughtful practical application of management principles, enlist and organize a society’s available resources to attain the educational goals that have been set by that society’s political leaders. As such, the various educational goals set by differing societies to which educational managers at all levels of the educational system must respond are by definition changeable along with changing socioeconomic conditions within a society and the disruption occasioned by the rapid development of digital technologies used as management tools. Educational management, while guiding planned change, must be responsive to unplanned, disruptive change created by rapid changes in both social structures and cultures as well as advances in digital technologies. This is where the element of educational leadership that directs and guides the entire process of educational management and administration takes on particular importance. Leadership includes both manager and teacher professional ethics and is expressed within a variety of theories of ethical leadership in education that respond to cultural imperatives in differing societies. Educational management must be responsive to both global and local changes due to technological developments that directly impact teaching and learning through changes in curriculum in terms of pedagogical and assessment practices. It is in how educational management as a discipline evolves to effectively meet the needs of educational systems contingent upon the challenges derived from technological, social, cultural, and economic changes sweeping the globe in the first decades of the 21st century that will determine the effectiveness and efficacy of management practices going forward. Effectively and innovatively managing change is the primary challenge facing educational management locally, regionally, and globally in the decades ahead.

• educational management
• educational administration
• educational leadership
• globalization
• team building

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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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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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Institute for Educational Management

Additional Resources

• Request More Information

For more than 50 years, the Institute for Educational Management (IEM) has helped experienced higher education professionals further refine their leadership skills while developing tangible strategies for near- and long-term institutional success.

This highly immersive, intensive learning experience will prepare leaders like you to address higher education’s most pressing issues, including setting strategic direction, competing successfully in a dynamic marketplace, optimizing financial and human resources, creating an inclusive community on campus, embracing emerging technologies, and more.

"The personal development and professional insight that I gained from IEM were well worth the time and effort. IEM was an investment — both in myself and my institution — that I'm confident will pay off greatly in the future." Vennie Gore, Vice President of Auxiliary Enterprises, Michigan State University

Program Details

This eight-day, on-campus institute is designed to help you articulate a compelling institutional vision, foster meaningful and enduring institutional growth, and address the issues that drive positive organizational change and innovation. IEM offers you the time and space to step back from your day-to-day responsibilities to consider the following questions:

• What gets in the way of putting your ideas into action at the individual and institutional level?
• How can planning and strategy implementation help drive opportunities for positive institutional change and improvement?
• How can you function as an agent of change and champion of improvement within your institution?
• How can you put your plans into action when you leave the program -- ensuring there are results directly attributable to your learning?

While the program will be conducted on-campus, it may also include virtual components, such as orientation, pre-program preparation, select in-program content, and a post-program follow-up session.  

Learning Goals

• Articulate your individual leadership challenges and explore how to advance your institution’s mission.
• Gain insight into working more effectively as a member of the senior leadership team while balancing internal and external leadership roles.
• Generate the leadership skills needed to create a community and culture of diversity, equity, and inclusion.
• Learn to drive innovation, improvement, and change for lasting impact at your institution.
• Deepen your understanding of what constitutes institutional success and learn strategies to generate it within your higher education environment.
• Develop a sustained professional network by engaging with your cohort through peer coaching and learning.

Faculty Chairs

James P. Honan

James Honan's research and teaching interests include financial management of nonprofit organizations, organizational performance measurement and management, and higher-education administration.

Richard Jason Reddick

Richard J. Reddick is the senior vice provost and dean for the College of Education at The University of Texas at Austin. He is also a professor for the Program in Higher Education Leadership and professor of the African and African Diaspora Studies Department in the College of Liberal Arts.

Who Should Attend

IEM is designed for higher education leaders at the most senior level of their institution and is part of the president's cabinet, which could include:

• Vice President
• Direct reports to the president
• Deans and senior-level administrators with decision-making responsibilities that impact the institution

Previous IEM sessions included people with the following titles: Chancellor, Vice Chancellor, Assistant Vice Chancellor, Executive Vice President, Chief Diversity Officer, Chief Financial Officer, Chief Budget Officer, and University Attorney.

How to Apply

This program only accepts individual applications. First-time applicants need to create a Professional Education account to apply.

Click the "Apply" button at the top of this page to log into your Professional Education account and access the application page. Proceed with the application form until submission. Please note that applicants should be prepared to submit their most recent CV with the application.

Invoices will only be available upon your acceptance.  

The tuition covers all instructional materials, a daily continental breakfast and lunch, and beverages and light refreshments during our scheduled breaks between sessions.

Travel, lodging expenses, and most dinners are not included in this fee. We have blocked a limited number of rooms in select hotels in the Cambridge/Boston area. The daily rates for these hotels typically range from $250 to $375 per room, plus applicable taxes. Once your applicants are accepted into the program, they will receive detailed information about these hotel options.

Tuition Assistance

Tuition assi s tance is available for this program on a need and application basis. Tuition assistance is granted based on participant and institutional needs. Requests for tuition assistance do not affect an applicant's prospects for admission. You may access the tuition assistance application after you have submitted your program application. Tuition assistance applications should be submitted at least one month prior to the final application deadline.

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International Journal of Educational Management

• Submit your paper
• Author guidelines
• Editorial team
• Indexing & metrics
• Calls for papers & news

Before you start

For queries relating to the status of your paper pre decision, please contact the Editor or Journal Editorial Office. For queries post acceptance, please contact the Supplier Project Manager. These details can be found in the Editorial Team section.

Author responsibilities

Our goal is to provide you with a professional and courteous experience at each stage of the review and publication process. There are also some responsibilities that sit with you as the author. Our expectation is that you will:

• Respond swiftly to any queries during the publication process.
• Be accountable for all aspects of your work. This includes investigating and resolving any questions about accuracy or research integrity .
• Treat communications between you and the journal editor as confidential until an editorial decision has been made.
• Include anyone who has made a substantial and meaningful contribution to the submission (anyone else involved in the paper should be listed in the acknowledgements).
• Exclude anyone who hasn’t contributed to the paper, or who has chosen not to be associated with the research.
• In accordance with COPE’s position statement on AI tools , Large Language Models cannot be credited with authorship as they are incapable of conceptualising a research design without human direction and cannot be accountable for the integrity, originality, and validity of the published work. The author(s) must describe the content created or modified as well as appropriately cite the name and version of the AI tool used; any additional works drawn on by the AI tool should also be appropriately cited and referenced. Standard tools that are used to improve spelling and grammar are not included within the parameters of this guidance. The Editor and Publisher reserve the right to determine whether the use of an AI tool is permissible.
• If your article involves human participants, you must ensure you have considered whether or not you require ethical approval for your research, and include this information as part of your submission. Find out more about informed consent .

Generative AI usage key principles

• Copywriting any part of an article using a generative AI tool/LLM would not be permissible, including the generation of the abstract or the literature review, for as per Emerald’s authorship criteria, the author(s) must be responsible for the work and accountable for its accuracy, integrity, and validity.
• The generation or reporting of results using a generative AI tool/LLM is not permissible, for as per Emerald’s authorship criteria, the author(s) must be responsible for the creation and interpretation of their work and accountable for its accuracy, integrity, and validity.
• The in-text reporting of statistics using a generative AI tool/LLM is not permissible due to concerns over the authenticity, integrity, and validity of the data produced, although the use of such a tool to aid in the analysis of the work would be permissible.
• Copy-editing an article using a generative AI tool/LLM in order to improve its language and readability would be permissible as this mirrors standard tools already employed to improve spelling and grammar, and uses existing author-created material, rather than generating wholly new content, while the author(s) remains responsible for the original work.
• The submission and publication of images created by AI tools or large-scale generative models is not permitted.

Research and publishing ethics

Our editors and employees work hard to ensure the content we publish is ethically sound. To help us achieve that goal, we closely follow the advice laid out in the guidelines and flowcharts on the COPE (Committee on Publication Ethics) website .

We have also developed our research and publishing ethics guidelines . If you haven’t already read these, we urge you to do so – they will help you avoid the most common publishing ethics issues.

A few key points:

• Any manuscript you submit to this journal should be original. That means it should not have been published before in its current, or similar, form. Exceptions to this rule are outlined in our pre-print and conference paper policies .  If any substantial element of your paper has been previously published, you need to declare this to the journal editor upon submission. Please note, the journal editor may use  Crossref Similarity Check  to check on the originality of submissions received. This service compares submissions against a database of 49 million works from 800 scholarly publishers.
• Your work should not have been submitted elsewhere and should not be under consideration by any other publication.
• If you have a conflict of interest, you must declare it upon submission; this allows the editor to decide how they would like to proceed. Read about conflict of interest in our research and publishing ethics guidelines .
• By submitting your work to Emerald, you are guaranteeing that the work is not in infringement of any existing copyright.

Third party copyright permissions

Prior to article submission, you need to ensure you’ve applied for, and received, written permission to use any material in your manuscript that has been created by a third party. Please note, we are unable to publish any article that still has permissions pending. The rights we require are:

• Non-exclusive rights to reproduce the material in the article or book chapter.
• Print and electronic rights.
• Worldwide English-language rights.
• To use the material for the life of the work. That means there should be no time restrictions on its re-use e.g. a one-year licence.

We are a member of the International Association of Scientific, Technical, and Medical Publishers (STM) and participate in the STM permissions guidelines , a reciprocal free exchange of material with other STM publishers.  In some cases, this may mean that you don’t need permission to re-use content. If so, please highlight this at the submission stage.

Please take a few moments to read our guide to publishing permissions  to ensure you have met all the requirements, so that we can process your submission without delay.

Open access submissions and information

All our journals currently offer two open access (OA) publishing paths; gold open access and green open access.

If you would like to, or are required to, make the branded publisher PDF (also known as the version of record) freely available immediately upon publication, you can select the gold open access route once your paper is accepted. 

If you’ve chosen to publish gold open access, this is the point you will be asked to pay the APC (article processing charge) . This varies per journal and can be found on our APC price list or on the editorial system at the point of submission. Your article will be published with a Creative Commons CC BY 4.0 user licence , which outlines how readers can reuse your work.

Alternatively, if you would like to, or are required to, publish open access but your funding doesn’t cover the cost of the APC, you can choose the green open access, or self-archiving, route. As soon as your article is published, you can make the author accepted manuscript (the version accepted for publication) openly available, free from payment and embargo periods.

You can find out more about our open access routes, our APCs and waivers and read our FAQs on our open research page. 

Find out about open

Transparency and Openness Promotion (TOP) Guidelines

We are a signatory of the Transparency and Openness Promotion (TOP) Guidelines , a framework that supports the reproducibility of research through the adoption of transparent research practices. That means we encourage you to:

• Cite and fully reference all data, program code, and other methods in your article.
• Include persistent identifiers, such as a Digital Object Identifier (DOI), in references for datasets and program codes. Persistent identifiers ensure future access to unique published digital objects, such as a piece of text or datasets. Persistent identifiers are assigned to datasets by digital archives, such as institutional repositories and partners in the Data Preservation Alliance for the Social Sciences (Data-PASS).
• Follow appropriate international and national procedures with respect to data protection, rights to privacy and other ethical considerations, whenever you cite data. For further guidance please refer to our  research and publishing ethics guidelines . For an example on how to cite datasets, please refer to the references section below.

Prepare your submission

Manuscript support services.

We are pleased to partner with Editage, a platform that connects you with relevant experts in language support, translation, editing, visuals, consulting, and more. After you’ve agreed a fee, they will work with you to enhance your manuscript and get it submission-ready.

This is an optional service for authors who feel they need a little extra support. It does not guarantee your work will be accepted for review or publication.

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Manuscript requirements

Before you submit your manuscript, it’s important you read and follow the guidelines below. You will also find some useful tips in our structure your journal submission how-to guide.

Submit your manuscript

There are a number of key steps you should follow to ensure a smooth and trouble-free submission.

Double check your manuscript

Before submitting your work, it is your responsibility to check that the manuscript is complete, grammatically correct, and without spelling or typographical errors. A few other important points:

• Give the journal aims and scope a final read. Is your manuscript definitely a good fit? If it isn’t, the editor may decline it without peer review.
• Does your manuscript comply with our research and publishing ethics guidelines ?
• Have you cleared any necessary publishing permissions ?
• Have you followed all the formatting requirements laid out in these author guidelines?
• If you need to refer to your own work, use wording such as ‘previous research has demonstrated’ not ‘our previous research has demonstrated’.
• If you need to refer to your own, currently unpublished work, don’t include this work in the reference list.
• Any acknowledgments or author biographies should be uploaded as separate files.
• Carry out a final check to ensure that no author names appear anywhere in the manuscript. This includes in figures or captions.

You will find a helpful submission checklist on the website Think.Check.Submit .

The submission process

All manuscripts should be submitted through our editorial system by the corresponding author.

The only way to submit to the journal is through the journal’s ScholarOne site as accessed via the Emerald website, and not by email or through any third-party agent/company, journal representative, or website. Submissions should be done directly by the author(s) through the ScholarOne site and not via a third-party proxy on their behalf.

A separate author account is required for each journal you submit to. If this is your first time submitting to this journal, please choose the Create an account or Register now option in the editorial system. If you already have an Emerald login, you are welcome to reuse the existing username and password here.

Please note, the next time you log into the system, you will be asked for your username. This will be the email address you entered when you set up your account.

Don't forget to add your  ORCiD ID during the submission process. It will be embedded in your published article, along with a link to the ORCiD registry allowing others to easily match you with your work.

Don’t have one yet? It only takes a few moments to register for a free ORCiD identifier .

Visit the ScholarOne support centre  for further help and guidance.

What you can expect next

You will receive an automated email from the journal editor, confirming your successful submission. It will provide you with a manuscript number, which will be used in all future correspondence about your submission. If you have any reason to suspect the confirmation email you receive might be fraudulent, please contact the journal editor in the first instance.

Post submission

Review and decision process.

Each submission is checked by the editor. At this stage, they may choose to decline or unsubmit your manuscript if it doesn’t fit the journal aims and scope, or they feel the language/manuscript quality is too low.

If they think it might be suitable for the publication, they will send it to at least two independent referees for double anonymous peer review.  Once these reviewers have provided their feedback, the editor may decide to accept your manuscript, request minor or major revisions, or decline your work.

While all journals work to different timescales, the goal is that the editor will inform you of their first decision within 60 days.

During this period, we will send you automated updates on the progress of your manuscript via our submission system, or you can log in to check on the current status of your paper.  Each time we contact you, we will quote the manuscript number you were given at the point of submission. If you receive an email that does not match these criteria, it could be fraudulent and we recommend you contact the journal editor in the first instance.

If your submission is accepted

Open access.

Once your paper is accepted, you will have the opportunity to indicate whether you would like to publish your paper via the gold open access route.

If you’ve chosen to publish gold open access, this is the point you will be asked to pay the APC (article processing charge).  This varies per journal and can be found on our APC price list or on the editorial system at the point of submission. Your article will be published with a Creative Commons CC BY 4.0 user licence , which outlines how readers can reuse your work.

For UK journal article authors - if you wish to submit your work accepted by Emerald to REF 2021, you must make a ‘closed deposit’ of your accepted manuscript to your respective institutional repository upon acceptance of your article. Articles accepted for publication after 1st April 2018 should be deposited as soon as possible, but no later than three months after the acceptance date. For further information and guidance, please refer to the REF 2021 website.

