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Ukraine’s integration into global and European educational space, efficient implementation of educational reforms in this direction, the improvement of the quality of children and young people education is impossible without proper development of fundamental principles of marketing and management of educational innovations, first of all, among the Heads of New Ukrainian School. However, the absence of efficient mechanisms in Ukraine for training the above-mentioned Heads on marketing and management of educational innovations in New Ukrainian School negatively affects the quality of education therein and undermines the State education system in general. Therefore, the pressing issue at the current stage of education development in Ukraine is to determine the modalities and resources for the development of entrepreneurial and managerial competencies among the Heads of general secondary education institutions in the context of the power decentralization and establishment of consolidated territorial communities. With due regard for priority and pendency of the above-mentioned issue, its incomplete study, the principal objective of this study is to determine the key stages and describe the process of developing fundamental principles of marketing and management of educational innovations among the Heads of New Ukrainian School and measures for their efficient implementation. After performing analysis we have found that marketing and management of educational innovations of the Head of New Ukrainian School is his/her integrated, consistent and purposeful activity along with analysis and satisfaction of fundamentally new types of demand for educational services in the context of taking unconventional managerial decisions at his/her institution during such process.  Moreover, with due regard to the aforementioned approach, we outlined the key stages of the fundamental principles development of marketing and management of educational innovations among the Heads of New Ukrainian School. So they include: the formation and control of specialists team towards development and implementation of educational innovations; determination of educational services market segment, demand for which needs to be satisfied; definition of criteria and conditions towards formation and satisfaction of demand for providing certain types of educational services etc. It is established that there are problems in the process of implementation of all above-mentioned stages, namely: absence of financial independence of educational institutions; the desire of the Heads of educational institutions to have legal and financial independence; positive managerial experience of the Heads of educational institutions regarding development and implementation of educational innovations etc. In order to avoid all above-mentioned problems, we have determined measures for the efficient implementation of marketing and management of educational innovations by the Heads of New Ukrainian School. They include: providing financial autonomy to educational institutions; performing professional training of the Heads of educational institutions, their deputies and teaching staff in general; forming new and improving the existing material and technical resources of educational institutions; implementing professionally oriented staff policy by the Heads of educational institutions in order to attract the most promising and young professionals to work as teachers etc. The scientific novelty of the obtained results is to determine, substantiate and analyze the key stages of fundamental principles development of marketing and management of educational innovations by the Heads of New Ukrainian School in the context of transformation of regulatory system and scientific and pedagogical approaches to children and young people education (shift in priorities and components of the development in this area of social activity). The obtained results of the research is the ground for studying and providing a practical solution of the problem regarding the formation of high-quality staffing and provision of fundamentally new educational services at educational institutions. Keywords: head of educational institution, educational innovations marketing of the Head of educational institution, educational innovations management of the Head of educational institution, New Ukrainian School, educational innovation. JEL Classіfіcatіon I20, I21, I22, I28, I29 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 11.

This study evaluates the pedagogical tolerance qualities of heads in higher education institutions in Kazakhstan. The qualitative research design, grounded in the interpretative paradigm, was adopted for this study, utilising a case study approach for data collection from a small sample consisting of three Vice Rectors Academic, three Deans of Faculties and three Heads of Departments from three universities. The social cognitive behavior theory serves as the theoretical framework. The study's results reveal that heads of higher education institutions are aware of and possess some elements of pedagogical qualities. However, there is a deficiency in core pedagogical tolerance qualities. Participants also disclosed that education for tolerance has not been effectively implemented in higher education institutions, as there is no specific mechanism within the curriculum and pedagogical practices that promote tolerance. Based on the outcomes of this study, the need for heads of higher education institutions to take proactive measures in implementing and promoting tolerance education within the higher educational space was suggested.

