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EDUCATION CAREER GUIDES

Educational Consultant Career

What is an educational consultant.

An educational consultant is an individual who helps to shape the educational landscape of a high school, university, or other educational institution. They advocate for the integration of proven teaching strategies and processes to help a school better accommodate student needs as they change and develop.

Though some students can become educational consultants with only an undergraduate degree, educational consultants typically obtain master’s degrees as well. In addition, many educational consultant positions require years of experience in specific educational environments.

RESPONSIBILITIES

What Does an Educational Consultant Do?

Educational consultants can complete a wide variety of duties. Whether they’re researching new teaching methods or examining a school’s existing educational techniques, educational consultants work to improve the learning experience of every student.

The exact responsibilities of an educational consultant can include:

• Advising teachers, professors, school administrators, and school boards  on any new educational strategies.
• Providing insight to various school officials  on ways to improve existing educational techniques or school policies.
• Researching new teaching strategies  or new ways to implement familiar teaching strategies.
• Analyzing data sets and advising educators  about changes that can be made to curriculums to increase student engagement.
• Connecting with students through verbal communication, surveys, and other methods  to determine their future needs and their opinions of school policies.
• Connecting with teachers  to determine how well new policies are received, and to help address any issues with new protocols or teaching strategies.
• Provisioning user-friendly reports to school executives  regarding student reception of any new techniques.

These and other responsibilities keep an educational consultant busy as they help a school’s educators identify and implement new strategies to improve student performance.

EDUCATION & BEST DEGREES

What education does an educational consultant need, if you’re looking to become an educational consultant, there are a few educational requirements you’ll need to satisfy in advance. first, you’ll need to obtain a bachelor’s degree in education, or a closely-related field. as you work to obtain your undergraduate degree, you’ll learn skills like curriculum creation and educational leadership, both immediately applicable once you become an educational consultant..

It can be ideal for education consultants to have some classroom experience or experience working in the education sector before moving into a consulting role. Consider spending some time teaching or working in curriculum or instruction before moving forward in your career.

You’ll take further steps toward an educational consultant career with a master’s degree. Typically, employers like to see master’s-level degrees that reflect strong expertise in some of the position’s core requirements. A  Master of Science in Teaching—Curriculum & Instruction  is where students learn how to offer engaging course material through skills like curriculum design, research, and student assessment.

Best Degrees for Educational Consultants

An online master's degree for those who have educational experience and...

An online master's degree for those who have educational experience and are looking to further their careers with a graduate program focused on curriculum development and design.

• Time: 62% of students earn this degree within 12 months.
• Tuition:  $3,975 per 6-month term.
• Courses: 10 total courses in this program.

Skills for your résumé included in this program:

• Differentiated Instruction
• Curriculum and Instruction Design
• Educational Research

Help schools create engaging, meaningful, and memorable learning experiences to improve learning outcomes for all students with this M.S. degree.

How Much Does an Educational Consultant Make?

The exact income of an educational consultant can vary based on factors that include your employer, employer’s location, employer’s private or public education funding, years of experience, and education.

On average, the  salary of an educational consultant  is $64,542, with a range of roughly $40,000 to $103,000 earned each year.

What Is the Projected Job Growth?

Bolstered by a forecasted increase in total students, the job outlook for educational consultants is positive for years to come.  Employment for individuals who coordinate student instruction is expected to rise 6%  from 2019 to 2029, a growth rate higher than the average across all occupations.

Often, academic institutions qualify for resources and funding based on student test scores. This association between student performance and school funding is expected to increase in future years, making proper student education even more important. As strong advocates for student education, educational consultants should be in high demand to ensure that each student reaches his or her potential.

What Skills Does an Educational Consultant Need?

As an educational consultant, you’ll also need to put a variety of skills to use. These skills will enable you to perform the various research and communication-based responsibilities of the position while ultimately advocating for ongoing student success.

The exact skills that an educational consultants needs can include:

• Educational research.  The ability to perform ongoing research on any policies, teaching methods, and procedures that can further benefit a student’s educational experience.
• Interpersonal communication.  The ability to correspond effectively with all teachers, school officials, school executives, students, and parents.
• Curriculum development.  The ability to contribute to the quality of an educational curriculum without circumventing the authority of the teacher who will be implementing it.
• Instruction.  The ability to teach educators, school officials, and other individuals about any new developments in teaching strategies or educational development procedures.
• Public speaking.  The ability to address groups of people and deliver relevant information about potential improvements to existing educational processes.
• Strategic planning.  The ability to strategically develop an educational process, specifically for implementation at your educational institution.

These and other skills help educational consultants find success each day, as they work to guide all school employees in helping students reach their goals.

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Top 11 Educational Consultant Certifications

Updated July 19, 2023 19 min read

Certifications for educational consultants are important for several reasons. First, they demonstrate a high level of knowledge and expertise in the field. This can be especially important when competing for jobs and contracts, as potential employers will know that the consultant is qualified to do the job. Additionally, certifications provide assurance to clients and employers that the consultant has met specific standards of excellence in their field. Finally, certifications can help consultants stay up-to-date on industry trends and best practices, allowing them to provide the most effective services possible.

The purpose of this article is to provide an overview of popular certifications for Educational Consultants and discuss how they can help to advance their professional careers.

What are Educational Consultant Certifications?

Educational consultant certification is a credential for individuals who provide educational consulting services, such as helping to develop educational plans for students and families. Certification is typically provided by professional organizations, such as the National Association of College Admissions Counselors (NACAC) or the Independent Educational Consultants Association (IECA). Certified educational consultants have knowledge and experience in areas such as college admissions, academic planning, financial aid, career guidance, and testing.

Having a certified educational consultant can be beneficial for students and families in many ways. For example, they can help students identify their academic strengths and weaknesses so they can create a plan that is tailored to their needs. They can also provide insight into the admissions process at various schools and help students make informed decisions about which college or university best fits their needs. Additionally, they are often well-versed in financial aid options available to students and may be able to offer advice on how to maximize them. Finally, they are often highly experienced in helping advise students on selecting courses that will best prepare them for college entrance exams such as the SAT or ACT.

In summary, having an educational consultant with certification from a reputable organization can provide valuable assistance for students and families when it comes to making important decisions about education. Such consultants are equipped with specialized knowledge about the college admissions process and other aspects of higher education that can be invaluable resources in helping ensure that students make informed choices about their future paths.

Pro Tip: Before pursuing educational consultant certification, make sure to research the various certifications available and check with your state's Department of Education to determine which certifications are accepted in your area.

Related : What does an Educational Consultant do?

Here’s our list of the best certifications available to Educational Consultants today.

1. Certified Educational Planner (CEP)

Certified Educational Planner (CEP) is a professional certification offered by the American Institute for Certified Educational Planners (AICEP). The CEP credential recognizes professionals who have demonstrated a high level of knowledge, experience, and skill in educational planning. It is designed to give educators, counselors, administrators, and other professionals the recognition they need to be successful in their field.

It typically takes about two years to complete the CEP program. To get the CEP credential, applicants must have at least a master's degree in education or counseling-related fields and three years of full-time work experience in an educational setting. Applicants must also pass an exam that covers topics such as college admissions, financial aid, student success strategies, career development, and more.

The cost for the CEP program varies depending on your location and whether you are taking it online or in person. Generally speaking, it costs between $1,000 - $2,500 for all materials and fees associated with the program.

Overall, obtaining the CEP credential is an important step for those who want to demonstrate their expertise in educational planning and help students achieve their goals.

2. Certified School Counselor (CSC)

A Certified School Counselor (CSC) is a professional who has completed the necessary educational and training requirements to become certified in school counseling. CSCs are responsible for providing guidance and support to students in grades K-12. They work with students to help them identify their strengths, interests, and goals; develop academic plans; provide career exploration services; create social-emotional learning opportunities; and connect students with resources and supports.

The process of becoming a CSC typically takes two years or more. To become a CSC, individuals must first complete an accredited master’s degree program in school counseling or a related field. After completing the degree program, individuals must pass the National Counselor Examination for Licensure and Certification (NCE). Additionally, they must complete an approved supervised practicum experience in school counseling prior to certification.

In addition to the educational requirements, applicants must also meet certain eligibility criteria set forth by their state board of education. This includes passing a criminal background check, completing continuing education courses, and obtaining liability insurance coverage.

The cost of becoming a CSC varies depending on the individual’s state of residence as well as their specific educational program. Generally speaking, tuition costs range from $10,000-$20,000 for a master’s degree program in school counseling. Other expenses may include application fees for licensure exams and liability insurance premiums.

3. Certified Educational Consultant (CEC)

A Certified Educational Consultant (CEC) is a professional who provides guidance and advice to students, families, and other stakeholders on educational planning. They are knowledgeable in the areas of college admissions, financial aid, scholarships, career exploration, and test preparation. CECs help students make informed decisions about their educational goals by offering resources and support.

It typically takes around two years to become a Certified Educational Consultant (CEC). The process involves completing an accredited program or coursework in educational consulting and passing the certification exam administered by the National Association for College Admission Counseling (NACAC).

To become a CEC, you must first complete an accredited program or coursework in educational consulting. Once you have completed your program or coursework, you must then pass the NACAC Certification Exam. After passing the exam, you will be eligible to apply for certification through NACAC.

The cost of becoming a CEC varies depending on the type of program or coursework you choose to pursue as well as any additional fees associated with taking the NACAC Certification Exam. Generally speaking, programs range from $500 - $2,000 while taking the exam can cost up to $400.

4. National Certified School Psychologist (NCSP)

National Certified School Psychologist (NCSP) is a professional certification for school psychologists. It is awarded by the National Association of School Psychologists (NASP), and it is intended to demonstrate that a school psychologist has met certain standards of knowledge, skills, and professional practice.

To become an NCSP, applicants must have completed a minimum of 60 graduate semester hours in school psychology from an accredited college or university; have completed at least 1,200 hours of supervised experience in school psychology; have passed the Praxis II: School Psychology exam; and be currently certified as a Nationally Certified School Psychologist (NCSP). In addition, applicants must submit official transcripts from their graduate program, three letters of recommendation, and a current resume or curriculum vitae.

The process of becoming an NCSP typically takes between 6-12 months. The cost for applying for the NCSP credential is $350 USD.

5. International Baccalaureate Diploma Program Coordinator (IBDPC)

The International Baccalaureate Diploma Program Coordinator (IBDPC) is a professional certification program offered through the International Baccalaureate Organization (IBO). The IBDPC is designed to provide educators with the skills and knowledge needed to effectively coordinate and manage an IB Diploma Program.

It typically takes two years to complete the IBDPC program, although this can vary depending on the individual's prior experience and qualifications. To get started, applicants must have a bachelor’s degree in education or a related field, as well as three years of teaching experience at an IB World School.

In order to become certified, applicants must successfully complete a series of courses and assessments that cover topics such as curriculum development, assessment strategies, student learning outcomes, and more. Upon successful completion of the program, candidates will receive their IBDPC certificate.

The cost of the IBDPC program varies depending on which institution offers it. Generally speaking, it can range from $2,000 to $4,000 for the entire two-year program. This cost includes course materials and assessments fees.

6. Professional Development Certificate in Education Consulting (PDCEC)

The Professional Development Certificate in Education Consulting (PDCEC) is a professional certification program designed to help education consultants develop the skills and knowledge necessary to effectively provide consulting services. It is offered by the National Association of Education Consultants (NAEC).

The PDCEC consists of two parts: an online course and a comprehensive exam. The online course covers topics such as educational policy, research methods, and consulting practice. It takes approximately three months to complete the online course.

To get the PDCEC, you must first complete the online course and then pass the comprehensive exam with a score of at least 70%. Once you have completed both components, you will be awarded your certificate.

