research topic on educational management

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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Article contents

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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Home > CEBS > ED_LEADER > ED_LEADER_THESES

Educational Administration, Leadership, and Research Theses

Theses and specialist projects from 2024 2024.

CONDITIONS AFFECTING ADJUNCT TEACHING PERFORMANCE: A DESCRIPTIVE STUDY , Terry Baggett

FEMALE LEADERS IN OCCUPATIONAL SAFETY AND HEALTH: PERCEIVED BARRIERS AND POTENTIAL INTERVENTIONS , Jacqueline Basham

TEACHER BACKGROUND AND UNDERREPRESENTED STUDENTS IN GIFTED EDUCATION , Kayla Berg

PERCEPTIONS OF STUDENTS IN A PUBLIC CHILD WELFARE CERTIFICATION PROGRAM FOLLOWING A MOCK TESTIMONY INTERVENTION , Monica Hines

IMPROVING PARENTAL ENGAGEMENT FOR KINDERGARTEN READINESS: AN IMPROVEMENT SCIENCE STUDY , Sarah Johnson

EXPLORING THE ROLE OF GENDER, RACE, FIRST-YEAR COLLEGE GPA AND PASSING STEM ADVANCED PLACEMENT EXAMS AND THE LIKELIHOOD OF GRADUATING WITH A STEM DEGREE: A MULTIPLE LOGISTIC REGRESSION ANALYSIS , Amar Patel

REFINING THE GOALS OF PUBLIC EDUCATION IN THE UNITED STATES: AN EXPLORATORY SINGLE-CASE EMBEDDED STUDY OF A STUDENT-CENTERED PATH-GOALS SETTING , Tuan Pham

BUILDING BRIDGES: AN IMPROVEMENT SCIENCE APPROACH TO FOSTERING CROSS-GROUP CONNECTIONS AND FRIENDSHIPS AMONG ELEMENTARY SCHOOL STUDENTS , Cody Russelburg

Theses and Specialist projects from 2023 2023

The Role of Leaders in Implementing Effective Leadership Strategies Towards the Educational Barriers of US-based Refugee Students: A Qualitative Case Study of Congolese Refugee Students , Faustin Busane

Using Improvement Science to Address Early Elementary Teacher Efficacy and Competency When Addressing Trauma-Induced Behavior , Laura Hayes

Internationalization of Higher Education: Leadership Roles and Challenges Senior International Officers Face in Their Efforts to Internationalize Regional Comprehensive Universities in the United States , Ibrahima Yaro

Theses and Specialist projects from 2022 2022

Anxiety Patterns in Gifted Adolescents from Parents' Perspectives , Felicia Moreschi

The Impact of Teacher Perception of Gifted Individuals on the Instruction of Gifted Students , Justin Moreschi

Theses and Specialist projects from 2010 2010

Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School Achievement , Karl William Olive

Theses and Specialist projects from 2009 2009

How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom? , Patricia Ann Sharp

Theses and Specialist projects from 2008 2008

Principals and Teacher Leaders Co-Constructing Theories in Practice: Empowerment and Accountability Exchanged Through School Leadership , Janet Hurt

Theses and Specialist projects from 2007 2007

The Long-Term Effects of a Preschool Program , Kerry Holloman

Theses and Specialist projects from 2005 2005

The Residual Effect of Novice Primary Teachers on Reading Achievement Scores , Connie Mayo

Principal and Teacher Flow of Influence in High-Achieving, High Poverty Schools , Lisa Murley

Reading Achievement: The Impact of America's Choice in Kentucky's Schools , Brent VanMeter

Theses and Specialist projects from 1999 1999

A Comparison of the Transition of Special Needs Students to Regular Education Students , Anita Burnette

Theses and Specialist projects from 1998 1998

Assessment of the Academic Needs of Students Enrolled by the Bowling Green Community College & the Development of a Learning Assistance Model Which Will Maximize Their Probability of Success , Elizabeth Riggs

Theses and Specialist projects from 1996 1996

Assessing Variables Related to Participant Knowledge Retention at General Project Management Training for New Trio Personnel , Charlene Manco

Assessing the Persistence to Graduation of Students Joining Fraternities at Western Kentucky University , Charles Pride

Theses and Specialist projects from 1994 1994

A Comparison of the Tests of Adult Basic Education and the Health Occupations Basic Entrance Test in Predicting Academic Success in Practical Nursing Programs , Sally Crenshaw

Assessing the Efficacy of the Training Opportunities Program for Undiscovered Potential (TOP UP) Dropout Prevention Program at Western Kentucky University for At-Risk High School Students , Kaye Foust

Theses and Specialist projects from 1993 1993

Attendance at a University Residential Summer Camp & Students’ Subsequent Enrollment at that University , Mae Guinn

Theses and Specialist projects from 1992 1992

A Study of an Academic Enrichment Program at Western Kentucky University , Huda Melky

Effect of a Summer Camp on the Self-Concept & Wilderness Anxiety of Fifth & Sixth Grade Campers , Mazen Melky

The Relationship Between Meaning in Life & the Occurrence of Drug Abuse: An Epidemiological Retrospective Study , Thomas Nicholson

Teacher Influence in Site-Based Decision Making: A Descriptive Study , Keith Restine

Theses and Specialist projects from 1991 1991

An Analysis of Kentucky’s Principals: Perceptions and Preparedness to Assume the Role of School Based Management , Byron D. Jeffries

Theses and Specialist projects from 1990 1990

Public Relations: Its Importance in the Public School System , Lawrence Crittenden Hunter

A Comparison of the Frequencies of Selected Teaching Behaviors of Trained and Untrained Teachers , Raymonde Antonia Frances Joseph

Stress Indicators of Kentucky Elementary Principals , Helen Kirby

Site-Based Management, Knowledge Base of Kentucky Superintendents , Alan Reed

An Analysis of Attitudes of Administrators Towards Higher-Level Thinking Skills , Janet Zipprich

Theses and Specialist projects from 1989 1989

Peer Coaching & Change Implementation , Jolene Black

Premenstrual Syndrome-Related Personality & Cognitive Processing Alterations as Indicated by the Myers-Briggs Type Indicator , Linda Scariot

An Analysis of Selected Demographic Variables Concerning Kentucky School Supervisors , Margaret Sims

An Analysis of Administrative Computer Use by Secondary Principals in Kentucky , Darrell Witten

Using Collegial Leadership in a Design to Improve Instruction: The Curriculum & Instructional Leader Program , Cora Wood

Theses and Specialist projects from 1988 1988

Special Ideas , Marlene Ashby

Management Guide for Early Childhood Programs , Cathy S. Jording

A Survey of Factors Affecting Enrollment in Mathematics Teacher Education Programs , Rebecca Miller

Theses and Specialist projects from 1987 1987

Comparative Instructor Attitudes Toward College Level English and Mathematics Experiences for Gifted High School Students , Bruce Vickers

A Study of the Educational Needs of Business & Industrial Employees & a Proposed Industrial Education Degree , Palisa Williams

Theses and Specialist projects from 1985 1985

Factors Affecting Successful Use of Amplification in the Elderly Population , Joseph Etienne

The Effects of Various Kinds of Background Music on the I.Q. Scores of Ninth-Grade Students , L.C. Bud Johnston

Impact of the Educational & Life Planning Course on Undecided Students: An Evaluation Model , Diana Shores

Theses and Specialist projects from 1983 1983

An Evaluation of the Guidance & Counseling Program of the Bishop David Memorial High School , Richard Staples

Theses and Specialist projects from 1982 1982

The Development & Study of a Competency-Based Vocational Education Drafting Program , Kenneth Mussnug

Theses and Specialist projects from 1981 1981

A Model for Use in Planning an In-Service Training Program at Naval Air Technical Training Center, Lakehurst, New Jersey , Martha Gantt

The Effect of Summer Recess on the Reading Achievement of Title I Students at L.C. Curry School, Bowling Green, Kentucky , Virginia Scheider

A Survey to Assess the Awareness of the Bowling Green Community in Regard to the International Student Community at Western Kentucky University , Susan Tesseneer

A Study of the Holding Power and Follow-Up of North Bullitt High School Students (Classes of 1978, 1979 and 1980) , Robert Wagoner

Theses and Specialist projects from 1980 1980

A Study of Grade Retention & Social Promotion in the McLean County, Kentucky School District , John Settle Jr.

A Descriptive Study of the Problems Reported by Selected Students on Academic Probation at Western Kentucky University , James Somers Jr.

A Comparison of the Admission Criteria of Kentucky's Junior Colleges , Janet Walters

A Study of Factors Related to Low General Technical Scores on the Armed Services Vocational Aptitude Battery as Identified by Members of the Second Squadron, Seventeenth Cavalry, Fort Campbell, Kentucky , David Yates

Theses and Specialist projects from 1979 1979

A Comparison of Traditional Grass-Twist Backstops to One of Corrugated Cardboard Design Use on Indoor Ranges , Charles T. Crume Jr.

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• Review article
• Open access
• Published: 28 August 2020

Technology-supported management education: a systematic review of antecedents of learning effectiveness

• Fabian Alexander Müller   ORCID: orcid.org/0000-0003-3071-7590 1 &
• Torsten Wulf 1  

International Journal of Educational Technology in Higher Education volume  17 , Article number:  47 ( 2020 ) Cite this article

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This paper provides a systematic, multidisciplinary review of antecedents of the effectiveness of technology-supported management learning and highlights potential directions for future research. Passive knowledge acquisition in physical classrooms is no longer the hallmark of higher education. Instead, the introduction of new technologies allows for active knowledge construction in increasingly virtual spaces. Such changes in the learning environment affect the education of the managers of tomorrow. Nevertheless, research on technology-supported management learning and its implications for management educators is fragmented and inconsistent across research areas. This paper uses a systematic approach to structure and integrate results from the fields of educational psychology, educational technology, higher education, and management education. This allows us to derive a comprehensive overview of the antecedents of the effectiveness of technology-supported management learning from the various disciplines. Our work reveals several areas that require further investigation, including: (i) the best way to blend and flip formats for different management disciplines and content types, (ii) the selection, design, and richness of the technologies used, (iii) the instructor’s teaching style, including feedback and deliberate confusion, and (iv) learners’ affective states, such as their motivations and emotions, and the role of prior knowledge.

Introduction

Technology has reshaped management education—in contrast to the traditional format of passive knowledge acquisition in synchronous and analog classrooms, much of management education now involves active knowledge construction in increasingly asynchronous and virtual learning spaces (Arbaugh, 2000c ; Garrison & Kanuka, 2004 ). The formerly prevalent objectivist model of learning assumes that there is an objective reality that can be transferred, which supports the traditional lecture format (Leidner & Jarvenpaa, 1995 ). In contrast, the constructivist model of learning posits several representations of reality, and assumes that students learn better when they construct knowledge themselves by actively engaging with and making sense of information (Arbaugh & Benbunan-Fich, 2006 ). The constructivist model is typically facilitated by technology. Sun, Tsai, Finger, Chen, and Yeh ( 2008 ) thus regard technology-supported management learning as the “paradigm of modern education.”

This technological penetration of management education has triggered a substantial amount of research into management learning beyond the traditional classroom (Arbaugh, 2014 ; Arbaugh & Duray, 2002 ; Redpath, 2012 ). Both conceptual and empirical work has been conducted in various disciplines. For instance, research has emerged in the fields of educational psychology (Leutner, 2014 ; Mayer, 2002 ; Moreno & Mayer, 2007 ; Park, Plass, & Brünken, 2014 ), educational technology (Alavi, 1994 ; Evans, 2008 ; Piccoli, Ahmad, & Ives, 2001 ; Selim, 2003 , 2007 ; Sun et al., 2008 ), higher education (Liu, 2012 ; O’Neill & Sai, 2014 ; Snowball, 2014 ; Xu & Jaggars, 2014 ), and management education (Alavi & Gallupe, 2003 ; Arbaugh & Benbunan-Fich, 2006 ; Arbaugh, DeArmond, & Rau, 2013 ). According to Arbaugh et al. ( 2009 ), “the volume and quality of research in online and blended business education has increased dramatically during the past decade.”