All accepted authors are sent an email with a link to a licence form.  This should be checked for accuracy, for example whether contact and affiliation details are up to date and your name is spelled correctly, and then returned to us electronically. If there is a reason why you can’t assign copyright to us, you should discuss this with your journal content editor. You will find their contact details on the editorial team section above.

Proofing and typesetting

Two to three months before the scheduled print publication of an issue, we carry out editorial checks on your paper and a pre-typeset version appears in the Accepted Articles section of the journal’s online content. Your paper is then copyedited, typeset, and proofs are sent to you (if you are the corresponding author) for your review. You receive advance notification of this.  Please note, this is your opportunity to correct any typographical errors, grammatical errors or incorrect author details. We can’t accept requests to rewrite texts at this stage.

How to share your paper

Visit our author rights page  to find out how you can reuse and share your work.

To find tips on increasing the visibility of your published paper, read about  how to promote your work .

Correcting inaccuracies in your published paper

Sometimes errors are made during the research, writing and publishing processes. When these issues arise, we have the option of withdrawing the paper or introducing a correction notice. Find out more about our  article withdrawal and correction policies .

Need to make a change to the author list? See our frequently asked questions (FAQs) below.

Frequently asked questions

• Chris Brown University of Southampton - UK [email protected]
• Dong Nguyen Durham University - UK [email protected]

Founding Editor

• Brian Roberts University of Hull, UK and Shenyang Normal University - People's Republic of China

Associate Editors

• Daniela Acquaro The University of Melbourne - Australia
• Darren Bryant Curtin University - Australia
• Sedat Gümüş Education University of Hong Kong - Hong Kong
• Xiao Lin University of South Australia - Australia
• Will Yat Wai Lo Durham University - UK
• Pontso Moorosi University of Warwick - UK
• Marcus Pietsch Leuphana University Lüneburg - Germany
• Cheng Yong Tan The University of Hong Kong - Hong Kong

Editorial Assistant

• Dr. Sherry Xu University of Southampton - UK [email protected]

Commissioning Editor

• Danielle Crow Emerald Publishing - UK [email protected]

Journal Editorial Office (For queries related to pre-acceptance)

• Aman Bhamani Emerald Publishing [email protected]

Supplier Project Manager (For queries related to post-acceptance)

• Krithika Satyamurthy Emerald Publishing [email protected]

Editorial Advisory Board

• Tommaso Agasisti Politecnico di Milano School of Management - Italy
• Dennis Alonzo University of New South Wales - Australia
• Khalid Arar Texas State University - United States
• Rami Ayoubi M Damascus University - Syria
• Mehmet Şükrü Bellibaş Adiyaman University - Turkey
• Izhak Berkovich The Open University of Israel - Israel
• Christopher Bezzina University of Malta - Malta
• Stefan Brauckmann The Institute of Instructional and School Development - Austria
• Vasiliki Brinia Athens University of Economics and Business - Greece
• Alan C. K. Cheung The Chinese University of Hong Kong - Hong Kong
• Xiu Cravens Vanderbilt University - USA
• Hoa Do Aston School of Business, Aston University - UK
• Mark Durkin University of Ulster - UK
• Scott Eacott University of New South Wales - Australia
• Lisa Ehrich Queensland University of Technology - Australia
• Colin Evers University of New South Wales - Australia
• Tobias Feldhoff Johannes Gutenburg University - Germany
• Venesser Fernandes Monash University - Australia
• Elsa Fourie North-West University - South Africa
• Christine Grice University of Sydney - Australia
• David Gurr University of Melbourne - Australia
• Philip Hallinger TSDF Chair Professor of Leadership, College of Management, Mahidol University, Bangkok - Thailand
• Jan Heystek North-Western University - South Africa
• Paul Jones Swansea University - UK
• Stephen S. Kaagan Michigan State University - USA
• Mr James Kagaari Kyambogo University - Uganda
• Paula Kwan Chinese University of Hong Kong - Hong Kong
• Yi-Hwa Liou National Taipei University of Education - Taiwan
• Peng Liu University of Manitoba - Canada
• Juan Llopis University of Alicante - Spain
• George A. Marcoulides University of California, Santa Barbra - USA
• Steve O. Michael Charles R Drew University of Medicine and Science - USA
• M.V. Mukundan Government of Kerala - India
• Sabiha Mumtaz University of Wollongong in Dubai - UAE
• Pak Tee Ng National Institute of Education, Nanyang Technological University - Singapore
• Chi Nguyen University of Arizona - USA
• Huong Nguyen La Trobe Business School, La Trobe University - Australia
• Bo Ning Shangahi Normal University - China
• Adam Nir The Hebrew University of Jerusalem - Israel
• John de Nobile Macquarie University - Australia
• Petros Pashiardis Open University of Cyprus - Cyprus
• Joseph A. Polizzi Sacred Heart University - USA
• Hairon Salleh National Institute of Singapore - Singapore
• Toby Salt AQA - UK
• Martin Samy Leeds Metropolitan University - UK
• Joseph Seabi University of the Witwatersrand - South Africa
• Orly Shapira-Lishchinsky Bar-Ilan University - Israel
• Mara Soncin Politecnico di Milano - Italy
• Geoffrey Soutar The University of Western Australia - Australia
• Anugamini Srivastava Assistant Professor, Symbiosis Institute of Business Management-Pune, Symbiosis International Deemed University, India
• Howard Stevenson Nottingham University - UK
• Ciaran Sugrue University College Dublin - Ireland
• Nicola Sum Monash University - Australia
• Hechuan Sun Shenyang Normal University - People's Republic of China
• Park Sun Hyung Dongguk University - UK
• Hayes Tang Hong Kong Education University - Hong Kong
• Pierre Tulowitzki FHNW University of Applied Sciences and Arts Northwestern Switzerland - Switzerland
• Rona Tutt Past President of the National Association of Head Teachers (NAHT) - UK
• Mung Ling Voon Swinburne University of Technology, Sarawak Campus - Malaysia
• Fei Wang University of British Columbia - Canada
• Eilly Wong Independent Researcher - UK
• Michelle Young The University Council for Educational Administration (UCEA) - USA

CiteScore 2022

Further information

CiteScore is a simple way of measuring the citation impact of sources, such as journals.

Calculating the CiteScore is based on the number of citations to documents (articles, reviews, conference papers, book chapters, and data papers) by a journal over four years, divided by the number of the same document types indexed in Scopus and published in those same four years.

For more information and methodology visit the Scopus definition

CiteScore Tracker 2023

(updated monthly)

CiteScore Tracker is calculated in the same way as CiteScore, but for the current year rather than previous, complete years.

The CiteScore Tracker calculation is updated every month, as a current indication of a title's performance.

2022 Impact Factor

The Journal Impact Factor is published each year by Clarivate Analytics. It is a measure of the number of times an average paper in a particular journal is cited during the preceding two years.

For more information and methodology see Clarivate Analytics

5-year Impact Factor (2022)

A base of five years may be more appropriate for journals in certain fields because the body of citations may not be large enough to make reasonable comparisons, or it may take longer than two years to publish and distribute leading to a longer period before others cite the work.

Actual value is intentionally only displayed for the most recent year. Earlier values are available in the Journal Citation Reports from Clarivate Analytics .

Time to first decision

Time to first decision , expressed in days, the "first decision" occurs when the journal’s editorial team reviews the peer reviewers’ comments and recommendations. Based on this feedback, they decide whether to accept, reject, or request revisions for the manuscript.

Data is taken from submissions between 1st January 2024 and 30th April 2024

Acceptance rate

The acceptance rate is a measurement of how many manuscripts a journal accepts for publication compared to the total number of manuscripts submitted expressed as a percentage %

Data is taken from submissions between 1st January 2024 and 30th April 2024.

This journal is abstracted and indexed by

• A+ Education
• Australian Education Index
• Cabell's Directory of Publishing Opportunities in Educational Psychology and Administration
• Contents Pages in Education
• Educational Administration Abstracts
• Educational Research Abstracts
• Emerald Management Reviews
• Education Resources Information Center (ERIC)
• Human Resources Abstracts
• Publishing in Academic Journals in Education and School Organisation & Management Abstracts
• The Publication Forum (Finland)

This journal is ranked by

• Emerging Sources Citation Index (Clarivate Analytics)
• Australian Business Deans Council (ABDC) Journal Quality List - B ranking
• BFI (Denmark) and Chartered Association of Business Schools (CABS)

Reviewer information

Peer review process.

This journal engages in a double-anonymous peer review process, which strives to match the expertise of a reviewer with the submitted manuscript. Reviews are completed with evidence of thoughtful engagement with the manuscript, provide constructive feedback, and add value to the overall knowledge and information presented in the manuscript.

The mission of the peer review process is to achieve excellence and rigour in scholarly publications and research.

Our vision is to give voice to professionals in the subject area who contribute unique and diverse scholarly perspectives to the field.

The journal values diverse perspectives from the field and reviewers who provide critical, constructive, and respectful feedback to authors. Reviewers come from a variety of organizations, careers, and backgrounds from around the world.

All invitations to review, abstracts, manuscripts, and reviews should be kept confidential. Reviewers must not share their review or information about the review process with anyone without the agreement of the editors and authors involved, even after publication. This also applies to other reviewers’ “comments to author” which are shared with you on decision.

Resources to guide you through the review process

Discover practical tips and guidance on all aspects of peer review in our reviewers' section. See how being a reviewer could benefit your career, and discover what's involved in shaping a review.

More reviewer information

Calls for papers

Engaging with artificial intelligence technologies to support implementation of sustainable development goals in higher education: implications for strategic management and leadership.

Introduction We welcome scholarly contributions on the potential benefits and challenges of harnessing artificial intelligence (AI) in promoting implementation of Sustainable Development Goals (SDGs) to be considered for t...

School leadership, management, and governance in complex contexts: Perspectives from the Nordic countries

Introduction There is a global trend towards decentralised and marked-adopted school systems (Pont, 2020). The Nordic education systems exhibit a unique blend of overarching welfare state provisions and local autonomy (Ped...

Call for Papers - International Journal of Educational Management

The International Journal of Educational Management is welcoming submissions! About the journal The International Journal of Educational Management (IJEM) provides those interested in the ef...

Thank you to the 2022 Reviewers of International Journal of Educational Management

The publishing and editorial teams would like to thank the following, for their invaluable service as 2022 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has been able to publish such high...

New International Journal of Educational Management editors

We’re delighted to announce the appointment of our new editors for the International Journal of Educational Management.  Professor Chris Brown and Dr Dong Nguyen...

Thank you to the 2021 Reviewers of International Journal of Educational Management

The publishing and editorial teams would like to thank the following, for their invaluable service as 2021 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has ...

Literati awards

International Journal of Educational Management - Literati Award Winners 2023

We are to pleased to announce our 2023 Literati Award winners. Outstanding Papers Instructional Leadership in Sub-Sah...

International Journal of Educational Management - Literati Award Winners 2022

We are pleased to announce our 2022 Literati Award winners. Outstanding Paper Implicit leadership theory: p...

International Journal of Educational Management - Literati Award Winners 2021

We are pleased to announce our 2021 Literati Award winners. Outstanding Paper Leadership style and teacher ...

The International Journal of Educational Management provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide.

Aims and scope

As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution.

The journal explores research in the following areas:

• Innovation in educational management across the spectrum
• The development of educational delivery mechanisms
• Creation of an environment in which the management of resources provides the most efficient outputs
• Sharing of new initiatives, with an international application

The International Journal of Educational Management (IJEM) addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.

Latest articles

These are the latest articles published in this journal (Last updated: May 2024)

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These are the most downloaded articles over the last 12 months for this journal (Last updated: May 2024)

Digital Proctoring in Higher Education: A Systematic Literature Review

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Prospects of Augmented Reality and Virtual Reality for Online Education: A Scientometric View

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This journal is aligned with our quality education for all goal

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.

Education Leadership (online)

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The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

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• What is Educational Management?

What Is Educational Management?

Education management is both a field of academic study and a collective group of professionals that includes principals, teachers, and other education professionals. Learn what responsibilities these professionals have including their impact on education policy.

Educational management, also sometimes known as educational administration , is commonly associated with elementary and secondary schools as well as institutes of higher learning like colleges and universities. Education management professionals can also be found working in governmental agencies, private companies, and not-for-profit organizations. Those working in educational management might develop education policy, conduct research, or consult to help evaluate and develop ways to enrich and enhance the educational system at all levels. Most educational management professionals have earned at least a master's degree and many are licensed teachers or principals.

Important Facts About Education Management Occupations

Source: U.S. Bureau of Labor Statistics

Required Education

Those interested in an educational management career will likely need to complete a master's or doctoral degree program. Some of these programs are intended specifically for public education teachers and administrators; however, completing a teacher education program is not a requirement for enrollment in some educational management programs. You can also find educational management programs that focus on preparation for careers in higher education. Master's degree programs might require completion of a thesis project and internship. Doctoral programs generally require a dissertation based on original research.

Common Coursework

The core coursework in educational management degree programs varies slightly from program to program. Listed below are some common courses that you can expect to encounter in a graduate-level educational management program:

• Education economics
• Education legislation
• Public policy and education
• Management of educational organizations
• Evaluation of educational systems

Education managers who work in school administration, usually as principals , are required to be licensed in most states, if they work at public schools. Requirements vary, but they often include a master's degree and additional training. Sometimes continuing education is needed to maintain licensure. Private schools do not require licensure.

Leadership skills are a must in this field. Professionals working in education management must also have good decision-making and problem-solving skills. They should also be good communicators and be comfortable working with teachers, parents, and children, as well as other community members.

Occupational Statistics

The U.S. Bureau of Labor Statistics reports that the median annual salary for elementary and secondary school principals was $95,310, while academic administrators at the postsecondary level earned $94,340 in 2018. The BLS predicts job growth for these two careers around 8% and 10% respectively during the 2016-2026 decade. The BLS indicates this might be due to a need to replace retiring professionals. Additionally, the advanced educational requirements for many positions might deter some from pursuing openings in the field, making positions more readily available to those who do hold the necessary degrees.

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The role of educational administration in enhancing student success

The intricate workings of educational management hold immense power. Effective leaders act as the architects, shaping an environment that cultivates student achievement for all.

While educational administration encompasses the day-to-day operations of a school, ensuring things run smoothly, educational leadership focuses on the vision and direction.

To make a true impact, educational leaders leverage their administrative skills to implement several strategies to create a dynamic environment where student achievement thrives.

This blog takes a deeper look into the key levers—curriculum, teacher development, student support, and more—that educational leaders utilize to orchestrate a symphony of success for all students.

The symphony of success: Key levers of educational management

Educational management is a multifaceted endeavor, encompassing a range of crucial areas:

Curriculum and instruction

Leaders should establish the educational framework, ensuring a well-rounded curriculum that aligns with state standards while catering to diverse learning styles. They support the development of effective instructional practices through professional development initiatives.

Teacher professional development

Investing in teachers is an investment in student success. Leaders must create opportunities for continuous professional learning, fostering the growth of a skilled and motivated teaching force. 1 This might involve workshops on differentiated instruction, implementing technology in the classroom, or social-emotional learning strategies. Effective professional development programs should be targeted and data-driven, and provide teachers with opportunities to collaborate and share best practices.