The cost of the PDCEC varies depending on which version of the program you choose. The basic version costs $395, while the premium version costs $495. Both versions include access to all materials and resources needed for successful completion of the program.

7. National Association of College Admissions Counselors Certification Program (NACACCP)

The National Association of College Admissions Counselors Certification Program (NACACCP) is a professional certification program for college admissions counselors and other professionals in the field of college admissions. The program is designed to recognize individuals who have achieved a high level of knowledge, skill, and experience in the field of college admissions.

To receive the NACACCP certification, applicants must meet certain educational requirements, pass an exam, and demonstrate a commitment to ethical standards. The educational requirements include completing at least 18 semester hours or 27 quarter hours of college-level coursework related to college admissions counseling or higher education administration.

The exam consists of two parts: a written portion and an oral portion. The written portion covers topics such as admission policies and procedures, student recruitment strategies, financial aid information, and legal issues related to college admissions. The oral portion tests the applicant's ability to communicate effectively with students and parents about the college admissions process.

Once applicants have passed both portions of the exam, they are eligible for certification as a Certified College Admissions Counselor (CCAC). To maintain their certification status, CCACs must complete continuing education credits every three years.

The cost for taking the NACACCP exam varies depending on where you take it; however, it typically ranges from $150-$200 per attempt. It typically takes up to six months for applicants to receive their results after taking the exam.

8. American Board of Independent Educational Consultants Certification Program (ABIECCP)

The American Board of Independent Educational Consultants Certification Program (ABIECCP) is a professional certification program designed to recognize the highest standards of excellence in independent educational consulting. The program is administered by the Association for College Admission Counseling (ACAC), and it provides independent educational consultants with the opportunity to demonstrate their commitment to ethical practice, professional development, and best practices.

To become certified through ABIECCP, applicants must meet certain criteria and pass an exam. Applicants must have at least three years of experience providing college counseling services, have completed at least 12 hours of ACAC-approved continuing education courses, and have a minimum of two letters of recommendation from current or former clients.

The ABIECCP exam consists of multiple-choice questions about topics such as college admissions processes and procedures, financial aid options, ethical considerations when working with students, and other related topics. The exam takes approximately four hours to complete and can be taken online or in person.

The cost for ABIECCP certification varies depending on whether you are an ACAC member or non-member. For members, the cost is $250; for non-members, the cost is $400. Additionally, there is an annual renewal fee of $50 for both members and non-members.

Overall, obtaining ABIECCP certification can take several months if you need to complete additional continuing education courses before taking the exam. However, once you have met all the requirements and passed the exam, you will be eligible to use the ABIECCP designation on your website and marketing materials as a way to demonstrate your commitment to providing quality services as an independent educational consultant.

9. National Association for College Admission Counseling Certification Program (NACACCP)

The National Association for College Admission Counseling Certification Program (NACACCP) is a professional credentialing program that recognizes individuals who have demonstrated expertise in college admission counseling. It is designed to provide recognition and credibility to those who are committed to helping students and families make informed decisions about college admissions.

It takes approximately 8-12 months to complete the NACACCP certification process, depending on the individual's experience and background. To become certified, applicants must meet certain criteria, including having at least three years of professional experience in college admission counseling, completing the NACACCP online application form, passing an examination, and submitting letters of recommendation from two current or former employers or supervisors.

The cost of the NACACCP certification process varies depending on the applicant's level of experience. The initial fee for new applicants is $150; for experienced applicants it is $300; and for advanced applicants it is $400. In addition, there may be additional fees associated with taking the exam or attending workshops or seminars related to college admission counseling.

10. Council for the Advancement of Standards in Higher Education Certification Program (CASHE-CP)

The Council for the Advancement of Standards in Higher Education (CAS) Certification Program (CASHE-CP) is a voluntary professional certification program that recognizes individuals who have demonstrated expertise in the field of student affairs and higher education. The CASHE-CP is designed to recognize those who have achieved a high level of competency in their chosen field, as well as those who are committed to ongoing professional development.

To earn the CASHE-CP credential, applicants must demonstrate mastery of CAS standards and complete an application process that includes submitting evidence of their professional experience and training. Applicants must also pass a comprehensive examination and submit letters of recommendation from colleagues or supervisors. The entire process typically takes six months or more to complete.

Applicants can begin the process by completing an online application form and submitting it along with all required documentation. Once accepted into the program, applicants will be given access to study materials, including practice exams, which they can use to prepare for the comprehensive exam. After successfully passing the exam, applicants will receive their CASHE-CP certificate.

The cost of obtaining the CASHE-CP credential varies depending on whether you are an individual applicant or part of an institution that is applying as a group. Individual applicants pay a one-time fee of $450 USD; institutions pay $1,500 USD per person plus additional fees for group applications.

11. International Association for College Admission Counseling Certification Program (IACAC-CP).

The International Association for College Admission Counseling Certification Program (IACAC-CP) is a professional certification program designed to recognize college admission counselors who have achieved a high level of expertise in their field. The program is open to all professionals who work in the field of college admission counseling, including those with an advanced degree in higher education or related fields.

The IACAC-CP requires applicants to complete a series of courses and exams that demonstrate their knowledge and experience in the field. The program consists of four courses: Introduction to College Admissions Counseling, Advanced College Admissions Counseling, College Admission Law & Ethics, and Professional Development & Career Advancement. Each course must be completed within one year from the start date. After completing all four courses, applicants must then pass a comprehensive exam covering all topics covered throughout the program.

In order to get certified through IACAC-CP, applicants must submit an application form along with proof of completion of all required courses and exams. Once approved by IACAC-CP, applicants will receive a certificate of completion that can be used as proof of their credentials when applying for jobs or promotions in the field.

The cost for the IACAC-CP certification program varies depending on how many courses are taken and whether they are taken online or in person. Generally speaking, it can range from $500-$1,000 USD depending on the number of courses taken and whether they are taken online or in person.

Do You Really Need a Educational Consultant Certificate?

When it comes to entering into the field of educational consulting, there is no one answer as to whether or not you need an educational consultant certificate. In some cases, having a certificate may open up more job opportunities and help you stand out from other applicants. On the other hand, if you are confident in your education and experience in the field of educational consulting, then a certificate may not be necessary.

In order to make an informed decision as to whether or not you need an educational consultant certificate, it is important to consider what type of work you are interested in doing. If you are looking for work as a school counselor or administrator, then having a certificate may be beneficial since employers may prefer applicants with more specialized training and credentials. However, if you plan on working as an independent consultant for private clients or organizations, then the need for certification is less clear cut. Many independent consultants find success without any formal certification or degree.

In either case, it is important to research the requirements of the position before applying. Some positions may require a degree or certification while others do not. Additionally, having additional certificates or degrees related to educational consulting can also be beneficial when applying for certain positions.

Ultimately, whether or not you need an educational consultant certificate will depend on your individual circumstances and goals within the field of educational consulting. It is important to weigh all factors carefully before deciding whether or not obtaining certification would be beneficial for your career prospects in this field.

Related : Educational Consultant Resume Examples

FAQs About Educational Consultant Certifications

1. What is an Educational Consultant Certification?

Answer: An Educational Consultant Certification is a professional credential that demonstrates expertise in the field of educational consulting, which involves providing guidance and advice to individuals and organizations on educational matters such as curriculum design, student learning strategies, and school improvement.

2. How do I become certified as an Educational Consultant?

Answer: To become certified as an Educational Consultant, you must meet certain requirements including completion of a recognized program, passing of an exam administered by a certifying body, and submission of documentation verifying your experience in the field.

3. What are the benefits of obtaining an Educational Consultant Certification?

Answer: Obtaining an Educational Consultant Certification can help you gain credibility with potential employers, increase your earning potential, demonstrate your commitment to professional development and career advancement, and open up new opportunities for career advancement within the field.

4. How long does it take to complete the certification process?

Answer: The amount of time required to complete the certification process varies depending on the program chosen but typically requires a minimum of six months to one year of study and preparation.

5. Are there any additional requirements after obtaining an Educational Consultant Certification?

Answer: Yes, most certifying bodies require that certified consultants participate in continuing education courses or workshops every two years in order to maintain their certification status.

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Brenna Goyette

Brenna is a certified professional resume writer, career expert, and the content manager of the ResumeCat team. She has a background in corporate recruiting and human resources and has been writing resumes for over 10 years. Brenna has experience in recruiting for tech, finance, and marketing roles and has a passion for helping people find their dream jobs. She creates expert resources to help job seekers write the best resumes and cover letters, land the job, and succeed in the workplace.

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• International Programs
• Corporate Education

Independent Educational Consultant

Educational consulting professionals planning to launch an independent practice must prepare for this new business model. In addition, they need to fully understand the college admissions process and how to address legal, insurance, marketing, ethical and general business issues. Throughout your experience learning from leading industry experts, you'll acquire the precise skills to launch and grow a successful business practice. The program also provides the knowledge requisite to navigate the college admissions process and the specialization to meet the needs of varied clients.

Who Should Enroll

• Individuals interested in transitioning into the college admissions consulting profession
• Individuals looking to launch a private educational consulting practice
• Established consultants seeking professional development

Program Benefits

• Learn how to effectively work with families through the college admissions process and financial aid network
• Acquire the basic skills required to start, open, and grow a successful and ethical educational consulting practice
• Learn strategic thinking for developing your business model and marketing plan using proven tactics

Eligibility and Requirements

Apply to become a candidate for the program: A Declaration of Candidacy is required to establish candidacy in this program. Complete the application and pay the application and candidacy fee of $125 (non-refundable). Learn more about the benefits of becoming a candidate . 

A candidate in the program is awarded a certificate upon the successful completion of five (5) required courses and two (2) elective courses totaling 15 units, each with a letter grade of “C” or better. All requirements must be completed within five (5) years after the student enrolls in their first course. To receive the Certified Digital Certificate after the completing all the program requirements, students must submit the Request for Certificate to initiate the certificate audit process. Students not pursuing the certificate are welcome to take as many individual courses as they wish.

Members of the Independent Educational Consultants Association (IECA) and Higher Education Consultants Association (HECA) are eligible to receive a 10% discount on courses in the Independent Educational Consultant certificate. Discounts must be requested at the time of enrollment and cannot be applied retroactively.

• IECA Members: Call 703-591-4850 or email [email protected] for more information on how to obtain the discount code.
• HECA Members: Visit the HECA website and search “UCI” to obtain the discount code. You will be prompted to log in to your account.

Professional Groups

Join our community on LinkedIn and Facebook to stay up to date on industry news, job postings, and more.

“Every class challenged me to apply my learning to my practice. There were several times the knowledge I gained helped to ramp up my practice quicker and with less risk and introduced me to resources I might have taken months to stumble across. I walked away with plenty of immediately applicable materials. The hidden ‘gem’ of this type of program is the network you create with your classmates. They were generous to a fault in providing feedback and support, and we are still in touch and encouraging one another long after our program is over. The instructors were professionally supportive throughout as well.”

— Jennifer Buyens, Program Graduate, Independent College Consultant, College Connectors

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In the Words of Graduate: Kate Sonnenberg

“I think graduating from the program has given me credibility with both my clients and my colleagues.”

Instructor Spotlight: Dr. Erin Avery

“I enjoy making a personal connection with students and ensuring that they know that I will remain as a professional contact and mentor long after the course ends.”

Summer II 2024 Application Deadline is June 26, 2024.  

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10 Education Consultant Certifications You Should Check Out

Education Consultant Certifications are specialized credentials designed for professionals who advise educational institutions, educators, and students. These certifications typically cover areas such as curriculum development, educational technology, school administration, and student counseling.  Obtaining a certification involves undergoing a structured program that includes coursework, practical training, and often a certification exam. Pursuing these certifications is beneficial because it can lead to increased trust from clients and a higher likelihood of securing consulting engagements. 