However, the different research areas pursue different objectives and approaches. For example, educational psychologists, on the one hand, tend to follow a learner-centered approach : They investigate how learning occurs through the human cognitive architecture and they propose technical applications to facilitate related processes. Educational technology scholars, on the other hand, take a technology-centered approach in which they suggest pushing technological innovations into the classroom while expecting learners to adapt (Mayer, 2002 ). Moreover, the extant research shows that some antecedents of technology-supported management learning have similar effects across disciplines, while others lead to contradictory outcomes. Thus, the current state of the literature is highly fragmented and partially inconsistent. No literature review that integrates findings from the various fields, much less one with a dedicated focus on management education, is available.

Therefore, this paper addresses the widespread academic discourse on technology-supported management learning by systematically investigating the antecedents of that learning. As Buttner and Black ( 2014 ) note, “no single learning theory accounts for all aspects of learning.” Thus, we contrast and integrate prevailing concepts from educational psychology and educational technology research with central themes in the management education and higher education literature. In addition, this paper enriches established theories with more recent research topics, such as confusion and emotions (D’Mello, Lehman, Pekrun, & Graesser, 2014 ; Dindar & Akbulut, 2016 ; Knoerzer, Bruenken, & Park, 2016 ).

Our paper makes two contributions. First, by conducting a systematic, interdisciplinary review of the extant literature, we integrate the dispersed knowledge on the antecedents of the effectiveness of technology-supported management learning from the various disciplines. Second, we critically reflect on conceptual and empirical findings from prior work, and we derive an agenda for future research based on the identified commonalities, inconsistencies, and research gaps. On this basis, we encourage scholars to explore different ways of blending and flipping management learning environments to identify the ideal instruction formats for the different management disciplines and content types. This includes an in-depth study of the impact of collaboration and interaction. In addition, we ask researchers to examine different technology applications and related features to more systematically and effectively select and design learning technologies. We also emphasize the importance of additional research on instructors’ teaching styles in technology-supported management education, as instructors continue to play a critical but changing role. This examination includes feedback and deliberate confusion. Moreover, we call for more research on the prior knowledge and affective states of learners, particularly regarding motivation and emotions, which are still under-researched but can be expected to play an important mediating and/or moderating role in learning outcomes.

Background on the research topic

Management education research is a subdiscipline of the business sciences. According to Arbaugh and Hwang ( 2015 ), it can be defined as “formal business and management education learning in the context of higher education in academic institutions.” Even though precursors of the Journal of Education for Business date back to 1928, today’s predominant publication outlet, the Academy of Management Learning and Education , only came into existence in 2002. The most-cited articles in this field were published during the last 20 years (Arbaugh & Hwang, 2015 ). Hence, management education is an emerging research area.

One stream of research in the management education literature investigates the importance of information technologies and attempts to bring them into the management learning space (Arbaugh, 2000b ; Arbaugh & Duray, 2002 ). Publications include narratives by instructors, examinations of learner perceptions, and experiments with different formats and technologies. Experimental conditions range from technological advances in traditional lectures (Alavi, 1994 ) to flipped environments (Lancellotti, Thomas, & Kohli, 2016 ) to full online programs (Eom, Wen, & Ashill, 2006 ). Given the limited history of the field of management education (Arbaugh & Hwang, 2015 ) and the lack of dedicated scholars of management learning and education (Arbaugh, 2016 ), the respective studies build on research from related disciplines, such as educational psychology (Mayer, 2002 ; Moreno & Mayer, 2007 ), education technology (Selim, 2007 ; Sun et al., 2008 ), and higher education (Liu, 2012 ; Snowball, 2014 ).

Educational psychology research follows a learner-centered approach (Mayer, 2002 ). It assumes that the human system for information processing remains constant in different learning environments (Mayer, 2003 ). Therefore, educational psychologists study how learning occurs in the human cognitive system, explore the cognitive processes behind selected learner characteristics, and propose technical applications to facilitate these processes. Research results indicate that cognitive and affective factors, such as learner attitude (Scheiter & Gerjets, 2007 ), motivation (Mayer, 2014 ), metacognition (Moreno & Mayer, 2007 ), and emotions (Leutner, 2014 ), as well as prior knowledge (Seufert, 2003 ) are important for learning effectiveness independent of the learning environment. These learner characteristics can partially be influenced by the instructor’s teaching style, guidance and feedback behavior (D’Mello et al., 2014 ; Mayer & Moreno, 2003 ; Park, Moreno, Seufert, & Brünken, 2011 ).

Educational technology research, on the other hand, follows a technology-centered approach , which attempts to bring technological innovations into the classroom, while learners are expected to adapt (Mayer, 2002 ). It primarily examines the role of technology characteristics based on the technology acceptance model (TAM) developed by Davis ( 1986 ) and the task-technology fit (TTF) proposed by Goodhue and Thompson ( 1995 ). Frequently analyzed factors resulting from these concepts are perceived ease of use, perceived usefulness, technology quality, technology reliability, and technology richness (Huang, 2014 ; McGill & Klobas, 2009 ; Selim, 2003 ; Song, Singleton, Hill, & Koh, 2004 ). The effects of these technology characteristics are further differentiated based on learner characteristics, such as demographics, prior experiences, and motivation (López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011 ; Woo, 2014 ), instructor characteristics, such as attitude, control over the technology, and teaching style (Selim, 2007 ; Webster & Hackley, 1997 ), and format characteristics, such as flexibility, interaction, and assessment diversity (Concannon, Flynn, & Campbell, 2005 ; Sun et al., 2008 ).

Higher education research on technology-supported learning environments builds on these two approaches and examines learners’ perceptions and their engagement with different formats of instruction, i.e., different levels of technology use in higher education (Carini, Kuh, & Klein, 2006 ; Ituma, 2011 ; Zhao & Kuh, 2004 ). This includes an investigation of the opinions of learners who are in favor of or against technology-supported learning (O’Neill & Sai, 2014 ; Snowball, 2014 ). Furthermore, scholars examine the impact of different learner characteristics, such as demographics, motivation, and learning approaches (Haggis, 2009 ; Xu & Jaggars, 2014 ), format characteristics, such as flexibility and community (Reed & Reay, 2015 ; Zhao & Kuh, 2004 ), and technology characteristics, such as technology selection and quality (Kintu, Zhu, & Kagambe, 2017 ). In addition, higher education research places particular emphasis on student engagement (Carini et al., 2006 ; Ituma, 2011 ).

Across these disciplines, online activity (Asarta & Schmidt, 2013 ; Fritz, 2011 ), technology self-efficacy (Piccoli et al., 2001 ; Webster & Hackley, 1997 ), cognitive processing (Mayer, 2003 ; Mayer & Moreno, 2003 ), perceived learning (Arbaugh, 2000a ; Evans, 2008 ), test performance (Arbaugh, 2000c ; Krentler & Willis-Flurry, 2005 ), satisfaction (Concannon et al., 2005 ; Wu, Tennyson, & Hsia, 2010 ), and dropout rates (Deschacht & Goeman, 2015 ; López-Pérez et al., 2011 ) are commonly used as measures of effectiveness.

The brief overview of research activities in the fields of management education, educational psychology, educational technology, and higher education highlights that the antecedents of technology-supported management learning effectiveness can be classified into four dimensions: learner, instructor, format, and technology characteristics. These dimensions are illustrated in Fig.  1 and serve as the basis for our work.

Dimensions of Antecedents of Effectiveness of Technology-Supported Management Learning

Methodology

The search for relevant literature was carried out in three steps as illustrated in Fig.  2 . First, we identified potentially relevant publications through a database search and snowballing. Second, those publications were prioritized by skimming abstracts and full texts. Third, prioritized publications were classified according to their analytical focus.

Systematic Literature Search Process

In the first step, we conducted a keyword search for leading peer-reviewed publications to ensure the relevance and quality of potential sources. We searched the EBSCO Academic Search Premier and EBSCO Business Source Premier databases for the following journals in the educational psychology, educational technology, higher education, and management education fields: Academy of Management Learning and Education, British Journal of Educational Technology, Computers and Education, Decision Sciences Journal of Innovative Education, Educational Psychologist, Educational Psychology Review, Educational Technology Research and Development, Higher Education, Information Systems Research, Innovative Higher Education, International Journal of Management Education, Internet and Higher Education, Journal of Computer Assisted Learning, Journal of Education for Business, Journal of Educational Psychology, Journal of Educational Technology and Society, Journal of Higher Education, Journal of Management Education, Learning and Instruction, Management Learning, MIS Quarterly, Research in Higher Education, and Studies in Higher Education . We then searched the abstracts in these journals for keywords related to student learning (i.e., education, learner, learning, student), learning effectiveness (i.e., achievement, effective, effectiveness, outcome, performance, success), technology support (i.e., computer, digital, electronic, internet, multimedia, online, technology), and management (i.e., accounting, business, economics, finance, management, marketing). Literature with abstracts containing any of the following terms was excluded, as it typically does not focus on technology-supported management education: children, knowledge management, machine learning, organizational learning, school. In addition, we searched the reference lists of the identified articles to uncover any frequently cited scholars and publications that had not yet been found. We repeated this process several times. A total of 317 potentially relevant publications were identified.

In the second step, the abstracts of the identified publications were reviewed to determine whether the findings were related to this paper’s objective. Papers had to meet five criteria for inclusion in our review: investigate human learning rather than organizational learning, study learning effectiveness, go beyond the traditional lecture mode to take technology support into account, focus on higher education situations in which management is taught, and enable a transfer of findings to management education if the findings were not already related to management. If the abstracts appeared to indicate that the focal paper was insufficient for evaluation, full texts were searched. As a result, we selected 79 publications for this review.

In the third step, the selected publications were classified for a detailed review. Based on their analytical focus, the articles were assigned to one or more of the previously identified dimensions of antecedents of the effectiveness of technology-supported management learning: learner, instructor, format, and technology . The selected publications and their key findings are listed in Table  1 .

Antecedents of effectiveness of technology-supported management learning

Technology characteristics.

The integration of technologies into learning environments has been studied for about 30 years. Davis ( 1986 ) developed the first version of the technology acceptance model (TAM) to examine antecedents of a technology’s acceptance. He proposed that the capabilities of a technology trigger learners’ motivation to use it, which in turn leads to actual use. More specifically, the features of a technology are assumed to affect perceived ease of use and perceived usefulness , which then affect attitudes toward using that technology and, thus, actual use. Although this model is not explicitly tailored to learning, it has evolved as a basis for educational technology research. Several studies of technology-supported management learning show that perceived ease of use and perceived usefulness affect satisfaction but do not directly predict perceived learning (Arbaugh, 2000a , 2000b ; Huang, 2014 ). Terpend et al. ( 2014 ) find that perceived ease of use predicts technology adoption. Selim ( 2003 ) also provides evidence that perceived ease of use and usefulness predict technology acceptance, and reveals that ease of use is mostly mediated by usefulness. Sun et al. ( 2008 ) conclude that ease of use enables e-learners to focus on the content rather than the technology.

Goodhue and Thompson ( 1995 ) introduce task-technology fit (TTF) and argue that “for an information technology to have a positive impact on individual performance, the technology must be utilized and must be a good fit with the tasks it supports.” Related antecedents of technology-supported management learning effectiveness that are frequently analyzed include technology quality and technology reliability . In an early experiment with synchronous technology-supported distance learning based on online lectures and videos, Webster and Hackley ( 1997 ) find that both variables influence attitude toward the format and the technology, and that technology quality also influences the relative advantage of the format (i.e., perceived learning). They argue that reliable, efficient, and effective technology interfaces promote learner motivation, while technical complications have the opposite effect. However, they do not find relationships with involvement and participation, cognitive engagement, technology-self-efficacy, or usefulness of the technology. Song et al. ( 2004 ) confirm that technical problems are perceived as disadvantages for online learning. Sun et al. ( 2008 ) examine technology and internet quality in e-learning but find no effects on the satisfaction of management students. Notably, internet quality may be taken for granted. McGill and Klobas ( 2009 ) examine the role of learning management systems and provide empirical evidence that TTF strongly influences perceived learning and weakly affects actual learning. They also show an indirect relationship between TTF and perceived learning through learners’ attitudes toward technology utilization and actual use. Interestingly, they also reveal an effect of TTF on the expected consequences of technology use, although this does not affect actual usage.