PurposeThe purpose of this paper is to investigate students' adoption intention (ADI) and actual usage (ATU) of artificial intelligence (AI)-based teacher bots (T-bots) for learning using technology adoption model (TAM) and context-specific variables.Design/methodology/approachA mixed-method design is used wherein the quantitative and qualitative approaches were used to explore the adoption of T-bots for learning. Overall, 45 principals/directors/deans/professors were interviewed and NVivo 8.0 was used for interview data analysis. Overall, 1,380 students of higher education institutes were surveyed, and the collected data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique.FindingsThe T-bot's ADI’s antecedents found were perceived ease of use, perceived usefulness, personalization, interactivity, perceived trust, anthropomorphism and perceived intelligence. The ADI influences the ATU of T-bots, and its relationship is negatively moderated by stickiness to learn from human teachers in the classroom. It comprehends the insights of senior authorities of the higher education institutions in India toward the adoption of T-bots.Practical implicationsThe research provides distinctive insights for principals, directors and professors in higher education institutes to understand the factors affecting the students' behavioral intention and use of T-bots. The developers and designers of T-bots need to ensure that T-bots are more interactive, provide personalized information to students and ensure the anthropomorphic characteristics of T-bots. The education policymakers can also comprehend the factors of T-bot adoption for developing the policies related to T-bots and their implications in education.Originality/valueT-bot is a new disruptive technology in the education sector, and this is the first step in exploring the adoption factors. The TAM model is extended with context-specific factors related to T-bot technology to offer a comprehensive explanatory power to the proposed model. The research outcome provides the unique antecedents of the adoption of T-bots.

Governing relative poverty is an indispensable part of achieving inclusive growth. Using data from the China Household Financial Survey, we scientifically investigate the impact of China's development of digital financial inclusion on household vulnerability to relative poverty. The research results show that the development of digital financial inclusion can significantly alleviate the vulnerability to relative poverty of households, and effectively prevent families from falling into a state of relative poverty in the future. The results of the heterogeneity analysis show that the effect of digital financial inclusion in mitigating vulnerability to relative poverty is greater in households with high population dependency ratios, digital tools, and household head education levels. In parallel, there are also significant regional differences in digital finance in mitigating the relative vulnerability of households. Further mechanism research found that the development of digital finance inclusion mainly reduces the probability of families falling into relative poverty in the future by alleviating income inequality, thereby improving the health status of family members, family development-oriented consumption, and family happiness.

Sub-degree education is one of the key higher education sectors in Hong Kong. With the effect of managerialism, tertiary institutions tend to transition from a collegial toward a managerial model, and have shifted from teaching-intensive institutions to research-intensive ones. In this study, two key research questions are addressed: to what degree can managerialism influence organisational change? To what degree and how will an exogenous force generate organisational development? To answer the research questions, we present a case study at “Hong Kong College” via 15 face-to-face, semi-structured interviews with the administrative staff, academic staff, department head, and a visiting scholar. The key research findings identified the difficulties or obstacles experienced in carrying out research or scholarly activities, the long-term impacts on the workplace of staff and sub-degree institutions changing from teaching to research, the advantages of the staff and institutions regarding their working areas in the process of new research directions, and the driving forces for enriching a research culture in sub-degree institutions. Academic and managerial implications are also provided in the paper.

Background Accreditation systems can significantly influence medical graduates' competency and healthcare delivery through their impact on multiple stages of physician training. While substantial progress has been made in medical school accreditation systems globally, residency (Postgraduate Medical Education) accreditation faces additional challenges. The widespread transition to competency-based education and upcoming international recognition initiatives makes systematic evaluation of residency accreditation particularly timely. This study examined the clarity, comprehensiveness, adequacy, and validity of current Israeli residency accreditation standards as a case example for evaluating such systems. Methods We conducted a qualitative evaluation study using Program Theory framework to analyse multiple data sources: Supreme Accreditation Board protocols (2014–2023), documents, including standards and questionnaires from 11 purposively sampled specialties, and semi-structured interviews with 28 stakeholders. Interviews were conducted in three rounds (2021–2024), with participants selected to represent diverse perspectives including decision-makers, department heads, scientific societies, residents, and site visit teams. Analysis focused on constructing outcome chains and developing outcome-action matrices, followed by critical examination of standards' structure, content, and validity. Results Analysis revealed partial alignment between intended outcomes and implementation mechanisms. While most immediate outcomes relating to training programs received full or partial representation in standards, intermediate outcomes concerning resident development and final outcomes regarding graduate competencies often lacked explicit support. Standards showed varying degrees of clarity and consistency, potentially leading to divergent interpretations among stakeholders. The system demonstrated strong contextual awareness but faced tensions between medical service demands and ensuring quality, particularly regarding peripheral training sites. Several critical components were identified as missing from current standards, reflecting gaps in educational processes, oversight mechanisms, and organizational responsibilities. Conclusions These findings identify specific areas requiring attention in residency accreditation standards while providing a structured approach for standards evaluation. Key recommendations include establishing clear objectives before standards development, making explicit choices between threshold and aspirational requirements, examining underlying assumptions, considering unwritten expectations, and structuring standards to optimize expectations alignment among stakeholders. This evaluation framework can support other accreditation bodies in reviewing and updating their standards while maintaining context-appropriate content.

