Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal DeReMa (Development Research of Management) Jurnal Manajemen INTERNATIONAL JOURNAL OF SOCIAL, POLICY AND LAW (IJOSPL)
Damayanthi, Natalina
Unknown Affiliation
Humanities Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Leadership and Management Strategies in Chinese Higher Education on Attracting International Students: A Systematic Literature Review Damayanthi, Natalina; Tukiran, Martinus
INTERNATIONAL JOURNAL OF SOCIAL, POLICY AND LAW Vol. 6 No. 2 (2025): JUNI 2025
Publisher : INTERNATIONAL JOURNAL OF SOCIAL, POLICY AND LAW

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.8888/ijospl.v6i2.193

Abstract

The purpose of this study is to identify and analyze the key factors driving international students to choose China as a study destination. The rapid increase in the number of international students in China in recent years indicates that the country holds strong appeal, academically, economically, and culturally. This research adopts a Systematic Literature Review (SLR) method, examines leadership and management strategies in Chinese higher education institutions (HEIs) to attract international students, focusing on key frameworks, policies, and practices. Using a systematic search methodology, eight empirical articles from reputable journals were analyzed to identify recurring themes and insights. Key findings reveal that Chinese HEIs leverage centralized, top-down management approaches to implement large-scale internationalization strategies while integrating service-oriented practices to enhance student experiences. Factors such as cultural diplomacy, reputation building, and the provision of scholarships and high-quality academic programs emerge as critical in attracting international students. This review also identifies challenges, including the need to balance academic quality and rapid enrollment growth, address cultural integration, and adapt to diverse student expectations. The findings contribute to a deeper understanding of how leadership and management strategies shape the internationalization of Chinese higher education and provide insights for future research, including the role of technology and comparative studies across regions. This study serves as a valuable resource for policymakers and institutional leaders seeking to enhance global engagement and competitiveness in higher education.
TECHNOLOGY-ENABLED IMPLEMENTATION OF INCLUSIVE EDUCATION POLICIES: A SYSTEMATIC REVIEW OF UDL, MTSS, AND LEARNING ANALYTICS Widya Angelia; Sianipar, Ardin; Damayanthi, Natalina
DeReMa (Development Research of Management): Jurnal Manajemen Vol. 21 No. 1 (2026): Vol. 21 No.1 (2026): Mei
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/derema.v21i1.10356

Abstract

This article synthesises evidence on the implementation of inclusive education policies by examining the interplay of technology, pedagogical frameworks, and systemic support in shaping adoption, consistency, adherence, and feasibility across various school contexts. Design/methodology/approach: A Systematic Literature Review (SLR) was conducted in accordance with the PRISMA 2020 guidelines. Seventeen Scopus-indexed articles (2016–2024) were analysed, focusing on study characteristics, theoretical foundations, and implementation indicators. Quality was assessed using JBI checklists. Findings reveal that the combination of assistive technologies, learning management systems, and analytics dashboards enhances adoption and consistency when paired with teacher professional development and Leadership support. The UDL and MTSS frameworks strengthen coherence in curriculum adaptation and monitoring. Nevertheless, affordability, teacher readiness, and infrastructure gaps particularly in LMICs remain significant challenges. Temporal differences emerged: pre-COVID studies emphasised classroom level interventions, while post COVID research highlighted systemic digital infrastructure and accountability. Research limitations include reliance on English only sources, methodological heterogeneity, and potential publication bias. Implications: Policymakers must align inclusion mandates with funding and infrastructure, while school leaders should integrate teacher training and data driven monitoring to support inclusive practices. Researchers are encouraged to adopt mixed method and longitudinal designs across contexts. This study presents a comparative synthesis of pre and post COVID literature, highlighting systemic strategies and justice-oriented perspectives as crucial for sustaining inclusive education.
Cultural Imprinting and Leadership in Higher Education: A Systematic Literature Review from the Perspective of Emerging Countries Damayanthi, Natalina
DeReMa (Development Research of Management): Jurnal Manajemen Vol. 21 No. 1 (2026): Vol. 21 No.1 (2026): Mei
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines how cultural imprinting, values internalized during early socialization, shapes leadership orientations and strategic leadership practices in higher education, particularly in emerging-country contexts. A systematic literature review (SLR) of peer-reviewed studies published between 2020 and 2025 was conducted following PRISMA guidelines to synthesize leadership, cross-cultural, and imprinting scholarship. The review identifies three thematic domains: (1) cultural imprinting and leadership orientation, (2) contextual variations between Western and emerging-country leadership practices, and (3) strategic implications for internationalization, digital transformation, and graduate reputation. Building on these insights, this study proposes an integrative conceptual framework, the Cultural Imprinting Leadership Framework, synthesizing imprinting theory, cross-cultural leadership perspectives, and strategic leadership in higher education. The study contributes theoretically by extending leadership theory through the integration of cultural imprinting, contextually by highlighting leadership dynamics in emerging countries, and practically by informing culturally grounded leadership development strategies. However, the findings are conceptual and require empirical validation through future cross-cultural and longitudinal research.
Co-Authors Martinus Tukiran Sianipar, Ardin Widya Angelia