Webster and Hackley ( 1997 ) note that technology richness has a positive impact on involvement and participation, cognitive engagement, technology self-efficacy, perceived usefulness, attitudes toward technology and format, and perceived learning. They argue that technology richness supports the accessibility of instructors and their feedback, which moderates learner motivation, thereby predicting technology use and perceived learning. Yourstone et al. ( 2008 ) state that immediate feedback technologies, such as clickers, can have a positive impact on learning outcomes. Work by Snowball ( 2014 ) confirms that passive online activities, such as videos, can be useful for introducing new concepts, while more active components, such as quizzes, are more beneficial for learning. Sloan and Lewis ( 2014 ) suggest that lecture-capture videos are related to higher exam scores. Kember et al. ( 2010 ) find that technological features that promote constructive dialogue and interactive learning improve understanding. Volery and Lord ( 2000 ) and Wu et al. ( 2010 ) note that the design and functionality of a learning management system predict perceived learning. Arbaugh and Rau ( 2007 ) investigate online learning with different systems and, interestingly, find a negative relationship between technology variety and perceived learning but a positive relationship between technology variety and satisfaction. In addition, Huang ( 2014 ) identifies a positive relationship between technology playfulness and satisfaction in a mobile learning environment. He finds that learners’ self-management skills moderate the effects of usefulness and playfulness on satisfaction. These technology-related antecedents of the effectiveness of technology-supported management learning are summarized in Fig.  3 .

Technology-Related Antecedents

Format characteristics

While the format of instruction has traditionally been based on the physical classroom, the advent of technologies in management education allows for the emergence of new settings. Higher education research proposes a blended learning environment that is independent from the technology employed. According to Garrison and Kanuka ( 2004 ), this format is an “integration of face-to-face and online learning experiences – not a layering of one on top of the other.” López-Pérez et al. ( 2011 ) show that blended environments that combine face-to-face classes with online activities (e.g., crosswords, matching, fill in the blank, multiple-choice tests, wikis, forums) reduce dropout rates and improve exam performance. In line with TAM, they show that the perceived utility of online learning is correlated with the motivation generated by the technology, which in turn predicts satisfaction. However, they find that actual learning mainly depends on variables unrelated to blended environments, such as learners’ age, class attendance, or prior experiences—perceived utility and satisfaction do not predict actual learning. Notably, according to Grabe and Christopherson ( 2008 ), a lack of class attendance may be offset through online resources. Deschacht and Goeman ( 2015 ) find better exam performance for blended environments that integrate self-study, online collaboration, and classroom teaching. However, they also find that these environments are associated with higher dropout rates. They argue that the learning effect may be subject to survivorship bias. McLaren ( 2004 ) demonstrates that persistence in online delivery is significantly lower, while learning performance is independent of the format.

Although blended learning environments capture the benefits of technological innovations, such as flexibility in terms of time and place and learner control over pace and content, they also capture the benefits of physical classrooms (i.e., personal interaction through collaboration and community) (Arbaugh, 2014 ; Concannon et al., 2005 ). Educational technology research has found that course flexibility leads to e-learning satisfaction (Arbaugh, 2000b ; Sun et al., 2008 ). The rationale is that flexibility allows learners to balance their personal commitments, such as work, family, and other activities, with their studies. Higher education research suggests that learner independence is crucial for building critical thinking skills (Garrison & Kanuka, 2004 ). Educational psychology research emphasizes that learner control over materials can have a positive impact on cognitive processing due to the possibility of pacing (Mayer et al., 2003 ; Moreno & Mayer, 2007 ). Pacing refers to a flexible presentation speed that encompasses pause, rewind, and fast-forward options. While pausing allows learners to restrict cognitive processing at a certain point of time, rewinding can intensify cognitive processing because the learner repeatedly receives the same information. The fast-forward option allows for certain sections to be skipped so that learners end up with shorter sections, which also benefit cognitive processing. The presentation of information in separate parts gives learners the opportunity to gradually build multiple mental representations that can be integrated later (Mayer & Chandler, 2001 ). Scheiter and Gerjets ( 2007 ) note that learner control in multimedia environments stimulates interest and motivation and, thereby, triggers more active and constructive processing. While Arbaugh and Duray ( 2002 ) show positive relationships between flexibility and both perceived learning and satisfaction in web-based environments, Arbaugh ( 2000a ) finds no direct relationship between flexibility and perceived learning.

In blended learning environments, the flexibility of online learning is integrated with the preeminent characteristic of classroom teaching: interaction . Alavi ( 1994 ) finds that technology-supported learner collaboration and the associated interaction lead to greater satisfaction, self-reported learning, and enhanced exam performance. Collaboration can empower the structuring and sharing of information, leading to exposure to different views and opinions. This requires reiterating prior information when explaining knowledge to others, resolving opposing perspectives through discussions, and internalizing explanations from more knowledgeable peers. Eventually, this leads to more active knowledge processing and construction (Kreijns et al., 2013 ).

Eid and Al-Jabri ( 2016 ) provide evidence that online discussions and chats promote the exchange of knowledge that predicts perceived learning. Furthermore, networking via discussion forums leads to better performance (Walker et al., 2013 ). Arbaugh ( 2000a ) also finds connections between perceived learning and interaction ease, interaction emphasis, and classroom dynamics. Arbaugh and Benbunan-Fich ( 2006 ) investigate online learning among 579 MBA students and find that group learning leads to higher perceived learning and satisfaction than individual learning. While group learning is moderated by an objectivist teaching approach, individual learning is moderated by constructivist instruction. Song et al. ( 2004 ) find that a perceived lack of community is detrimental to perceived online learning. In contrast, Eom et al. ( 2006 ) state that distance interactions lead to an adaptation of information that assists learners in overcoming feelings of remoteness. They find that interaction predicts satisfaction with online learning, which in turn fosters perceived learning. However, they do not find a direct link between interaction and perceived learning. Concannon et al. ( 2005 ) also find that interaction affects the satisfaction of e-learners, while Sun et al. ( 2008 ) find no relationship. Eom and Ashill ( 2018 ) find direct relationships between both learner-learner and learner-instructor interaction and perceived online learning. They also show that peer interactions in e-learning are beneficial for the self-regulation that predicts perceived learning. Perceived learning, in turn, causes satisfaction (Wu et al., 2010 ). Hazari et al. ( 2013 ) suggest that peer interactions via blogs lead to constructive feedback and self-assessments. On the other hand, Arbaugh and Rau ( 2007 ) find that peer interaction in online courses can negatively influence satisfaction, while it can positively affect perceived learning. Wu et al. ( 2010 ) reveal that the learning climate in a blended environment mediates the effect of interaction on satisfaction. According to Solimeno et al. ( 2008 ), online interaction can be even more beneficial for learning than personal interaction, as the former overcomes much of the interpersonal noise.

A variant of blended environments is flipped learning . According to higher education research, there is no single approach to flipped learning. However, the most important aspects include the provision of content in advance and higher-order learning during face time (O’Flaherty & Phillips, 2015 ). Therefore, introductions, explanations, and theories are studied individually and asynchronously at each student’s own pace, typically facilitated by a learning management system, while application and transfer problems are handled during class time. Solimeno et al. ( 2008 ) emphasize the benefits of asynchronous preparation, including flexibility in consulting materials and reviewing online comments from peers. Such a shift in the individual workload from reworking to preparing fosters ownership before class and enables deeper discussions in class that can be initiated by the learners themselves (O’Flaherty & Phillips, 2015 ). Flipped learning also supports the pretraining effect proposed in educational psychology research (Moreno & Mayer, 2007 ). The aim in this regard is to provide learners with relevant prior knowledge or to reactivate it if it is already available. This prepares the human memory with selected knowledge, which can later be integrated with new information. Consequently, pretraining facilitates meaning making and improves cognitive processing (Moreno & Mayer, 2007 ).

Educational technology research finds that assessment diversity in online environments increases satisfaction, as it enables multiple forms of feedback (Sun et al., 2008 ). Concannon et al. ( 2005 ) suggest that the use of some online tests during a semester reshapes study patterns by triggering continuous review and feedback. These format-related antecedents of the effectiveness of technology-supported management learning are outlined in Fig.  4 .

Format-Related Antecedents

Instructor characteristics

Instructors play a central role in any learning environment (Webster & Hackley, 1997 ). This role remains important in technology-supported management education, but it is changing (Daspit & D’Souza, 2012 ; Volery & Lord, 2000 ). Therefore, examinations of instructor characteristics should consider not only the personalities of instructors but also their roles, particularly with regard to learner-instructor interactions.

Research on instructors’ personality in technology-supported environments mainly focuses on instructors’ attitudes toward and control over the technology. Webster and Hackley ( 1997 ) find that the instructor’s attitude toward the technology affects learners’ attitudes toward the format and technology, technology self-efficacy, and perceived learning. In turn, learners’ technology self-efficacy predicts perceived learning (Wu et al., 2010 ). However, they find no relationship between the instructor’s attitude toward the technology and learners’ involvement and participation, cognitive engagement, or perceived usefulness of the technology. Concannon et al. ( 2005 ) find a positive relationship between the instructor’s attitude toward the technology and e-learners’ motivation to use that technology. López-Pérez et al. ( 2011 ) show that learner motivation influences actual learning in both the physical and virtual elements of blended environments. In addition, Sun et al. ( 2008 ) show a positive effect of the instructor’s attitude on the satisfaction of e-learners. They also emphasize the importance of the instructor’s technical competence.

Webster and Hackley ( 1997 ) demonstrate that the instructor’s control over the technology has a positive impact on learners’ attitudes toward a technology, its perceived usefulness, cognitive engagement, and perceived learning. However, they do not find relationships with involvement and participation or technology self-efficacy. Selim ( 2007 ) confirms that both attitudes toward and control over the technology affect business students’ e-learning satisfaction.

While the purpose of a traditional lecture is to deliver knowledge, instructors in a technology-supported environment should support active learning as facilitators and mentors (Solimeno et al., 2008 ). Markel ( 1999 ) proposes a change from “a sage on the stage into a guide on the side,” while Volery and Lord ( 2000 ) expect the role of the instructor to shift toward being “a learning catalyst and knowledge navigator.” Webster and Hackley ( 1997 ) find that such an interactive teaching style has a positive impact on learners’ involvement and participation, cognitive engagement, and attitudes toward format and technology. They find no relationships between an interactive teaching style and the perceived usefulness of the technology, technology self-efficacy, or perceived learning. However, Arbaugh ( 2000a ) shows that efforts to create an interactive online environment predict perceived learning, and that the emphasis on interaction is directly related to satisfaction (Arbaugh, 2000b ). Selim ( 2007 ) also shows that instructor characteristics, including the teaching style, influence business students’ satisfaction with e-learning.

Interactions between learners and instructors comprise both guidance (i.e., process input) and feedback (i.e., essential input) (Moreno & Mayer, 2007 ). On the one hand, process-related input promotes learners’ engagement in the right activities, especially the selection, organization, and integration of relevant information that strengthens relevant cognitive processing (Mayer & Moreno, 2003 ). On the other hand, essential input reduces learners’ extraneous cognitive processing by replacing misconceptions in the human memory (Moreno & Mayer, 2007 ). Extraneous processing refers to cognitive processes that are irrelevant for making sense of information and, thus, should be minimized. However, feedback must be well designed to avoid additional extraneous processing. For technology-supported environments, Demetriadis et al. ( 2008 ) suggest that scaffolding , a technique of appropriate questioning, can trigger learner reflection and deeper processing. They find that scaffolding leads to more knowledge acquisition and knowledge transfer. Moreno and Mayer ( 2007 ) confirm that reflection on prior information leads to more active organization and integration of new information. According to Eom et al. ( 2006 ), both guidance and feedback increase learner satisfaction, but only feedback improves perceived learning in an online environment. Hwang and Arbaugh ( 2006 ) show that feedback does not influence actual learning in blended environments. However, if the search for feedback is triggered by a competitive attitude (i.e., getting ahead of others or preventing others from getting ahead of oneself), it has a positive impact on actual learning. Sun et al. ( 2008 ) show that the timeliness of an instructor’s response has no influence on satisfaction with e-learning.

Instructor feedback in technology-supported environments has also been studied in connection with learners’ prior knowledge. Seufert ( 2003 ) finds that feedback in a computer-based learning task barely affects learners with a high level of prior knowledge. However, it positively moderates the comprehension of learners with intermediate prior knowledge, presumably due to its summarizing and repetitive nature. At the same time, feedback negatively moderates the recall performance of learners with little prior knowledge. Interestingly, in a computer-based simulation, Nihalani et al. ( 2011 ) find that learners with low prior knowledge learn better with the support of the instructor than in cooperation with other beginners and that feedback is disadvantageous for learners with high levels of prior knowledge.

