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Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers.

Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings.

Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context.

Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.

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.

The study aims to explore the role of ChatGPT, an artificial intelligence (AI) language model, in the field of management education. Specifically, the goal is to evaluate ChatGPT's effectiveness in facilitating active learning, promoting critical thinking, and fostering creativity among students. Additionally, the study seeks to investigate the potential of ChatGPT as a novel tool for enhancing traditional teaching methods within the framework of management education.

This research systematically explores ChatGPT's impact on student engagement in management education, considering AI integration benefits and limitations. Ethical dimensions, including information authenticity and bias, are scrutinized, alongside educators' roles in guiding AI-augmented learning.

The study reveals ChatGPT's effectiveness in engaging students, nurturing critical thinking, and fostering creativity in management education. Ethical concerns regarding information authenticity and bias are addressed. Insights from student and teacher perceptions offer valuable pedagogical implications for AI's role in management education.

While this study offers valuable insights into the role of ChatGPT in management education, it is essential to acknowledge certain limitations. Firstly, the research primarily focuses on a specific AI model (ChatGPT), and findings may not be generalized to other AI language models. Additionally, the study relies on a specific set of educational contexts and may not fully capture the diverse landscape of management education globally. The duration of the research and the sample size could also impact the generalizability of the findings.

The findings of this study hold practical significance for educators and institutions engaged in management education. The integration of ChatGPT into teaching strategies has the potential to improve active learning, critical thinking, and creativity. Educators can utilize this AI tool to diversify instructional methods and accommodate diverse learning styles. However, the practical implementation of AI in the classroom necessitates meticulous consideration of infrastructure, training, and ongoing support for both educators and students. Furthermore, institutions should proactively tackle ethical concerns and establish guidelines for the responsible use of AI in education.

The incorporation of AI, such as ChatGPT, in management education carries broader social implications. The study underscores the significance of addressing ethical concerns associated with AI, including issues related to information authenticity and bias. As AI becomes more widespread in educational settings, there is a necessity for societal discussions on the role of technology in shaping learning experiences. This research advocates for a thoughtful approach to AI adoption, emphasizing the importance of transparency, accountability, and inclusivity in the development and deployment of AI technologies within the educational sphere. The findings prompt reflections on the societal impact of AI-driven education and the potential consequences for students' skills, employment prospects, and societal values.

Originality/Values: This research contributes to the academic discourse by systematically examining the role of ChatGPT in management education, providing insights into both its advantages and potential ethical challenges. The study offers original perspectives on the use of AI in educational settings, paving the way for well-informed decision-making that can shape the future of management education in the evolving landscape of technological progress.

This final chapter of this book highlights and critically discusses some specific issues concerning talent management in the context of higher education raised in the chapters of this book. It recapitulates the transition higher education is going through. This transition started decades ago but was boosted by the movements of Open Science and Recognition and Rewards. It leads to a reorientation on the conceptualization of academic performance and subsequently also on the meaning of talent and talent management in academia. It points to a shift from an exclusive and performance orientation on talent, to an inclusive, developmental approach to talent management or a hybrid form. Yet, Thunnissen and Boselie state that there is a talent crisis in academia, and this crisis urges the need for more innovative ways of developing and implementing talent management practices. This chapter ends with some recommendations for further talent management research and practice.

In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly develop leaders may be lacking. The purpose of this paper is to highlight the challenges and issues facing leadership education in the context of business education. More specifically, we highlight some of the structural challenges, foundational issues, and research related problems and identify several opportunities to address some of the areas for development. Throughout this paper, we discuss how the National Leadership Education Research Agenda can spark research that will legitimize our work not only in business, but across disciplines.

This study examines how the strong emphasis placed on the purposes of budgeting, referring to a comprehensive focus on budgeting, is related to top managers' education and tenure while controlling for their functional positions in their respective firms and ages, as well as several company-specific predictors (information quality, firm size, information technology, importance of profit and strategy).

Survey data were collected from senior managers of large manufacturing firms in Finland and Sweden.

The results suggest that academic business education is positively associated with a comprehensive focus on budgeting, but tenure as well as functional position in the company (Chief Financial Officer (CFO) or not) and age are not. Overall, the company-specific control variables in general and information quality in particular are shown to have greater explanatory power than the top management characteristics analyzed.

This study identifies several empirically supported factors that seem to contribute to a comprehensive focus on budgeting. The effects of information quality, business education, the importance of profit and firm size could be considered in future research.

Academic business education matters more than the other top management characteristics analyzed. If organizations want to make comprehensive use of budgets, they should employ business graduates and be mindful of company-specific variables.

This study is the first to address a comprehensive focus on budgeting and some of its determinants. Future research could investigate a broader set of such determinants in different contexts.

Kerala is one of India's most advanced states in human development and other social indices. This study aims to look at the management education scenario in Kerala from a macro-perspective and examines the existing trends, major issues and present challenges facing the sector.

The study is driven by previously unexplored secondary data published by India's apex technical education regulator–All India Council for Technical Education (AICTE). Qualitative and quantitative assessments are assimilated from the organization, dissection and categorization of unit-level data.

Business schools (B-schools) in the state are facing acute distress in enrolments. There are intra-regional variations in institution count and occupancy rates. The vast majority of the institutions have no accreditation at all. The entire sector is facing a protracted decline.

The study has relied primarily on descriptive statistics considering a single discipline within the higher education sector in Kerala. Future studies should look at other disciplines (engineering, medicine) simultaneously. Use of statistical methods like panel data regression would be beneficial to find hidden trends in cross-sectional and longitudinal time-series data.

Management education in Kerala is facing an existential crisis. This has implications for the state's economic development. The paper creates strong imperatives for government policymaking to forestall the complete decline of the sector.

A highly literate state with advanced human development indices need not be a suitable location for building a knowledge-based economy. Government policy has strong implications for the development and sustenance of higher education. The relationship between government and business schools are symbiotic.

The paper maps the progression of B-schools from local to global. A typology of privately funded B-schools is proposed. The conceptual framework advanced in this study can contribute to further literature development. The suggested policy initiatives are applicable not only to Kerala but also to other tightly regulated markets.

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities.

Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university.

The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities.

Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts.

The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success.

This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.

The purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.

This paper is the outcome of a review of the literature on learning theory and management education.

This paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.

This paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.