1. UCI Division of Continuing Education Independent Education Consultant Certificate

Location : Online

Costs : $5410

Dates : 12-21 months (dates vary)

Eligibility : Everyone is eligible

The University of California, Irvine (UCI) Division of Continuing Education offers a comprehensive Independent Educational Consultant Certificate Program. This program is particularly suited for educational consulting professionals planning to launch an independent practice . It delves into the intricacies of the college admissions process, providing essential insights that are critical for effective guidance. You will learn about legal considerations, insurance, marketing strategies, ethical issues, and general business practices, which are key to running a private educational consultancy.  The program's curriculum is geared towards a diverse array of participants, including individuals transitioning into college admissions consulting, those aspiring to set up their own private educational consulting practice, and already established consultants seeking further professional development. The program's recognition and partnership with the Higher Education Consultants Association (HECA) and the Independent Educational Consultants Association add to its credibility .

4. NACAC Professional Certificate: College Admission for Emerging Leaders

Costs : $400

Dates : Varies

The National Association for College Admission Counseling  (NACAC) offers the Professional Certificate: College Admission for Emerging Leaders, a comprehensive course designed to equip new and aspiring college admission professionals with essential skills and knowledge. You will learn about college selectivity and decoding the high school profile, which are fundamental in assessing student applications . The basics of student engagement and data analytics are also covered, providing insights into how to interact effectively with prospective students and utilize data in decision-making. The course includes an introduction to ethics in college admission and addresses unconscious bias, ensuring a fair and equitable admissions process.

The course also offers an introduction to financial aid, which is a critical component of college admissions counseling.  Participants will also learn about event management and budgeting, skills necessary for organizing successful admissions events. Additionally, the course covers presenting to office leadership, a key skill for those in or aspiring to leadership roles in admissions. This certificate program is ideal for new or newly hired admission professionals at higher education institutions, graduate students aiming for a career in college admission, and college counseling professionals seeking to transition into a college admission role.

5. Scoir College Counseling Grades 9–12 Certification

Costs : $49

The Scoir College Counseling Grades 9–12 Certification helps high school counselors and college advisors in assisting underserved and Title 1 students navigate the complexities of the college search and discovery process. Developed in collaboration with Julie Kampschroeder, a renowned Title 1 counselor with over three decades of experience, this certification offers a comprehensive overview of the process . The program is structured across four grades, each with 3-5 lessons delivered through on-demand video format, allowing participants to integrate the training conveniently into their schedules.

For Grade 9, the program focuses on 'Building the Foundation', which includes understanding the courses needed for college, earning college credit during high school, and building the student résumé & activity sheet . Grade 10 addresses the 'College Search and Discovery' phase, shedding light on the differences between educational institutions and their processes, and preparing students for testing . In Grade 11, the content gets more intensive with topics like 'Getting Serious About College', the importance of finding the right fit, four-year college degree planning, narrowing down college lists, and preparing to apply . Finally, for Grade 12 students, the program covers crucial areas such as 'Demonstrated Interest', steps to take 'Before You Apply', the application process itself, and important topics to discuss with students . 

6. ASCA College Admissions Specialist

Costs : $249

The ASCA College Admissions Specialist certification is designed for school counselors to enhance their skills in preparing students for postsecondary success. Recognizing that the realm of college admissions can be complex and that many school counselors may lack formal training in this area, this certification aims to equip them with the necessary tools and knowledge . The course focuses on how school counselors can implement a comprehensive counseling program that bridges the gap between K-12 education and college, facilitating a smooth transition to postsecondary education. 

Moreover, the certification delves into how school counseling standards can support the development of these academic habits and readiness for higher education . It provides strategies for incorporating academic habits curriculum into classroom lessons and small groups, aligning with K-12 learning objectives. An important aspect of the course is discussing the significance of collaboration across K-12 grades to bolster students' postsecondary success . Finally, it equips counselors with strategies to collaborate effectively with school counseling, teaching, and administrative staff, fostering a culture of college and career readiness within the school environment. 

7. Northeastern University Graduate Certificate in Experiential Teaching and Learning

Costs : $11,200

Dates : 6-12 months

The Northeastern University Graduate Certificate in Experiential Teaching and Learning dives into the theoretical foundations and practical applications of learning through experience . This certificate is particularly beneficial for K-12 classroom teachers looking to shift from traditional instructional methods to more experiential pedagogies, which are tailored to meet the diverse needs of learners . The program emphasizes the importance of educational equity, encouraging reflection, analysis, and action in teaching practices . 

Educators aspiring to take up leadership roles within schools will find this certificate especially valuable, as it covers essential content and skills for leading experiential learning initiatives among both students and adults . The program is also designed to align with the current needs of the Global Network of Experiential Learning Educators (NExT) . Unique features of this certificate include its delivery in an online, experiential format, encompassing four 4-credit courses. Additionally, it offers the flexibility of being stackable into the Master of Education in Learning & Instruction . 

8. Harvard Graduate School of Education Certificate in School Management and Leadership  

Costs : $499

The Harvard Graduate School of Education offers a Certificate in School Management and Leadership (CSML), a program that spans four weeks and requires approximately three to four hours of weekly engagemen t. This course is structured to be both rigorous and flexible, catering to the diverse schedules of participants. The learning format is designed for cohort members to work through the course elements together, enhancing peer-to-peer learning and collaboration. Each week, participants have the autonomy to choose when to complete assignments within designated timeframes, engaging with specific content and projects . 

The CSML is specifically tailored for school leaders seeking to expand their expertise in educational leadership and management . It is ideal for a wide range of educational professionals, including early-career and experienced school leaders, teacher-leaders responsible for managing teams, and leaders from district, charter, faith-based, and independent schools. Additionally, it caters to school, district, or educational management leadership teams.  

9. Google for Education: Certified Trainer

Costs : The Google Certified Educator Level 1 exam is $10, the Google Certified Educator Level 2 exam is $25, and the Trainer Skills Assessment is $15.

The Google for Education: Certified Trainer program allows educators and trainers aiming to enhance their skills in utilizing Google for Education products effectively in educational settings . To become a Certified Trainer, one must follow a series of steps. The first step involves completing the Trainer Course, which focuses on developing and enhancing the abilities to create and deliver training plans. This foundational step is critical in growing as a trainer. The second step is to complete the Trainer Skills Assessment, a crucial evaluation that assesses the readiness for training others. 

While not a mandatory requirement, obtaining the Educator Level 1 & 2 Certificates is highly recommended.  These certificates, achieved by completing the Fundamentals and Advanced Training courses, help in building proficiency and prepare candidates for the certification exams.  The final step in the process is to create a video that showcases training skills and submit the trainer application.  The purpose of the Certified Trainer program is to empower educators not only to learn and use Google for Education products efficiently but also to improve student outcomes and foster leadership skills in the classroom. 

10. UC Berkeley Certificate Program in College Admissions and Career Planning

Costs : $4362

Dates : Self-paced ~1.5 years

Eligibility : Must have at least a bachelor’s degree or equivalent at an accredited institution

The Certificate Program in College Admissions and Career Planning at UC Berkeley is a great resource for education consultants. Participants delve into a broad range of topics including admiss ions requirements for various educational institutions (public, private, local, national, and international), financial aid options and planning, techniques for advising special populations, counseling skills, self-appraisal instruments and their interpretation, as well as the uses of technology in college and career planning . The curriculum, which is overseen by an advisory board of professionals in the field and approved by the University of California, Berkeley, Graduate School of Education, not only emphasizes theoretical knowledge but also practical application through field site observations and a comprehensive practicum . Furthermore, the program draws upon insights from leading professional organizations in the field such as the California Association of School Counselors (CASC), Higher Education Consultants Association (HECA), Independent Educational Consultants Association (IECA), and the Western Association for College Admissions Counseling (WACAC) .

Bonus certifications that you can check out to boost your portfolio - 

11. american institute of certified educational planners (aicep) educational consultant certification and career.

Costs : $200 application fee and $250 recertification fee

Dates : The exam dates vary

Eligibility : Master’s degree is required

The American Institute of Certified Educational Planners (AICEP) offers a distinctive certification for education consultants, particularly in college advising and private educational consulting. This initiative acknowledges the comprehensive body of knowledge that counselors and consultants must possess, which spans the intricacies of the application process, understanding adolescent behavior, and navigating family dynamics . The certification process begins with an application that assesses an applicant's experience, education, and professional activities . 

Candidates for the Certified Educational Planner (CEP) designation must be engaged in college counseling or educational consulting on a full or part-time basis, possess at least a Master’s degree in a relevant field or have extensive experience that includes relevant certificate programs, and demonstrate high ethical standards through references . Following the application, counselors undergo an assessment. CEPs undergo recertification every five years, which evaluates their ongoing engagement with educational institutions, continuing education, and professional activities.  

12. UCSD Starting and Maintaining An Independent Educational Consulting Practice

Costs : $675

Dates : May 6 - June 14

If you are an independent educational consultant, the American Institute of Certified Educational Planners (AICEP) offers a comprehensive web-based course designed to navigate the intricacies of launching and managing a consulting practice . This course is ideal for professionals with a background in college counseling and the admissions process . It covers a wide array of topics including the foundational aspects of starting a consulting business, practical steps for launching the practice, strategies for working with clients, navigating legal issues, pursuing professional development, and addressing general business concerns specific to independent educational consulting . The course is delivered entirely online and can be completed asynchronously within the set start and end dates, providing flexibility for participants. Enrollment grants immediate access to the course materials on the published start date or one business day after enrollment is confirmed for those signing up on or after the start date.  Led by Steven L. Mercer, a seasoned independent educational consultant and a former admission officer at USC , these courses will prepare you to be an effective educational consultant.

If you’d like to recommend a rigorous research program open to high schoolers, you may want to consider the Lumiere Research Scholar Program , a selective online high school program for students founded by researchers at Harvard and Oxford. Last year, we had over 4000 students apply for 500 spots in the program! You can find the application form here . You can also reach out to us at [email protected] to know more, or to have a chat about possible collaborations!

Also check out the Lumiere Research Inclusion Foundation, a non-profit research program for talented, low-income students. Last year, we had 150 students on full need-based financial aid!

Jessica attends Harvard University where she studies Neuroscience and Computer Science as a Coca-Cola, Elks, and Albert Shankar Scholar. She is passionate about educational equity and hopes to one day combine this with her academic interests via social entrepreneurship. Outside of academics, she enjoys taking walks, listening to music, and running her jewelry business! 

Image Source: UCI Division of Continuing Education logo

• education consultants

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Educational Consultants: What They Do & How to Become One

By Jon Konen, District Superintendent

And these days, there’s no field that could use the help of outside consultants more than education.

The American educational system faced enormous challenges even before COVID-19 turned the entire system on its head. Fresh thinkers and innovators are needed more than ever to deal with everything from shifting cultural issues to gun violence to new understandings of effective learning processes. Oh, yeah, and technology… lots of technology.

Consultants are the conduit through which much of that knowledge moves from the tech sector into school systems. Educational consultants don’t have the commitments or constraints that come from an established position in a particular district. Instead, they have the freedom to incubate and pollinate new ideas quickly across the country.

How To Become an Educational Consultant in 5 Steps

Really, there is no official process if you’re looking to learn how to become an educational consultant. The truth is, anyone can call themselves an educational consultant without following any of these steps.

In the real world, though, posers and fly-by-night consultants without the right credentials don’t last long. If you want to be taken seriously and be successful as an educational consultant, it will take a handful of steps to get into the business.

1. Becoming an Educational Consultant Requires Bunches of Education!

Earning a bachelor’s in education degree is a good place to get started.

You will be hard-pressed to find an effective educational consultant who doesn’t hold at least a two-year master’s degree in education or a related field. Many have gone on and put in the four or more additional years to earn a doctorate in education as well.