As a variant of feedback, educational psychology scholars study confusion in online environments, which is defined as “the result of contradictions, conflicts, anomalies, erroneous information, and other discrepant events” (Park et al., 2014 ). They propose that when confusion is “induced, regulated, and resolved appropriately,” it can positively influence learning. D’Mello et al. ( 2014 ) find that knowledge and transfer are higher when confusion is deliberately triggered and successfully resolved. Learners’ prior knowledge has small moderation effects. Confusion is assumed to lead to deeper engagement with new information, thereby improving learning (Leutner, 2014 ).

Although feedback embodies interaction between instructors and learners, the physical presence of the instructor is not essential for improving cognitive processing (Redpath, 2012 ). Personal interaction can occur through a collaborative online environment or personalized online communication (Arbaugh, 2000c ). Mayer ( 2002 ) proposes the personalization principle, which posits more effective processing for a conversational communication style in learning materials than for a formal communication style. This increases learners’ attention and encourages them to refer content to themselves (Moreno, 2006 ). In addition, Beege et al. ( 2017 ) find that frontal, as opposed to lateral, instructor orientation in learning videos promotes retention, as para-social interactions can trigger deeper cognitive processing and beneficial affective states. The lack of body language in online settings can be addressed through the use of humor, anecdotes, or emoticons (Whitaker, New, & Ireland, 2016 ). Guo et al. ( 2014 ) find that instructors who speak faster and with more enthusiasm in learning videos increase learner engagement. These instructor-related antecedents of technology-supported management learning effectiveness are illustrated in Fig.  5 .

Instructor-Related Antecedents

Learner characteristics

The learners themselves play an important role in the effectiveness of technology-supported management learning. Educational technology research initially examined the demographic background and prior experience of learners in technology-supported formats. While it is unclear whether gender predicts perceived learning in an online environment (Arbaugh, 2000a , 2008 ; Volery & Lord, 2000 ), both Arbaugh ( 2000b ) and Arbaugh ( 2008 ) find that gender does not influence satisfaction. Furthermore, Lancellotti et al. ( 2016 ) find no connection between gender and actual learning. Age does not influence perceived e-learning (Arbaugh, 2000a ), but it positively predicts actual learning in the physical and virtual settings of a blended environment (López-Pérez et al., 2011 ).

Prior technological experience also influences actual online learning (López-Pérez et al., 2011 ), while its relationships with perceived learning and satisfaction are not always significant (Arbaugh, 2000a , 2008 ; Arbaugh & Rau, 2007 ; Selim, 2007 ; Song et al., 2004 ; Volery & Lord, 2000 ). Piccoli et al. ( 2001 ) examine 146 management students and posit that previous technology experience can be beneficial, while a lack of such experience can promote feelings of anxiety and isolation. Sun et al. ( 2008 ) find that computer anxiety has a negative impact on satisfaction with e-learning, as it can hamper a learner’s attitude, which is essential for technology-supported learning (Scheiter & Gerjets, 2007 ). Solimeno et al. ( 2008 ) show that technology promotes perceived and actual learning among learners with low computer anxiety.

In addition to previous technological experience, research has examined the role of prior academic achievements . Nemanich et al. ( 2009 ) and Palocsay and Stevens ( 2008 ) find that learners’ academic abilities are associated with learning outcomes, particularly in online environments. Scheiter and Gerjets ( 2007 ) assume that a high level of prior knowledge moderates learning in multimedia environments. Asarta and Schmidt ( 2017 ) show that blended formats have a positive influence on exam performance for learners with high prior performance, while weaker students perform better in traditional formats. Owston et al. ( 2013 ) find that high achievers show the highest satisfaction with blended learning environments because they view blended learning as more convenient and engaging, and they feel that they learn key concepts better than in traditional classes.

Educational psychology scholars have considered affective aspects, such as learner motivation and emotions (Park et al., 2014 ). Motivation is defined as an “internal state that initiates, maintains, and energizes the learner’s effort to engage in learning processes” (Mayer, 2014 ). The corresponding work is based on the assumption that motivational factors can mediate learning by increasing or decreasing cognitive engagement (Moreno & Mayer, 2007 ). Selim ( 2007 ) shows that motivation affects e-learning acceptance and satisfaction. According to Song et al. ( 2004 ), e-learners expect their motivation to be related to learning. López-Pérez et al. ( 2011 ) find that motivation predicts actual learning in both the physical and virtual settings of a blended environment. Woo ( 2014 ) confirms the correlation between motivation and actual online learning. Eom et al. ( 2006 ) also find that motivation in an online environment affects satisfaction, although they do not find a direct link to perceived learning.

Plass et al. ( 2014 ) and Um et al. ( 2012 ) investigate emotions induced by videos in online learning, and find that positive emotions can promote comprehension and transfer. Their findings suggest that round, face-like shapes and warm colors reinforce the positive emotions that not only reduce the perceived difficulty of the task but also increase motivation and cognitive processing. This effect of emotions on performance can be mediated by motivation and/or moderated by prior knowledge (Leutner, 2014 ). In contrast, Knoerzer et al. ( 2016 ) find that positive emotions induced through music and autobiographic recall reduce actual online learning, possibly because they distract learners from the focal material. However, they find that negative emotions increase learning, possibly due to a perceived need for deeper information processing. They find no connection between emotions and motivation.

Educational psychology research on multimedia learning further posits that “metacognitive factors mediate learning by regulating cognitive processing and affect” (Moreno & Mayer, 2007 ). Metacognition mainly occurs in the form of self-regulation and reflection during the organization and integration of new information. Moreno and Mayer ( 2007 ) find that reflection is beneficial for cognitive processing, which leads to better learning outcomes. Eom and Ashill ( 2018 ) show that self-regulation in an e-learning environment mediates the relationship between motivation and perceived learning, which is related to satisfaction. Metacognition seems to be particularly important for non-interactive (i.e., distance) phases in which it is not triggered by interactions. However, metacognition is also important in an interactive setting if “the lesson can be performed in a superficial or automatic fashion” (Moreno & Mayer, 2007 ).

According to Fryer and Bovee ( 2016 ), “although a variety of factors influence learning, few are as important as time on task.” Macfadyen and Dawson ( 2010 ) distinguish between online activity and time online, noting that online activity (i.e., written posts, sent messages, completed assessments) indicates learner engagement and predicts actual outcomes, while time online does not. Fritz ( 2011 ) also shows that higher activity in the learning management system affects actual learning, while Asarta and Schmidt ( 2013 ) as well as Buttner and Black ( 2014 ) find no correlation between time online and learning. Based on learning analytics, Zacharis ( 2015 ) finds that four online activities predict 52% of the variance in the final grade: number of files viewed, reading and posting messages, content creation contribution, and quiz efforts. These learner-related antecedents of technology-supported management education are illustrated in Fig.  6 .

Learner-Related Antecedents

In this paper, we have presented a systematic and comprehensive review of peer-reviewed, scientific publications from several research disciplines related to the effectiveness of technology-supported management learning. Although our search for literature was not limited to a specific timeframe, the current relevance of the topic is evident from the identified publications. Research on this topic began to emerge in the 1990s and it has since flourished. With regard to the field of management education, the most cited articles were published in the current millennium (Arbaugh & Hwang, 2015 ). We found that the antecedents of technology-supported management learning effectiveness include more than technological characteristics and learners’ abilities to deal with them. More specifically, the introduction of technologies into the management learning space has implications for formats, instructors, and learner characteristics, all of which are highly interdependent. The desired format of instruction, for example, which is chosen by the instructor, determines the appropriate technology and the role of the instructor. Characteristics of the selected technology, such as quality, reliability, and richness, and characteristics of the instructor, such as attitude, control, and teaching style, impact learners’ perceptions, metacognition, and affect. These relationships are, in turn, moderated by learners’ demographic characteristics and previous experiences. Eventually, all four dimensions—learner, instructor, format, and technology—directly or indirectly influence technology-supported learning effectiveness. These findings are independent from the measurement of effectiveness (i.e., online activity, cognitive processing, perceived learning, satisfaction, actual results, or dropout rates).

These antecedents of technology-supported management learning effectiveness are summarized in Fig.  7 . The subsequent section derives detailed implications for future research based on the identified inconsistencies and interdependencies.

Integrated Perspective on Antecedents of Technology-Supported Management Learning Effectiveness

Implications for future research

In investigating antecedents of technology-supported management learning effectiveness, we have identified several inconsistencies and research gaps in the extant literature. We encourage management education scholars to study these issues in order to develop additional insights into technology-supported management learning. Such research will advance the young field of management education and make a positive contribution to overall management research and education. In Table  2 , we highlight aspects that provide opportunities for further research.

As far as the overall effectiveness of technology-supported formats is concerned, research has produced a number of inconsistent results. For instance, there is disagreement about the impact of blended environments on dropout rates (Deschacht & Goeman, 2015 ; López-Pérez et al., 2011 ). Moreover, whether the use of technology is beneficial for learning remains unclear. Twenty years ago, Arbaugh ( 2000a ) found that the format of instruction is more important than the specific technology employed. To date, theoretical concepts on how to blend and flip learning content in relation to subject areas and content types are still lacking (O’Flaherty & Phillips, 2015 ). Although there might not be a “one-size-fits-all” approach, it is possible to examine which course structures and format features, such as collaboration and interaction, are more appropriate for certain types of content. Due to the wide variety of management disciplines, scholars in management education are predestined to investigate different variants of blended and flipped learning (Arbaugh & Rau, 2007 ). Such studies can reveal connections among content type, optimal course format, and technology use.

Another key question is why learners continue to prefer face-to-face classes to online courses (O’Neill & Sai, 2014 ) even though they regularly use electronic devices and increasingly strive for individualism and flexibility. As technologies are likely to continue to play a central role in society, different learning formats should be studied in relation to specific technologies and their richness of features. Such studies can further investigate whether the use of technology actually equalizes learners’ performance (Krentler & Willis-Flurry, 2005 ). Moreover, Piccoli et al. ( 2001 ) argue that the investigation of new formats and technologies for management education requires an examination of optimal class sizes. They argue for an inverted U-shape relationship between class size and learning effectiveness, as the presence of more learners increases perspectives until a point is reached at which information overload and coordination difficulties outweigh the benefits of additional learners. However, this requires further examination.

Scholars agree that instructors play an important role in technology-supported management education, but how their role will change remains unclear (Arbaugh, 2000a ; Volery & Lord, 2000 ). Some suggest a shift from “a sage on the stage into a guide on the side” (Markel, 1999 ), which implies a shift from an objectivist to a constructivist teaching approach. Nevertheless, collaborative management learning in a technology-supported environment seems to be moderated by an objectivist teaching approach (Arbaugh & Benbunan-Fich, 2006 ), which contradicts the plea for an interactive teaching style (Selim, 2007 ; Webster & Hackley, 1997 ). Furthermore, findings on the role and effects of feedback are inconsistent, particularly with regard to the moderating role of learners’ prior knowledge (Nihalani et al., 2011 ; Seufert, 2003 ). Deliberate confusion, a variant of feedback, has also been under-researched, and there are some indications that learners’ prior knowledge could play a moderating role (D’Mello et al., 2014 ; Leutner, 2014 ). Therefore, the design and impact of teaching style and instructor feedback on cognitive processing and actual learning should be further investigated, especially with regard to potential moderating variables, such as learners’ prior knowledge.

Since Moreno and Mayer ( 2007 ) proposed a cognitive-affective theory of learning with media , it has become clear that learning also depends on affective aspects, such as motivation and emotions. Although the related antecedents have not yet been fully researched, initial results suggest that the design of multimedia materials and interfaces should take into account features that trigger motivation and emotion (Mayer, 2014 ). However, while Plass et al. ( 2014 ) and Um et al. ( 2012 ) find that positive emotions can strengthen comprehension and transfer, Knoerzer et al. ( 2016 ) come to the opposite conclusion when they induce emotions in a different way. Another unresolved aspect of inducing emotions is whether the instructor should be shown speaking in educational videos. While this can create a positive sense of personalization, it may also increase the extraneous load (Kizilcec et al., 2015 ; Mayer, 2003 ). Furthermore, Leutner ( 2014 ) suggests that the effect of emotions on learning might be mediated by motivation or moderated by prior knowledge. As such, the interdependence and effects of motivation and emotions on cognitive processing and actual learning deserve further investigation. In addition, potentially moderating variables, such as learners’ prior knowledge, should be investigated.

