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The purpose of this paper is to review the achievements of Chinese educational management in the past 30 years, conclude the characteristics of Chinese educational management and indicate the problems of Chinese educational management and the countermeasures.

This paper reviews the research of educational management in China in the past 30 years from four aspects: research purpose, research methods, research contents and disciplinary system.

The paper sums up the main achievements, the main characteristics and the main problems of Chinese educational management in the past 30 years. It suggests that the disciplinary relationship should be further clarified; the role of disciplinary research accomplishments has to be further developed and the specialization level in disciplinary research needs to be further improved.

This paper indicates the direction for the construction of Chinese educational management in the future: to further clarify the relationship among related disciplines; to put the role of the research results into full play; to further improve the specialization level of disciplinary research.

This paper contributes to the construction of Chinese educational management both theoretically and practically.

The purpose of this paper is to outline tools and techniques to ensure innovative management education in India.

The paper addresses the challenges in the present Indian management education and outlines a blueprint with innovative solutions.

It calls for support from all stakeholders including industry, educators, students, educational institutions, government and thought leaders to innovate Indian management education as per the global standards to create world class managers and leaders.

These tools and techniques can be customized in other countries to ensure quality management education.

The social implications of this research suggests that stakeholders must strive to ensure innovative management education to create effective managers and leaders globally.

It overhauls Indian management education as per international standards. It explains management education from the perspective of Henry Mintzberg. It reinvents management education as per the dynamic global business environment.

Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management education is the really challenging part, and this is where the management educational institutions build their uniqueness. The present management education needs a paradigm shift in order to fulfill the growing futuristic demands of the industry. The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. The researcher has taken an attempt to do a dyadic study in India.

The researcher has taken an attempt to do a dyadic study in India to analyze the perception of the management faculty and management students toward filling the quality gaps for a futuristic management education. The study has included 125 management faculties and 1200 management students through simple random sampling, and the data are collected through survey method.

The independent “t” test has been applied. The management faculties exhibit high degree of acceptance for filling the quality gaps such as research gaps, online platforms and industry and institution linkages since the mean scores are 4.22, 4.20 and 4.14 respectively. The management students exhibit high degree of acceptance for filling the quality gaps such as online platforms, updated pedagogies and soft skills development since the respective mean scores are 3.87, 3.85 and 3.82.

The research area chosen for the study is reflecting the scenario of management education in developing countries such as India. The scenario may differ to developed countries.

When the quality of the management education is enriched, it will create global management professionals who will contribute qualitatively to the industries and uplift the overall global economic developments.

The present study is enriching the existing literature review, by comparing the perception of both the counterparts, the management faculty and students, about the teaching and learning process. Thus, it can be concluded that the outcome of this study is relevant for the management educational institutions, and the need of the hour for the management education is definitely to fill the quality gaps, and all the management educational institutions have to be prepared enough to overcome the gaps with the support of their well-planned strategies. The futuristic demands are ever growing, even then the gap between the present and future expectations of the industry need to be well considered and bridged. As a result of the paradigm shift, the quality of the management education will be enriched, and it will create global management professionals. As a result of this quality-conscious education, a reputed brand image and set of loyal customers may also be developed (Akareem and Hossain, 2016). The learners of quality management education will contribute qualitatively to the industries and uplift the overall global economic developments. Further research is needed to measure the post impact of filling the quality gaps in the arena of management education.

The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies.

The 15‐year study of excellence in public relations and communication management in the USA, the UK and Canada produced an explanation of the value of PR to an organisation and a set of theoretical principles describing how the communication function should be organised, structured and practised in an organisation. These principles provide a theoretical benchmark for auditing the quality of a PR unit. This paper identifies the implications of these principles for PR education at the undergraduate, postgraduate and continuing education levels and for management education in MBA programmes. The excellence study suggests, first, that all PR education must instil in students the view that PR is a strategic managerial function rather than a technical support function for other managerial functions. Undergraduate programmes should continue to develop superior communication skills in their students, but they must frame these technical skills in principles of strategic management, research and ethics and social responsibility. Postgraduate and continuing education programmes should focus on strategic management and research skills and educate future managers to be ethics officers in the organisation. MBA programmes should include a unit on PR in a subject area such as strategic management, public affairs or corporate social responsibility to prepare them to work with PR professionals when they become senior executives. PR education at all of these levels and in both communication and MBA programmes should educate students to practise PR globally.