Your dissertation or thesis work can serve as the basis for your consulting career. These carefully-reasoned, tightly-written papers serve to express your original ideas and research to your program’s doctoral dissertation committee.

If they liked what they read, your path to becoming a consultant just got a lot easier. Good ideas in academia get published and shared widely.

Ready to take the next step? Find teaching degree programs near you.

What is an Educational Consultant?

Educational consultants are usually experienced teachers or administrators who have developed expertise in a particular element of primary or secondary education. That can range from a flair for engaging students in low-income, inner-city urban areas, to developing a hot new technique for teaching reading, to organizing school district operations for greater financial efficiency. Any kind of task required in the modern school system or classroom could be the subject of consulting for the right person.

Most educational consultants work for school districts or colleges, but some may be hired directly by families. These jobs can revolve around advising students or their family how to structure their studies to earn admission to specific high-end universities, or to get into a particularly hot job market.

Their jobs revolve around interviewing staff, developing plans, and acting as coaches and advisors to implement new systems and pedagogical techniques.

Educational consultants don’t teach students; they teach teachers and administrators.

What does an educational consultant do? / What does an independent educational consultant do?

The specific things that an educational consultant does in a client engagement amounts to their secret sauce. It probably won’t be exactly the same for any two consultants.

In general, educational consultants serve as advisors. They review how teachers and districts go about their educational processes, then make suggestions about better ways to accomplish those tasks. Or they might do a broader review, looking for issues across the spectrum to turn up problems that current administrators hadn’t even spotted yet. They can create long-term strategic plans for altering the course of a district or modifying curriculum standards.

How do I become a successful educational consultant?

Success breeds success in consulting work. If you don’t have a fresh set of ideas or can’t convince people to implement them effectively, you will be dead in the water. On the other hand, if you can show that your ideas and engagements have made measurable improvements, then you will have no shortage of new clients knocking on your door.

A successful consultant is one who knows their stuff and knows how to present it. You’ll have to be smarter and work harder than the average educator at every step. You will need to at least earn a master’s degree in education , and maybe a PhD as well.

2. Choose a Specialty as an Educational Consultant

Consultants are specialists. You are hired to deal with a specific kind of issue revolving around your expertise. When you make your name as a consultant, it won’t be as an all-around utility infielder. You’re coming in as the designated hitter, a big slugger who can knock it out of the park with every at-bat.

The path to expertise probably starts during your education. It’s very likely that your master’s thesis or doctoral dissertation will be the cornerstone of your specialty. You need to put in more hours, do more thinking, and have more insights in your specific field than anyone else can compete with.

And even that isn’t enough. Thinking deep thoughts has to also translate into actionable tasks that schools or teachers can take. So you also usually need to have some time spent working in your specialty field in an actual school system. That could be as a teacher, and administrator, or even in more focused jobs.

The 10,000-Hour Rule

A 1993 study looking into the role of deliberate practice in developing expertise followed three cohorts of German violinists. It found a remarkable correlation in the amount of time and practice it took for those who became elite performers to reach that level: 10,000 hours. You’ve heard that number popularized by Malcom Gladwell and others since, but it exposes a core reality of expertise: you need to do something a lot before you are expert in it. And consultants have to be experts.

3. Earn Educational Consultant Certification From a Respected Institution

Earning an independent third-party certification as an educational consultant is one way to handle this catch. There are several different organizations that offer certifications for educational consultants.

Among them is the CEP (Certified Educational Planners) from the American Institute of Certified Educational Planners, which is designed for consultants who work directly with families in planning out college careers.

You can also take steps like joining IECA, the Independent Education Consultants Association, which has membership standards that should reassure potential clients about your skills and standards.

4. Build Your Creditability as an Educational Subject-Matter Expert

As a rule, districts don’t bring in consultants who don’t know more than their employees already know. And they are usually looking for expertise in a relatively narrow range of topics, areas where they know they need improvement, but don’t have the in-house resources to handle it themselves.

When it comes time for schools to turn to the consultant market for the solution, you need your name to keep being one that is coming up as the real expert in the field.

There are a variety of ways to build up your reputation and no two consultants follow exactly the same path. Some publish well-respected books that influence the education community. Others may hold down a leadership position in the industry and accomplish great things on the job. Still others might work in policy shops and serve as thought-leaders at influential non-profit or government agencies involved with the industry.

You need to play to your strengths to make yourself stand out in your field.

5. Find Consulting Opportunities as an Educational Consultant

Being a successful consultant is about way more than just knowing your stuff. You also have to sell yourself as someone who knows their stuff. That means getting in front of potential clients and doing the sales job of your life to generate every single engagement.

Some folks have a knack for this part of the job while others struggle with tasks like marketing that fall outside their wheelhouse.

How do education consultants make money?

Educational consultants make most of their money the old-fashioned way, by charging school districts for their services. But they also often add to their income by offering training classes or presenting at conferences to spread their ideas. They may come up with written or audiovisual materials, like books or DVDs, that they can sell on a broader market to interested clients. This also works as marketing, so it’s both income and advertising bundled together.

How much do educational consultants earn?

There’s a wide range of salaries in the educational consulting field. Top consultants can bring in six figures. According to 2020 data from the Bureau of Labor Statistics, the top ten percent of instructional coordinators, a group which includes consultants, can make more than $105,650 per year. The annual median salary is $70,160. In either case, the numbers tend to be higher than the teachers or administrators who they advise.

On the other hand, educational consultants are often responsible for handling their own overhead, health insurance, retirement, and self-employment tax expenses. So it’s important to factor everything in when you consider what you might earn.

• EXPLORE Random Article

How to Become an Educational Consultant

Last Updated: January 8, 2024 References

This article was co-authored by Felipe Corredor . Felipe is a Senior College Admissions Consultant at American College Counselors with over seven years of experience. He specializes in helping clients from all around the world gain admission into America's top universities through private, one-on-one consulting. He helps guide clients through the entire college admissions process and perfect every aspect of their college applications. Felipe earned a Bachelor's Degree from the University of Chicago and recently received his MBA. There are 16 references cited in this article, which can be found at the bottom of the page. This article has been viewed 34,686 times.

As an educational consultant, you’ll design professional development programs, curriculum, and tools for teachers to use in their classrooms. You will need to fulfill education requirements, get certified, and highlight your teaching experience in an interview to land a consulting job. Educational consulting can be rewarding work for those who are passionate about improving education in their school districts. [1] X Research source

Becoming Qualified

• You need to complete a student-teaching semester in your final year of college as a requirement for hands-on experience. All colleges require this to fulfill graduation requirements in an education major.
• In addition to education major requirements, you can interview an educational consultant, volunteer at a social service agency, or work as a counselor for children with disabilities to get insight into their work before you pursue it.

• If your campus doesn’t offer introductory teaching courses or if your schedule is hectic, you can find teaching classes online.
• You can search your campus’s course catalog for teaching classes.

• Some ways to know if an activity focuses on honing your teaching skills is if your role will be referred to as “teaching” or “teaching assistant.”
• Working part time at a tutoring agency or as an independent tutor also counts.
• Extracurricular teaching activities may ask for commitments of up to 5 hours per week. It depends on the program offering it.
• Summer teaching internships usually involve teaching in summer school in a K-12 setting. Working at a summer camp for college credit is also an option. [6] X Research source
• The activity may require you to make lesson plans just like a professional teacher.

• Internships allow you to apply your education to real world experience while training you in teaching.
• Internships are a good opportunity to learn about yourself, and they encourage personal development. They can help you form, achieve, and understand your goals as an aspiring teacher.

• As an educational consultant, you’ll work with diverse audiences, so you should have a concentration in positive reinforcement, psycho-educational assessment, evaluation of students with disabilities, applied behavior analysis, intelligence testing, special education, or human development. [9] X Research source

Getting Licensed as an Educational Consultant

• Two main contacts for their educational consultant program are listed on the side of the webpage. Call them for specific information about certification requirements.

• When you are ready to submit documentation to your state certifying agency, speak to a staff member of your teaching preparation program for details on how and when to apply for your license.

• Being an ESL instructor, lecturer, or preschool teacher also amounts to teaching experience. [15] X Research source

• Universities with education consulting programs include, but are not limited to, the UC Irvine Program, UCLA Program, and the UC Berkeley Program. You can apply to these programs on their websites.
• You may acquire educational consultant certification through the American Institute of Certified Educational Planners (AICEP), as well as other organizations. [17] X Research source
• The application process requires an assessment of the candidate’s expertise, education, training, and professional activities.
• Candidates will also take a written assessment to test their ability to understand students’ needs and recommend colleges for students.

• Many educational consultants work freelance as independent contractors hired by parents, but some work for firms or are hired by school districts or colleges.

• You can learn about these opportunities from organizations such as SOPHIA, Atomic Learning, and Scholastic.

Finding a Job

• Job postings list requirements for educational consultants, such as coordinating counseling and testing, improving curricula, improving technology usage in classrooms, keeping career and educational development opportunities up to date, clerical duties, and promoting educational programs.

• Highlight your most relevant job and educational experience in your resume.
• In your cover letter or job interview, talk about how you may have organized an academic conference or lecture series on your campus. Demonstrate that you promoted the event and put it all together. This experience will reflect your organizational skills.
• For instance, in a cover letter, you could say “As an educational consultant, one of my greatest strengths is curriculum development and assessment.” [22] X Research source
• If you worked on a committee or in student government, use that to reflect your ability to deal with multiple tasks and personalities. This also shows off your organizational skills, which are extremely important.

• Examples of administrative work could be work in your department or your experience putting together a dissertation committee.
• For example, state that you, “Designed and presented comprehensive workshops for parents, and collaborated with educators to create effective instructional materials.” [24] X Research source

• For example, you can write in a cover letter, “I’ve worked as a fifth and third grade teacher, and I’ve worked closely with a diverse group of students, teachers, administrators, parents, and government officials to effectively implement new policies and programs.” [26] X Research source
• Talk about what you learned early on as a teaching assistant and how that helped you in your career as a teacher or college professor.
• In a cover letter, discuss your goals as an educational consultant. [27] X Research source
• Describe what you’ve been doing up through your present job. Write about your experience implementing new policies or programs in your school district, what you’ve accomplished as an educator, if you have curriculum development experience, and so on.

Expert Q&A

• Search Google for local and national teaching associations to join, because they can give you professionals leads, help you network and remind you of important conferences and workshops. [28] X Research source Thanks Helpful 0 Not Helpful 0
• Once you’ve been a member of an organization for a while, join their board to show you’re passionate about creating change in your school district. [29] X Research source Thanks Helpful 0 Not Helpful 0
• If you want to become a higher education consultant, understanding the higher education admissions process is critical. Most people get into it by having gone through it themselves or by researching it extensively. Thanks Helpful 0 Not Helpful 0

You Might Also Like

Expert Interview

Thanks for reading our article! If you'd like to learn more about starting an education consulting business, check out our in-depth interview with Felipe Corredor .

• ↑ https://www.edsurge.com/news/2015-07-19-from-the-classroom-to-consultant-in-6-smart-steps
• ↑ https://www.masters-in-special-education.com/faq/what-degree-is-required-to-be-an-educational-diagnostician/
• ↑ https://www.teach.org/becoming-teacher/gaining-experience
• ↑ https://www.greatcampjobs.com/work-at-camp
• ↑ https://learn.org/articles/How_Do_I_Become_an_Educational_Consultant.html
• ↑ https://ce.uci.edu/areas/education/iec/courses.aspx
• ↑ https://www.teach.org/becoming-teacher/teaching-certification
• ↑ https://www.asbmb.org/asbmbtoday/asbmbtoday_article.aspx?id=49765
• ↑ https://www.wikihow.com/Become-a-School-Teacher
• ↑ https://www.teachaway.com/blog/what-counts-teaching-experience
• ↑ https://www.aicep.org/cep-standards
• ↑ https://learn.org/articles/Educational_Consultant_Certification_and_Career_FAQs.html
• ↑ https://www.topeducationdegrees.org/faq/how-do-you-become-an-educational-consultant/
• ↑ https://www.chronicle.com/article/Careers-in-Educational/46141
• ↑ https://resumes-for-teachers.com/samples/education-consultant-application-letter/

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Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, education consultant: career and salary information.

