Interdisciplinary approach in educational management science: Theoretical foundations and comparative analysis of the educational management program at the National Academy of Education Management, Vietnam
Keywords:
Educational management science, Interdisciplinary curriculum, Systems thinking, Leadership for learning, Data-driven governance, Improvement science, National Academy of Education Management, VietnamAbstract
This study examines the interdisciplinary foundations of educational management science through a qualitative analysis of the undergraduate, master's, and doctoral programs in Educational Management at the National Academy of Education Management (NAEM), Vietnam. Drawing from both international theoretical frameworks and official curricula from 2024 to 2025, the research investigates how interdisciplinary integration is structured across academic levels and how it supports leadership, innovation, and sustainable development in education. The findings reveal that NAEM’s programs form a coherent vertical system based on seven thematic domains: management and leadership, systems science, economics and policy, sociology and organizational culture, improvement science, educational technology and data analytics, and global and transdisciplinary perspectives. The study shows that interdisciplinarity serves as both a theoretical foundation and a strategic framework linking theory, research, and practice in the professional development of educational leaders. The discussion emphasizes that the programs exemplify Mode 2 Knowledge Production (Gibbons et al., 1994), where knowledge emerges through the interaction of academic inquiry, professional practice, and policy contexts. The study concludes with recommendations to strengthen theoretical frameworks, promote interdisciplinary research networks, and expand international collaboration to enhance the global standing of Vietnam’s educational management science.
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