Organizational spaces project claims of organizational legitimacy while also constituting physical environments where work happens. This research questions how organizational space and legitimacy are mutually constituted over time as organizations experience shifts in work and institutional demands. Building on a qualitative case study of Paris Dauphine University, a French university founded in the late 1960s that has, since its inception, occupied the former North Atlantic Treaty Organization headquarters, we theorize the dynamic intersection of organizational space and legitimacy over time. The case study demonstrates how spatial practices of appropriation, reappropriation, and disappropriation intersect with and inform what we call “spatial legacies” that function to establish or repair an alignment between organizational space and legitimacy. Spatial practices of appropriation and reappropriation build and manipulate spatial legacies, whereas spatial practices of disappropriation attempt to break away from such legacies. Appropriation and reappropriation involve managing spatial legacies to maintain the alignment between organizational space and legitimacy claims. Disappropriation involves trying to erase or alter these legacies to realign the space to changing legitimacy claims. This research adds to the literature on sociomateriality by adopting a longitudinal perspective that highlights legacies as nondeterministic outcomes of past imbrications of the social and the material, to research on legitimacy by conceptualizing it as a sociomaterial construction, and to research on organizational spaces by revealing the institutional underpinnings of spatial transformations. This research also holds practical implications by highlighting the relationships between space as it is designed and used and an organization’s legitimacy claims and by showing how claiming the immutability or flexibility of a space can be legitimizing for an organization.

The Principal's Office is the first historical examination of one of the most important figures in American education. Originating as a head teacher in the nineteenth century and evolving into the role of contemporary educational leader, the school principal has played a central part in the development of American public education. A local leader who not only manages the daily needs of the school but also represents district and state officials, the school principal is the connecting hinge between classroom practice and educational policy. Kate Rousmaniere explores the cultural, economic, and political pressures that have impacted school leadership over time and considers professionalization, the experiences of women and people of color, and progressive community initiatives. She discusses the intersections between the role of the school principal with larger movements for civil rights, parental and community activism, and education reform. The school principal emerges as a dynamic character in the center of the educational enterprise, ever maneuvering between multiple constituencies, responding to technical and bureaucratic demands, and enacting different leadership strategies. By focusing on the historic development of school leadership, this book provides insights into the possibilities of school improvement for contemporary school leaders and reformers.

In this essay, Jonathan D. Jansen and Samantha Kriger make visible the inner lives of the first Black principals in white-majority schools in South Africa. Through in-depth, on-site, narrative interviews with thirteen principals, and using the lens of interiority, they report on the anxieties, insecurity, and uncertainties experienced by these pioneers in the aftermath of apartheid, as well as their aspirations, commitments, and determination to transform predominately white institutions. Respondents spoke openly and candidly about their vulnerability as Black leaders in white schools, discussing the toll of school-based racism and resentment on their emotional lives, explaining the struggle between advancing and yet holding back change to avoid alienating white parents and teachers, and revealing how the racialized contexts in which they work awakened a reassessment of their own identities and of those they lead.

This article uses data on more than 1,000 political leaders between 1875 and 2004 to investigate whether having a more educated leader affects the rate of economic growth. We use an expanded set of random leadership transitions because of natural death or terminal illness to show, following an earlier paper by Jones and Olken (2005), that leaders matter for growth. We then provide evidence supporting the view that heterogeneity among leaders' educational attainment is important with growth being higher by having leaders who are more highly educated.