States that the twenty‐first century has brought with it the global marketplace, and with it unparalleled business opportunities which have competitive pressures. Discusses how organizations can use management education to create competitive advantage. Concludes that management education and development is essential in order for an organization to remain competitive.

School inspection or supervision is one of the core institutional mechanisms for ensuring the quality of education. While analyzing the practices of this quality assurance tool at the basic education level in six developing and emerging economies, this paper found that there has been a major shift in exercising supervision system pushed by the policy dynamics of both international actors and state institutions. The school supervision system has been shaped by decentralization, school-based management, monitoring, data gathering, and output-focused governance. These are also known as the elements of New Public Management (NPM). The growing practice of NPM in all these countries has made the external supervision a less prioritized issue, which is evident in its stagnated and sometimes deteriorated state. On the other hand, the pro-NPM management system advocating for greater autonomy, decentralization and results has not evidently yielded any major positive outcomes, especially in lower-income countries. Thus, the absence of an effective supervision system, both support and control, has created a vacuum in the educational quality assurance instruments. By oversimplifying local contexts in situating NPM, this foreign-emerged management system also has shown reluctance toward fundamental crises of weak institutions in lower-income countries, including resource constraints, skills shortage, and service recipients’ lack of trust, among others. In short, developmental level and institutional capacity matter for the successful implementation of NPM.

Educational management's main task is to achieve learning quality outcomes in acquiring knowledge, scientific skills and social values. This study aims to provide a background on Egyptian thought development in educational management from 1990 to 2020.

In this study, we used the descriptive method to collect and interpret data. This method aims to describe an object of phenomena after data collection, analyze it, identify the conditions and relationships between variables and monitor the challenges arising from Egypt's educational system's problems.

The results showed the following: (1) the trend toward decentralization of educational management is not fulfill during that period and (2) the district and directorate administration continued to receive administrative instructions from the managerial ladder's highest authorities. The Ministry of Education was in control of policy decision-making processes and administrative and financial responsibilities. Many decisions and laws hinder decentralization, such as centralizing examinations, curricula and teachers' recruitment and transfer.

The challenges of developing educational management are related to the shortage of modern management methods in administrative leadership, organizational behavior and decision-making, such as human relations and decentralized administration. Also, the insufficient material resources, managerial competencies and educational, intellectual stagnation among many leaders and administrators.

To consider whether the growth in management and entrepreneurship education is driven by (external) demand or (internal) academic supply.

Three key elements of the intellectual context of management and entrepreneurship education are considered: the apparent causal relationship between improved management and economic performance; the privilege afforded to management as an agent of change in the context of globalisation; reforms in the public sector which define problems in terms of management rather than resources.

There is a lack of clarity as to whether the purpose of entrepreneurship education is about promoting higher levels of activity or better recognising entrepreneurial activity.

The paper offers an alternative perspective on entrepreneurship education through an examination of its purpose rather than its form and content.

The Education Reform Act and, in particular, the Local Management of Schools will demand different skills, understanding and differing roles of senior management in educational establishments. This text draws on written assignments and experience of teachers and headteachers who piloted an MBA programme, designed specifically for senior teachers. Topics such as customers, product, price, promotion and the notion of teachers as a salesforce are unfamiliar to educators. They draw attention to the kind of strategic planning which will take place in schools as they take over responsibility for delegated budgets. All of this is new territory for the majority of state schools and this collection hopefully provides a useful resource.

This paper argues that business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, management research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be “done differently” and for organisations to be different. Reflecting on the author's experiences within two business schools and on their empirical research carried out over six years, the paper provides substantive arguments for the authors' position relating to the masculine nature of management, the place of academic women in management, the male dominated processes of management education and management research and the need to place gender on the agenda in management education. The paper concludes with a call for an “unlearning” and a “rethinking” of gender blind management education and provides some examples of how this might be achieved.