Student support services

Impactful educational leaders recognize that student needs extend beyond academics. They establish a robust system of student support services, encompassing counselors, social workers, and other professionals who address emotional, social, and health-related challenges. 2 These services can include academic counseling, mental health support, after-school programs, and programs to address issues like homelessness or food insecurity.

School climate and culture

A positive school climate, characterized by safety, respect, and inclusivity, is essential for learning to thrive. Leaders set the tone, fostering a sense of community and belonging for all students, staff, and families. 3 This might involve establishing clear expectations for behavior, promoting student leadership opportunities, and celebrating diversity. A positive school climate fosters student engagement, motivation, and overall well-being.

School improvement

Effective leaders are data-driven decision-makers. They analyze data on student performance, identify areas for growth, and implement targeted interventions with measurable goals to continuously improve school outcomes. 4 This data could include standardized test scores, classroom assessments, and student surveys. Leaders use this data to identify struggling students, evaluate the effectiveness of programs, and make informed decisions about resource allocation.

The power of educational equity: Ensuring all students thrive

Educational equity, ensuring all students have the opportunity to succeed regardless of background, is a cornerstone of effective educational management. Leaders champion equity by:

• Closing the achievement gap : Leaders identify students who are falling behind and provide them with additional support to bridge the achievement gap. This might involve targeted interventions, differentiated instruction, or after-school programs. Leaders can also disaggregate data to identify specific student groups who are not achieving at the expected level and develop targeted strategies to address their needs.
• Culturally responsive practices : Leaders understand the importance of culturally responsive practices that value students’ diverse backgrounds and experiences. They create an inclusive learning environment where all students feel seen, heard, and respected. 5 This might involve incorporating diverse perspectives into the curriculum, celebrating cultural holidays, and providing professional development for teachers on culturally responsive teaching strategies.
• Family and community engagement : Leaders recognize the critical role families and communities play in student success . They involve families in their child's education through open communication, regular conferences, and opportunities to participate in school activities. They also build partnerships with community organizations to provide additional resources and support for students.

Building a haven of safety: Prioritizing secure environments

Schools act as havens for young minds. School safety is paramount, and educational management plays a critical role in ensuring a secure learning environment. Leaders work collaboratively with law enforcement, develop comprehensive safety plans, and implement security measures like access control systems to safeguard students and staff. 6 They also establish clear emergency protocols and conduct regular drills to ensure everyone knows how to respond in the event of an emergency.

Strategies for success: Best practices in educational leadership

Educational leaders wear many hats, but some key practices set them apart are:

• Visionary leadership : Leaders set a clear and compelling vision for the school, fostering stakeholders' shared sense of purpose. 7 This vision should be ambitious yet achievable, and focus on student success. Leaders communicate the vision effectively to all school community members and inspire them to work towards achieving it.
• Instructional leadership : Leaders focus on improving teaching and learning. They conduct regular classroom observations, provide feedback to teachers, and create an environment where teachers feel supported and empowered. 8 They also hold teachers accountable for student achievement but recognize the importance of providing them with the resources and professional development they need to be successful.
• Effective communication : Leaders engage in open and transparent communication with staff, parents, and the broader community. This fosters collaboration and creates buy-in for school improvement initiatives. 9 Leaders utilize various communication channels, such as newsletters, social media, and town hall meetings, to keep stakeholders informed about school activities, progress, and challenges.
• Building a strong leadership team : Effective leaders surround themselves with a talented and dedicated team of administrators and support staff. They delegate tasks effectively, empower team members to make decisions, and foster a collaborative work environment.
• Data-driven decision-making: As mentioned earlier, educational leaders leverage data to make informed decisions. They go beyond simply collecting data; they analyze it to identify trends, patterns, and areas for improvement. This data analysis allows them to target resources effectively and measure the success of their initiatives.

The journey of excellence: Resources for aspiring leaders

For those interested in embarking on the rewarding path of educational leadership, a master's degree in educational leadership and policy equips you with the knowledge and skills to succeed.

When choosing which master’s to pursue, be sure to look for programs that:

• Focus on best practices in educational management.
• Offer opportunities for leadership development. This might involve internships, residencies, or coursework focused on instructional leadership, school improvement strategies, and data analysis.
• Provide practical experience through internships or residencies. These experiences allow aspiring leaders to put theory into practice and gain valuable firsthand experience working in a school setting.
• Develop strong communication and collaboration skills. Effective leaders need to be able to communicate clearly with a diverse range of stakeholders and build strong relationships with colleagues.

The road ahead: Embracing the challenge

Educational leadership is a complex and demanding yet incredibly rewarding profession.

Effective leaders have the power to make a profound difference in the lives of students, teachers, and their communities.

By understanding the intricacies of educational management, embracing best practices, and continuously seeking improvement, aspiring leaders can propel schools toward excellence and ensure that all students have the opportunity to thrive.

Unlock your full potential in educational leadership

Ready to make a difference in education through a better understanding of the complex world of education and legal issues?

Don't wait to apply to the online master's program in educational administration at the University of Kansas School of Education and Human Sciences for your opportunity to excel.

KU's online programs help those who want to make a difference gain the expertise and skills needed to lead with confidence and address critical issues facing educational administrators today.

Connect with a KU admissions outreach advisor now to explore your options and take the first step toward becoming an educational administration leader.

• Retrieved on May 13, 2024, from linkedin.com/pulse/empowering-teachers-through-professional-development-learning-leslie
• Retrieved on May 13, 2024, from www.ncbi.nlm.nih.gov/pmc/articles/PMC10187493/
• Retrieved on May 13, 2024, from learningpolicyinstitute.org/sites/default/files/product-files/Educating_Whole_Child_REPORT.pdf
• Retrieved on May 13, 2024, from linkedin.com/pulse/power-data-how-educational-leaders-transforming-davis-m-ed--j7vec
• Retrieved on May 13, 2024, from edutopia.org/article/getting-started-culturally-responsive-teaching/
• Retrieved on May 13, 2024, from portal.cops.usdoj.gov/resourcecenter/RIC/Publications/cops-w0891-pub.pdf
• Retrieved on May 13, 2024, from linkedin.com/pulse/creating-vision-success-setting-direction-school-leadership-spirc?trk=public_post_main-feed-card_feed-article-content
• Retrieved on May 13, 2024, from indeed.com/career-advice/career-development/instructional-leadership
• Retrieved on May 13, 2024, from linkedin.com/advice/3/how-can-you-get-buy-in-new-school-wide-initiatives-zqbfc

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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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Home » Articles » School Management » What is Educational Management: Types, Importance & Benefits

What is Educational Management: Types, Importance & Benefits

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Key Takeaways:

• Implementing advanced administrative software and tools can streamline various processes, such as admission, attendance tracking, fee management, and communication, enabling administrators to focus more on strategic planning and student development.
• By analyzing academic performance, attendance patterns, and resource utilization, institutions can identify areas for improvement and optimize their overall operations.
• Establishing clear and regular communication channels between parents and teachers can significantly impact student progress.
• By leveraging educational management software, educators can tailor teaching methods and assignments to meet individual learning needs, maximizing student engagement and academic growth.
• Managing resources like time, infrastructure, and faculty is crucial for educational institutions.
• Automated assessment and grading systems save time and provide comprehensive insights into student performance.

An educated populace is essential for a country that wants to develop and prosper. A country with a higher literacy rate will have lower unemployment and higher GDP growth. Besides, educated children will contribute to social stability and long-term economic growth by developing a civilized and moral society. However, to improve literacy at the national level, an educational management system must be in place.

Today, the expected growth of the learning management system to USD 47.47 billion by 2030 with a CAGR of 14.6% proves that the future of education will be high-tech! In this blog, we will delve into what is educational management to understand its types, importance, principles, and benefits.

What Is Educational Management?

Educational management is the administration of the educational system with the assistance of professionals and material resources. Its goal is to supervise, plan, strategize, and implement structures in order to carry out an education system. It should be noted that educational management is not limited to schools; rather, it encompasses all types of institutions, including higher education institutes, public schools, and private schools.

Utilize data-driven insights to improve educational management! Use integrated educational management software to monitor student progress, engagement, and attendance. Streamline administrative processes and improve dialogue between educators, parents, and students. For better educational results, use analytics to pinpoint areas for development and make informed decisions. Stay ahead in the educational realm with technology-driven solutions.

The primary functions of educational management and administration are to develop education policies , conduct research, or consult to help evaluate and develop ways to enrich and enhance the educational system at an institutional level. It also entails improving both teaching and learning in a school environment through the effective use of administrative tools, education software , and best practices.

Types of Educational Management

There are three types of educational management: (A) Centralized and decentralized education management, (B) External and internal education management, and (C) Autocratic and democratic education management. Let’s take a quick look at each of them to understand them better.

1. Centralized and Decentralized Educational Management

In centralized educational management, all of the powers and responsibilities of educational administration are vested in one hand. All decisions are made at the top level and then passed down to the lower levels for implementation.

2. External and Internal Educational Management

External educational management is a type of management in which external elements and factors provide necessary support and opportunities for the smooth management of educational programs. These external entities are involved in management in an indirect way.

Internal education management is a type of educational management in which only individuals actively and internally involved in the management of each educational program are involved. These individuals are in charge of everything from planning to organizing to coordinating, supervising, controlling, administering, and evaluating.

3. Autocratic and Democratic Educational Management

Autocratic educational management is similar to centralized educational management in that authority and control are concentrated in the hands of a single person, group, or institution. This type of educational administration is typically found in authoritarian or unitary states.

In contrast to autocratic education management projects, democratic educational management involves distributing power and responsibilities across management levels. This type of educational management is most popular today, and it is also the need of the hour to bring about a positive change in the educational system.

In addition to the various types of educational management and administration, there are multiple educational management principles, as listed below.

Principles of Educational Management

• Equal division of tasks among all parties involved, including school principals, teachers, and other professionals
• Use of advanced school admission software for schools
• Assign authority in accordance with responsibilities
• Respect for authority and adherence to rules and regulations
• Unity of command—every individual should take orders from a single manager and report to them
• Prioritize larger objectives or organizational goals over individual interests
• Reduce employee turnover by putting the right people in the right places
• Offer competitive remuneration and benefits to keep employees motivated
• Balanced decision-making process- shared authorities
• Appropriate allocation of resources to employees
• Every employee should be treated fairly and without biases or prejudices
• Encourage workplace innovation , idea sharing, and collaboration

These are some of the key principles of educational management and administration that all institutes, employees, and other involved entities must adhere to in order to reap the maximum benefits.

Importance of Educational Management

The three major reasons for the need for educational management in any institute or country are listed below.

1. For Efficient Planning and Execution

Be it educational management or any other management, planned and organized implementation of best practices and activities will certainly help you achieve far better results than unplanned ones. A well-thought-out implementation plan will assist you in defining the authorities and responsibilities of each entity involved in the process, monitoring the performance, and making any necessary changes to the approach.

2. To Project or Maintain a Positive Image

Another reason you need education management is to project and maintain a positive image of the institute. Given the global proliferation of educational institutions, establishing a positive image of your organization or country’s education landscape has certainly become essential. Understandably, students and administrative staff will only join institutes with good reputations and track records.

3. To Maximize Resource Utilization

The third major factor illustrating the importance of educational administration is efficient resource utilization. It is important to note that by resources, we mean both human resources and material resources. It is critical for the smooth operation of an educational institute to allocate the right resources at the right place and leverage them to their full potential. This is why educational management is necessary.

These are the 3 elements that illustrate the importance of educational management. Now, let us look at the advantages of educational management.

4 Benefits of Educational Management

As one might expect, educational management has lots of advantages. For example, it assists institutes in achieving desired results, having better control over resources, and creating an innovative workplace , among other things. Here are some of the major benefits of educational management explained briefly.

1. Help You Achieve the Desired Outcomes

A comprehensive student information system will assist you in effectively managing all of your human and material resources, as well as bringing all of the components together to form a centralized system. It also assists you in aligning individual objectives with organizational objectives, enabling you to achieve the desired objectives successfully.

2. Improved Resource Management

The next advantage of educational management is that you have better control over human resources and material resources. It allows you to choose, allocate, and monitor each resource based on its abilities and needs, ultimately ensuring its best use. Effective resource management and utilization not only prevent leakage but also enable you to meet your goals by the deadline. Also, incorporating tools like Certbolt can enhance the efficiency of resource allocation through comprehensive insights into skill sets and knowledge levels.

3. Increased Cost Efficiency

Understandably, when the system is well-organized, and resources are efficiently assigned, operational cost is greatly reduced. Moreover, having clear visibility into all aspects and operations across the organization allows you to forecast and plan events, as well as make timely decisions in the school for any issues or help in crisis management.

4. Proper Distribution of Authority and Responsibility

Educational management also assists you in properly allocating responsibilities to the right person, avoiding duplication of efforts and conflicts between the two individuals or departments. This will not only save time, effort, and money but will also ensure that operations run smoothly throughout the organization. And, understandably, when each activity and operation is carried out as planned, you can expect better results in the end.

The Bottom Line

Educational management is unarguably a crucial component for institutions as well as a country. It assists you in better assigning and managing resources, tracking progress in real time, and making timely and informed decisions. Besides that, you can reduce capital leakage and improve cost efficiency. Check out these best educational management systems to find the one that best meets your needs and objectives.

Frequently Asked Questions

The educational management objectives are to:

• Make the best use of human and material resources as well as educational leadership to supervise, plan, strategize, and implement structures to execute an education system.
• Ensure proper allocation of authorities, responsibilities, and resources.
• Improve cost efficiency.

Some key principles of educational management include:

• Equal division of work among all involved parties.
• Providing authority in accordance with responsibilities.
• Respecting authority and obeying rules and regulations.
• Minimizing employee turnover and others.

Educational management is the administration of educational institutes through the use of appropriate resources, educational leadership, best practices, and education management software. The ultimate function of school management is to supervise, plan, strategize, and implement structures to manage a school system efficiently.

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More From Forbes

How education leaders can teach time management to high school students.

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Chirali Jain is the Founding Member and Head of Product at ByDesign . She is passionate about design and technology.

High school is no joke these days. A whirlwind of responsibilities—including homework, extracurricular activities and even a job—can leave many teenagers feeling overwhelmed or disorganized. In the middle of all this, one key skill that can separate the students merely surviving from those thriving is time management.

I believe developing organization and solid time management skills should be a priority from day one of high school. Why? These skills can help students now and continue serving them for decades to come. In the professional world, the ability to juggle multiple tasks, meet deadlines and effectively prioritize is crucial. Employees who struggle with time management and disorganization can quickly become overwhelmed, make careless mistakes and fail to achieve their goals. However, those who have honed skills like calendar and to-do list management, as well as focused work habits, can operate with efficiency and poise under pressure.

Too often, I've found people assume time management is just a given skill that someone will pick up on their own. But just like math, science and other academic abilities, I believe organizational skills must be explicitly taught, modeled and reinforced. Leaving it up to chance could result in some students slipping through the cracks.

As someone who has created a productivity and community-building tool for schools, I've witnessed firsthand how transformative strong time management skills can be, especially when developed early. So, how can education leaders and teachers start instilling these skills early on?