Limitations

Although this review followed a systematic procedure, it has some limitations that can be attributed to either our methodology or our research focus. With regard to our methodology, the literature-identification process revealed that numerous publications from a variety of research areas have examined technology-supported learning. Although we have tried to systematically identify all major publications investigating this issue that are relevant for the management context, we cannot guarantee that our results are exhaustive. Furthermore, although we broadened our scope to include publications beyond management education research, we deliberately limited our search to educational psychology, educational technology, and higher education research. These three disciplines appeared to be the most promising during an initial interdisciplinary skimming of the literature. However, we cannot exclude the possibility that relevant research may have been conducted in other disciplines. Moreover, given the interdisciplinary nature of the sources, our literature prioritization and classification revealed that some results were more general in nature, while others were developed explicitly from management education research. In our search in the field of educational technology, we tried to limit our findings to those that came from a management context. Nevertheless, this paper also includes findings from other disciplines when they appeared to be transferable to the management environment. Decisions regarding this transferability were made by the authors.

In terms of the research focus, management is a broad field covering various sub-disciplines, including accounting, economics, finance, marketing, and strategy. Some of these fields are comparable in terms of concepts and terminologies, while others are not. Some fields are rather qualitative, and others are strongly quantitative. In addition, the spectrum of management learners ranges from freshmen in undergraduate programs to highly senior MBA students participating in executive programs. Similarly, the use of technologies in education covers a broad field ranging from traditional classroom teaching sporadically facilitated using electronic devices to programs taught fully online. As our objective was to examine antecedents of management learning in a technology-supported environment as a whole, we did not restrict the learning environment in terms of the technologies employed.

Concluding remarks

This paper has shown that educational technologies are quickly becoming an integral part of management education, both in theory and in practice. Although we have identified a number of research gaps and ideas for further research, educational authorities, institutions, and practitioners should not wait for additional research to be completed. Passive knowledge transfer in synchronous, analogue classroom sessions can no longer be viewed as the most effective educational format. In addition, there are already some indications of what constitutes effective technology-supported management education. In the meantime, researchers from different disciplines should pursue investigations of technology-supported settings in relation to management education and beyond.

Availability of data and materials

Not applicable.

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Müller, F.A., Wulf, T. Technology-supported management education: a systematic review of antecedents of learning effectiveness. Int J Educ Technol High Educ 17 , 47 (2020). https://doi.org/10.1186/s41239-020-00226-x

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60+ Amazing Research Topics for Educational Leadership

A dissertation or thesis is a document presented for one to be awarded a degree or professional qualification. It involves research on a given topic.

Educational leadership, on the other hand, involves identifying and nurturing talents in a school set up to meet the objectives of education.

Now let’s merge the two and see the meaning.

A dissertation topic in educational leadership is, therefore, a thesis on how pupils, teachers, and parents will work towards achieving a common goal.

Leadership dissertation topics are common nowadays attributed to the growing number of institutions, and schools were also incorporated. Education dissertation topics are hence being researched daily due to the emerging challenges in running schools.

Dissertation topics in higher education leadership are vast because of the various tertiary institutions available; vocational training institutions, colleges, and universities. Enough of the explanations, and now let’s delve into the course meal. So sit tight and belt up, this is going to be one fantastic flight you’ve ever had.

60 Research Paper Topics in Educational Leadership

• The Effects of Religion on Educational Leadership
• Analyzing Long Term and Short Term Educational Leadership Goals
• How to pass teacher’s excellence to students easily
• The role of Leadership Summits on Educational Leadership
• The Impact of leadership Training Institutions on Educational Leadership
• How To Improve Education Leadership in the Society Today
• How effective is the Youth than the Elderly in Educational Leadership?
• Evaluating Different structures of Organizational Leadership
• How Education Leadership Varies with Different Continental Settings
• The Effects of Teacher-Parent-Student Ratio in Educational Leadership
• How Public and Private Institutions Vary in Education Leadership
• Policies in Educational Leadership and Their Impact
• Analyzing Higher Education Leadership Characteristics
• Leadership in Higher Education Frames Analysis
• The Impact of Higher Education Programs Leadership Development
• The Higher education Leadership Indigenous Perspective
• Distance Education Programs and Transformational Leadership Characteristics in Higher Education
• How to Plan For an American Higher Education Leadership Crisis
• Preparing of Educational Leadership Personnel
• Evaluating Better Schools With a Ph.D. in Educational Leadership
• How is Educational Leadership in the 21st Century
• Understanding What a Masters in Educational Leadership Entails
• How Educational Leadership is Financed
• Evaluating Differences in Educational Leadership Between Profit and Non-Profit Organizations
• The Need for Effective Leadership in Education
• Analyzing Globalization in Educational Leadership
• Understanding the Different Education Leadership Styles
• When To Start Teaching Education Leadership and The Impact
• Impact of Online Courses on Educational Leadership Graduates
• How Innovative Strategies Impact Educational Leadership
• Evaluating Trends in Educational Leadership
• How Educational Leadership Contributes to Discrimination
• Analyzing Technical Terms in Educational Leadership
• What is the Impact of Subordinate Staff on Educational Leadership
• How Can we Merge Student Leadership with the Administration
• The Need to Simplify Educational Leadership
• Innovative Solutions to Educational Leadership Challenges
• Ensuring Sustainable Student-Parent-Teacher Relationship
• Demystifying Myths About Educational Leadership
• How To Initiate a Re-Birth in Educational Leadership

Also, here are additional dissertation topics for custom dissertation writing on educational leadership:

1. Understanding The Role of Women in Educational Leadership

Ladies, first am being a gentleman here. It has been one of the most researched educational leadership topics.

2. How Cultural Organizations Influence School Institutions

A set way of life defines every Society in any part of the world. These cultural aspects also imply educational leadership.

3. The Influence of Educational Leadership on Transformation

This form of organizational leadership dissertation aims to establish the impact of educational leadership in Society. For instance, how has the Society grown or depreciated as a result of the educational leadership?

4. What Role Does Educational Leadership Serve in Society?

The values and morals set by an education institution determine how the Society will be in the future. A valuable educational leadership system will thus pass on responsible, and reliable people to Society.

5. The Role of Education Leadership on the Success of the Society

Success is critical in any undertaking. If not, why engage with it in the first place? This dissertation topic, therefore, seeks to unveil how education leadership can contribute to the success of the Society.

6. The Impact of Educational Leadership in Research and Literature

Educational leadership determines decisions such as the number of resources invested in research. Thus, it will major on how various forms of educational leadership either contribute to or against study and literature.

7. How Social Media Affects Educational Leadership

The digital era has immensely contributed to the organization of various forms of leadership. Social media can either be positively or negatively impacting educational leadership. Therefore, such a dissertation topic will bring this out.

8. How Poor Leadership and Poor Results in Schools Relate

Decisions made by the parents, teacher, or the students themselves will have an impact on their results.

9. The Role of Technology in Educational Leadership

Has it improved or depreciated the value of educational leadership?

10. The Impact of the Community on Educational Leadership

It focuses on how to incorporate the community into the educational leadership and the subsequent results.

11. How Racism Impacts Educational Leadership

This leadership dissertation topic focuses on institutions with mixed races. Does this affect the running of institutions?

12. The Impact of Interdisciplinary Teams in Running of Schools

Are they effective? And if so, to what extent?

13. The Comparison between Top and Lower Performing Schools

How are the two institutions managed? Are the educational leadership systems the same?

14. How to Intertwine Certain Teaching Methods with an Efficient Organization

Can specific strategic teaching methods be incorporated into educational leadership?

15. How Leadership Wrangles Affect Students

Teachers and parents fighting for different positions in the administration can affect student performance.

16. Analyzing Characteristics of Various Teachers Handling a Certain Subject

The traits of various instructors can either have a positive or negative impact on their mode of delivery.

17. How can Students be incorporated into the Educational Leadership

Ways in which students can adequately represent in the school leadership.

18. Government Regulations on Educational Leadership

Do Government regulations promote or inhibit educational leadership?

19. How Can Special Groups Be Represented Effectively

Persons with disabilities also have an equal right in administration.

20. Evaluating the Impact of the Politics of a Country to Educational Leadership

Do politicians have a say in the running of school institutions?

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Educational Leadership Themes for 2022-2023

Strengthening Family and Community Partnerships

The education profession: changing the narrative, the self-directed learner, confronting poverty in schools, beyond the textbook: content and curriculum, leading through change, centering thinking and discussion skills, social justice in schools.

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100s of Free Management Dissertation Topics and Titles

Published by Grace Graffin at January 6th, 2023 , Revised On April 16, 2024

Introduction

The subject of management involves an in-depth understanding of the various aspects of business management, such as employee management, risk management, organisational behaviour, and many more.

When choosing a topic for your management dissertation, make sure to consider diverse topics that explore both the theoretical and practical aspects of management.

We understand that getting a dissertation topic approved can be extremely challenging as academic supervisors require students to research a unique case.

This is where our team of writers comes into play. Our writers can up with exciting and manageable management dissertation topics to help get the juices flowing in your head so you can write your dissertation on a unique and engaging topic.

You may also want to start your dissertation by requesting  a brief research proposal  from our writers on any of these topics, which includes an  introduction  to the topic,  research question ,  aim and objectives ,  literature review  along with the proposed  methodology  of research to be conducted.  Let us know  if you need any help in getting started.

Check our  dissertation examples  to get an idea of  how to structure your dissertation .

Review the full list of  dissertation topics for here.

How to Select the Best Management Dissertation Topic?

A dissertation topic must be selected based on research interests, availability of data, time limitations, and the research’s scope and significance. The following management dissertation topics are carefully shortlisted while considering all these parameters. Please review these topics and let us know if you have any queries.

Also Read: Operations Management Dissertation Topics

• International Development Dissertation Topics
• Cooperate Governance Dissertation Topics
• Business Intelligence Dissertation Topics
• Business Information Technology Dissertation Topics
• International Business Dissertation Topics
• Business Management Dissertation Topics
• Business Psychology Dissertation Topics
• Business Law Dissertation Topics
• Project Management Dissertation Topics
• Business Dissertation Topics
• HRM Dissertation Topics
• Operations Management Dissertation Topics

2024 Management Research Topics

Topic 1: an evaluation of organizational change management- why do people tend to oppose change.

Research Aim: The research will aim to assess the structure of organizational change management and to find the reasons why people resist or oppose the changes in an organization. There are many reasons through which change in organization’s management becomes important but some employees’ does not accept that changes. There are many reasons why people resist changes on organization. In certain circumstances, resistance to change might be beneficial. Resistance to change is, in fact, a crucial feedback mechanism that must not be neglected.

Topic 2: Investigating the effectiveness of customer relationship management in airlines

Research Aim: The research will aim to study the efficiency of CRM in airlines. Customer relationship management has evolved into a critical technique used by every corporation to better its operations and obtain a competitive advantage over competitors. Customer relationship management has evolved into a key priority for airline firms and an integral part of airline businesses’ corporate strategy to distinguish themselves from rivals in the eyes of the consumer. The goal of facility organisations, such as airlines, is to provide services that attract and maintain satisfied, loyal customers who promote the airline.

Topic 3: How does leadership affect employees’ productivity? A case of IT firms

Research Aim: This research will focus on leadership positions in IT organisations with the goal of increasing staff productivity and performance. Leadership is essential for increasing employee retention, career drive, and efficiency. Most companies’ progress is accelerated by effective leadership. As a result, it is critical to organisational success. Employee performance, on the other hand, is a critical pillar of every firm, and companies must examine the variables that contribute to great performance. Leadership is based on confidence, which is based on skill, sincerity, ethics, transparency, reactivity, empathy, and kindness.

Topic 4: The effect of organisation advancement tools on business performance

Research Aim: The research will aim to find the effect of organization advancement on business performance. Organizational tools are objects that assist you in organising your workspace, resources, and tasks in order to make your workday more effective. Physical instruments, planners, and software platforms are examples of what they can be. Organization advancement tools are a great source to improve your business performance as they help you in managing your daily tasks and workforce.

Topic 5: The importance of leadership and social skills in new entrepreneurs: An investigative study

Research Aim: The research will aim to investigate the importance of leadership and social skills in new entrepreneurs. Developing talent, introducing innovative goods and services, delivering efficiency, and gaining market share all benefit from improved leadership qualities. If you wish to stay small, you might be able to get away with not growing your leaders. Otherwise, it will restrict your progress. Social skills enable entrepreneurs to interact with customers more effectively, resulting in more agreements and more profitability.

