Academic Management and Contemporary Gaps

Main Article Content

Kenia Kodel Cox
Robélius De-Bortoli


It is challenge to contemporary academic management to fullfil the demands of the labor market, and to have improvements with the this, considering the scientific development; through the analysis of intangibles like student performance, which can generate positive results with repercussion on institutional reputation. According to the Organization for Economic Cooperation and Development (OECD, 2018) the adequate professional qualification results in employment for qualified individuals; while activities more prone to automation are observed, and greater chance of unemployment for those with low qualification. In this research there was the reading of 447 abstracts of publications, obtained by refinements applied on 4,491 initial registers, and selected 20 considering the performance of the students as a parameter of the university administration, with the objective of identifying gaps of academic management, resulting: to contemplate student learning as a dependent variable, and to extend to the documents the origin of the research data.


Download data is not yet available.

Article Details

How to Cite
Cox, K. K., & De-Bortoli, R. (2020). Academic Management and Contemporary Gaps. International Journal for Innovation Education and Research, 8(5), 199-211.
Author Biographies

Kenia Kodel Cox, Federal University of Sergipe

Program in Intellectual Property Science

Robélius De-Bortoli, Federal University of Sergipe

Program in Intellectual Property Science


Aldholay, A., Isaac, O., Abdullah, Z., Abdulsalam, R., Al-Shibami, A. H. (2018). “An extension of Delone and McLean IS success model with self-efficacy: Online learning usage in Yemen”, The International Journal of Information and Learning Technology, 35, 285-304. Retrieved from

Aldholay, A., Isaac, O., Abdullaha, Z., Ramayah, T. (2018). “The role of transformational leadership as a mediating variable in DeLone and McLean information system success model: The context of online in Yemen learning usage”, Telematics and Informatics, 35, 1421-1437. Retrieved from 005.

Atieno, O. P. (2009). “An analysis of the strengths and limitation of qualitative and quantitative reserarch paradigms”, Problems of Education in the 21st Century, 13, 13-18. Retrieved from Atieno_Vol.13.pdf.

Bogdan, G., Marinela, M., Marian, S. (2011). “Knowledge based economy – technological perspective: implications and solutions for agility improvement and innovation achievement in higher education”, Amfiteatru Economic Journal, 13, 404-419. Retrieved from

Box, G. E. P., Hunter, J. S., Hunter, W. G. (2005). “Catalyzing the Generation of Knowledge”, In: Box, G. E. P., Hunter, J. S., Hunter, W. G. Statistics for Experimenters: Design, Discovery, and Innovation, 2. ed, pp. 1-16. USA: Wiley Interscience.

Boydell, T. (2015) “Facilitation of Adult Development”, Adult Learning, 27. Retrieved from

Cardno C. (2014). “The functions, attributes and challenges of academic leadership in New Zealand polytechnics”, International Journal of Educational Management, 28, 352-364. Retrieved from

Conchado, A., Carot, J. M., Bas, M. C. (2015). “Competencies for knowledge management: development and validation of a scale”, Journal of Knowledge Management, 19, 836-855. Retrieved from

Davis, S. F. (2009) “Knowledge exchange: capacity building in a small university”, Education + Training, 51, 682-695. Retrieved from

Drossel, K., Eickelmann, B., Van Ophuysen, S. (2019). “Why teachers cooperate: an expectancy-value model of teacher cooperation”, Eur J Psychol Educ, 34. Retrieved from

Edmonstone, J., Robson, J. (2014). “Action learning on the edge: contributing to a master's programme in Human Resources for Health”, Action Learning: Research and Practice, 11, 361-374. Retrieved from

Hallam, G., Creagh, T. (2010). “ePortfolio use by university students in Australia: a review of the Australian ePortfolio Project”, Higher Education Research & Development, 29(2), 179-193. Retrieved from

Hawk, T. F. (2017) “Getting to Know Your Students and an Educational Ethic of Care”, Journal of Management Education, 41, 669-686. Retrieved from 1052562917716488.