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Best 5% interest savings accounts of 2024, 1. make it a priority..

Consider making time management and organization a core part of what students learn, not just an occasional motivational chat. One suggestion is to build dedicated lessons, workshops and real practice into required classes across grade levels. Treat it as an academic skill instead of an afterthought.

2. Provide structured tools.

Go beyond simply preaching the importance of planners and to-do lists. Offer specific systems and strategies teens can use, such as calendar apps, task managers, note-taking methods, etc. The more structured, the better. If schools opt to provide organizational tools and apps, ensure all students have access to accounts and subscriptions.

3. Get other educators on board.

Too often, I've found poor time management gets written off as laziness. Recognize that organization is a skill that requires teaching, modeling and coaching. From my own experiences working with educators, I've found professional development is key to getting teachers on board with treating time management as a learnable skill rather than an inherent trait.

Host training sessions where you explore the research and science behind productivity as a skillset; I've seen this make a big difference. I also suggest highlighting real student success stories. Hearing firsthand how developing these abilities impacted students' self-confidence, grades and overall well-being can illustrate the benefits to teachers.

4. Lead by example.

Having teachers model time management strategies themselves and make their processes transparent to students can be effective. For example, in my company, we have a recurring "Productivity Power Hour," where I record a video narrating how I prioritize my own tasks and schedule for the week, and then I share it with my team. For educators, something similar could be highly impactful. Share your own carefully planned weekly calendar or a video walkthrough of how you timeline all upcoming assignments and tasks.

5. Incentivize students.

I believe our culture too often praises the relentless all-nighter as a badge of honor. Instead, celebrate and incentivize the students who exemplify focused efficiency, routines and work-life balance. Schools can offer awards or certain privileges to recognize and reward students displaying exceptional time management and organizational abilities. Even low-cost incentives like being able to leave class five minutes early could help motivate students.

Time management is key in academic and professional settings.

Effective time management can help students allocate adequate time to study, which could lead to a better understanding of concepts and higher grades. With better organization and prioritization, students can also learn how to manage their workloads more efficiently and carve out time for extracurricular activities, hobbies and personal interests, leading to a more balanced lifestyle. These skills can ultimately better prepare them for the future. Mastering time management in high school sets students up for success in college, their careers and beyond, where similar skills are essential for thriving in a fast-paced world.

As a result of teaching time management, schools might also see improvements in student performance . Furthermore, focusing on these skills can foster a culture of accountability, responsibility and achievement among students, thus contributing to a positive learning environment.

In conclusion, time management isn't just a skill; it's a cornerstone of success. By integrating it into the curriculum and fostering a culture that celebrates efficiency, educators can equip students with the tools they need to thrive in high school and beyond.

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How to Get a PMP Certification: An Overview

With over a million certification holders worldwide, the PMP is widely recognized and has been linked to multiple benefits for project managers. Here's what you need to know to get started.

What is the PMP certification?

The Project Management Professional (PMP)® certification is a globally recognized project management certification that tests a candidate's ability to manage the people, processes, and business priorities of a professional project. There are over one million PMP certification holders worldwide, according to the Project Management Institute (PMI) which administers the certification. It is applicable to project managers in virtually any industry, including health, construction, information technology (IT), and business.

In order to get the certification, you’ll have to meet the experience requirements and pass a certification exam. 

Here’s some key information about the certification:

PMP certification requirements

In order to take the exam, you’ll need to validate your education and project management experience. These are as follows:

35 hours of project management training, which means coursework that specifically addressed learning objectives in project management. This can be substituted with a Certified Associate in Project Management (CAPM)® certification. 

36 months of experience leading projects if you have a four-year degree, or 60 months of experience leading projects if you have a high-school diploma or associate degree . 

PMP exam cost

As of 2022, the exam fee was $555 for non-PMI members and $405 for PMI members. A PMI membership was $129 a year, with a one-time $10 application fee, making the exam slightly cheaper with a membership.

Training for the PMP exam

Studying for the exam will take some planning and determination; exam guides typically recommend at least a few months to prepare for it. There are several courses, books, and other resources available to help you study. Read more below about preparing for the exam.

Renewing your PMP certification

The PMP certification is valid for three years but can be renewed or maintained by earning 60 professional development units—defined as hours spent on accepted professional development activities—in that time frame.

Keep in mind

The PMP exam was updated beginning January 2, 2021. The new exam now comprises 180 questions instead of 200, two 10-minute breaks instead of one, three “domains”—phases of project management—instead of five, among other changes. Make sure your study materials reflect the change.

Read more: What Does a Project Manager Do? (and How Do I Become One?)

How to get your PMP certification

Here’s a step-by-step guide to getting your PMP certification.

1. Meet the PMP certification requirements. 

Before you can take the PMP exam, you’ll have to make sure you’re eligible. You’ll need either:

35 hours of project management course training, and at least 36 months of project management experience if you have a four-year degree, OR

35 hours of project management course training with 60 months of experience if you have an associate degree or high school diploma

You’ll want to keep track of your projects and training, recording information like your specific role, responsibilities, and length of projects or training so that you have it at hand when you apply. The training requirement can be waived if you have a CAPM certification.

The PMP certification is valid for three years. You’ll need to spend 60 hours during that time frame on professional development activities to maintain it. Otherwise, you can sign up to take the exam again.

How do I complete my 35 hours of project management training?

If you're looking for specific courses that'll get your 35 hours of training in, consider the Google Project Management: Professional Certificate . No previous related experience is required.

Read more: CAPM Certification Guide: Getting Started in Project Management

Make an account with PMI and get started on an application for the PMP exam. This will entail sharing basic personal information like your educational background, as well as details on the projects you’ve worked on. 

Once you’re approved, you’ll pay the exam fee and schedule a test.

3. Prepare.

This is when you train for the exam, either through coursework or on your own. Several exam prep providers recommend spending 60 to 120 hours studying. This can take several months depending on how frequently you study.

Read more: 11 Good Study Habits to Develop

4. Take the PMP exam.

The exam can be taken at a testing site near you or online. The exam takes a little under four hours to complete.

5. Maintain your certification.

Is the pmp worth it.

Ultimately, whether a PMP certification will be worth it to you professionally and financially depends on your unique circumstances. Here are a few benefits you might see with a PMP under your belt to help you navigate your decision.

Industry recognition: The PMP certification can show employers or clients that you know the ins and outs of project management, and have the experience and training required of a professional.

Learning new skills: You are also likely to learn a significant amount about project management as you prepare for the exam. Taking hours out of your life to master project management fundamentals like conflict resolution and budgeting can bolster the skills to make you a better project manager.

Higher salaries: The PMI found that US respondents to a recent survey reported a median salary of $123,000 if they had the certification and $93,000 if they didn’t [ 1 ]. Median salaries also tended to increase the longer one was PMP certified. PC Magazine reported that the PMP certification ranked seventh among IT certifications that were linked to the highest salaries in the IT sector [ 2 ].

Job prospects: According to a report compiled by PMI and the Anderson Economic Group, employers will need 87.7 million individuals working in project management roles by 2027. The biggest growth is expected in the health care sector, though large gains are also projected in the construction, information services, and finance and insurance sectors [ 3 ].

I'm new to project management—s hould I get the PMP certification?

The PMP certification is designed to build on and solidify the training an experienced project manager already has. If you’re just starting out as a project manager, you may want to gain more experience or look into another certification—like the CAPM —before getting a PMP. The Google Project Management: Professional Certificate is also designed for those just starting out, and will earn you a professional credential.

What’s on the PMP exam?

Here’s an overview of what’s on the PMP certification test as of June 2022.

180 questions total

230 minutes (3 hours 50 minutes) to complete

Two 10-minute breaks

A combination of multiple-choice, multiple responses, matching, hotspot, and limited fill-in-the-blank questions

The questions fall into three domains:

People: 42 percent of exam

Composing a little less than half of the exam, the people section includes questions on leading and building teams, managing conflict, supporting virtual teams, mentoring, and other related topics.

Process: 50 percent of exam

The process section tests your knowledge on the methodology of seeing a project through to completion. You might be asked about managing budgets and other resources, scheduling, handling changes in the project, and determining the best methodologies for the project.

Business: 8 percent of exam

The business environment portion of the exam deals broadly with the more business-minded aspects you’ll have to tackle as a project manager, like compliance, delivering value, and supporting organizational change.

Roughly half of the content represents predictive project management approaches, while the other half represents Agile or hybrid approaches.

Training for the PMP exam: Courses and other resources

There are several routes you can take to prepare for the PMP exam. A survey by PM Exam Lessons Learned found that successful exam takers dedicated two to six months for practice. The PMI reports that the average successful PMP candidate spends at least 35 hours preparing for the exam [ 4 ].

Online courses: There are many exam prep courses to help you get your certification. The PMI and other private institutions offer prep courses, as do many community colleges across the country, online or otherwise. The Project Management Professional Certificate from the University of California, Irvine on Coursera will prepare you for the PMP exam and fulfill the educational requirement of 35 hours of instruction. The Google Project Management: Professional Certificate will also fulfill the educational requirement.

Consider the costs

Courses can cost several hundred or even a few thousand dollars to complete. But they can be a worthwhile investment if you're looking for a structured way to make sure you’re fully prepared for the test. If you think earning the PMP certification is beneficial to your employer as well, it can be worth approaching your manager to see if they’re willing to cover exam or exam prep costs.

If you’re just getting your feet wet with project management, an introduction to project management course offered on Coursera can give you an idea of what it’s like to manage projects.

A Guide to the Project Management Body of Knowledge (PMBOK Guide): This guide provides a full foundation to the various elements of project management. Though not an exam prep course by itself, the guide is fundamental to understanding project management as it relates to the certification. 

Test prep books: There are several exam preparation books that will familiarize you with the questions and format of the test. It’s a good idea to take a few practice exams before you take the real one.

Other project management certifications

If the PMP doesn't seem like the right fit for you, there are several other project management certifications you can consider, from the PMI or otherwise. Here are a few.

Agile certifications: Agile is an approach to project management that focuses on adaptability and speed through smaller-scale and streamlined delivery. It is an approach that has gained popularity in recent years. Popular Agile certifications include the AgilePM from APGM International and the Scaled Agile Framework (SAFe) certification from Scaled Agile. Learn the ropes of Agile Development on Coursera .

Read more: 6 Popular Agile Certifications

Scrum certifications: Scrum is a project management framework that emphasizes adaptability and iteration, and is an Agile process. Becoming a scrum master means you’ll be helping projects fit the scrum approach to meet success. Popular scrum certifications include the Certified Scrum Master (CSM) from Scrum Alliance and the Professional Scrum Master (PSM) from Scrum.org.

Read more: 7 In-Demand Scrum Master Certifications

Certified Associate in Project Management (CAPM): If you’re looking for certifications to help you build up your career, the CAPM (also offered by PMI) is suited for entry-level project managers. The CAPM doesn’t require project experience, making it a good certification for project managers who are just getting started.

Getting started

The PMP certification has the potential to grow your career as a project management professional. If you’re ready to get started, explore project management courses on Coursera .

Do you already have skills that can transfer to a career in project management? Listen as this project manager from Google describes some experiences in day-to-day life that involve project management skills:

Article sources

Project Management Institute. " Earning Power: Project Manager Salary Survey-Twelfth Edition , https://www.pmi.org/learning/careers/project-management-salary-survey." Accessed October 19, 2022.

PC. " The 10 Highest-Paying IT Certifications for 2022 , https://www.pcmag.com/news/highest-paying-it-certifications." Accessed October 19, 2022.

Project Management Institute. " Project Management Job Growth and Talent Gap: 2017-2027 , https://www.pmi.org/-/media/pmi/documents/public/pdf/learning/job-growth-report.pdf." Accessed October 19, 2022.

Project Management Institute. " PMP Exam Preparation , https://www.pmi.org/certifications/project-management-pmp/earn-the-pmp/pmp-exam-preparation." Accessed October 19, 2022.

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This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

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Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool

• Lior Naamati-Schneider 1  

BMC Medical Education volume  24 , Article number:  598 ( 2024 ) Cite this article

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Metrics details

The healthcare industry has had to adapt to significant shifts caused by technological advancements, demographic changes, economic pressures, and political dynamics. These factors are reshaping the complex ecosystem in which healthcare organizations operate and have forced them to modify their operations in response to the rapidly evolving landscape. The increase in automation and the growing importance of digital and virtual environments are the key drivers necessitating this change. In the healthcare sector in particular, processes of change, including the incorporation of artificial intelligent language models like ChatGPT into daily life, necessitate a reevaluation of digital literacy skills.

This study proposes a novel pedagogical framework that integrates problem-based learning with the use of ChatGPT for undergraduate healthcare management students, while qualitatively exploring the students’ experiences with this technology through a thematic analysis of the reflective journals of 65 students.

Through the data analysis, the researcher identified five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT-Prompting Competencies . The findings show that incorporating digital tools, and particularly ChatGPT, in medical education has a positive impact on students’ digital literacy and on AI Literacy skills.

Conclusions

The results underscore the evolving nature of these skills in an AI-integrated educational environment and offer valuable insights into students’ perceptions and experiences. The study contributes to the broader discourse about the need for updated AI literacy skills in medical education from the early stages of education.

Peer Review reports

Introduction

In recent years, the healthcare sector has undergone significant shifts in both local and global contexts. These shifts are primarily attributed to demographic, technological, economic, and political factors. These changes have had a profound impact on the healthcare ecosystem, requiring organizations to adapt their operations and strategies to this evolving landscape [ 1 , 2 ]. In response, healthcare organizations have had to modify their behavior to adapt to this ever-changing reality [ 3 ]. Among the factors that have most significantly affected the healthcare system are technological advancements, automation, and the rise of digital and virtual environments. The impact of these factors gained momentum in December 2019, primarily due to the COVID-19 pandemic. Technological advances, particularly the rise of artificial intelligence (AI) and digital tools, have been central to this transformation, with the COVID-19 pandemic accelerating the need for healthcare systems to adapt and innovate [ 3 , 4 , 5 , 6 , 7 , 8 ]. The integration of AI in healthcare, including the deployment of chatbots like ChatGPT that utilize the Generative Pre-trained Transformer (GPT)—a type of large language model (LLM)—underscores a shift toward digital and AI literacy in medical education and practice. [ 9 , 10 ].

The adoption of AI in healthcare, highlighted by the use of systems like ChatGPT, marks a pivotal shift towards greater digital and AI literacy in medical education and practice [ 9 , 10 , 11 , 12 ]. This reflects the healthcare sector’s broader move towards technological innovation, aiming to enhance patient care and revolutionize healthcare professional training. Incorporating AI, such as ChatGPT, into educational frameworks prepares students for the complexities of modern healthcare, demonstrating AI’s potential to transform both healthcare delivery and professional skill development [ 11 , 12 ].