Covid-19 Management Research Topics

Crisis management during covd-19.

Research Aim: This study will identify crisis management aspects during COVD-19, including its challenges and solutions.

Business management during COVID-19

Research Aim: This study will review business executives’ challenges in various scale industries and how they are recovering from the loss. How far did they succeed?

Hospital and medicine management during COVID-19

Research Aim: This study will highlight the role of hospital management during COVID-19, the challenges they came across, and the ways to overcome those challenges.

Educational management during COVID-19

Research Aim: This study will address the issues faced by students and educational institutes. How are they trying to overcome the challenges of imparting education during the coronavirus pandemics?

Maternal health care management during COVID-19

Research Aim: The lockdown situation has been an issue of concern for the patients, including pregnant women. This study will address the role of Maternal health care management during COVID-19.

Management Dissertation Topics for 2023

Topic 1: analyzing the traditions and trends in public administration and management in post-wwii europe.

Research Aim: The purpose of the research will be to analyze the characteristics of cultural and national communities that have influenced public administration and management in the 1970s and 1980s in Europe. The study will be carried out using a systematic literature review.

Topic 2: The Impact of Gender-inclusive Gatekeeping and Predecessors Influence on the Success of Female CEOs

Research Aim: The purpose of the research will explore how local organisational agents and contexts can help women leaders overcome barriers and achieve success at higher levels in corporate firms. The study will focus on CEO succession events and predecessor CEOS factors and their influence on women post-succession. The research design will be developed qualitatively.

Topic 3: Analysing the Impact of Daily Psychological Power on Organisational Leaders

Research Aim: The research will use quantitative techniques to analyze power-holders relational and interdependent work contexts. The study will examine the effect of daily psychological power using the factors of abusive behaviour and perceived incivility.

Topic 4: Examining the Impact of Cultural Diversity on Interaction Process and Performance

Research Aim: Using quantitative techniques, the research will analyse the interaction process and performance factors in two groups of employees in the services industry – homogenous and culturally diverse. The effectiveness in operation and arrangements will be examined.

Topic 5: Analyzing the Impact of ‘Voice’ and ‘Silence’ on Destructive Leadership

Research Aim: The research will examine the limited and biased view of silence in management literature. The study will also analyse the impact of silence in an organisation in terms of a functional value using quantitative research techniques. Furthermore, how silence in organisations can be used as a strategic response will be discussed.

Topic 6: Examining the Relationship between Productivity, Management Practices, and Employee Ability in the UK Setting

Research Aim: Using quantitative techniques, the study will analyse a relationship between productivity, management practices, and employee ability using data from management practices surveys and employees’ longitudinal earnings records.

Topic 7: Analysing the Factors that Impact International Differences in Gender Pay Gap

Research Aim: The research will use quantitative techniques to analyse microdata from various countries between 1980 and 2010. The study will use the factors of wage structures, net supply, wage compression, collective bargaining coverage, and unionised wage setting to identify the lower gender pay gap internationally.

Topic 8: The Impact of Psychosocial Hazards on Workplace Risk Management

Research Aim: The study will investigate workplace risk management practices in industry sectors with a high risk of musculoskeletal disorders (MSDs) and mental health disorders (MHDs) and the extent to which they may rise from psychosocial hazards. The research will be conducted using qualitative research techniques.

Strategic Management and Organisational Behavior Dissertation Topics

Strategic management and organisational behaviour can be described as the actions a firm takes to achieve its business objectives primarily derived from competitive markets’ dynamic behaviour. Following are some interesting dissertation topics under this field of study;

Topic 1: The Impact of Organisational Goals on Organisation Behavior

Research Aim: The primary focus of this research will be to combine factors from the theory of action, phases and self-determination theory to develop a motivational model that will explain the relationship between organisational goals setting process that lead to organisational behaviour. The research will be conducted using mixed methods of research techniques.

Topic 2: Integrating the Principles of Strategic Human Capital and Strategic Human Resource Management to Improve Organisational Performance

Topic 3: comparing the impact of family and non-family firm goals on strategy, family and organisational behavior.

Research Aim: This research will analyse the differences between family and non-family business goals and their impact on how businesses develop strategies. Also, the research will assess how these developed strategies would affect family and organisational behaviour. This research will use quantitative research techniques.

Topic 4: Analyzing the Effect of Strategy, Innovation, Networks and Complexity on Organisational Adaptability – The Mediating Effect of Leadership

Research Aim: The current study will use empirical analysis to examine the effects of strategy, innovation, networks, and complexity of organisational adaptability using leadership as a mediation factor.

Topic 5: Examining the Effect of Appointment of a Racial Minority Female CEO on White Male Top Manager Intrapsychic and Behavioral Responses

Research Aim: This research will examine white male managers’ behavioural responses to a female racial minority CEO’s appointment. The behaviour that the research will analyse is the amount of help that the white male top manager provides to their fellow executives. The research will be conducted using quantitative techniques.

Topic 6: Analysis of the Effectiveness of an Affect-Based Model to Portray Recipients Responses to Organisational Change Events

Research Aim: The study will use the Affect-Based Model developed by Oreg et al. (2016) to analyse if it is useful in documenting and portraying the recipient responses to organisational change events. The research will use factors of valence and activation to assess the effectiveness of the model. The study will be conducted using quantitative techniques.

Topic 7: Evaluating the Relationship between the personality of a CEO and Employee Motivation

Research Aim: This research will investigate the relationship between a CEO’s personality and employee motivation. The core of this study will be to assess whether a CEO’s character possesses the power to influence employee motivation or not. Case studies from various companies will be used in this study.

Topic 8: Assessing the Role of Managers in Bringing and Implementing Technological Change in an Organisation

Research Aim: This research will focus on how managers implement technological change in their organisations. Change management is challenging as not all employees are open to accepting change. This research will focus on various ways through which managers successfully implement technological change in their companies.

Topic 9: An Analysis of Organisational Change Management: Why Employees Resist Change?

Research Aim: This research will focus on why employees resist change in organisations, i.e., why employees dislike change. Different causes and factors will be discussed in this study, and the research will conclude why employees do not wholeheartedly accept the change.

Knowledge Management Dissertation Topics

The importance of knowledge management for organisations can’t be understated because this aspect of management enhances the workforce’s capabilities and overall productivity. It leads to a competitive advantage and provides the basis for differentiating an organisation from its competitors. Some interesting dissertation topics under this field are;

Topic 1: Examining the Impact of Enterprise Social Networking Systems (ESNS) on Knowledge Management and Organisational Learning

Research Aim: The research will investigate the effect of ESNS on knowledge management processes and organisational learning. The research will use knowledge creation and sharing to play the mediating role in analysing the proposed relationship. The proposed study will use empirical research methods.

Topic 2: A Review of Knowledge Management Research

Research Aim: The research paper will use a systematic literature review technique for the proposed study. The research will review the last twenty years of knowledge management literature to assess the presence of bias in explaining knowledge integration over research by exploring knowledge differentiation processes.

Topic 3: The Impact of the Internet of Things (IoT) on Innovation and Knowledge Management Capacity

Research Aim: The purpose of this research will be to investigate the plausible relationship between knowledge management systems, open innovation, knowledge management capacity, and innovation capacity in firms. The research will be conducted using empirical techniques to draw reliable conclusions.

Topic 4: The Impact of Strategic Knowledge Management on MNC and their Subsidiaries Performance

Research Aim: The research will develop a model to test the possibility of a relationship between strategic knowledge management (SKM) processes and organisation performance compared between multinational companies and their subsidiaries. The research will also analyse the impact of relational context on knowledge creation and transfer.

Topic 5: Analyzing the Relationship between Knowledge Management Practices and Knowledge Worker Performance - The Mediating Role of Organisational Commitment

Research Aim: The study will analyse the role of knowledge management practices to address the issues of insufficient organisational commitment and knowledge workers’ performance in the UK’s public sectors. The proposed study will use quantitative research techniques to fulfil its aim and objectives.

Topic 6: The Relationship between Knowledge Management Processes and Sustainable Competitive Advantage in Private Business Schools in the UK

Research Aim: The proposed research will explore the impact of knowledge management processes on sustainable completive advantages by using knowledge-based view (KBV) and resource-based view (RBV) as mediators in the relationship. The research will be conducted using quantitative techniques of data collection (i.e. questionnaire) and analysis (i.e. structural equation modelling).

Topic 7: The Impact of Strategic Knowledge Management on Manufacturing Firm’s Performance

Research Aim: The purpose of the study will be to empirically investigate the relationship between the availability and use of IT solutions for strategic knowledge management and a manufacturing firm’s performance, which will be measured in unit production. The research will use the resource-based view and the knowledge-based theory to develop a conceptual framework to analyze this relationship’s effect.

Topic 8: Evaluating how Knowledge Management Impacts Company Performance: A Case Study of Sainsbury

Research Aim: This research will discuss the basic concepts of knowledge management. The study will also discuss the impact knowledge management has on a company’s performance, i.e. how it helps companies achieve their goals. The main focus of this research work will be on Sainsbury’s knowledge management framework.

Topic 9: Knowledge Management as a Core Competency? Evaluating the Application and Benefits of Knowledge Management

Research Aim: This research will uncover how companies utilise knowledge management as their core competency and how it benefits their business operations. This study’s main focus will be on applying the various concepts of knowledge management and their implication for businesses.

Topic 10: Exploring the Managerial Concerns and Issues in Knowledge Management and Their Impact on Organisations

Research Aim: This research will explore the managerial concerns and issues related to knowledge management. The study will also focus on assessing the impact of these issues on businesses and how they can influence day-to-day operations. This will be an evidence-based study where evidence from different companies and various situations will be evaluated.

Leadership and Management Information System Dissertation Topics

Leadership drives the organisational agenda and is regarded as one of the most influential factors in streamlining organisations’ processes. Good leadership results in better performance of any organisation because it gives direction to the business activities under the market conditions and requirements.

Similarly, management information systems are pivotal to any organisation’s success and successfully implementing them can benefit the organisation in many ways. Following are some dissertation topics under the subject of leadership and management information systems;

Topic 1: The Role of Information Systems (IS) in Enterprise Architecture and its Impact on Business Performance

Research Aim: This study will examine the relationship between IS Enterprise Architecture and business performance using technical alignment and IS capabilities mediators. This research will be conducted using quantitative techniques to fulfil its aim.

Topic 2: Exploring The Relationship between Ethical Leadership and Employee Knowledge Sharing

Research Aim: This research will use social learning theories and self-determination to investigate the relationship between ethical learning and employee knowledge sharing. The study will be conducted using empirical research techniques.

Topic 3: Analysing the Impact of Relationship Leadership and Social Alignment on Information Security Systems Effectiveness in Private Organisations

Research Aim: This research will use social capital theory as its theoretical foundation to explore the impact of relational leadership on social alignment between business and IT executives. The relational model will study the factors of integrated knowledge, information security system effectiveness, and organisational performance. This research will use empirical techniques.

Topic 4: Examining the Relationship between Operating Room (OR) Leadership and Operating Staff Performance

Research Aim: This research will analyse the relationship between Operating Room leadership and operating staff performance. This will be done using emotional intelligence and collaboration variables to assess staff performance, using recovery numbers. The relationship will also be examined through the mediating role of leadership principles. The data will be collected and assessed using quantitative research techniques.

Topic 5: The Role of Transformational Leadership as a Mediating Variable in the DeLone and McLean Information Success Model.

Research Aim: The research will use the DeLone and McLean Information Success Model to analyse if productivity software implemented in an organisation can improve its performance. However, the research will also evaluate the model and propose modifications to include transformational leadership as a mediating factor in the information success model. The research will be quantitative in nature.

Topic 6: Assessing the Role of Leadership in an Organisation to Help Adopt Advanced Technological Systems

Research Aim: This research will assess the role of leadership in an organisation to help companies realise the importance of innovative, technologically advanced systems. Many companies today are still naive to the ever more important role of technology. Thus this research will aim to help companies adopt innovative technological systems through leadership. The research will be evidence-based in nature.

Topic 7: Evaluating How Changing Business Leadership Impacts Technological Organisational Performance

Research Aim: Changing leadership in organisations can prove a disaster if not handled properly. The transition process is extremely challenging, and companies should have the capability to handle this phase. This research will explore how their decision to change leadership impacts technological and organisational performance and how to optimise the process. This research will be quantitative in nature.

Topic 8: Can Information Systems in Organisations Be Considered a Competitive Advantage?

