• Kateryna Shykhnenko



higher education, higher educational institutions, management theories, management of the research activity, knowledge-driven society.


The purpose of the review was to identify the world-recognized management theories that are used to manage the research activity in higher educational institutions and assess the applicability of them in higher educational institutions of Ukraine. This study relied on the methods recommended for feasibility studies. This review utilised qualitative methods in the search and assessment of the relevant studies. Two instruments were used in the study. These were the Critical Appraisal Checklist and the Triangular Assessment Method. The theoretical management concepts such as Total Quality Management, Project Management, the Excellence Model designed by the European Foundation for Quality Management, Balanced Scorecard System, and Organisational Management have been adapted to the purpose of managing research at higher educational institutions. The findings implied that research management could be seen as a dimension of the quality management policy of the higher educational institutions. The study suggests that Organisational Management is quite a blur concept so far which causes misinterpretations and misleadings in terms of both research activity organisation and promotion.  It was found that the Total  Quality Management and Project Management concepts could be used to manage the research activity at universities in Ukraine. The  Balanced Scorecard System concept could also be applicable in Ukrainian higher educational institutions. However, the EFQM Excellence Model and Organisational Management could be partially applicable in Ukraine as they are more commerce-oriented, which seems to be a legislative loophole in Ukraine.



Agarwa, S., Matipira, L., Kangira, J., Kapenda, H., Mvula, E., Sazita, V. N., & Ndungaua, J.-G. (2019). Research management and policy landscapes: A case study of higher tertiary institutions in Namibia. The Catalyst-Journal of Management, 4(1), 12-42.

Alzeaideen, K. (2019). The Effect of Total Quality Management on University Performance in Jordan. International Journal of Financial Research 10(6), 283-292.

Arjomandi, M., & Grimshaw, P. (2009). An EFQM excellence model for higher education quality assessment. Proceedings of the 20th Austrailian Association for Engineering Education Conference, 1015 -1020.

Campatelli, G., Citti, P., & Meneghin, A. (2011). Development of a simplified approach based on the EFQM model and Six Sigma for the implementation of TQM principles in a university administration. Total Quality Management and Business Excellence, 22(7), 691-704.

Campbell, A., Taylor, B., Bates J., & O’Connor-Bones, U. (2018). Developing and Applying a Protocol for a Systematic Review in the Social Sciences. New Review of Academic Librarianship, 24(1), 1-22.

Connolly, M., James, C., & Fertig, M. (2017). The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47 (4), 504–519.

Dean, J. W. & Bowen, D. E. (1994). Management theory and total quality: Improving research and practice through theory development. Academy of Management Review, 19(3), 392-418.

Díez, F., Villa, A., Lopez, A. L., & Iraurgi, I. (2020). Impact of quality management systems in the performance of educational centers: educational policies and management processes. Holiyon, 6(4), 1-7.

Escrig-Tena, A.B., Garcia-Juan, B. and Segarra-Ciprés, M. (2019). Drivers and internalisation of the EFQM excellence model. International Journal of Quality & Reliability Management, 36(3), 398-419.

Europen Students’ Union (2017). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015).

Frederick Taylor and Scientific Management: Understanding Taylorism and Early Management Theory [Blog post] (2017). MindTools.

Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc.

Greenhalgh, T., Robert, G., Bate, P., Macfarlane, F. & Kyriakidou, O. (2005). Critical Appraisal Checklists: Appendix 2. In T. Greenhalgh, G. Robert, P. Bate, F. Macfarlane & O. Kyriakidou Diffusion of Innovations in Health Service Organisations: A Systematic Literature Review, (pp.234-244).

Ghvedashvili, G., Kvinikadze, L. & Shabashvili, G. (2012). Organization and management of research activities in the modern educational environment: Problems and challenges. Ivane Javakhishvili Tbilisi State University Publishing House.

Hendriks, P. H. & Sousa, C. A. (2013). Practices of management knowing in university research management. Journal of Organizational Change Management, 26(3), 611-628.

Huang, J. S. & Hung, W. L. (2018). Building the science of research management: What can research management learn from education research? The Journal of Research Administration, 1(49), 11-30.

Johnson, A. M. (2013). Improving your research management: a guide for senior university research managers. Amsterdam: Elsevier B. V.

Kugley, S., Wade, A., Thomas, J., Mahood, Q., Jørgensen, A.‐M. K., Hammerstrøm, K., & Sathe, N. (2017). Searching for studies: a guide to information retrieval for Campbell systematic reviews. Campbell Systemic Reviews, 13 (1), 1-73.

Meirovich, G., & Romar, E. J. (2006). The Difficulty in Implementing TQM in Higher Education Instruction – The Duality of Instructor/Student Roles. Quality Assurance in Educacation, 14, 324-337.

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M. Shekelle, P., Stewart, L. A. & PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1).

Nasim, K, Sikander, A, & Tian, X. (2020). Twenty years of research on total quality management in Higher Education: A systematic literature review. Higher Education Quality, 74, 75–97.

Pérez-Rodríguez, F. & Rojo-Alboreca, A. (2017). The Triangle Assessment Method: A New Procedure for Eliciting Expert Judgement. Expert Systems with Applications, 72, 139-150.

Sohel-Uz-Zaman, A.S.Md. & Anjalin, U. (2016). Implementing Total Quality Management in Education: Compatibility and Challenges. Open Journal of Social Sciences, 4, 207-217.

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (2015). Brussels, Belgium.

Schützenmeister, F. (2010). University research management: An exploratory literature review. Institute of European Studies, UC Berkeley.

Taylor, J. (2018). The Importance of University Research. In: The Impact of the First World War on British Universities. Palgrave Macmillan, London.

Tohidi, H., Jafari, A., & Afshar, A. A. (2010). Using balanced scorecard in educational organizations. Procedia Social and Behavioral Sciences, 2(2), 5544–5548.

Tomlinson, M. (2018). Conceptions of the value of higher education in a measured market. Higher Education 75, 711–727.

Trilling, B., & Ginevri, W. (2015). Project Management for Education – The Bridge to 21st Century Learning. Educational Foundation, Management Institute.

Tripp, S., Helwig, R., and Yetter, D. (2017). The Importance of Research Universities: Examples of their Functional Role and Impacts Within the State of Indiana. TEConomy Partners LLC. Retrieved from

Wilson, J. (2018). Artistic Research and University Research Management Practices. In: Artists in the University. Springer, Singapore.