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Open research questions in Education, Leadership, and Health Research

369 unresolved questions extracted from the limitations and future-work sections of 5,201 Education, Leadership, and Health Research papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The paper identifies a gap in the development of leadership skills in prosthodontics. It highlights the need to bridge academic excellence and leadership skills in the field.

    Beyond metrics: Bridging academic excellence and leadership development · 2026 · DOI

  • While the contribution of higher education to K-12 arts education has been and remains significant, its cur- rent profile of activities is insufficient given the vicissitudes of the times.

    To Lead or to Follow, That is the Question · 1987 · DOI

  • Little empirical research has focused on ILTs and how they develop collective agency. The paper aims to address this gap by studying ILT development over time.

    Collective agency in instructional leadership teams: tracing development at the next level of work · 2026 · DOI

  • Leaders may face challenges in changing their own practices and involving the whole school in order to create good processes for student participation. Teachers may struggle with control and facilitating student participation. Schools may need to address pre-existing approaches to voice and participation that fall short.

    Daring to lead for student voice and participation in Norwegian schools · 2026 · DOI

  • Future research could explore the impact of the 'daring to lead' approach on student participation and outcomes. Studies could investigate the challenges and barriers that leaders face in implementing this approach. Research could also examine the role of teachers and other stakeholders in supporting student participation and voice.

    Daring to lead for student voice and participation in Norwegian schools · 2026 · DOI

  • There is a need for effective approaches to teaching leadership skills in social work students. Prior work has shown that teaching leadership theory does not necessarily foster practical skill development.

    Learning by Leading · 2026 · DOI

  • A limitation of this approach is the small size of the student planning groups. While this model can be replicated, it is not easily scalable to all students in a program and is labor intensive for the faculty sponsor. However, we found that even a small group of students in a leadership seminar can have a substantial impact on the entire student body, by inviting and inspiring peers to attend and volunteer to support a student-led learning event. Another potential limitation is cost. We rented a hotel conference ballroom and provided a luncheon, but events could be held on campus, public library, or community center to lower the venue cost.

    Learning by Leading · 2026 · DOI

  • The duration of short-term study abroad experiences, - The lack of financial resources and insufficient financial aid for students from historically minoritized backgrounds, - The challenge of assessing study abroad programs

    Leadership Learning Through Short‐term Study Abroad Courses · 2026 · DOI

  • Future research should explore the effectiveness of short-term study abroad in developing global leadership competencies. It should examine the impact of faculty-led study abroad on student outcomes. The paper suggests that future research should investigate the use of instruments like the Intercultural Effectiveness Survey (IES) in assessing study abroad programs.

    Leadership Learning Through Short‐term Study Abroad Courses · 2026 · DOI

  • Future research could explore the long-term impact of the course on the students' leadership development. Future research could investigate the effectiveness of the community-based learning approach in other contexts. Future research could examine the applicability of the Ubuntu framework to other leadership development programs.

    Ubuntu: Developing Future STEM Leaders With Michigan's Leadership and Technology Global Course in Cape Town · 2026 · DOI

  • The paper identifies a gap in the literature on leadership development programs that prioritize diversity, inclusion, and cultural competency. The paper highlights the need for more community-based learning approaches to leadership development.

    Ubuntu: Developing Future STEM Leaders With Michigan's Leadership and Technology Global Course in Cape Town · 2026 · DOI

  • The study involved a small sample of 13 students from one business school. The study was limited to students undertaking a placement year, which may not be representative of all undergraduate business students.

    Leadership Identity Development: Insights Into the Lived Experiences of Undergraduate Business Students on a Placement Year · 2026 · DOI

  • Future research could explore the long-term effects of early-career experiences on students' leadership identity development. Future research could investigate the impact of different types of work experiences on students' leadership identity development.