In the rapidly evolving landscape of AI, where technological developments are occurring at an accelerated pace, there is a significant need for comprehensive research to navigate this ever-changing landscape. In particular, research into the impact of AI on healthcare is still limited, highlighting the urgent need for more focused studies on the implications for medical education and the effective training of healthcare professionals in the use of AI technologies [ 13 , 14 ]. The emergence of LLMs, such as GPT, and their applications in educational frameworks, including chatbots like ChatGPT, has increased the urgency of reassessing the skills required, with a particular focus on digital literacy. This reassessment is essential to determine the continued relevance of these skills or whether a fundamental refocusing is required. Such a re-examination is essential to ensure that the healthcare workforce is adequately prepared for the challenges and opportunities presented by the integration of AI into healthcare practice [ 11 ].

Studies [ 15 , 16 , 17 , 18 ] have identified a significant gap in understanding how digital literacy skills—such as accessing, analyzing, evaluating, and creating digital content—play a role in effectively leveraging LLMs like GPT and their applications, including chatbots such as ChatGPT, within educational frameworks. Furthermore, the successful integration of ChatGPT into educational settings may potentially lessen the reliance on traditional digital literacy skills, prompting a reevaluation of their ongoing relevance [ 19 , 20 ]. This gap underscores the need for more research into the critical role that digital literacy skills hold in the efficient use of technologies like ChatGPT for educational aims, as highlighted by recent literature [ 15 , 17 , 18 ]. ChatGPT’s access to accurate medical information could reduce the need for individual data analysis skills [ 21 , 22 ]. Yet, concerns persist among researchers that its content generation might hinder critical thinking development, including source evaluation and idea generation [ 23 , 24 ].

This qualitative study introduces a pedagogical framework that synergizes problem-based learning with the application of ChatGPT among undergraduate healthcare management students. It aims to qualitatively examine their interactions with this technology, focusing on the transition from traditional digital literacy towards a more advanced AI literacy. This evolution in educational focus is poised to revolutionize the requisite competencies for navigating the dynamic healthcare sector of today.

The rationale behind focusing on ChatGPT stems from its notable accessibility, user-friendly design, and versatility as a comprehensive tool in healthcare settings. Its capability to simulate human-like dialogues positions it as a prime resource for educational initiatives, thereby enriching the pedagogical domain of healthcare management and clinical practices. The unrestricted access to ChatGPT, along with its wide-ranging utility in executing diverse healthcare operations, underscores its capacity to significantly contribute to and spearhead innovation within healthcare education and practices. The selection of ChatGPT, attributed to its approachability and adaptability, marks a strategic endeavor to investigate the impact of artificial intelligence amidst the shifting paradigms of healthcare requirements. Yet, despite the widespread integration of ChatGPT in healthcare, research into the long-term effects and the necessary adaptation of skills and methods remains lacking. [ 11 , 12 ].

Literature review

Ai tools in medical settings.

AI involves creating systems that mimic human cognitive functions such as perception, speech recognition, and decision-making through machine learning. It excels in analyzing data, identifying patterns, and making predictions, offering improvements over traditional data processing. AI’s applications span multiple sectors, including healthcare, at various levels from individual to global [ 25 , 26 ]. The integration of AI into healthcare enhances diagnostic, treatment, and patient care, offering advanced decision-making and predictions [ 9 , 10 , 25 , 27 ].AI technologies enhance clinical decision-making, diagnosis, and treatment by analyzing patient data through machine learning for informed decisions, offering 24/7 support via AI chatbots, and enabling remote monitoring with AI-powered devices like wearable sensors [ 9 , 28 ].

AI facilitates remote patient monitoring, minimizing in-person healthcare visits [ 29 ]. It improves service personalization, with AI assistants managing appointments and reminders, and chatbots streamlining insurance claims, easing provider workloads [ 9 ]. AI automates routine administrative tasks, freeing providers to concentrate on patient care. It streamlines operations, cuts bureaucracy, and analyzes data to improve healthcare management and predict service demand, allowing for better resource allocation. AI’s analysis of patient feedback further aids in enhancing service delivery [ 10 ]. AI integration can transform patient-caregiver dynamics, enhancing diagnosis, treatment, and self-management of health conditions [ 30 ]. While AI integration in healthcare promises significant advancements, it presents challenges, including data management issues and the need for specialized skills.

Sallam [ 14 ] highlights ChatGPT’s potential advantages in healthcare, including enhancing clinical workflows, diagnostics, and personalized medicine. However, challenges such as ethical dilemmas, interpretability issues, and content accuracy must be tackled. In healthcare education, although ChatGPT holds promise for customized learning and creating lifelike clinical scenarios, concerns about bias, plagiarism, and content quality persist. Addressing these concerns necessitates preparing healthcare professionals and students through education and training to navigate the complexities of AI. Additionally, extensive research in these domains is essential [ 6 , 9 , 14 , 31 , 32 ].

Teaching with AI and about AI: advancing education in the digital age

To be able to utilize AI tools effectively and integrate them seamlessly into their everyday work, healthcare professionals need early exposure to AI tools in their education to boost their proficiency and confidence, understanding both their potential and limitations [ 9 , 32 , 33 ]. York et al. [ 32 ] explored medical professionals’ attitudes towards AI in radiology, revealing a positive outlook on AI’s healthcare benefits but also highlighting a notable gap in AI knowledge. This emphasizes the need for enhanced AI training in medical education.

According to Sallam [ 14 ], ChatGPT and other models based on lLLMs have significantly improved healthcare education. They customize responses to student inquiries, curate relevant educational material, and tailor content to individual learning styles. For instance, ChatGPT generates personalized quiz questions, suggests resources to fill knowledge gaps, and adjusts explanations to suit diverse learning preferences. Moreover, it simplifies complex medical concepts, employs analogies and examples for clarity, and offers supplementary materials to enhance comprehension.

Breeding et al. [ 11 ] argued that in medical education, ChatGPT should be viewed as a supplementary tool rather than a substitute for traditional sources. While it offers clear and organized information, medical students still perceive evidence-based sources as more comprehensive. Eysenbach [ 33 ] engaged in a series of dialogues with ChatGPT to explore its integration into medical education. ChatGPT demonstrated proficiency in various tasks, such as grading essays, providing feedback, creating virtual patient scenarios, enhancing medical textbooks, summarizing research articles, and explaining key findings. Nevertheless, it also demonstrated a tendency to produce erroneous responses and fabricated data, including references. Such inaccuracies have the potential to generate student misconceptions, spread misinformation, and cause a decline in critical thinking skills [ 33 ]. Han et al. [ 34 ] conducted a comprehensive examination of ChatGPT’s effectiveness as a pedagogical tool in medical education, focusing on the chatbot’s interaction with delineated educational objectives and tasks. Their findings suggest that while ChatGPT is capable of providing elementary data and explanations, it is not impervious to constraints and sometimes provides incorrect or partial information. The study stresses active learning and analytical reasoning in medical education, emphasizing the importance of understanding basic sciences and the need for expert oversight to ensure AI-generated information accuracy [ 34 ].

Das et al. [ 35 ] evaluated ChatGPT’s efficacy in medical education, focusing on microbiology questions at different difficulty levels. They found that ChatGPT could answer basic and complex microbiology queries with roughly 80% accuracy, indicating its potential as an automated educational tool in medicine. The study underscores the importance of ongoing improvements in training language models to enhance their effectiveness for academic use [ 35 , 36 ].AI implementation in healthcare must be carefully managed to maximize benefits and minimize risks [ 11 , 12 , 35 , 36 ]. With the rapid development of digital technologies and AI tools, particularly in healthcare, students need appropriate resources to use these technologies effectively [ 37 ]. Digital literacy is essential in the 21st century, including skills for interacting with digital content [ 16 , 18 ]. Hence, medical literacy skills should start early in the education of healthcare students.

Digital literacy and eHealth literacy skills

Digital literacy skills encompass a collection of essential abilities necessary for using digital technologies effectively in accessing and retrieving information [ 38 ]. These skills are often viewed as foundational digital literacies that are critical for full participation in the digital era [ 39 ]. The European Commission emphasizes the importance of digital literacy for employability and citizenship. They advocate for policies and programs to enhance digital skills across all segments of society. The EU aims for 70% of adults to have basic digital skills by 2025, focusing on analytical, evaluative, and critical thinking abilities crucial for assessing digital information’s quality and credibility [ 40 ]. Individuals need these skills to discern biases and misinformation in various media formats [ 16 , 17 , 41 ] and evaluate the credibility of online sources [ 42 ]. Critical thinking is crucial for distinguishing between accurate information and misinformation [ 43 ], while data literacy is essential for interpreting data and detecting misleading statistics [ 44 ]. These competencies are fundamental for navigating today’s complex digital information landscape.

eHealth literacy, which incorporates the digital skills needed to access and utilize medical information from digital platforms [ 45 ], is gaining recognition as an integral component of overall health literacy. Enhanced online medical literacy is vital for healthcare professionals and administrators [ 46 ] to adapt to changing demands and improve care management within evolving healthcare paradigms [ 47 ]. Additionally, acquisition of digital competencies has been identified as a valuable strategy that healthcare providers and managers can use to manage the psychological effects of heightened workloads and uncertainty, such as the fear, stress, and anxiety emerging from the COVID-19 pandemic [ 48 ]. These skills enable individuals to use AI as both an independent tool and a supplementary aid in decision-making. However, addressing challenges like bias and academic integrity is crucial when integrating AI into medical education [ 32 , 33 , 49 ]. Critical thinking skills are essential for analyzing digital information, identifying inconsistencies, and evaluating arguments. In today’s era of misinformation, users must verify the accuracy of online content and distinguish between reliable sources and hoaxes [ 43 ]. Data literacy skills are also crucial for interpreting data accurately, detecting misleading statistics, and making informed decisions based on credible sources in the digital age [ 44 ].

Research on digital literacy emphasizes the importance of analytical and evaluative skills. Morgan et al. [ 17 ] found that higher education students struggle most with evaluating digital content for bias and quality. They excel in social literacy skills like communication. This highlights the need to prioritize adaptability in digital literacy, integrating industry-relevant experiences into education to ensure students can navigate and critically assess digital information for real-world applications.

Indeed, since the introduction of ChatGPT in 2022, it has been beneficial in various educational contexts. Nevertheless, concerns have been raised about potential inaccuracies and misinformation that may affect student learning and critical thinking [ 20 ]. Moreover, the potential redundancy of certain digital skills as a result of ChatGPT’s capabilities has also sparked discussions on changing educational objectives [ 19 , 21 , 22 ]. The development of ChatGPT may replace some digital skills as it takes over tasks previously expected of students. Researchers [ 21 , 22 ] argue that it is constantly improving its ability to access accurate medical information, providing reliable advice and treatment options from reputable sources. This ability may render the need for individuals to be adept at information retrieval and evaluation redundant. In other words, ChatGPT’s growing proficiency in tasks such as translation, text summarization, and sentiment analysis, and its ability to generate content like movies [ 23 ] may potentially lead to the underdevelopment of critical thinking skills, including the ability to evaluate source quality and reliability, formulate informed judgments, and generate creative and original ideas [ 24 ]. Indeed, the integration of AI into the healthcare sector raises critical questions about the nature and scope of the digital skills required in the future [ 19 , 20 ].

As AI advances, essential digital competencies may need reassessment to keep pace with technology. This requires forward-thinking digital literacy initiatives, particularly in healthcare education and practice. Proactively addressing the potential impact of AI on human interactions with digital healthcare technologies is critical. This will ensure that healthcare professionals and students are skilled in current digital practices, and prepared for the evolving role of AI in the sector. Despite the swift integration of AI tools in healthcare, and applications like ChatGPT, research on their long-term impacts, effects on users, and the necessary adaptation of skills and methodologies in the ever-evolving learning environment remains insufficient [ 11 , 12 , 15 , 17 , 18 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 ].

This study aims to address the intersection of AI adoption in healthcare and its implications for medical education, specifically focusing on the skills required by healthcare professionals. With the rapid incorporation of AI, into healthcare settings, there is an urgent need to reassess the digital literacy skills traditionally emphasized in medical education. This reassessment prompts questions about the ongoing relevance of these skills as AI technologies continue to evolve and expand their role in healthcare [ 13 , 15 , 16 , 17 , 18 , 19 , 20 ].

Research questions

Given the context, this study aims to explore the following qualitative research questions:

How does a pedagogical framework integrating problem-based learning with ChatGPT affect healthcare management undergraduates’ digital literacy skills?

What are students’ experiences with the combined use of problem-based learning and ChatGPT in their healthcare management education?

How do students perceive the shift towards AI-relevant skills as a result of engaging with this integrated pedagogical approach?

Methodology

Methodological approach.

The present research adopts the case study methodology, which entails in-depth empirical research of a current phenomenon within its real-world context [ 50 ]. This approach involves collecting data on human activities within a defined time and space setting, thereby facilitating an understanding of the various processes occurring within the research case. In qualitative research, and particularly in case study research, themes are formulated from the participants’ narratives, thus allowing for the development of arguments or generalizations derived deductively from participants’ statements [ 51 ]. By focusing on our research questions and using a methodological framework that emphasizes depth and context, the study aims to shed light on the transformative impact of AI on medical education and the development of the skills required for future healthcare professionals.

The research was conducted and analyzed by the researcher, who has a PhD in Healthcare Management and over 15 years of experience in qualitative analysis. Her expertise ensures a deep understanding of the study’s qualitative data. Throughout the research, she engaged in continuous reflexive practices to evaluate how her subjectivity and context influenced the study. This included reflecting on her assumptions, considering power dynamics with participants, aligning research paradigms and methods, and understanding the research context [ 59 ].

Participants and research population

The study involved 89 third-year undergraduate students enrolled in a Health System Management degree program, specifically participating in a course on Service Quality in the Healthcare System during the 2023 academic year. The researcher, serving as the lecturer for this course, integrated writing reflective journals into the curriculum as part of the learning process. Following the course’s conclusion and after grades were distributed, the researcher asked students, in adherence to ethical guidelines, if they consented to have their reflective journals analyzed for research purposes, as outlined in the data collection section. Only students who completed all components of the intervention plan outlined for the class were considered potential participants in the research population.

From this group, qualitative data was extracted from the reflective journals of 65 students who consented to participate. The demographic breakdown of this participant subset included 80% females, with an average age of 24.26 years (Standard Deviation = 3.80).

Data collection

Throughout the course, participants were required to keep a reflective journal documenting their learning journey, to be submitted at the end of the semester. The aim of writing the journal was to capture their personal perceptions of their learning experience. They were encouraged to articulate various challenges, obstacles, and positive and negative aspects they encountered [ 52 ]. Specifically, they were asked to describe the main challenges they faced and the obstacles they overcame, and to provide an introspective account of their experiences. The practice of writing a personal journal not only served as a tool for reflection but also helped them adopt a comprehensive perspective on their educational process [ 53 ].

The credibility of the reflective journal prompts was assured by grounding their development in an extensive literature review and expert consultations within the field of healthcare education. This process ensured that the prompts accurately reflected the constructs of interest, facilitating consistent and meaningful student reflections. Content validity was emphasized to ensure the journal prompts were aligned with the study’s objectives and relevant to students’ experiences in healthcare management education. Refinement of these prompts to effectively meet research objectives was facilitated through expert input. A detailed coding scheme was developed, featuring definitions and categories reflecting the study’s aims and insights from the journals. The coding was applied to a subset of journals by the researcher to ensure credibility.

