Educational leadership and management


Consistently, and without pause, have ethical, social, and moral crises plagued the higher educational domain. With rapidly changing student bases, staff profiles, and funding structures, university leaders and managers have been required to do, and be, more. In times of crisis, heightened complexity, and competition, leaders have struggled with greater frequency to be, and do, good. In parallel, students and learners have juggled more, had more diverse motivations for studying, and been less homogenous with the once-typical nineteen-year-old recent high school graduate. In recent years, there have been repeated stories of unethical practices of leadership. While catastrophising is not the aim, nor pursuit, of this editorial, these provide context for the Journal’s expansion into educational leadership, management, and educational psychology in higher education. With the rise of software to make cheating easier, opportunities to outsource dissertations, and a more turbulent sector, it will be the leaders who sustain teams, and build good educational outcomes.

Practitioner Notes

  1. There is a lack of space available for educational leadership research in higher education.
  2. JUTLP has expanded its scope to enable educational leadership research
  3. Most educational psychology journals focus on school psychology, rather than psychology at the university-level.
  4. JUTLP has created a section on educational psychology in higher education to allow scholars greater focus.

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