Iatrellis, O., Kameas, A., Fitsilis, P. (2019). “A novel integrated approach to the execution of personalized and self-evolving learning pathways”, Education and Information Technologies, 24, 781-796. Retrieved from

Ifenthaler, D. (2017). “Are Higher Education Institutions Prepared for Learning Analytics? Association for Educational Communications & Technology”, Retrieved from

Johnston, A., Massa, H., Burne, T. (2013). “Digital lecture recording: A cautionary tale”, Nurse Education in Practice, 13, 40-47. Retrieved from

Lawson, R., Taylor, T., French, E., Fallshaw, E., Hall, C., Kinash, K., Summers, J. (2015). “Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes”, Higher Education Research & Development, 34, 581-595. Retrieved from

Marconi, M. A., Lakatos, E. M. (2003). Fundamentos de Metodologia Científica (5. ed). São Paulo: Atlas.

Martins, J. R. (2012). Capital Intangível: Guia de Melhores Práticas para a Avaliação de Ativos Intangíveis, (1. ed.). São Paulo: Integrate Publisher.

Mceachron, D. L., Bach, C., Sualp, M. (2012). “Digital Socrates: a system for disseminating and evaluating best practices in education”, Campus-Wide Information Systems, 29, 226-237. Retrieved from

Mistry, V. (2008). “Benchmarking elearning: trialling the ‘MIT90s’ framework”, Benchmarking: An International Journal, 15, 326-340. Retrieved from

Moore, J. C., Sener, J., Fetzner, M. (2009). “Getting Better: ALN and Student Success”, Journal of Asynchronous Learning Networks, 13. Retrieved from EJ862359.pdf.

Organization for Economic Cooperation and Development. (2010). Ministerial report on the OECD innovation strategy: Innovation to strengthen growth and address global and social challenges. Retrieved from

Organization for Economic Cooperation and Development. (2018) Education at a Glance 2018: OECD Indicators, Paris: OECD Publishing. Retrieved from eag-2018-en.

Olaskoaga-Larrauri, J., González-Laskibar, X., Díaz-De-Basurto-Uraga, P. (2019). “Spanish University Reforms and Job Satisfaction: Is There Only One Way Out?”, Educational Policy, 33, 291-318. Retrieved from journals-sagepub-com.ez20.periodicos. /10.1177/0895904817691839.

Ortiz, J. A. A., López, L. J. (2018) “Integrated Management Systems and Modern Management”, In: Congreso Internacional de Innovación y Tendencias en Ingeniería (CONIITI), Bogotá. Retrieved from 10.1109/CONIITI.2018. 8587060.

Ribas, R. T. M., Costa, A. M. (2019) “A Validade Preditiva do Desempenho Acadêmico no Primeiro Ano para a Performance Final no Ensino Superior”, Revista de Gestão Universitária na América Latina, 12, 183-204. Retrieved from

Thayaparan, M., Siriwardena, M., Malalgoda, C. I., Amaratunga, D., Lill, I.; Kaklauskas, A. (2015) “Enhancing post-disaster reconstruction capacity through lifelong learning in higher education”, Disaster Prevention and Management: An International Journal, 24, 338-354. Retrieved from

Thompson, K. R., Koys, D. J. (2010) “The Management Curriculum and Assessment Journey: Use of Baldrige Criteria and the Occupational Network Database”, Journal of Leadership & Organizational Studies, 17, 156–166. Retrieved from 10369341.

Tofik, D. S. (2013) A gestão acadêmica nas instituições de ensino superior. In: Colombo S. S. (org.) Gestão Universitária: Os Caminhos para a Excelência, Porto Alegre: Publisher Penso.

Yang, J., Tan, C. (2019) “Advancing Student-Centric Education in Korea: Issues and Challenges”, The Asia-Pacific Education Researcher, 40299, 1-11. Retrieved from

Zanini, M. T., Migueles, C. (org.) (2017) Gestão Integrada de Ativos Intangíveis: Cultura, Liderança, Confiança, Marca e Reputação, (1. ed). São Paulo: Saraiva.

Most read articles by the same author(s)