The data were collected from the reflective journals in accordance with the intervention plan outlined in the Instructional Method section. The study carefully complied with several ethical guidelines for research with human subjects. The nature and purpose of the research were fully explained to the students, with particular emphasis on the use of reflective journals to evaluate the intervention plan. The students gave their informed consent and signed consent forms. To ensure confidentiality, participants were informed that all names would be replaced by pseudonyms and all identifying details would be removed from the final research report. They were also explicitly told that the journal entries would be processed anonymously. The research was approved by the college’s Ethics Committee.

Instructional method procedure (intervention plan)

The focus of this study is a required course titled Introducing Quality into the Health System, which had formerly been taught using traditional frontal teaching methods. The study examines the transformation of this course into a course taught using ChatGPT-mediated online guided learning. This innovative learning approach provides learners a comprehensive experience that entails self-directed learning. The approach emphasizes problem-based learning and focuses on identifying ethical dilemmas and analyzing them within organizational contexts. The intervention plan was strategically organized into five primary stages. Each stage comprised a series of carefully constructed steps that were specifically designed to build upon the knowledge and skills acquired in the previous stages, thus ensuring a coherent and cumulative educational progression. Figure  1 summarizes the instructional method.

Initial Familiarization with ChatGPT

At the beginning of the course, students were introduced to ChatGPT to develop their understanding and proficiency with the tool. This involved providing them detailed instructions on effective usage and encouraging them to engage in interactive dialogues with ChatGPT. The aim was to foster a sense of familiarity and ease, thereby facilitating an informal, hands-on learning experience.

Exploratory Analysis of a Dilemma using ChatGPT

In this exploratory stage, students began to examine the topic of hospital accreditation. Through interactions with ChatGPT, they were introduced to the pros and cons of the accreditation process and to the dilemmas posed by following the accreditation guidelines. The issue of accreditation is central to the discourse on how to improve healthcare quality, but it is also fraught with challenges, such as staff shortages and funding issues. Hospitals have had to make significant changes to meet accreditation standards, leading to debates about possible abolition of the accreditation system. While accreditation is crucial for quality control, its associated costs, particularly those related to inspections and the need for additional staff, pose significant challenges. Without proportional funding, compulsory accreditation has placed financial pressures on hospitals, creating a complex dynamic for both the Ministry of Health and healthcare institutions as they navigate the accreditation process.

To explore the topic of accreditation in depth, students were instructed to develop a series of questions to input to ChatGPT aimed at extracting detailed information about the accreditation dilemma. Students engaged with ChatGPT by posing questions and critically analyzing the answers from three perspectives: organizational, healthcare worker, and patient/customer. They iteratively refined their queries to increase precision until they achieved a comprehensive understanding. Following guidelines, they condensed and reorganized the information into a structured paragraph, incorporating the core dilemmas and arguments from each perspective. To meet objectives, students demonstrated digital media skills, including locating and sharing relevant materials, analyzing ChatGPT responses, verifying sources, and assessing content credibility.

Synthesis and Documentation of Concepts Emerging through ChatGPT Interaction

In the third stage, students were required to submit a comprehensive list detailing new concepts, themes, and sub-themes that emerged from their learning experience with ChatGPT. Their submitted list was not limited to the final results, but also included documentation of all stages of their work, including their initial set of questions, their subsequent refinement of these questions, and the process of their development throughout the learning journey. In addition, they were required to provide a final section summarizing the culmination of their exploration and learning process with ChatGPT. This comprehensive approach was designed to demonstrate the students’ engagement and progression with the tool and to highlight their ability to develop their inquiries and synthesize information effectively.

Analytical Structuring of Learning Outcomes

In the fourth stage, students attempted to refine the learning outcomes they had previously generated. Following the established guidelines, their main objective was to identify and highlight the pros and cons of the various arguments related to the dilemmas they had studied, making sure to consider them from different perspectives. The challenge was to present their arguments in a coherent and logical order, for example by comparing budgetary considerations with quality considerations. They were also expected to support each argument with scientific evidence, thereby aligning their analysis with academic accuracy and empirical research. This stage was crucial in developing their ability to critically evaluate and articulate complex issues, particularly in the field of healthcare.

Final project: Integrative Analysis and multidimensional presentation

In the final stage, students developed and presented a final project, building upon their prior work to explore a comprehensive research question or delve into a specific aspect of their study. This included presenting organizational and managerial viewpoints. The choice of format and tools for their project and presentation—ranging from e-posters and slides to video clips, using familiar technologies like PowerPoint and ThingLink—was left to the students. This method fostered diversity and empowered students by allowing them to select their preferred presentation technique. Moreover, the project featured a peer review phase where students critiqued each other’s work through insightful questions and suggestions, enhancing the discussion. This interactive element aimed to bolster critical thinking and collaborative learning.

Summary of instructional method

Reflective Journaling: documenting the Learning Journey

Throughout the semester, students kept a reflective journal, which they submitted at the end of the course. The primary aim of this journal was to document their personal learning experiences. The journal provided a window on their challenges, difficulties and successes they encountered, all viewed through the lens of their own perceptions and experiences.

Data analysis

The present research employed a deductive-inductive method for categorical analysis of the dataset. Integration of these deductive and inductive approaches was essential to facilitate investigation of predefined categories that are grounded in extant literature and theoretical frameworks, as well as to permit the discovery of novel categories that surfaced during the analysis process [ 51 ]. Initially, the deductive stage was conducted, focusing on predefined categories derived from existing literature and theoretical frameworks. Following this, the inductive stage allowed for the identification and development of novel categories based on the data analysis. The inclusion of episodes, thoughts, and feelings expressed by the students in this study serves to reinforce the reliability of the identified themes. The analysis of the reflective journals began with in-depth reading to identify initial themes from students’ narratives. Inductive coding facilitated the identification and development of themes by the researcher, rather than merely allowing them to ‘emerge.’ This active interpretation and organization of the data by the researcher led to a compilation of key insights. After ensuring the reliability and validity of these findings through careful review, the researcher then organized the codes into themes and sub-themes, ensuring they accurately reflected the data and provided a clear narrative of the students’ experiences.

The findings

The researcher’s analysis of the reflective journals actively uncovered five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT Prompting Competencies. Table  1 summarizes the identified categories and subcategories. To further clarify each category, the table includes representative quotations from the data for illustrative purposes. Throughout the manuscript, pseudonyms have been used with quotations. This approach ensures confidentiality and anonymity for all participants.

Use of literacy skills

The category comprising the use of literacy skills, the code refers to instances where participants relate literacy skills such as reading comprehension, searching evaluation of Information, etc., in their interactions with ChatGPT.

It includes three subcategories: Search Strategies and Access to Data in ChatGPT Use; Data Analysis Enhancement with ChatGPT ; and Evaluation of Information in ChatGPT Interactions Search Strategies and Access to Data in ChatGPT Use.

In the reflective journals, the students consistently expressed their high regard for the efficiency and ease of searching for and accessing information through ChatGPT. The chat interface significantly improved the process of retrieving information by removing the necessity to navigate through multiple websites or sources, thereby making the material more accessible. Furthermore, the interface’s user-friendly and accessible content format played a crucial role in significantly enhancing students’ understanding of the material. Shir wrote: The chat was super easy and helpful in making the dilemma clearer for me. It put all the info I needed in one spot, and everything was explained in a way that was simple to understand.

The analysis of the student journals underscored the remarkable proficiency of ChatGPT in rapidly and effortlessly providing information for various tasks. This technology alleviated the necessity for students to delve into multiple sources, offering a direct approach for understanding concepts, interpreting implications, and compiling data for complex issues. ChatGPT’s swift and handy information retrieval supported autonomous learning on the topic. As an accessible and user-friendly tool, it saved considerable time. Moreover, its accessibility and constant availability helped in tailoring learning experiences to fit the learner’s schedule, independent of external factors or intermediaries. ChatGPT’s use of simple, everyday language, coupled with its capacity to deconstruct and elucidate complex concepts, rendered it exceedingly approachable and beneficial for information searches and for enhancing the accessibility of educational content. Lihi also acknowledged the efficacy of ChatGPT in facilitating the rapid acquisition and expansion of her conceptual knowledge. She underscored that the ChatGPT tool obviated the need to consult multiple databases and websites for extracting conceptual information: ChatGPT is really fast and easy to use when you need info on lots of different things. It’s great for finding technical stuff, explaining problems, understanding things better, and getting new ideas on the spot. You don’t even have to go looking for more sources – it’s all right there.

Data synthesis and analysis enhancement with ChatGPT

Analysis of the reflective journals indicates that students found the synthesis, editing, and analysis of content facilitated by ChatGPT to be extremely beneficial. The tool significantly reduced the technical complexity of gathering and synthesizing information from different sources, tasks that had previously been their responsibility. As a result, they were spared the need for synthesizing, editing, and analyzing the raw data, with ChatGPT efficiently performing these functions on their behalf. Meir wrote: ChatGPT really helped us out. It gave us a full picture of the whole process, including the good and bad parts, and how to handle them. We didn’t even need to look at any other info sources at that point .

Evaluation of information in ChatGPT Interaction

The streamlined data collection procedures enabled the students to engage in more advanced learning processes, such as distinguishing between facts and assumptions, differentiating critical from non-critical information, and developing arguments as they advanced to more complex stages. The students observed that although ChatGPT presented data objectively, it did not offer explicit arguments, thus requiring them to actively interpret and formulate their own positions regarding the dilemma and identify the foundational principles for their principal arguments. For example, Miri’s reflections highlighted her need to formulate and develop a stance on the dilemma, which compelled her to engage in critical assessment of the situation:

ChatGPT didn’t really point out which arguments were more important or less important. It kind of listed them all the same way, which made me decide for myself what to focus on. I had to pick the arguments I thought were key and then find evidence to back them up.

Furthermore, the students were asked to support their arguments with evidence from the academic literature, necessitating a thorough evaluation and critical analysis of the information. This process led them to make informed decisions and formulate solutions. In their reflective journals, students documented a cautious approach, emphasizing the need not to simply accept information as it is presented. Instead, they highlighted the importance of thoroughly evaluating the information’s accuracy. Amir similarly addressed this issue, noting his necessity to independently navigate the “thinking part” and acquire the skills to construct strong arguments or effectively employ academic resources: The chat didn’t really help me figure out what’s important and what’s not when I write. It also didn’t teach me how to make strong arguments or how to use academic stuff to back up my points.

User experiences with ChatGPT

This category refers to the qualitative data related to participants’ overall experiences, perceptions, and attitudes towards interacting with ChatGPT. The theme of user experiences is divided into three sub-themes: Time Efficiency using ChatGPT; Accessibility and Availability of ChatGPT; and User-Friendly Dynamics . Overall, analysis of the students’ reflective journals reveals broad agreement about ChatGPT’s user-friendliness and ease of use. Many students noted the chatbot’s intuitive interface and straightforward functionality, which made it accessible to those who may not be tech-savvy. This consensus highlights the effectiveness of ChatGPT as a tool that simplifies information acquisition and supports learning without the typical complexities associated with advanced technological tools.

Time efficiency using ChatGPT

In this sub-category, analysis of the student journals revealed the major time-saving benefits of using ChatGPT for various tasks. ChatGPT successfully eliminated the need for students to sift through numerous sources of information. By providing a straightforward way to understand a concept, grasp its implications, and gather information on complex dilemmas, ChatGPT demonstrated its efficiency in saving students’ time. Riad mentioned the significant time efficiency gained from using the tool, highlighting how it saved him considerable time: You can find out a lot about all sorts of things really quickly. The chat gives you detailed breakdowns and explanations, sorting everything into different arguments and topics; it saves you a lot of time.

Ali also referred to this point: I was not very familiar with the details of accreditation, including its benefits and challenges, but within minutes I was able to grasp its essence and understand the importance of the whole process.

The time efficiency extended not only to data retrieval and collection but also encompassed information synthesis, significantly reducing the amount of time usually required for comprehensive and coherent processing and reformulating of acquired data. Mai observed that the time saved was also because she didn’t need to search for data across multiple sources and combine it together:

The amount of time I save is insane. If I had to search for this stuff on the internet instead of using the chat, it would take me way longer to find an answer. And even after finding it, I’d have to summarize what I found and then rephrase it in my own words, which takes so much time.

Accessibility and availability of ChatGPT

A majority of the students noted that the tool’s immediate accessibility and availability significantly facilitated the personalization of learning approaches. This customization seamlessly interfaced with the unique scheduling needs of each learner, offering flexibility that in traditional learning settings is typically constrained by external factors or intermediaries. Hana highlighted ChatGPT’s anytime, anywhere accessibility through a simple interface, enabling quick and comprehensive responses without the wait for expert assistance: ChatGPT is available to use anytime, anywhere using a simple and convenient interface. This would allow you to get a quick and comprehensive response at any time of the day, without having to wait around for people or experts to help you out.

Lina similarly noted: It’s pretty great how available it is (as long as it’s not too busy…). Any question I have, I get an answer. It saved me a lot of Google searches and reading articles and stuff. I get a quick and clear answer to everything I ask and it’s all super fast.

ChatGPT Information credibility

This category involves instances where participants discuss the credibility, reliability, and trustworthiness of the information provided by ChatGPT. Analysis of the reflective journals showed that interaction with ChatGPT facilitated students’ ability to acquire fundamental knowledge, which could then be expanded upon through subsequent inquiries and verification. Nevertheless, as students proceeded in their tasks, particularly those that required articulating arguments and substantiating their stances on complex dilemmas, they acknowledged the limitations of relying solely on ChatGPT. These limitations focused primarily on concerns about the tool’s credibility in providing sufficiently authoritative information. In this regard, Ofri appreciated ChatGPT’s quick access to information but expressed concerns over its credibility and occasional inaccuracies, leading to unexpected disappointment:

I have found that ChatGPT has a lot of good points. It can quickly give you a lot of information on so many topics and you can really use that information. But I have also learned that this tool has its drawbacks. It is not always right, and it certainly doesn’t always give you things that are based on solid academic facts. Sometimes ChatGPT just makes things up. To be honest, realizing this was a bit of a shock to me.

Students also noted that they were often faced with an overwhelming amount of information, some of which was irrelevant or incorrect, requiring them to evaluate the information and determine its quality. Dalia noted that while ChatGPT provided extensive information initially, aiding in learning about the topic, it also required discernment to distinguish between accurate and less relevant information: In the first stage, the chat gave us a lot of information, which was great because it helped us learn more about the topic. But at the same time, we had to decide which information was really important and accurate and which wasn’t.

Students’ understanding of the limitations of relying solely on the information provided to justify arguments and articulate positions in dilemmas motivated them to examine and assess its reliability. They did so by asking specific questions and consulting established academic references. From the students’ point of view, this careful research and critical evaluation process not only provided them with the opportunity to refine their powers of critical thinking and analysis, it also equipped them with the capacity to critically evaluate the credibility of the information presented. Lina wrote:

I attempted to back up the info I found with academic sources, but then I figured out that the chat isn’t always reliable…. I went through each article that I got results from…to check where is it from, and whether the author actually existed or was just made up… After that, I did another check with other databases. This whole process made me super cautious and thorough in checking everything.