    Leadership Identity Development: Insights Into the Lived Experiences of Undergraduate Business Students on a Placement Year · 2026 · DOI

  • The paper suggests the need for further research on the application of active waiting in different institutional contexts. The study highlights the importance of exploring the intersection of critical collaborative autoethnography and leadership education.

    Practice of Active Waiting: Leadership Education Curricula in Uncertain Times · 2026 · DOI

  • The paper identifies a gap in the understanding of how leadership educators navigate uncertainties in contested institutional environments. The study highlights the need for more research on the practice of active waiting in leadership education curricula.

    Practice of Active Waiting: Leadership Education Curricula in Uncertain Times · 2026 · DOI

  • Excessive bureaucratic layers. Resistance to change. Gaps in decision-making frameworks. Inadequate preparation, bureaucracy, and scarce resources for middle/line managers.

    Strategic and Critical Thinking in Multi-Level Leadership: A Systematic Review of Practices and Effectiveness in Ugandan Higher Education Institutions (HEIs) · 2026 · DOI

  • There is a lack of research on strategic and critical thinking in multi-level leadership in Ugandan higher education institutions. The existing research on leadership in higher education institutions has not adequately addressed the needs of Ugandan public universities.

    Strategic and Critical Thinking in Multi-Level Leadership: A Systematic Review of Practices and Effectiveness in Ugandan Higher Education Institutions (HEIs) · 2026 · DOI

  • There is a need to understand how participation in student organizations fosters leadership development in Turkish higher education. The study aims to address this gap by exploring the experiences of university students participating in the management board of a student community.

    Learning to Lead: Student Development Through Community Management Board Engagement · 2026 · DOI

  • There is a gap in understanding the roles of leadership support and psychological factors in AI-integrated teaching. The study aims to address this gap by examining the relationship between distributed leadership and teachers' AI teaching beliefs.

    Distributed Leadership as a Catalyst for Change: Building Emotional Capital to Enhance Teachers' Beliefs in AI-Integrated Teaching · 2026 · DOI

  • The field of educational leadership scholarship increasingly acknowledges that growth and healing from crises are essential competencies for school leaders. There is a need for crisis protocols to be implemented in U.S. schools.

    Review of Crisis as Catalyst: Equity-Oriented School Leadership during Difficult Times, by Patricia M. Virella · 2026 · DOI

  • Complex educational challenges - The need for innovative approaches to educational leadership - The importance of balancing national standards with communal needs

    Leadership in Educational Context in Finland; Theoretical and Empirical Perspectives · 2026 · DOI

  • The need for a more nuanced understanding of educational leadership in the Finnish context - The importance of addressing complex educational challenges through professional learning communities

    Leadership in Educational Context in Finland; Theoretical and Empirical Perspectives · 2026 · DOI

  • Future research should examine the relationship between collective leader efficacy and student outcomes - Future research should develop and test measures of collective leader efficacy - Future research should explore the role of evidence routines in sustaining collective leader efficacy

    Collective Leader Efficacy: Developiing a Systems Construct to Strengthen Instructional Leadership Teams · 2026 · DOI

  • The collective efficacy of leadership teams is less well-defined and empirically specified - There is a need for a systems construct to strengthen instructional leadership teams

    Collective Leader Efficacy: Developiing a Systems Construct to Strengthen Instructional Leadership Teams · 2026 · DOI

  • Higher education institutions face intensifying expectations to advance sustainability, equity, and social responsibility. Leadership approaches that explicitly integrate sustainability, equity, and leader wellbeing as core dimensions of effectiveness remain fragmented and underdeveloped. There is a need for context-sensitive leadership theories that reflect the complexities of academic leadership.

    Reimagining Academic Leadership: Introducing the Leadership Development Theory in Higher Education (LDTHE) · 2026 · DOI

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369 open questions have been extracted from the limitations and future-work passages of 5,201 Education, Leadership, and Health Research papers in our 4.5M-paper local library. Each one below links back to the study that raised it, so you can read the original claim in context.

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