As society becomes more complex, our schools have to adapt their methods to prepare students for the challenges of the 21st century. As an education consultant, you can help make that happen by advising teachers, families, school administration, school boards, and government officials on the best educational techniques and technologies used in classrooms across the country. Education consulting is a rewarding and expanding career opportunity for those striving to improve educational best practices.

At a glance: education consultants

An education consultant makes a meaningful difference in how education is delivered and received. Being a guiding force in improving opportunities and classrooms, education consultants find themselves shaping the academic lives of students across the country.

Education consultant job description

An education consultant is often someone with teaching or administrative experience now serving as an advisor in all things education. Their focus is in training and advising members of the educational community on new technologies, classroom policies, student achievement, and much more.

Typical duties include:

• Serve as an advisor for teachers, parents, school administrators, school boards, and government officials
• Assess education standards and classroom policies, as well as grades and test scores
• Help implement changes to curriculum based on data
• Survey students to change programs or curriculum
• Report on the effectiveness of current academic systems
• Devise strategies to improve educational quality and help implement new policies
• Design new training programs and offer teacher training workshops
• Recommend different educational materials
• Implement and guide usage of new technologies
• Assist in correlating systems to improve student drop-out rates
• Advise academic intervention programs
• Supervise online education
• Manage charter school operations
• Match students to appropriate learning environments, such as special education programs
• Guide college selection and application
• Meet with administrators and teachers to discuss programs and budgets

Working independently or as a part of an education consulting firm, education consultants have a variety of options in how they target their consultation.

Educational consultants can offer general consultation on educational practices, but most find success by focusing on a particular specialty.

School and postsecondary institution education consultants

Schools and postsecondary institutions hire education consultants to examine how their students learn on a holistic level and recommend improvements in policies and programs. They may also hire education consultants to examine a specific problem and design a custom solution.

Consultants in these positions often overhaul programs, policies, and priorities. They will provide aid by training faculty and advising administrators and board members on turnaround initiatives. Many education consultants may deliver assistance in managing charter schools and their educational policies.

Education consultants for individual students and their families

Some education consultants work one-on-one with individual families as an independent consultant. This situation requires the consultant to personalize solutions for individual students. Often, these consultants work exclusively with special populations such as athletes, at-risk youth, or international students.

They will work to match the child to the right learning environment: remedial or special education services as well as public, private, or boarding school. They will advise college selection and guide students and their families through the application process.

Education consultants for product-driven firms or government agencies

A third type of education consultant works on projects for textbook publishers, learning companies, and educational technology firms. These consultants focus on making great educational products for students, teachers, and schools aimed at improving student achievement.

Education consultants working for the government often gather and assess information in order to advise superiors. They may evaluate resources, advise on implementation of alternative sources, and present potential outcomes of new or existing programs regarding government work and business.

Who makes a good education consultant?

Someone who is:

• Analytical and adept at decision-making
• Attentive to details and well organized
• Oriented toward service
• Good at planning and organizing
• Empathetic and sociable: Able to offer solutions and connect with students, teachers, and school officials
• Skilled in identifying problems and brainstorming potential solutions
• Possesses excellent written and oral communication skills
• Comfortable working independently and collaboratively with other team members
• Able to meet aggressive deadlines
• Interested in traveling and working in a diverse range of environments
• Qualified with a degree in curriculum and instruction or education leadership

Education consultants in-depth

Education and certification requirements for education consultants.

• Education: Master’s degree, PhD, EdD, or JD
• Typical study time: 6-10 years

Although you may be able to build a career without a master’s degree, education consultants with a master’s degree in a relevant field have a greater chance for promotions and increased salary.

Most employers look to hire education consultants with an advanced degree in a field like curriculum and instruction. Many school districts require a master’s degree along with a valid teaching certificate.

The highest-paid consultants often have years of experience as teachers or administrators. Whatever your previous experience, the best way to position yourself as an education consultant is to learn as much as you can about a specialization, selling yourself as an expert in that niche.

School districts often look for education consultants with specializations in areas such as:

• English/mathematics education
• Curriculum design
• Audio/visual education
• Emerging technology
• Blended learning

Certification

Independent educational consultants often register with organizations like the Independent Educational Consultants Association (IECA) or the American Institute for Certified Educational Planners to increase their visibility with potential clients.

The IECA requires a master’s degree or higher from an accredited institution, three years of experience in educational placement counseling or admissions, on-campus evaluations, and professional references from its members.

The American Institute for Certified Educational Planners requires an application, a master’s degree, and demonstration of high ethical standards through references and an assessment interview.

Salary range for education consultants

Salary ranges for education consultants can vary, dependent on whether employment is as an independent consultant or as an employee within an education consulting institution. Factors such as state, specialization, and experience also determine salary ranges. The Bureau of Labor Statistics states the median salary for an education consultant is $64,450. The lowest 10% percent earn less than $36,360 and the highest 10% percent earn more than $102,200.

According to ZipRecruiter.com, average pay for education consultants by state varies from $46,494 to $65,562.

The Bureau of Labor and Statistics also states a variation in salary scale based on the institution of employment:

• Government: $76,970
• Schools: local, state, and private: $69,900
• Postsecondary schools: $58,420
• Educational support and private organizations: $62,530.

Here is a snapshot of average education consultant salaries:

• Payscale.com: $64,852
• O Net Online: $64,450
• Indeed.com: $59,336
• Glassdoor.com: $63,133
• ZipRecruiter.com: $59,911

Education consultant employment projections

Demand for motivated, passionate education consultants continues to grow in the increasingly competitive education sector. The BLS projects a 6% growth from 2018 to 2028. Growth will be dependent largely on state and local government budgets. However, school districts and postsecondary institutions will still be held accountable for test scores, graduation rates, and student achievement data. As schools seek to add training and educational guidance in areas such as technology and curriculum, education consultation will continue to be sought out.

Advantages and disadvantages

• Always learning new ideas and educational practices
• Opportunities for rapid advancement
• Build a powerful network
• Flexibility and control
• Specialist or expert status.
• Job security — as one project ends, there may not be an immediate job available.
• Self-reliance for career advancement

For further information regarding working within an education consulting firm, check out “What are the Benefits of Working for an Educational Consulting Firm.” 

Professional development for education consultants

Continuing education.

Education consultants are seen as experts in their field and hired for the advice and guidance they can impart in struggling or low-achieving school systems. Professional development is an imperative for standing out and doing the job well. Many programs and opportunities are available online and through most professional associations.

Professional Associations

• Independent Educational Consultants Association
• Higher Education Consultants Association
• Generation Ready
• National Association for College Admission Counseling (NACAC)
• American Institute for Certified Educational Planners (AICEP)

Best of the Web

The internet makes it easy to connect with prominent education consultants. Here are some of our favorite resources.

Favorite education consultant blogs

• Independent Educational Consultants Association Blog
• Inside Higher Ed Blog
• NACAC Admitted Blog
• EdWeek Blogs
• Thank You Brain
• Generation Ready News & Research

Favorite education consultant Twitter and Instagram

• Generation Ready: @GenerationReady
• Independent Educational Consultants Association: @IECA
• Higher Education Consultants Association: @HECAtweets hecagrams
• NACAC: @NACAC NACAC
• Danny Brassell: @DannyBrassell
• Dr. Alec Couros: @courosa
• Tom Tolkien: @tomtolkien
• Camac Consulting: @CamacConsulting
• Shahrazad Kablan: @ShahrazadKablan
• Pie Corbett: @PieCorbett
• Rick Wormeli: @RickWormeli
• First Gen Counseling: 1stgen_college_counseling
• Ms. Queenie: msqueenie.educates/
• Bridge Education Consultancy: educational_consultant_
• CNY Education Consultant: cnyeducation

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What Does an Educational Consultant Do?

Education is an ever-adapting field. As contexts and guidelines change, education adapts in many ways. With an increasing emphasis on specific aspects of education delivery, consultants can help improve methods and materials. They can also support students with a variety of individual educational needs. 

What educational consultants do supports both students and their institutions. From analyzing and advising on curricula to helping individuals with their college application process, educational consultants help improve educational outcomes. By enrolling in an advanced education degree such as an online Master of Education in Education Policy Leadership and an online Master of Arts in Teaching , aspiring educational consultants can hone the professional skills they’ll need to be competitive in this critical role.

What Is an Educational Consultant? 

Educational consultants work with students, parents, and schools to improve educational experiences, facilities, and outcomes. This may involve creating new policies and procedures to streamline the financial aid or admissions processes or counseling students about educational and career goals.

Educational consultants may also help students and their parents through the college application and planning process. This could begin by evaluating the student— analyzing their strengths and weaknesses—and then identifying colleges that would be a strong fit for the student’s interests and needs. Later in the process, they advise on the application and financial aid procedures.

In addition to working with students and families, educational consultants provide direct feedback to educators. Because of this, having relevant training and experience in education is essential for success in the role.

Educational Consultant Job Description: Key Tasks and Responsibilities

Educational consultants advise their clients on a variety of educational needs and services. This could mean reviewing new educational tools or working closely with parents to ensure that they know how to support their students as they apply to and plan for college. Educational consultants’ responsibilities include the following:

• Conducting aptitude tests and interviews to find students’ strengths
• Helping students develop key skills, like time management and study habits
• Outlining plans for academic and career goals
• Advising on educational materials and staffing 
• Analyzing teacher performance, curricula, and other educational data to ensure they meet the correct goals
• Collaborating with parents and teachers to aid in students’ success
• Coaching educators on ways to improve their teaching skills

Educational Consultant Career Paths and Specializations

To become an educational consultant, an individual needs the right education, experience, and certification. After that, they’ll need to decide which professional career path to take and whether they want to pursue any specializations. The options range from working at schools or institutions to working independently.

Career Path             

After completing the required education and gaining some relevant work experience, educational consultants are ready to begin their careers. Settings vary. They can seek to work independently or with a college or university. While these settings differ, the educational consultant’s tasks and responsibilities remain the same.

Independent Educational Consultant            

If educational consultants choose to work independently, they must be certified to prove their competency and value. Independent educational consultants usually work with individual clients on college admissions, or they may advise special education students or student athletes. They usually work under the Independent Educational Consultant Association (IECA) and are HECA members.

School and Institution Educational Consultant              

Because of the wide range of what educational consultants do, schools and educational institutions often enlist them to evaluate student performance, review educational materials, and advise on ways to improve their environment and quality of teaching. They may also hire educational consultants to fix specific problems within the school or institution. Educational consultants may also train faculty members.

Specializations            

Educational consultants who specialize in particular areas can offer targeted support and insight to students and institutions. Educational consulting specialties include the following:

• Audio/visual education
• English and mathematics
• Curriculum design 
• Financial aid consultation

Educational Consultant Salary

Educational consultants had a median annual wage of $63,214 as of May 2022, according to Payscale. Those in the lowest 10th percentile earned less than $44,000, and those in the top 10th percentile earned more than $89,000. These figures can vary depending on the experience level and the type of organization you work for, among other factors. 

Educational Consultant Job Outlook 

This field of instructional coordinators, including educational consultants, is expected to grow by 10 percent from 2020 to 2030, according to the US Bureau of Labor Statistics (BLS)—a rate that’s slightly faster than the average for all professions. To take advantage of job opportunities, having the right educational background is a must.