The students expressed unanimous agreement that the need to assess the information provided by the chat forced them to be critical and use evaluation skills. Not only was this a skill they needed to be able to put to good use. It also constituted a challenge in using ChatGPT, as Limor stated that, contrary to reducing critical thinking, proper use of ChatGPT can enhance it by prompting users to reconsider and verify information, despite the challenge:

It might seem that using ChatGPT would make you think less because, well, it’s like chatting to a robot. But actually, if you use it properly and really get into it, it adds a lot to your knowledge and makes you think more broadly and deeper. This is because it makes you think about things over and over again, and double-check the information… it wasn’t easy.

Challenges and barriers in Working with ChatGPT

This category encompasses the various obstacles, difficulties, and limitations encountered by participants while using ChatGPT, including technical issues, comprehension challenges, and frustration. The analysis suggests that despite the students’ widespread agreement on the advantages of using ChatGPT, such as its ease of use, constant availability, and user-friendliness, its accompanying challenges should also be considered. Among these challenges are hesitation in adopting new, cutting-edge technology, difficulties in learning how to use the tool, and language barriers. The language issue was particularly significant, as ChatGPT operates mainly in English, which is not the first language of many of the students. Shir faced difficulties with English translation but viewed it as an opportunity to improve language skills, eventually becoming more comfortable with the chat and reducing reliance on outside translation help:

One big problem I had was writing in English and then translating it to express what I wanted to say. But I decided to take it on as a challenge and use it as a chance to improve my reading and writing in English. Since we didn’t have to use English much, at first it felt like it took forever to understand or read stuff. But gradually, we got the hang of the chat and didn’t need as much help with translating from outside sources.

Some students noted that they also faced some technical issues, revealing the downside of depending exclusively on online tools for studying. For many students, this was their first time using AI including applications like ChatGPT that are built on large language models. As they continued to use it, however, they became more accustomed to it. Ali found initially accessing the GPT chat difficult and, despite its ease of use, experienced issues with site access due to high traffic and occasional freezing, hindering continuous use:

When I first tried the GPT chat for my task, it was a bit tough to get onto the site. But after a while, I noticed that even though the chat is easy to use, it’s got its problems. Sometimes, you can’t even get into the chat because too many people are trying to use it at the same time, and other times, it just freezes up, and you can’t keep using it.

Mastering ChatGPT-Prompting competency

This category involves instances where participants demonstrate proficiency in formulating effective prompts and questions to elicit accurate and relevant responses from ChatGPT. Analysis of the reflective journals revealed that this theme posed a notable challenge for the students, primarily due to their unfamiliarity with the tool. Indeed, they needed to learn how to use the chat effectively to elicit the correct responses and achieve their desired outcomes. Additionally, they encountered challenges in ensuring accuracy and setting the right parameters to establish a reliable and precise database. Despite these obstacles, the students recognized that their efforts to achieve accuracy and their practice of asking repetitive questions were instrumental in developing higher-order thinking skills and being able to organize and manage the required information proficiently. Liya related to this challenge by noted that dealing with inaccurate responses from the model involves clarifying questions with more details, considering alternative answers, and emphasizing the importance of verifying the information received:

Sometimes the model may give you wrong information or answers… to cope with getting answers that are not accurate, you should make your question clearer and add more details. Also think about using different choices of answers. And it is really important to always check the answers you’re getting.

Analysis of the reflective journals showed that systematic demonstration of these activities, along with comprehensive detailing of early learning stages and the cumulative nature of the tasks, provided students the chance to assess and revisit each step retrospectively. This reflective review allowed them to seek explanations for any aspects that were unclear, ask more questions and craft more targeted prompts, and gain a deeper understanding of the entire process. Rim, for example, explained: The chat lets us get information in a series, like being able to ask another question to get a better understanding or clear up something from the first questions we asked. This helped us keep track of everything by linking all our questions together.

Nir noted that the need to aim for accuracy by repeatedly refining the questions really helped in dealing with the assigned tasks effectively:

From my experience with ChatGPT, I have learned that if you want good answers, you have to be really clear about what you are asking. You need to know what you want to achieve with the chat. It is best to give specific instructions to obtain the exact info you need. Also, you should think carefully about the answers you get, making sure the facts are right, and using your own thinking to make wise decisions.

This qualitative study examined the process of introducing and using a pedagogical framework that integrates problem-based learning with the use of ChatGPT among undergraduate healthcare management students. The study also provided a qualitative exploration of their experiences using this technology and assessed how the use of ChatGPT can shift the focus from traditional digital literacy skills to advanced AI literacy skills. It demonstrated how the use of the ChatGPT platform can be managed to encourage the development of critical thinking and evaluation skills through active student engagement. These skills are considered critical for learning and working with AI platforms.

The analysis of students’ reflective journals indicated a perception of the platform as user-friendly. Minichiello et al. [ 54 ] expand the definition of “user experience” beyond mere interaction with user interfaces to include design, information presentation, technological features, and factors related to emotion, personal connection, and experience. Students described their experience with the platform positively, citing it as an incentive for ongoing engagement.

The analysis also showed that the platform’s efficiency was significantly influenced by its high availability and accessibility, which were key factors in its attractiveness to users. This attractiveness was further enhanced by its ease of use. A critical aspect of the platform’s effectiveness was its efficiency in providing key materials in a timely manner, drastically reducing the time required to retrieve information. Users particularly appreciated this aspect of the platform as it streamlined their access to information and significantly improved their learning efficiency. The platform’s ability to deliver relevant information quickly and efficiently was instrumental in its positive reception. In an academic environment where efficient time management and quick access to educational materials are essential, the platform’s ability to meet these needs effectively constituted a notable advantage.

However, students noted initial difficulties and obstacles in utilizing ChatGPT, primarily related to data credibility. These challenges, highlighted in the qualitative data, necessitated the application of critical thinking and conducting various checks to verify the information received. This concern over the credibility of information from AI tools aligns with observations by Mohamad-Hani et al. [ 55 ], who reported similar credibility issues with ChatGPT data among healthcare professionals.

Another significant challenge for the students focused on how to retrieve relevant and accurate information. To this end, they had to refine their question formulation to extract the most relevant and accurate data from the tool. Such challenges have increasingly become a focus of academic attention due to the emerging recognition of the importance of developing prompting skills for effective interaction with platforms such as ChatGPT and other AI tools [ 19 , 20 ].

In terms of digital literacy skills, the findings of this study suggest that basic literacy skills such as locating, retrieving, synthesizing, and summarizing information may become less important as AI systems improve. Yet students still must be trained to evaluate and think critically about AI tools and what they can accomplish, especially since AI technologies like ChatGPT are not always completely trustworthy. Therefore, students need to learn how to evaluate the information these tools provide. These findings also offer some support for the notion that while digital literacy is undeniably recognized as crucial for the 21st century, especially in the healthcare arena [ 36 , 45 ], the definition of digital literacy is changing as technological tools develop. For decades, education focused on developing basic skills. Over time, however, there was a shift toward the cultivation of more complex skills involving information evaluation, synthesis, and assessment [ 56 , 57 ]. Yet as AI continues to penetrate everyday life, there has been a noticeable evolution in the forms of literacy required.

This evolution marks a transition from traditional data digital literacy, which emphasizes a basic understanding and processing of information, to AI digital literacy, which goes beyond mere data consumption to include using digital tools skillfully, understanding the nature of digital content, and effectively navigating the complex digital landscape. This shift reflects the changing demands of a technology-driven society, in which digital literacy is becoming increasingly essential for both personal and professional development [ 58 ]. As AI becomes integrated into different dimensions of work and daily life, especially in the healthcare industry, AI digital literacy will continue to evolve to meet the new demands. This will require a different set of skills, including prompting skills that allow users to better interact with AI tools [ 19 , 20 ].

These results highlight the importance of rethinking the educational use of AI tools such as ChatGPT, potentially leading to changes in future learning curricula. Without the ability to use digital tools, students are liable to fall behind when it comes to adapting to new technologies, thus limiting their ability to learn key skills. Therefore, AI tools must be taught and used in a way that supports students’ holistic learning. These findings align with those of other researchers who focus on the use of the AI platform in education [ 40 , 42 , 43 ]. Such an approach will ensure that students are prepared for the evolving challenges and opportunities of our increasingly digital world. This is especially important in the medical education field, as AI is increasingly being used in different ways to improve the accuracy of disease diagnosis, treatment strategies, and prediction of patient outcomes [ 9 , 10 , 25 , 27 ].

Given that AI technology is still developing and is anticipated to advance and become more widely used [ 21 , 22 ], the need to adapt and acquire new literacy skills is growing. As AI evolves, reliance on traditional basic skills may decline over time, underscoring the importance of learning how to effectively utilize and interact with emerging technologies. Learning to engage with AI tools such as ChatGPT from an early stage in their education can greatly enhance students’ learning experiences. This early exposure will not only provide them with a deeper understanding of these tools. It will also boost their motivation to learn how to use them more effectively, thus highlighting the importance of training students to handle such technologies proficiently. Equally important is the need to guide students through these learning processes to ensure they acquire the necessary skills and knowledge to navigate and utilize AI tools successfully in their educational journey [ 11 ].

Limitations and future research directions

This study utilized a pedagogical framework that integrates problem-based learning with the use of ChatGPT. While the researcher focused on the pedagogical aspect, future research is warranted to compare this digitally supported activity to a non-digital equivalent and examine the impact on students’ literacy and skills. Such a comparison would make it possible to assess what the digital instrument contributes to skill development and to identify any challenges encountered.

The use of this tool across different teaching methods could also be explored to determine whether it is particularly effective for certain types of tasks or requirements. The current study focused on health management. Implementation of this teaching approach in other academic areas should be examined to assess its effectiveness in acquiring competencies in different arenas. The findings of this study highlight the need for further research into the use of AI in learning environments that focus on goal-oriented pedagogy. Such research can help in developing educational strategies that promote the skills essential for lifelong learning.

Conclusions and recommendations

In conclusion, revisiting the research questions in the context of our findings highlights the transformative potential of integrating ChatGPT with problem-based learning in healthcare management education. This study underscores how such integration not only shifts the focus from traditional digital literacy to advanced AI literacy skills but also enhances critical thinking and evaluation capabilities among students. These competencies are indispensable as AI continues to reshape the landscape of healthcare and medical education. AI is emerging as a transformative force that will fundamentally change the global landscape. Although we are still in the early stages of integrating and understanding AI capabilities, its potential to shape our future is clear. Adapting to this digital transformation, especially in healthcare, is crucial [ 4 , 6 ].

Integrating AI into healthcare systems poses significant challenges and raises many unanswered questions [ 9 , 10 ]. These issues require careful consideration and strategic planning to maximize benefits while addressing implementation complexities. The extent and impact of these transformations on the health system and its workforce remain uncertain. However, it is crucial to prepare for these changes at both individual and organizational levels. Educational institutions must update their teaching methods to meet digital demands, recognizing the critical role of educators in developing effective support strategies.

To enable healthcare professionals to integrate AI tools effectively, these tools should be introduced early in education, such as during undergraduate studies or initial professional training [ 9 , 32 , 33 ]. Hands-on experience allows learners to build confidence and understand the tools’ limitations. Additionally, AI tools and especially LLMs such as GPT and their applications, including platforms like ChatGPT, can serve as user-friendly and efficient learning aids, as demonstrated in this research. In addition, researchers should strive to develop innovative pedagogical methods for integrating these tools into different curricula, as exemplified here by the effective use of dilemma-based learning enhanced by ChatGPT. These studies should focus on determining which skills will become redundant and on highlighting essential competencies needed for AI literacy, including prompting, evaluation skills, and critical thinking, all of which are essential for effectively integrating AI and LLMs into medical education and daily practice. Participants in such studies have noted that the acquisition of such skills, particularly in the area of effective prompting, significantly improves the quality of AI responses. Similar to learning a new language, learning to use AI requires precise phrasing and an in-depth understanding of context. Not only will AI skills improve student engagement and comprehension, they will also encourage critical thinking, leading to better educational outcomes. Students who formulate well-structured search queries obtain more accurate responses from AI, which are critical to improving healthcare and learning outcomes.

It is therefore imperative that academia and higher education institutions, including medical education institutions, adopt methods for effectively guiding and training students in using AI. This approach is essential to address the evolving global educational landscape and to embrace the shift in roles. Educators should move from being primarily providers of knowledge to being facilitators of cultural understanding and skill development. Such a shift is essential to promote the transformative evolution of the role of educators in the modern educational context.

Availability of data and materials

Data are available upon request from the Corresponding author.

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Naamati-Schneider, L. Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool. BMC Med Educ 24 , 598 (2024). https://doi.org/10.1186/s12909-024-05595-9

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Master of Science

Online Human Resource Management Degree

Earn your master's degree in human resource management and make a difference.

This human resource management master’s degree is designed to help professionals working in human resources enhance critical leadership skills and earn the credentials they need to take their career to a higher level. If you're a current or aspiring HR leader, earning your master’s degree at WGU is a great next step in your own professional development. 

To be successful in the HR field, there are certain skills that are extremely valuable. You will learn many of these skills in your human resource management program, including: 

• Talent management
• HR technology
• Policy and procedure strategy
• Diversity, equity, and inclusion in growing organizations
• Global HR practices

The online master's program in HR management from WGU helps equip you with the skills and credentials you need to be successful. And your master’s degree isn’t the only credential you will earn—this degree program contains a WGU certificate in HR Technology and Analytics for Decision Making, as well as the opportunity to earn the SHRM Inclusive Workplace Culture specialty credential as part of your capstone experience, helping you boost your resume before you even graduate!

61% of graduates finish within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps students control the ultimate cost of their HR degree. Finish faster, pay less!

Average salary increase

School of Business graduates report an average salary increase of $11,813 after completing their WGU degree.

Ready to Start Your WGU Journey?

Next Start Date: {{startdate}}

Start Dates the 1st of Every Month

M.S. HR Management Courses

Program consists of 10 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.  What you learn in this program will often be directly applicable the next day at work—and what you’re doing at work will frequently inform the work you’re doing in your courses. It’s all about real-world applicability so every moment spent studying is time well spent.

This online program is composed of the following courses. Some may be waived through transfer from your previous college experience or if you are SHRM-CP/SCP or HRCI PHR/SPHR/GPHR certified. The rest you will typically complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means you can finish as many courses as you're able in a term at no additional cost.

The M.S. in Human Resource Management is 100% online and SHRM- and HRCI-content aligned. It’s compact—10 courses—to help you quickly get the expertise you need to build your career. You’ll also be prepared to earn your SHRM Inclusive Workplace Culture credential at no additional cost—it’s included in your tuition.

You’ll take courses boosting your expertise in management, communication, employment law, and more. Along the way, you’ll also earn a WGU certificate in HR Technology and Analytics for Decision Making.

This course covers principles of effective management and leadership that maximize organizational performance. The following topics are included: the role and functions of a manager, analysis of personal leadership styles, approaches to self-awareness and self-assessment, and application of foundational leadership and management skills.

This course focuses on strategies and tools that managers use to maximize employee contribution and create organizational excellence. You will learn talent management strategies to motivate and develop employees as well as best practices to manage performance for added value.

This course prepares students for the communication challenges in organizations. Topics examined include theories and strategies of communication, persuasion, conflict management, and ethics that enhance communication to various audiences.