Research Aim: Information systems, if implemented successfully, benefit organisations immensely. The impact that an information system has and its results help companies stay ahead of their competitors. This research will assess how companies can turn their information systems into a competitive advantage, and most importantly, whether they or not information systems should be considered a competitive advantage.

Topic 9: Understanding the Leadership Challenges of Implementing and Managing an Advanced Information System in an Organisation

Research Aim: This research will help explain the challenges that managers and the entire leadership of an organisation face when implementing an advanced information system. Bringing a change in a company is challenging, and throw in a technology to implement, the process becomes even more challenging. This study will explore in detail all related challenges through quantitative research.

Topic 10: Do all Business Processes in an Organisation need Information System Management?

Research Aim: It is often argued that not all business processes require information systems. However, when talking about today’s world and the technological advancements taking place, it is recommended that business processes in organisations adopt the technology. This research will be a comparative analysis of whether companies are successful and profitable with information systems or without them.

Also Read: Business Dissertation Topics

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Organisational Culture and International Business Dissertation Topics

Organisational culture shapes the work ethics and helps in defining the professional image of organisations. Organisational culture plays a huge role in international business.

Organisations that adopt the country’s culture they are operating in are known to run their operations more successfully. The following topics are related to organisational culture and international business and help students choose an appropriate topic according to their interests.

Topic 1: The Impact of Organisational Culture of Collaborative Networks Influence on IT Governance Performance in Large Enterprises

Research Aim: This research will explore the influence of collaborative networks’ organisational culture on IT governance performance. The study will use a case study to analyse multinationals as they have a wide working network. The purpose of the research will be to determine whether or not organisational culture helps businesses effectively use IT in business operations. The research will be conducted using mixed methods research.

Topic 2: Analysing the Relationship between Supervisor’s Job insecurity and Subordinates’ Work Engagement

Research Aim: The purpose of this research is two-fold. The research will analyse the relationship between the supervisor’s job insecurity and subordinates’ work engagement using a mediator and a moderator. The research will first examine the mediating role of subordinate’s pro-social voice between supervisor job insecurity and subordinates’ work engagement. Next, the research will examine the moderating role of organisational culture between the supervisor’s job insecurity and sub-ordinates pro-social voice. The research will be conducted through quantitative techniques.

Topic 3: Analysing the Impact of Individual Perception of Organisational Culture on the Learning Transfer Environment

Research Aim: The research will be conducted empirically to assess the relationship between culture (as perceived by employees) and the work environment based learning factors (i.e. learning transfer environment [LTE]) in the organisation). LTE is measured using feedback and coaching factors that received resistance or openness to chance, personal outcomes, and supervisor and peer support.

Topic 4: The Role of Organisational Culture on the Development of Psychological Distress in the Workplace

Research Aim: The purpose of the study will be to analyse how organisational culture may cause the symptoms of psychological distress in the workforce. The study will use corporate culture and work organisation conditions as base factors to relate them to employees’ psychological distress. The research will be conducted using quantitative research techniques.

Topic 5: Analysing the Role of Leadership and Organisational Culture

Research Aim: The research will examine the relationship between organisational culture, leadership and employee outcomes. The paper will focus on the mediator of leadership processes and their impact on the relationship between culture and employee outcomes. The study will be conducted using quantitative research techniques.

Topic 6: The Role and Relationships among Strategic Orientations, Cultural Intelligence, International Diversification and Performance of Organisations

Research Aim: The research will aim to understand the drivers of the international expansion of globalised firms. The research will explore the relationship between strategic orientations and cultural intelligence as drivers and international diversification and firm performance. Strategic orientations used in the study include international market orientation (IMO) and entrepreneurial orientation (IEO). The study will be conducted using quantitative research techniques.

Topic 7: Dynamics of Corruption Culture Distance to Core Values

Research Aim: The research will examine how corporate bribery is impacted by cultural distance between multinational enterprises (MNEs) in their home and host countries. The research will also analyse the organisational distance to core value between MNE’s entry into the host country and its headquarters. The research will use empirical data collection and analysis techniques.

Topic 8: Examining Organisational Export Performance by International Business Competencies

Research Aim: The study aims to explore the relationship between international business competencies and export performance. The research will also analyse export performance by singular analysis or combined analysis of the competencies. The research will be conducted using empirical data.

Topic 9: Does Organisational Culture Influence the Leadership Type that a Company Should Adopt?

Research Aim: This research will argue whether companies should hire leaders concerning their culture or not. Organisational culture and leadership are interconnected. Thus companies that do not operate according to their culture struggle to grow exponentially. This research will aim to focus on the possible relationship between leadership and organisational culture. The research will be evidence-based.

Topic 10: Organisational Culture and International Business Competition: Are they Interrelated?

Research Aim: Organisational culture plays a huge role in making a company competitive internationally. When a business’s culture is motivating to all employees and identifies the right culture for its employees, there is every likelihood of rapid growth for both the company and the employees. The research will explore how the two concepts are interrelated.

Important Notes:

As a management student looking to get good grades, it is essential to develop new ideas and experiment with existing management theories – i.e., to add value and interest to your research topic.

The management field is vast and interrelated to many other academic disciplines like operations management , business , business administration , MBA , human resource management and more. That is why creating a management dissertation topic that is particular, sound, and actually solves a practical problem that may be rampant in the field is imperative.

We can’t stress how important it is to develop a logical research topic based on your entire research. There are several significant downfalls to getting your topic wrong; your supervisor may not be interested in working on it, the topic has no academic creditability, the research may not make logical sense, there is a possibility that the study is not viable.

This impacts your time and efforts in writing your dissertation , as you may end up in the cycle of rejection at the initial stage of the dissertation. That is why we recommend reviewing existing research to develop a topic, taking advice from your supervisor, and even asking for help in this particular stage of your dissertation.

Keeping our advice in mind while developing a research topic will allow you to pick one of the best management dissertation topics that fulfil your requirement of writing a research paper and adds to the body of knowledge.

Therefore, it is recommended that when finalizing your dissertation topic, you read recently published literature to identify gaps in the research that you may help fill.

Remember- dissertation topics need to be unique, solve an identified problem, be logical, and be practically implemented. Please look at some of our sample management dissertation topics to get an idea for your own dissertation.

How to Structure your Management Dissertation

A well-structured dissertation can help students to achieve a high overall academic grade.

• A Title Page
• Acknowledgements
• Declaration
• Abstract: A summary of the research completed
• Table of Contents
• Introduction : This chapter includes the project rationale, research background, key research aims and objectives, and the research problems. An outline of the structure of a dissertation can also be added to this chapter.
• Literature Review : This chapter presents relevant theories and frameworks by analysing published and unpublished literature on the chosen research topic to address research questions . The purpose is to highlight and discuss the selected research area’s relative weaknesses and strengths while identifying research gaps. Break down the topic and key terms that can positively impact your dissertation and your tutor.
• Methodology : The data collection and analysis methods and techniques employed by the researcher are presented in the Methodology chapter, which usually includes research design , research philosophy, research limitations, code of conduct, ethical consideration, data collection methods, and data analysis strategy .
• Findings and Analysis : Findings of the research are analysed in detail under the Findings and Analysis chapter. All key findings/results are outlined in this chapter without interpreting the data or drawing any conclusions. It can be useful to include graphs, charts, and tables in this chapter to identify meaningful trends and relationships.
• Discussion and Conclusion : The researcher presents his interpretation of results in this chapter and states whether the research hypothesis has been verified or not. An essential aspect of this section is establishing the link between the results and evidence from the literature. Recommendations with regards to implications of the findings and directions for the future may also be provided. Finally, a summary of the overall research, along with final judgments, opinions, and comments, must be included in the form of suggestions for improvement.
• References : Make sure to complete this by your University’s requirements
• Bibliography
• Appendices : Any additional information, diagrams, and graphs used to complete the dissertation but not part of the dissertation should be included in the Appendices chapter. Essentially, the purpose is to expand the information/data.

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The  Research in Educational Policy and Management  (REPAM) is a double-blind peer-reviewed scholarly online journal. REPAM welcomes any research papers on issues such as educational policy, management and leadership in education, research and evaluation, the racial and economic achievement gap in education reform, leadership in social-change organizations, entrepreneurship in education, and the use of data to improve teaching and learning, curricular reform in P–20.

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General features         International, online, open access and peer-reviewed academic journal. 

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Educational Management and Special Educational Needs

• © 2024
• Tatiana A. Solovyova 0 ,
• Anna A. Arinushkina 1 ,
• Ekaterina A. Kochetova 2

Institute of Special Education, Moscow, Russia

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Faculty of Educational Studies, Lomonosov Moscow State University, Moscow, Russia

• Presents the latest methodology for working with children with special educational needs
• Introduces the latest cutting-edge results on working with children with various nosologies
• Discusses organization of education for children with special educational needs in ungraded and rural schools

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Table of contents (16 chapters)

Front matter, characteristics of the cognitive state structure of preschoolers with brain lesions.

• Svetlana B. Lazurenko, Yulia G. Semenova, Ilshat N. Nurlygayanov, Elena M. Vladyko

Behavioral Challenges in Young Children with Down Syndrome

• Galina Yu Odinokova

Development of Reaching in Blind Children: Continued Discussion

• Ekaterina B. Ayvazyan, Tatiana P. Kudrina, Anna V. Pavlova, Yuliya A. Razenkova

Cognitive Development of Preschool Children with Hearing Impairments: Results of an Experimental Study

• Tatiana V. Nikolaeva

Possibilities of Studying the “Revival Complex” in the Early Diagnosis of Autism Spectrum Disorders and the Identification of the Risk of Their Formation

• Aleksandra V. Berkun, Elena R. Baenskaya

Dynamics of Educational Achievements of Second-Grade Students with Intellectual Disabilities: Experimental Study

• Alla V. Zakrepina, Elena A. Strebeleva, Tatyana Y. Butusova, Polina A. Tarnovskaya

Personal Learning Outcomes for 7–8-Year-Olds with Sensory Impairments

• Tatiana A. Solovyova, Olga G. Boldinova, Anastasia I. Belikova, Nadezhda F. Markova, Ekaterina A. Kochetova

Methodological Issues of Identifying Gifted Children with Disabilities

• Tatiana A. Solovyova, Elena L. Voroshilova, Olga L. Voroshilova

Current Scientific Image of Children with Motor Impairments: Clinical, Psychological, and Pedagogical Peculiarities and Special Educational Needs

• Alla Ya Abkovich

Implementation of an Integrated Approach in Speech Therapy Examination

• Elena L. Voroshilova, Olga E. Gribova, Tatyana V. Koshechkina, Alevtina Y. Dymkova

On the Issue of Developing a Unified Quality Assessment System for Speech Therapy at Different Stages of Comprehensive Support for Education, Development, and Rehabilitation of Children with the Consequences of Local Brain Lesions

• Svetlana V. Volkova

Psychological Classification of Autism Spectrum Disorders

• Olga S. Nikolskaya

Formation of the System of Education, Research, and Support for Children with Disabilities in Soviet Russia (100th Anniversary of the Experimental Medical-Pedagogical Station)

• Mikhail A. Timofeev

Creating Specialized Conditions for Differentiated Education of Children with Special Needs in Russian Ungraded Schools

• Anna A. Arinushkina, Eteri V. Mindzaeva, Svetlana G. Shvetsova

Results of Educational Monitoring in Ungraded Educational Institutions: Special Educational Needs of Children

• Eteri V. Mindzaeva, Anna A. Arinushkina, Yuliya V. Demidova, Elena V. Averchenko
• Special pedagogical practices
• Educational trajectories for children with SEN
• Educational inclusion
• Ungraded schools
• Monitoring research in education
• Children with motor disabilities
• Children with autistic spectrum disorders
• Children with intellectual disabilities
• Children with speech disorders
• Children with visual impairments
• Children with hearing impairments
• Special education in Russia
• Special psychology in Russia
• School management systems
• Adapted educational programs

About this book

This book systematizes the latest findings on the clinical, psychological, and pedagogical features of today’s children with special educational needs (SEN) and expands the scientific understanding that characterizes such children. The book develops a system of education and assistance for children with SEN, including children with locomotor disabilities, intellectual disabilities, autism spectrum disorders, and hearing and visual impairments. The book is intended for heads of educational authorities, parents, specialists working with children with special educational needs, psychologists, teachers, methodologists, specialists in the field of inclusive education, and students and teachers in special education of pedagogical and psychological departments of higher education institutions.