Steps to Becoming an Educational Consultant 

The educational consultant career trajectory is comprised of a few important steps. These include earning an education and gaining work experience in education.

Education and Experience Requirements 

To begin an educational consultant career, an individual first needs to earn both a bachelor’s degree and a master’s degree in an educational field, such as a Master of Arts in Teaching or a Master of Education in Educational Policy and Leadership. 

Next, it’s crucial to have adequate professional experience to gain the necessary skills and knowledge of what educational consultants do. Some ways to gain experience include volunteering at local high school counseling offices or at nonprofits dedicated to helping students plan for college. 

Additionally, those who want to be independent educational consultants should consider joining a professional organization like the IECA, which can offer educational consultants networking opportunities and training.

Certification 

To be competitive in the field, an educational consultant would do well to consider becoming a certified educational planner (CEP). This certification, for which a master’s degree in school counseling or a related field is a prerequisite, is a mark of distinction that recognizes an educational consultant’s in-depth knowledge and commitment to the profession, according to the American Institute of Certified Educational Planners (AICEP).

To become a CEP, educational consultants need to submit an application highlighting their experience, education, and professional commitment and demonstrating their high ethical standards. Next, they need to pass an exam.

Further Your Career at American University 

American University’s online Master of Education in Education Policy Leadership and online Master of Arts in Teaching programs can help individuals earn advanced knowledge to improve educational landscapes. With courses that focus on educational theory and promoting educational equity in current contexts, they can arm students with the wisdom and skills they need to make a difference. Become an education professional and create change in education at American University.

How to Foster a Growth Mindset in the Classroom

How to Incorporate Mindfulness in the Classroom

How to Get Parents Involved in Student Education

American Institute of Certified Educational Planners, Becoming a CEP

Betterteam, Educational Consultant Job Description

Indeed, How to Become an Educational Consultant

Independent Educational Consultants Association, Specialty Designations

Independent Educational Consultants Association, What is an Independent Educational Consultant?

Payscale, Average Educational Consultant Salary

United States Bureau of Labor Statistics, Instructional Coordinators

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Education consulting.

This practice-based course provides students with an opportunity to learn about the education consulting profession. The first module provides a critical overview of how consultants work with schools, districts, universities and nonprofit organizations to assess educational challenges. The second covers multiple applied research methods, including design thinking, individual and focus group interviews, and secondary data analysis. During the third module students consult for a school, district or nonprofit organization, getting first-hand experience in the profession.

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Education Agent Training Course (EATC)

For education agents seeking the QEAC certification, the Education Agent Training Course (EATC) is an industry-recognised online course on the Australian education system. Graduate as a  Qualified Education Agent Counsellor (QEAC)  and join a global network of over 11,000 education professionals.

Originally created and owned by PIER, and having undergone extensive updates, including recently announced legislation and regulation changes, the EATC provides counsellors with key information on Australia’s international education landscape, an in-depth study of the market, and tools to enhance professional development.

The EATC is delivered fully online for self-paced learning and includes readings, links to related resources, self-assessment quizzes and case studies.

Course overview

Become a globally recognised expert.

• Prepare Take a comprehensive course and practice tests associated with the exam.
• Book Purchase the exam and upload your official ID for verification by our team.
• Get Certified Answer 80% of questions correctly in the exam to earn your certification.

BENEFITS OF TAKING THE COURSE

When you take this course you’ll learn all about:.

Australia, the Australian Qualifications Framework (AQF), VET qualifications (Vocational Education and Training) and career trends.

Legislation and Regulations (REG) such as the ESOS Act, the National Code of Practice 2018 and the Migration Act 1958.

Working effectively in international education (WEF).

Professional standards and ethics (ETH).

Education agents who wish to further their professional development and focus on Australia as a study destination are encouraged to take the EATC. The course offers updated information on the Australian education system and studying in Australia, which benefits both new and current agents.

It explores key tools like the PRISMS database and the CRICOS register. By the end of the course, you will have a thorough understanding of the CRICOS Course Code, and be able to answer key questions such as what is a CoE, what does a CoE look like, and know how to extract crucial information from the CRICOS register.The EATC also provides a basic understanding of student visas including the evidentiary framework and processing requirements.

After completing the EATC course, you can take the QEAC certification exam, a formal test to become a certified agent. Successful graduates will receive a qualification badge with a unique ID number and a certificate confirming them as a Qualified Education Agent Counsellor (QEAC), with the recognition of being an ICEF-qualified Australia consultant for the international education industry. Graduates are also entered into the Qualified Education Agents (QEA) network, containing the names and company contact details of more than 16,000 qualified agents worldwide. ICEF and PIER-trained agents are sought after by education institutions worldwide.

• Examination
• Entry requirements
• Course fees

Pass the EATC exam to receive the Education Agent Training Course (EATC) Certificate.

Education counsellors who have studied the EATC course can seek to obtain the QEAC certification by taking the associated exam. The  QEAC certification exam  can be taken online or in person at some ICEF events.

You will be notified of your results within 5 working days if taking the exam online. If taken in person, results are available immediately upon completion.

Successful participants will receive the QEAC certification.

Check if you are eligible to take the exam.

There are no qualifications or specific language requirements for the QEAC. However, English proficiency equivalent to an IELTS score of 5.0 (TOEFL iBT 35 minimum) is advisable for candidates with English as a second language.

The designation of Qualified Education Agent Counsellor (QEAC) does not require participation at an ICEF event, nor are the agents vetted or required to provide partner references to complete training and testing.

Book your exam.

Study for the EATC is free and is delivered in a self-paced modular format.

The charge for the QEAC test is €295. This fee allows for up to three attempts at the final test if required.

Discounts are available for multiple bookings for counsellors within the same agency or to members of educational agency associations that enter into an agreement with ICEF.

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Advising for study in france (asf).

• Learn about French education system including study levels and institution type.
• Develop best practices to maximise recruitment opportunities.

Canada Course for Education Agents (CCEA)

• Learn about Canada’s education system and application processes.
• Develop strategies to work effectively with Canadian institutions.

China Education Agent Course (CEAC)

• Learn all about the international education context, best practices, and ethics.
• Get an overview of the people in international education.

ICEF Agent Training Course (IATC)

• Understand industry best practices, marketing, and ethics.
• Develop your core skills as an education agent or counsellor.

Ireland Education Agent Course (IEAC)

• Gain specialist insights on how to advise students.
• Learn about study levels, study options, and qualifications available.

US Agent Training Course (USATC)

• Learn about study options and qualifications available in the US.
• Understand best practices and student support services.

What our graduates say

"The Education Agent Training Course (EATC) has provided me with invaluable knowledge about Australia's educational system. Exploring the diverse cities covered in the course has proven immensely beneficial to me."

"Beyond providing me with a deep insight into the Australian education system, the Qualified Education Agent Counsellor certification has boosted my confidence to effectively counsel students in their study-abroad journey."

"After earning the Qualified Education Agent Counsellor certification, I feel more confident in my ability to effectively counsel students and guide them towards achieving their academic and career goals in Australia."

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Disruptions in education are creating opportunities for educational systems—from K-12 through higher education—to innovate. BCG’s education consulting experts work with clients to transform how people learn and educational systems thrive.

Educational institutions face strong headwinds, and must overcome a deepening racial and socioeconomic achievement gap and disrupted learning experience for nearly 1.6 billion pandemic-affected students globally. With the right strategic focus—coupled with powerful human and digital capabilities and a willingness to innovate—educational institutions can transform their cultures and educational models to enable 21st century learning.

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How BCG Unlocks Opportunities for Education Innovation

At BCG, our education strategy consulting work sits at the intersection of education, employment, and welfare. Our experts deliver learning and training experiences that promote workplace readiness and success—and ensure that policies and funding support the well-being of disadvantaged children and students. Our education experts help organizations and institutions set a bold ambition, cultivate talent, and deliver proven technology and innovation initiatives, all while managing costs.

Our Areas of Focus

At BCG, we have deep expertise in supporting transformative education initiatives at the local, national, and global levels. The heart of our education consulting practice serves traditional educational institutions, for learners from early-childhood education all the way through to lifelong learning. Beyond traditional education, we also help governments and businesses provide opportunities for lifelong learning so that people can gain the skills and capabilities that future workforces will require.

BCG serves as a thought leader and collaborator for prominent global education partners, delivering results including:

• Improving student-learning outcomes for 2.2 million students in India.
• Partnering with not-for-profit foundations—such as the Bill & Melinda Gates Foundation and the Walton Family Foundation —to strengthen education in the US.
• Hosting conventions on  early-childhood education and preschool,  bringing together key providers, funders, and experts.
• Developing a  multisector strategy together with UNICEF’s Generation Unlimited,  ensuring every young person worldwide has access to education, training, and age-appropriate employment by 2030.
• Serving as a strategic partner for the  World Economic Forum’s Global Future Councils,  defining a new agenda for education, skills, technology, and the future of work.
• Supporting millions of children whose education has been disrupted by conflicts and natural disasters through UNICEF’s Education Cannot Wait nonprofit.

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Reinventing Education in Saudi Arabia. BCG helped restructure the K—12 and higher-education ministries in Saudi Arabia to improve learning and teacher development.

Rebuilding and Transforming New Orleans Public Schools. BCG helped the city of New Orleans reorganize, reopen, and revitalize schools after Hurricane Katrina, all while positively impacting student performance.

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The Consultant’s Toolkit: Consulting Training

Refine your consulting abilities through proven techniques to improve organizational effectiveness.

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The Consultant’s Toolkit Overview

Organizations look to consultants to provide necessary guidance on important business decisions. Designed for internal consultants with less than seven years of experience, The Consultant’s Toolkit program explores a variety of consulting tools to teach you how to diagnose organizational problems and evaluate potential solutions, enhancing your ability to confidently present recommendations to your clients and drive successful outcomes.

Some of the topics you’ll cover in the program include:

• Strategic frameworks for the consulting process
• Operational diagnostic tools
• Hypothesis trees
• Research methods
• Presenting recommendations

Through a combination of lecture, case discussions, and interactive group exercises, this program focuses on teaching analytic techniques that can be applied in diverse settings, ranging from small and large companies to for-profit and nonprofit organizations.

Who Should Take the Consultant’s Toolkit Training?

This program is designed to offer significant benefits to internal consultants and individuals who are currently collaborating with consultants or seeking to integrate consulting tools and techniques into their organizations.

Participants with less than seven years of consulting experience can expect to discover additional tools to enhance their expanding toolkit. However, those with over seven years of experience may find the content too foundational.

Program participants hold positions such as:

• Financial consultant
• Project manager
• Human Resources manager
• Business Analyst
• Solutions consultant
• Political strategist

Individuals working within small or medium-sized consulting firms, as well as internal and independent consultants, will find this program most beneficial. This program is not recommended for consultants from the largest consulting firms.

Benefits of the Consultant’s Toolkit Training

The Consultant’s Toolkit program offers the opportunity to develop a strong knowledge base and skills required to complete successful consulting projects.

Participants will learn:

• The baseline for success in a consulting role and an understanding of the consulting process
• Various consulting techniques in areas of strategic formulation, market research, operations, performance management, and project management
• Effective methods for achieving impactful implementation
• Essential consulting skills for collecting, analyzing, and presenting data
• How to engage more effectively with independent consultants working for your organization

Upon completion of the program, you will receive a Certificate of Participation from the Harvard Division of Continuing Education recognizing your achievement.

In The Consultant’s Toolkit, you will learn through a combination of lecture, case studies, and interactive group exercises. Topics covered include:

• An overview of the consulting industry, trends, and the role of consultants
• Problem definition
• Discovery and data collection
• Recommendation and presentation
• Implementation
• Dealing with resistance

The Consultant’s Toolkit Program is offered in on-campus or online formats. On-campus courses are held at our state-of-the-art classroom space in the heart of historic Harvard University. Online courses are held live via Zoom for 3.5 hours one day per week for four weeks.