The Business Acumen course introduces you to the operation of the business enterprise and the role of management in directing the activities of the business. You will examine the roles of management in the context of business functions such as marketing, operations, accounting, and finance.

This course presents critical problem-solving methodologies, including field research and data collection methods that enhance organizational performance. Topics include quantitative analysis, statistical and quality tools. You will improve your ability to use data to make informed decisions.

Inclusive Workplace Culture Capstone provides students with the opportunity to work through the SHRM Inclusive Workplace Culture specialty credential course content, studying and analyzing how human resource (HR) professionals can integrate an inclusive approach to all HR functions such as talent acquisition, training and development, total rewards, and more. Students will complete a capstone project that synthesizes an inclusive approach to strategic HR practices for an organization to create an environment of true belonging for all employees, while simultaneously being prepared to complete the SHRM Inclusive Workplace Culture exam independently to earn a specialty credential and badge from SHRM.

HR Technology and People Analytics introduces students to the types of human resource information systems (HRISs), applications, and platforms used to capture and manage employee data and the analytics used to make strategic decisions based on that data. Students will discover how to plan for the implementation of new human resource (HR) technology, present the plan to stakeholders to gain buy-in and support for the change, and train employees in the new systems. Students will also gain an understanding of how to pull and use data and people analytics for effective storytelling, decision-making, and leadership influence.

Future Focused Total Rewards examines discretionary and legally required approaches to compensation and benefits practices that compose an organization’s total rewards system. Students explore how to develop and communicate the components of a competitive total rewards strategy to prospective and existing employees while adhering to employment laws and aligning to an organization’s strategic goals and culture.

Talent Acquisition and Development provides an in-depth look at the strategies used to attract, retain, and develop qualified talent in an organization. Students discover how to hire the right talent to meet the needs of the organization, how to orient and onboard new employees, and how to ensure employee excellence through learning and development and performance management strategies.

HR Compliance and Employee Relations provides students with an in-depth understanding of the relevant laws, regulations, and ethical issues related to human resource (HR) compliance and risk management. It also explores how to resolve and improve employee relations issues to maintain a positive organizational culture in a diverse workplace. Topics include business laws and ethical considerations, employment and labor laws and regulations, and employee relations strategies to build and maintain a positive, healthy, and respectful work environment.

Capstone Project

Special requirements for this program

At the end of your program, you’ll complete a capstone course that includes the SHRM Inclusive Workplace Culture content. After completing the course, you’ll be ready to sit for the SHRM exam and earn your credential/badge at no additional cost.

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Performance Management: Designed and implemented a structured process for the periodic evaluation of employee performance, enhancing accountability and productivity.
• Communications: Effectively communicated HR programs, practices, and policies to both HR and non-HR employees.
• Management: Analyzed operations to evaluate performance and identify potential improvements.
• Planning:  Assessed plans for efficiency and effectiveness in achieving specific goals, optimizing strategic initiatives for successful implementation.
• Talent Acquisition:  Developed effective strategies for sourcing, recruiting, and evaluating qualified job candidates, enhancing the quality of talent acquisition processes.
• Human Resource Information System (HRIS):  Managed all employee information through the HRIS, ensuring accurate and organized data management for efficient HR operations.

“In addition to advancing my career, having my education has been a huge asset for my kids. WGU has absolutely changed my life, and, more importantly, has changed the lives of my kids as well.”

—Misty Dieffenbach B.S. Human Resource Management

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in 1 year

Earning Potential

An online human resources degree can dramatically impact your earning potential. Two years after graduation, WGU students report earning $22,200* more per year on average.

On Your Schedule

Competency-based education means you can move as quickly through your degree as you can master the material. You don't have to log in to classes at a certain time—you are truly in the driver's seat of your education

Entirely Online

The human resource master's degree at WGU is 100% online, which means it works wherever you are. You can do your coursework at night after working at your full-time job, on weekends, while you're traveling the world or on vacation—it's entirely up to you.

Accredited, Respected, Recognized™

WGU’s online HR degree program has been recognized by the Society for Human Resource Management (SHRM) as fully aligned with their  HR Curriculum Guidebook and Templates,  preparing students for the  SHRM-CP exam .  WGU has its own online,  SHRM virtual student chapter  that all school of business students at WGU are welcome to join. This SHRM virtual student chapter will help students continue learning and networking within the HR profession. WGU has also aligned its curriculum to the body of knowledge created by HR Certification Institute and prepares students for the  PHR exam .

COST & TIME

An Online HR Management Degree That's Affordable

By charging per term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees.

An HR Management Degree Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

What Makes Us Different: An HR Management Degree Designed to Fit Today’s Busy Lifestyles

WGU was built for the busy student . Study whenever and wherever works best for you while managing your existing job and family responsibilities. Your effort, not class time, determines the pace of your progress.  No interrupting your work or family obligations. No rigid class schedules. No barriers to earning your degree on your own terms.  Just a solid, career-focused education that dovetails seamlessly with your current lifestyle. 

This online M.S. in Human Resource Management degree program is designed for working professionals, so you don't have to quit your job or leave your other responsibilities behind to get an online HR degree. You don't have to log in to classes, your assignments don't have due dates—you're in charge of your education.

“My degree from WGU helped me advance from an entry-level position. WGU has a spokesperson in every alumnus—their job knowledge gained from their coursework speaks for itself.”

—Megan Elizabeth Darveau, Human Resource Generalist, Phoenix Healthcare Management Services

CAREER OUTLOOK

Strengthen Your Strategic Business Skills with a Degree in HR Management

Organizations largely succeed or fail based on the employees they hire and their engagement —talented, happy employees deliver much better outcomes. That is why hiring skilled, qualified HR managers and professionals is essential for every organization. HR professionals help find the r ight employees, train them, and ensure they have a positive experience.

With your master’s degree in human resources management, you will gain the critical skills and credentials that will help you stand out from the competition in an exciting and lucrative field. Some of the critical skills you will develop focus on include workforce planning, training, development, benefits, compensation, and more. Get started on your educational journey with a master's degree today!

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Human resource management professions are expected to grow by 7% by the year 2031, which is faster than the national average for job growth.

—U.S. Bureau of Labor Statistics

An Online Human Resource Degree That Helps You Focus on Helping Others

Relevant hr skills.

• Talent Acquisition
• HR Management
• Employee Relations
• Training and Development
• Performance Management
• Organizational Leadership
• Strategic Planning
• Total Rewards Management
• Change Management

Employment Opportunities

• Recruitment Manager
• DE&I Manager
• Learning and Development Manager
• Director of HR
• VP of People and Culture
• Employment Law Specialist
• Talent Acquisition Manager

WGU Grads Hold Positions With Top Employers

Admissions requirements—hr management.

To be considered for this M.S. Human Resource Management program, students must:

• Submit a transcript verifying receipt of your bachelor’s degree from a recognized, accredited institution.

NOTE: You do not need to take the GRE or GMAT to be admitted to this program.  Learn why we don't require these tests.

Transfer Credits

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

MORE DETAILS

Additional Credentials

The Human Resource Management Master's degree program allows students to earn valuable credentials on their path to a degree, including the WGU HR Technology and Analytics for Decision Making Certificate, and the SHRM Inclusive Workplace Culture credential. These credentials allow you to demonstrate mastery and add impact to your résumé before you even graduate with your degree. Additionally this program is SHRM and HRCI aligned, preparing you for the SHRM CP and HRCI PHR if you have not already earned those credentials.

Commonly Asked Questions About the HR Management Degree

What subjects are studied in a master’s in human resource management.

In a Human Resource Management master's degree program you'll study a variety of subjects, including:

• Managing and leading people
• HR compliance and employee relations
• Data-driven decision making
• Management communication
• Talent acquisition and development
• Inclusive workplace culture

Is a master’s in human resource management worth it?

Earning your master’s in HR management equips you with the in-demand skills and expertise you need to be a leader in your organization and in your field. It opens up new career opportunities and higher salaries. This makes pursuing this degree an ideal choice for those who are ready to boost their career. 

What can you do with a master’s in human resource management?

You’ll be prepared for a variety of roles in Human Resources, DEI, and Organizational Culture, such as:

• HR Business Partner
• HR Manager, Director of HR
• Total Rewards Specialist
• Chief HR Officer
• DEI Manager
• HR Compliance Specialist

How much can I make with a master’s in human resource management? 

According to the Bureau of Labor Statistics, in 2022, the national median salary for a human resource manager was $130,000. Salaries ranged from $76,600 to $224,360.

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2024 Manure Expo Continuing Education Credits Approved

Posted: June 5, 2024

The 2024 North American Manure Expo will be hosted in Auburn, New York on July 17 and 18. The close proximity and numerous Continuing Education Credit (CEC) opportunities should make this year's Manure Expo attractive for those certified in Pennsylvania as an Act 49 Commercial Manure Hauler & Broker, Nutrient Management Planner, or Odor Management Planner.

Please view the PaPants website for summary information on approved Pennsylvania CECs. For some Pennsylvania certified individuals 12 or more CECs could be earned over the two-day Manure Expo. General information about Manure Expo can be found at the event's main page . A tabular event schedule can be found at the agenda page . To secure a seat on tour buses visit the registration page .

This year's Manure Expo will be hosted on a large dairy in New York's Finger Lakes region and kicks off on July 17 th with farm tours. There are four tours so choosing between them will be tough. Of particular interest to Odor Plan Writers should be the Patterson Farm Tour because 3.0 CECs are available. Farm Tours do have a registration cost and are limited in space, so register as soon as you can.

Day one also provides sessions for those interested in pumping, agitating, and separating manure. The day culminates with a Safety School and attendees can attend an evening BBQ and networking session.

Arrive early on July 18 th to take advantage of CECs that start at 8:00 AM and are available in half credit (30-minute) increments. Again, it will be hard to choose as four concurrent tent sessions will be taking place. As is tradition with Manure Expo, vendors will be highlighting their latest technologies in manure application and handling technologies with solid and liquid-focused demonstration sessions. It is always worth sticking around Manure Expo to view the live-action spill response demonstration that is planned as the last formal activity of the manure extravaganza.

We hope to see you in New York.

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Moscow , city, capital of Russia , located in the far western part of the country. Since it was first mentioned in the chronicles of 1147, Moscow has played a vital role in Russian history. It became the capital of Muscovy ( the Grand Principality of Moscow ) in the late 13th century; hence, the people of Moscow are known as Muscovites . Today Moscow is not only the political centre of Russia but also the country’s most populous city and its industrial, cultural, scientific, and educational capital. For more than 600 years Moscow also has been the spiritual centre of the Russian Orthodox Church .

The capital of the Union of Soviet Socialist Republics (U.S.S.R.) until the union dissolved in 1991, Moscow attracted world attention as a centre of communist power; indeed, the name of the seat of the former Soviet government and the successor Russian government, the Kremlin (Russian: Kreml), was a synonym for Soviet authority. The dissolution of the U.S.S.R. brought tremendous economic and political change, along with a significant concentration of Russia’s wealth, into Moscow. Area 414 square miles (1,035 square km). Pop. (2010) city, 11,738,547; (2020 est.) city, 12,678,079.

If St. Petersburg is Russia’s “window on Europe,” Moscow is Russia’s heart. It is an upbeat, vibrant, and sometimes wearisome city. Much of Moscow was reconstructed after it was occupied by the French under Napoleon I in 1812 and almost entirely destroyed by fire. Moscow has not stopped being refurbished and modernized and continues to experience rapid social change . Russia’s Soviet past collides with its capitalist present everywhere in the country, but nowhere is this contrast more visible than in Moscow. Vladimir Ilich Lenin ’s Mausoleum remains intact , as do many dreary five-story apartment buildings from the era of Nikita Khrushchev ’s rule (the mid-1950s to the mid-1960s), yet glitzy automobiles and Western-style supermarkets, casinos, and nightclubs are equally visible. Many Orthodox churches, as well as some synagogues and mosques, have been restored, Moscow’s novel theatres have reclaimed leadership in the dramatic arts, and traditional markets have been revived and expanded. These markets, which under the Soviets were known as kolkhoz (collective-farm) markets and sold mainly crafts and produce, are now more sophisticated retail establishments.

It has become habitual to compare Moscow with St. Petersburg , its rival and the former (1712–1918) capital of Russia. While St. Petersburg has absorbed western European influences, Moscow is viewed as a traditional Russian city. Unlike its rival, Moscow has a well-defined city centre marked by the Kremlin . Other characteristics of Moscow are its physical layout in radial spokes and rings that have been extended over time, its hodgepodge of architectural styles, and its historical buildings that were mainly built by Russian architects. Moscow’s buildings were predominantly wooden until the 1920s, when brick and stone came into use.

• About company
• GENERAL CONTRACTOR

+7 (495) 526-30-40 +7 (49657) 0-30-99

THE HISTORY OF THE COMPANY CREATION

1993 how the construction company remstroy was created   the year 1993 was a period when a lot of construction companies, which had been working successfully during the soviet times and had rich staff capacity, were forced to cease their activity for various reasons. a lot of capable specialists either had to look for another job or change their field. but there were also those who were willing to realise their potential in the field of construction in accordance with the received degree and the experience they had accumulated. thus, in 1993 in elektrostal (moscow oblast) a group of specialists and people sharing each other’s ideas, who had enormous educational background and the highest degree in architecture, organized and registered ooo firm erg which began its rapid development and successful work, offering its service both on the construction market and other areas. 2000 industrial construction is the main area   seven years of successful work have shown that combining different types of activities in the same company is not always convenient. and in the year 2000 the founders of ooo firm erg decided to create and register a monoprofile construction company ooo remstroy construction company. industrial construction was chosen as the priority area. it was in this area that the directors of ooo sk remstroy began their working life and grew as specialists. in order to achieve the set goal, they selected a mobile team of professionals in the field of industrial construction, which allows us to cope with the tasks assigned to ooo sk remstroy throughout russia and the near abroad. 2010 manufacturing of metal structures   we possess modern equipment that allows us to carry out the entire cycle of works on the manufacture of metal structures of any complexity without assistance. designing – production – installation of metal structures. a staff of professionals and well-coordinated interaction of the departments let us carry out the work as soon as possible and in accordance with all customer’s requirements.” extract from the list of members of self-regulatory organizations, construction.

LICENSE OF MINISTRY OF EMERGENCY SITUATIONS

Certificates, system of managing quality.

SYSTEM OF ECOLOGIAL MANAGEMENT

SYSTEM OF OCCUPATIONAL SAFETY AND HEALTH MANAGEMENT

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THE GEOGRAPHY OF CONSTRUCTION SITES

YOU CAN FIND MORE INFORMATION ON THE CONSTRUCTION SITES OF OOO REMSTROY ON THE PAGE OF THE SITE

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15 men brought to military enlistment office after mass brawl in Moscow Oblast

Local security forces brought 15 men to a military enlistment office after a mass brawl at a warehouse of the Russian Wildberries company in Elektrostal, Moscow Oblast on Feb. 8, Russian Telegram channel Shot reported .

29 people were also taken to police stations. Among the arrested were citizens of Kyrgyzstan.

A mass brawl involving over 100 employees and security personnel broke out at the Wildberries warehouse in Elektrostal on Dec. 8.

Read also: Moscow recruits ‘construction brigades’ from Russian students, Ukraine says

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Read the original article on The New Voice of Ukraine