Editors and Affiliations

Tatiana A. Solovyova, Ekaterina A. Kochetova

Anna A. Arinushkina

About the editors

Tatiana A. Solovyova is Doctor of Pedagogical Sciences, Professor, Corresponding member of the Russian Academy of Education, Director of the Institute of Special Education; Acting Head of the Department of Inclusive Education and Deaf Education at Moscow Pedagogical State University; Chairman of the Expert Council on the Education of Persons with Disabilities under the State Duma Committee on Science and Higher Education; member of the Federal Methodological Association for General Education; member of Public Council of the Basic Organization of the Member States of the Commonwealth of Independent States for Training, Retraining, and Professional Development of Educators and Specialists in the Field of Inclusive and Special Education; member of the working group on inclusive education and development of the “Abilimpex” movement; member of the working group under the Bank of Russia to improve financial accessibility for people with disabilities and low-mobile population groups; awarded the honorary title of “Professor of the Russian Academy of Education”; awarded the L. S. Vygotsky Medal.

Anna A. Arinushkina is Doctor of Pedagogy, deputy editor-in-chief Lomonosov Pedagogical Education Journal, MSU Publishing House, editor-in-chief of “Pedagogy and Education” journal,  and a member of the editorial boards of journals “Modern Education,” “Education Management,” and “Pedagogical Informatics”; Leading Scientific Associate, Lomonosov Moscow State University, Faculty of Educational Studies; Leading Scientific Associate, Institute of Special Education; member of the research team “Improving the management system of ungraded educational organizations,” “The formation of a quality management system of education based on monitoring data on the state of the education system”, “Theoretical and methodological basis for professional development of managers in education system,” “Conducting a Monitoring Study of the Needs of Society (Based on Citizens’ Appeals) on the Improvement of the General Education System.”

Ekaterina A. Kochetova is Chief Scientific Secretary of Institute of Special Education; Associate; Scientific employees in the Laboratory of Education and Integrated Habilitation of Children with Mental Retardation; research scientific employee in the Laboratory of Education and Integrated Habilitation of Children with Mental Retardation, Senior Editor of Pedagogical Informatics Journal, Implementation of professional development programs for specialists of educational organizations, trainings on methodological support of educational processes and psychological and pedagogical habilitation of students with SEN and disabilities; member of the development team for a mobile app for students with SEN aimed at developing healthy habits and a proper daily routine.  

Bibliographic Information

Book Title : Educational Management and Special Educational Needs

Editors : Tatiana A. Solovyova, Anna A. Arinushkina, Ekaterina A. Kochetova

DOI : https://doi.org/10.1007/978-3-031-57970-7

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

Hardcover ISBN : 978-3-031-57969-1 Published: 07 May 2024

Softcover ISBN : 978-3-031-57972-1 Due: 07 June 2024

eBook ISBN : 978-3-031-57970-7 Published: 06 May 2024

Edition Number : 1

Number of Pages : XIII, 196

Number of Illustrations : 3 b/w illustrations, 12 illustrations in colour

Topics : Education, general

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Your vision for a better world starts here.  At Gallup, we are committed to changing the world through extraordinary  analytics and advice . We are devoted to providing faculty, staff and leaders the support and development they need to have a lasting impact on students’ lives. Our groundbreaking research and insights on strengths, engagement and wellbeing in education help advance the mission to improve students’ success in school — and ultimately, in their career and life.

As a project manager, you will lead a client-facing project team to advise client executives and orchestrate research projects to address their most important challenges. You will oversee and coordinate high-level research, direct project activities, and create and deliver powerful insights. You will ensure on-time, high-quality client deliverables that make a positive impact on our partner organizations.

Our best project managers are passionate about education, expertly manage multiple projects, thrive in a fast-paced environment, and translate complex research and analytics into concise insights that help our clients build a better world. Ready for the challenge? We hope so. Join Gallup and help us change the world one client at a time.

What you need:

• Bachelor’s degree required; master’s degree preferred
• Minimum five years of experience in paid professional work performing complex project management or research project management supporting the education industry
• Proven competence in research or data analytics in or relating to the education field
• Ability to travel to work on-site at client locations
• Eligibility to work in the United States required; this position is not eligible for employment visa sponsorship

The Office of Career Strategy posts job listings for the convenience of students. The University does not endorse or recommend employers and a posting does not constitute an endorsement or recommendation. The University explicitly makes no representations or guarantees about job listings or the accuracy of the information provided by the employer. The University is not responsible for safety, wages, working conditions, or any other aspect of off-campus employment without limitation. It is the responsibility of students to perform due diligence in researching employers when applying for or accepting private, off-campus employment and to thoroughly research the facts and reputation of each organization to which they are applying. Students should be prudent and use common sense and caution when applying for or accepting any position. All concerns and issues related to job and/or internship opportunities, including those posted within the Yale Career Link, should be addressed promptly via email to the Office of Career Strategy.  

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School of Dentistry

Continuing dental education, ohsu continuing dental education.

Welcome to the OHSU School of Dentistry Continuing Dental Education Department.  Receive your year-round courses taught by world-renowned researchers and scholars who present on topics that will make an immediate positive impact on your professional practices.

Explore our offerings, including pre-recorded online, live webinars, live lectures, and hands-on participation options. Stay ahead in your field with us. Feel free to reach out if you have any questions. Welcome to OHSU dental education excellence.

Course Listings

General information, privacy statement.

The OHSU School of Dentistry is committed to protecting your privacy. The information you provide when you register for a course on this website is collected for the purpose of correctly processing your payment. The OHSU School of Dentistry does not share, sell or trade information collected on our web site with outside parties.

Security Statement

The OHSU School of Dentistry understands the importance of the security of your personal information. We are committed to protect the confidentiality and integrity of any personal information that is shared with us on the web or offline. The OHSU School of Dentistry may collect your personal information ONLY if you elect to give us that information such as name, address, phone number, and e-mail address. However, the OHSU School of Dentistry will never store any credit card information when you make a gift online. An audited secure third party, such as Authorize.net, is used to process any online credit card transactions.

Registration Information

Upon registration for any activity with the Continuing Dental Education Department, the participant agrees that Oregon Health &Science University School of Dentistry Continuing Dental Education Department, its affiliates and all personnel associated with the courses are not responsible or liable for any injuries or damages sustained by the participant in connection with the scheduled activity and the participant hereby releases each of them from any claims against them arising directly or indirectly from any such injury or damage.

The registered participant grants permission of the Continuing Dental Education Department (and its designees and agents) to use the participant's image, likeness, actions and/or statements in any live recorded audio, video or photographic display or other transmission, exhibition, publications, or reproductions made of, about, or at, the activity without further authorization or compensation.

Participants may not use video or audio recording devices during the course or schedule activities.

Cancellation & Refund Policy

Cancellation Policy:

If you wish to cancel a lecture course, you must notify the CDE office prior to the date of the course for the appropriate refund to be issued. Failure to do so will result in a "No Show". 

For cancellations:

When you need to cancel, you have two options:

1. Receive a full refund, minus a $35 processing fee. 

2. Transfer the full course fee to another CDE course(s) within the same CDE calendar year (Sept-June). 

If the CDE Department needs to cancel the course, you have two options:

1. Receive a full refund*

2. Transfer the full course fee to another CDE course(s) or when the course gets rescheduled*

(*Please keep in mind that the CDE office is not responsible for any travel expenses or penalties incurred by course registrants in case of course cancellation or revision.)

For "No Shows"

No refunds or fund transfers are available for "No Shows"

Participant Courses:

Refunds for CDE participation courses must be requested at least 14 days before the first meeting of the course. These courses have a non-refundable $100, which covers the cost of non-refundable materials. If you cancel less than 14 days before the course, you will receive a monetary refund if the CDE office can fill your spot with another participant. In such cases, funds, minus the $100 deposit, may be transferred to another course within the same CDE calendar year if the request is made 14 days before the course.

Pre-Recorded Online Courses: 

Each course may be a little different as to how long you have to access the course material. Typically course materials need to be viewed within 3 months from the date of registration. No refunds will be given for online courses. 

Refund Exceptions:

No refund penalty will be charged for last-minute emergencies. However, the CDE office must be contacted by noon on the course date to report an emergency. You can receive a full refund or transfer the money to another CDE course within the same course year (September – June).

Acts of Nature:

In the event of snow, earthquakes, or other acts of nature, please check the CDE homepage or call the CDE office for instructions.

Programs Offered in Partnership with Other Organizations:

Cancellation policies for programs offered in partnership with other organizations may vary. Refer to specific course information for details.

Controversial Materials

Dental education institutions have an obligation to disseminate new knowledge related to dental practice. In so doing, some presentations may include controversial materials or commercial references. Sponsorship of a continuing education activity by Oregon Health & Science University School of Dentistry does not necessarily imply endorsement of a particular philosophy, procedure or product by this institution.

Rental Information & Study Clubs

If you are interested in renting space from the SOD, please send an email to [email protected] 

Looking to offer CE for your event?

We would be happy to see if your event qualifies for ADA CERP CE credits. There is a $400 application fee and a $35 fee for every CE verification needed. Please click on the link here to be transferred to our application page. 

Continuing Dental Education Department 2730  S. Moody Ave Portland, OR. 97201 Phone: 503-494-8857 Email: [email protected]

Credentials

OHSU is an ADA CERP Recognized Provider. ADA CERP is a service of the American Dental Association to assist dental professionals in identifying quality providers of continuing dental education. ADA CERP does not approve or endorse individual courses or instructors, nor does it imply acceptance of credit hours by boards of dentistry.

OHSU is a member of the Association for Continuing Dental Education. 

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• About Adverse Childhood Experiences
• Risk and Protective Factors
• Program: Essentials for Childhood: Preventing Adverse Childhood Experiences through Data to Action
• Adverse childhood experiences can have long-term impacts on health, opportunity and well-being.
• Adverse childhood experiences are common and some groups experience them more than others.

What are adverse childhood experiences?

Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). Examples include: 1

• Experiencing violence, abuse, or neglect.
• Witnessing violence in the home or community.
• Having a family member attempt or die by suicide.

Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with: 1

• Substance use problems.
• Mental health problems.
• Instability due to parental separation.
• Instability due to household members being in jail or prison.

The examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and well-being. This can include not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination. 2 3 4 5 6

Quick facts and stats

ACEs are common. About 64% of adults in the United States reported they had experienced at least one type of ACE before age 18. Nearly one in six (17.3%) adults reported they had experienced four or more types of ACEs. 7

Preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided by preventing ACEs. 1

Some people are at greater risk of experiencing one or more ACEs than others. While all children are at risk of ACEs, numerous studies show inequities in such experiences. These inequalities are linked to the historical, social, and economic environments in which some families live. 5 6 ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work. 7

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States. 8

ACEs can have lasting effects on health and well-being in childhood and life opportunities well into adulthood. 9 Life opportunities include things like education and job potential. These experiences can increase the risks of injury, sexually transmitted infections, and involvement in sex trafficking. They can also increase risks for maternal and child health problems including teen pregnancy, pregnancy complications, and fetal death. Also included are a range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. 1 10 11 12 13 14 15 16 17

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress. Toxic stress, or extended or prolonged stress, from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. These changes can affect children’s attention, decision-making, and learning. 18

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. 18 These effects can also be passed on to their own children. 19 20 21 Some children may face further exposure to toxic stress from historical and ongoing traumas. These historical and ongoing traumas refer to experiences of racial discrimination or the impacts of poverty resulting from limited educational and economic opportunities. 1 6

Adverse childhood experiences can be prevented. Certain factors may increase or decrease the risk of experiencing adverse childhood experiences.

Preventing adverse childhood experiences requires understanding and addressing the factors that put people at risk for or protect them from violence.

Creating safe, stable, nurturing relationships and environments for all children can prevent ACEs and help all children reach their full potential. We all have a role to play.

• Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1 .
• Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010 .
• Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness—Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.
• Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940 .
• Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.
• Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.
• Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults — Behavioral Risk Factor Surveillance System, 2011–2020. MMWR Morb Mortal Wkly Rep 2023;72:707–715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2 .
• Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.
• Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021 | MMWR
• Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.
• Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology . 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570 .
• Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J . 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6 .
• Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology . 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027 .
• Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8 .
• Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.
• Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.
• Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
• Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133 .
• Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598 .
• Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004 .

Adverse Childhood Experiences (ACEs)

ACEs can have a tremendous impact on lifelong health and opportunity. CDC works to understand ACEs and prevent them.