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With participants from more than 100 different countries and a variety of industries, Harvard Professional & Executive Development programs provide you the opportunity to gain fresh perspectives and unique insights as you learn alongside peers with similar roles who face like business challenges.

How do I know if the Consultant’s Toolkit program is right for me?

This program is designed for internal consultants and those who work with consultants. If you are looking at training courses to improve the consulting process within your organization, this program is right for you.

The Consultant’s Toolkit will provide internal consultants with the valuable consulting skills they need to succeed. However, if you have more than seven years of experience or work in one of the larger consulting firms, you may find this program to be too fundamental.

How will the Consultant’s Toolkit program help me improve my career or company?

Participating in The Consultant’s Toolkit program demonstrates your proficiency in consulting tools and techniques, making you a valuable asset to your current or future organization. With this program, you can upskill or reskill to show initiative and develop new strengths, which you can demonstrate in your next consulting project.

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The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Independent Educational Consultants Association

Welcome to ieca.

The process for finding the right school, college, or program for your child is one of the most important decisions your family will make.

Hiring an independent educational consultant who is a member of IECA ensures that you will work with a professional who has proven expertise, is fully vetted, and demonstrates the highest standards in education, training, ethics, and experience.

Quick Links

Parents & Students

An IECA member educational consultant is a skilled professional who provides counseling to help students and families choose a school, college, or other program that is a good personal match: one that will foster the student’s academic and social growth.

Learn how membership in IECA opens doors and hear testimonials from IECs who have recently joined. See details on the unique benefits of IECA membership, access membership applications, and learn about IECA’s Summer Institute for newer educational consultants and for those who are considering becoming an IEC.

IECA Members

IECA members have access to our online member network, and many educational resources and benefits.

Admission Reps & Vendors

IECA encourages the active participation of educational institutions and offers a number of opportunities for schools and universities to share valuable information with our member educational consultants.

UPCOMING CONFERENCE

IECA NEWS CENTER

Search for an IECA Member

IECA Career Center

Welcome to ieca’s job board & career center.

Find the talent your organization needs or search jobs for your own career advancement.

The Independent Educational Consultants Association (IECA) is a not-for-profit, international professional association representing experienced independent educational consultants .

MEMBER RESOURCES

IECA members have access to many resources, including Marketing Publications , Discounts for Your Business ,  Regional Groups, Mentoring , Peer-to-Peer Resources , Affinity Groups , Campus Tours , Insights Journal , and much more.

Member Network

The IECA Member Network is a members-only online community that allows you to communicate with your peers about professional topics. All members are automatically added to this platform.

IECA offers numerous educational events each year throughout the country, including Webinars & Virtual Campus Tours , Conferences , Summer Institute ,  Professional Member Business Forum , and Symposia .  We welcome proposals to present at our conferences .

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6 Best Online Business Degree Programs for Aspiring Professionals 

Published: June 3, 2024

The demand for flexible educational models is soaring. Online business degree programs have become increasingly popular as more aspiring professionals seek to enhance their skills and advance their careers. Why choose an online business degree? These programs cater to the needs of those needing flexibility around their busy schedules and provide a comprehensive curriculum that prepares students for the challenges of modern business landscapes.  

Choosing an accredited online program is crucial as it ensures the quality and acceptance of your degree in the professional world. This article will explore how these transformative educational pathways equip professionals with the necessary skills and knowledge to thrive in today’s business arena. 

Requirements for Enrolling in Online Business Degree Programs 

Are you thinking about starting an online business degree? The journey starts with understanding the admission requirements, which are crucial to ensure you are prepared for the academic challenge. Typically, prospective students must have a high school diploma or equivalent.  

Depending on the program, standardized test scores from exams like the SAT or ACT might also be required. For those looking to specialize early, some business programs may ask for prerequisites in mathematics or related business courses.  

Additionally, non-native English speakers must demonstrate proficiency through standardized tests like the TOEFL or IELTS. Meeting these requirements not only fulfills the administrative aspects of enrollment but also prepares you for rigorous studies in business. 

Is an Online Business Degree Worth It? 

Is investing in an online business degree a smart move? Absolutely—when considering the right factors. The value of an online business degree often hinges on several critical aspects: the program’s accreditation, its faculty’s expertise, and its alumni’s success.  

These elements combined with a robust educational experience lead to significant returns on your investment. With an accredited degree, graduates are seen as desirable candidates in the job market, potentially leading to higher salaries and better career advancement opportunities.  

Also, the personal and professional growth gained through the curriculum and networking within these programs can be transformative, setting you on a path to long-term success in various business sectors. 

What are the Best Online Business Academic Programs? 

When choosing online business programs, quality and relevance are paramount. Here’s a look at some top disciplines and the best online courses available in each: 

Accounting 

Accounting is the backbone of business finance management. Renowned online programs in this field cover essential topics such as fundamental accounting principles, financial statement analysis, and managerial accounting. These programs equip you with the skills to manage financial records accurately and comply with legal standards, making you an invaluable asset to any organization. 

Business Administration 

For a broad understanding of the corporate world, online programs in Business Administration are indispensable. These programs typically include organizational behavior, strategic management, and operations management classes. They provide a comprehensive foundation for managing a business’s resources and navigating its strategic direction, which is crucial for any aspiring executive or entrepreneur. 

Business Analytics 

In today’s data-driven business environment, proficiency in Business Analytics is highly sought after. Cutting-edge online programs in this area teach data analysis, predictive modeling, and data visualization techniques. These skills are essential for making informed decisions and can significantly impact your ability to contribute to a company’s strategic goals. 

Courses in Finance are critical for those interested in investment management or corporate finance. Top-rated online programs offer in-depth coverage of topics like financial modeling, investment strategies, and risk management. These programs prepare you to handle complex financial landscapes and make strategic investment decisions. 

Entrepreneurship 

Aspiring entrepreneurs can benefit from online programs focusing on the fundamentals of starting and managing a business. These programs often include startup strategies, business planning, and innovation management, providing practical tools and insights necessary for launching and sustaining a successful business. 

6 Best Online Business Degree Programs in 2024 

When looking at online business degree programs , it’s crucial to consider factors such as accreditation, curriculum quality, and student support. Here are six of the best online business degree programs offering comprehensive education and robust student services in 2024: 

University of the People 

Known for its flexibility and affordability, University of the People offers tuition-free online business degree programs, making higher education accessible to students worldwide. The curriculum provides a solid foundation in business principles, preparing students for various professional settings. 

Arizona State University 

Arizona State University’s online business programs are celebrated for their innovative curriculum and esteemed faculty. ASU provides students with a robust online learning environment that emphasizes practical skills and real-world applications, preparing graduates for significant roles in business. 

University of Illinois Urbana-Champaign 

The University of Illinois Urbana-Champaign is renowned for its prestigious online business degree programs. With a rigorous curriculum and opportunities for cutting-edge research, UIUC prepares students for high-level careers in business backed by a strong network of successful alumni. 

Southern New Hampshire University 

Southern New Hampshire University offers flexible, career-focused online business programs. Known for its strong industry connections and comprehensive support services, SNHU ensures students are well-prepared for the job market through practical experience and internships. 

University of Florida 

The University of Florida’s online business degrees are highly ranked due to their comprehensive curriculum and distinguished faculty. UF’s strong ties to the business community and focus on real-world learning make it an excellent choice for students seeking a robust educational foundation. 

Western Governors University 

Western Governors University offers a unique competency-based approach to its online business programs, allowing students to progress at their own pace. This model is perfect for those who need flexible scheduling options and focuses on equipping students with practical, immediately applicable skills. 

These programs stand out for their academic rigor and commitment to student success, making them ideal choices for aspiring business professionals. 

Benefits of Online Business Degree Programs 

Why should one consider pursuing a business degree online? The advantages are numerous and cater to the evolving needs of today’s learners and professionals. Here are some key benefits: 

Flexibility 

One of the primary appeals of online business degree programs is their flexibility. Students can tailor their study schedules around personal and professional commitments, allowing them to learn at their own pace. This flexibility is invaluable for those who need to balance their education with work, family, or other responsibilities, making it possible to advance academically without sacrificing other areas of life. 

Accessibility 

Online programs break down geographical barriers to education, enabling students from any location to access top-tier business courses. This accessibility is particularly beneficial for students in remote or underserved regions or those who cannot relocate for personal or professional reasons. With a reliable internet connection, your classroom can be anywhere, providing a level of convenience that traditional on-campus programs cannot match. 

Diverse Learning Environment 

Online business degree programs often attract a global audience, resulting in a richly diverse student body. Diversity enriches the learning experience by exposing students to various perspectives and insights, which is especially valuable in business, where global understanding and cultural awareness are crucial for success. 

Skill Enhancement 

Online business programs are designed to provide theoretical knowledge and practical skills applicable to real-world settings. These include digital literacy, remote collaboration, and advanced data analysis—skills that are increasingly in demand in today’s technology-driven marketplace. Enhancing these skills can significantly boost employability and career prospects in various business environments. 

What to Consider When Choosing an Online Business Degree Program 

Selecting the right online business degree program is a pivotal decision that can impact your career trajectory. Here are important factors to consider to ensure you choose a program that aligns with your professional goals and educational needs: 

• Accreditation: Accredited programs have met stringent standards set by relevant educational authorities, ensuring that the education you receive is of high quality and universally recognized. 
• Faculty Expertise: Experienced instructors deliver better education and bring valuable industry insights and networking opportunities that can be crucial for your future career. 
• Curriculum Relevance: Look for programs that offer up-to-date courses that cover the latest trends and technologies in the business world. This ensures that your education will be applicable and beneficial in a rapidly evolving market. 
• Program Flexibility: Programs that offer asynchronous learning, varied pacing options, or multiple start dates can provide the adaptability you need. 
• Student Support Services: Career counseling, academic advising, and technical support can enhance your educational experience and help you overcome any challenges you might face. 
• Alumni Network: Alumni can provide mentorship, networking opportunities, and insights into the industry, which can be incredibly beneficial as you progress in your career. 

Are You Ready to Find the Best Online Business Degree Program for You? 

Pursuing an online business degree is a massive step towards enhancing your career and personal growth. As you contemplate this decision, aligning your choices with your long-term career goals and current lifestyle needs is essential. Think about what you want to achieve with your degree—Is it career advancement? Gaining a specific set of skills? Or perhaps transitioning to a new industry? 

Remember, the right online business degree program offers more than just knowledge; it provides tools for real-world application and opportunities for professional networking. Ensure that the program you choose fits your educational needs and provides the support and resources necessary to help you succeed in your endeavors. 

Are online business degrees accredited by recognized institutions? 

Yes, many online business degrees are accredited by recognized accrediting agencies, including those offered by UoPeople. It is accredited by the Distance Education Accrediting Commission (DEAC) , which is just one example of an accreditation that meets high educational standards. Always verify a program’s accreditation status before enrolling, which is crucial for your degree’s acceptance in the professional world.  

What should you look for when choosing an online business degree program? 

When choosing an online business degree program, consider its accreditation, curriculum relevance, faculty expertise, flexibility, student support services, and the strength of its alumni network. These factors are critical in ensuring a quality education that aligns with your career goals. 

What are the admission requirements for online business degree programs? 

Typical admission requirements for online business degree programs include a high school diploma or equivalent, standardized test scores such as the SAT or ACT, and, for non-native speakers, proof of English proficiency through tests like TOEFL or IELTS. Some programs may have additional requirements, such as specific coursework in mathematics or business. 

How do you apply for an online business degree? 

To apply for an online business degree, you must complete an application form on the university’s website, submit your academic transcripts, and provide any additional documents required by the program. At UoPeople, the application process is streamlined online, and the university provides guidance through admissions advisors to assist prospective students in completing their application. 

What are the best career opportunities with an online business degree? 

An online business degree can open doors to numerous career paths including management, finance, marketing, human resources, and operations. Graduates can work in various industries such as technology, healthcare, finance, and government. 

How do you choose the best online business degree programs in the United States? 

Choosing the best online business degree program involves researching and comparing programs based on key factors such as accreditation, faculty qualifications, curriculum depth, flexibility, student services, and the institution’s overall reputation. Consider programs that align with your career objectives and offer the resources needed to support you. 

Related Articles

• Open access
• Published: 03 June 2024

Factors leading to lapses in professional behaviour of Gynae residents in Pakistan: a study reflecting through the lenses of patients and family, consultants and residents

• Humera Noreen 1 ,
• Rahila Yasmeen 2 &
• Shabana Ali Mohammad 2  

BMC Medical Education volume  24 , Article number:  611 ( 2024 ) Cite this article

Metrics details

Introduction

Professional behaviour is the first manifestation of professionalism. In teaching hospitals, the residents can be considered vulnerable to lapses in professional behaviour when they fail to meet the set standards of professionalism. Residents of some specialties are more at risk of lapses in professional behaviour due to the demanding nature of work. Research focusing on the behaviour of residents in the field of Gynae and the underlying factors contributing to such behaviour is notably lacking in the literature. Additionally, there is a gap in understanding the perspectives of patients from Pakistan on this matter, as it remains unexplored thus far, which constitutes the central focus of this study.

An increase in complaints lodged against Gynae resident’s professional behaviour in Pakistan Citizen Portal (PCP) was observed. Therefore, an exploratory qualitative study was conducted to investigate the factors and rationales contributing to the lapses in resident’s professional behaviour.

The study collected the viewpoints of three stakeholder groups: patients and their families, consultants and residents. The study was conducted in three phases. First, the document analysis of written complaints was conducted, followed by face-to-face interviews (11 per group) conducted by trained researchers from an independent 3rd party. Finally, the interview data was transcribed, coded and analysed.

In total 15 themes were identified from the interviews with 3 stakeholders, which were then categorized and resulted in 6 overlapping themes. The most prevalent lapse reported by all 3 stakeholders was poor verbal behaviour of residents.

The highly ranked factors contributing to triggering the situation were associated with workplace challenges, well-being of residents, limited resources, patients and family characteristics, patients’ expectations, lack of administrative and paramedic support, cultural factors and challenges specific to Gynae specialty .

Another intriguing and emerging theme was related to the characteristics of patients and attendants which helped in understanding the causes and implications of conflicting environments. The value of competency also emphasized that can be accomplished by training and mentoring systems. The thorough examination of these factors by key stakeholders aided in accurately analysing the issue, its causes, and possible solutions. The study's findings will assist higher authorities in implementing corrective actions and offering evidence-based guidance to policymakers to improve healthcare system.

Peer Review reports

Understanding human behaviour is very important to comprehend how people see, interpret and adapt to various environments and to have an insight about the reasons people change their behaviour [ 1 ]. The same principle applies to professional behaviour (PB) in workplace environments including healthcare. The professional behaviour in a healthcare system could be defined as placing the best interests of patients at the center of everything you do [ 2 ].

Lapses in professional behaviour lack a unified definition, one could say that any behaviour that impairs the ability of the medical team to achieve desired outcomes is considered as lapse in PB or when someone is not following the standards expected from a person in their profession and behaving against them. Lapses could also be taken as a behaviour characterized by actions that a reasonable person would view as humiliating, rude, disrespectful, abusive language, demeaning, and bullying [ 3 ]. Lapses in professional conduct not only impact patient-doctor relationships, patient safety, and the quality of care but also the doctor's career [ 4 ].

According to Accreditation Council for Graduate Medical Education (ACGME) guidelines, residents must acquire professional behaviour as a core competency. The expected domains of professional behaviour projected by the residents include empathy, honesty, and respect for others [ 5 ] . Residents are susceptible to engaging in a variety of lapses in professional behaviour throughout their residency, which is a crucial time for doctors to build their ethical norms. It is essential to have a complete awareness of the relevant causes or events in order to prevent resident misbehaviour [ 6 ].

There is a scarcity of literature specifically examining the assessment of trainees' reasons and varieties of professional conduct lapses [ 7 ]. In the existing body of literature, the behavioural deficiencies observed among residents encompass various misconduct aspects, including disruptive practices involving patient care neglect, absence of empathy, and disrespect toward patients, as well as verbal or nonverbal misuse of authority and unwelcoming demeanor [ 8 , 9 , 10 ].

However, it's been acknowledged that addressing lapses in professional behaviour poses one of the most difficult challenges for medical educators. Understanding the underlying reasons behind such lapses is intricate, with the context in which the behaviour manifests playing a pivotal role [ 7 ].

Research indicates a connection between unprofessional conduct during undergraduate and postgraduate training and similar behaviour in later practice [ 11 ]. A conceptual framework has been proposed for evaluating and addressing lapses in PB [ 3 ]. To identify the root causes of PB lapses, it is crucial to determine whether residents understand professional expectations and are willing to adhere to them, or if there are barriers or distractions hindering their ability to exhibit professional behaviour [ 12 ]. The problem of lapses in PB is not specific to any specialty and appears to be occurring in various demographic groups/countries [ 13 , 14 , 15 ].

In teaching hospitals tasked with training new physicians, the diverse background of patients and their attendants often leads to an overwhelming environment. This diversity breeds a behavioural gap, primarily driven by the varying interests of individuals involved. Patients and their attendants bring different levels of understanding, influenced by educational exposure, personal values, and background, which can disrupt interactions and impact patient-doctor relationships [ 16 ].

Furthermore, residents face additional pressures that contribute to their susceptibility to unprofessional behaviour. The urgency to quickly acquire clinical knowledge during their residency often supersedes their focus on professional conduct, leading to a lack of understanding in this regard [ 17 , 18 ]. Additionally, residents may feel compelled to remain silent about professional challenges they encounter during their training to uphold the hospital's public image [ 14 ]. Therefore, it becomes a difficult task for medical tutors to unfold the truth and deal with it in the best interest of doctors and patients.

Several studies reported by developed countries have explored various facets of professionalism in alignment with their respective healthcare systems and policies [ 13 , 15 , 18 ]. However, it is crucial to recognise that the findings of these studies may not be directly applicable to developing countries without appropriate contextual adaptation.

As a developing country, Pakistan presents a unique set of factors that differ from those observed in developed nations, including government policies, patient awareness, medical practices, doctor workload, and cultural influences. Furthermore, there is a scarcity of data regarding patient perceptions of PB lapses, the underlying reasons for inappropriate resident behaviour, and the specific contextual factors within the local environment that influence resident conduct.

Research indicates that certain medical specialties, such as OB-GYN and Surgery, face increased risks of specific unprofessional behaviours due to their distinct stressors [ 14 ]. Therefore, it is suggested to conduct context-specific assessments to identify and mitigate these stressors effectively [ 19 ]. A narrative study conducted in King Edward, Lahore Pakistan aimed to explore conflicts in Obs and Gynae, revealing organizational, interpersonal, and individual conflicts [ 20 ]. Further investigation is required to understand the underlying factors and triggers of these conflicts. While various factors influencing professionalism in junior medical professionals have been identified, there is a notable gap in research focusing specifically on Gynae residents. A recent study has reported high rates of unprofessional behaviour among dismissed General Practice residents (90%), with a significant proportion displaying disrespect towards patients or staff (27%) [ 21 ]. Unprofessional behaviour among doctors is regulated by disciplinary bodies of respective country which have extensive effects on doctors health and career. A higher incidence of disciplinary actions noted in Obstetrics and Gynaecology [ 22 ]. Majeed et al. reported in the narrative review that issues related to poor ethical behaviour by trainees are usually presented as patient’s complaints. Disrespectful behaviour (worrisome communication, reluctant to talk, behavioural change affecting patients and family) was one of the most reported unprofessional behaviour in the narrative review [ 23 ].

The study's context revolves around a non-profit public sector medical university situated in Rawalpindi (population range of 1,000,000–5,000,000 inhabitants), Punjab, recognized by the Higher Education Commission of Pakistan [ 24 ]. The medical university operates as a small-sized coeducational university (uniRank enrollment range: 3,000–3,999 students) with significant Obstetrics and Gynae patient workload across three allied hospitals [ 25 ]. Due to the overwhelming patient load and resource constraints, unresolved complaints and conflicts have arisen. To address this, Prime Minister's Performance Delivery Unit (PMDU) [ 26 ] initiated a national complaints and grievance redressal mechanism called Pakistan Citizen Portal (PCP) [ 27 ]. ( https://citizenportal.gov.pk/ ), aiming to provide citizens with a streamlined platform for resolving complaints efficiently. A substantial number of complaints were filed against Obs and Gynae residents, prompting the need to investigate the underlying reasons for such grievances. Existing literature highlights the importance of professional behaviour in residents, yet studies specifically targeting Gynae residents' conduct and the reasons behind lapses are lacking. Moreover, the perceptions of Pakistani patients, the primary stakeholders affected, remain unexplored, along with the comparative analysis of opinions among the three main stakeholders (patients, residents and consultants) to unveil the true circumstances surrounding the issue.

Study aims and research questions/objectives

⊳ Research questions

What are the lapses in professional behaviour of Gynae residents?

What are the factors and reasons leading to the lapses in professional behaviour of Gynae residents from the perspectives of patients and family, Gynae consultants and residents in Pakistani context?

⊳ Objectives

To determine the frequency of identified lapses in professional behaviour among the Gynae residents by analysing PCP complaints

To explore the factors and reasons leading to the lapses in professional behaviour of Gynae residents from the perspectives of patients & families, Gynae consultants and residents.

A comprehensive analysis was done which aided in accurately diagnosing the problem, identifying its root causes, and devising effective remedies. The findings of this study are considered key enablers for the higher authorities to implement corrective measures and offer evidence-based guidance to policymakers, thereby enhancing the overall healthcare system.

Study design

The conceptual framework of this study is illustrated in (Fig.  1 ) and represents an exploratory qualitative approach, commonly employed in education and social sciences research [ 28 ]. This qualitative study spanned a duration of 6 months, commencing from Dec 2021 till June 2022, and was conducted within two Obs and Gynae departments within the public healthcare sector in Rawalpindi, Pakistan.

The Conceptual framework of our study. Note: OB1 (Objective 1), OB2 (Objective 2)

Two research methodologies were utilized: document analysis of PCP complaints to identify and confirm the frequency of lapses in professional behaviour among Gynae residents,

(Phase 1) , and in-depth interviews designed on the basis of findings of the document analysis (Phase 2) . The in-depth interviews, conducted with the written consent of the participants, aimed to delve deeper into the perspectives of various stakeholders regarding lapses in professional behaviour and their underlying causes, providing contextual meaning [ 29 ]. Document analysis inform the design of the interview schedule. The study was approved by the institutional review committee of Islamic International Medical College (Ref No Riphah/IIMC/IRC/22/2003; approval date: 27/01/2022).

Participants

The study population consisted of three groups.

• Patients and family
• Consultants

The recruitment of study participants employed purposive sampling, aiming to select individuals or groups highly knowledgeable or experienced in the phenomenon under investigation. Criteria included availability, willingness to participate, and the ability to articulate experiences and opinions effectively [ 30 ]. Participants were chosen from two public sector hospitals in Rawalpindi, Pakistan, comprising stable patients and family members with a minimum one-week hospital stay, residents with over six months of training in the Obs & Gynae department, and consultants engaged in residential calls alongside residents. To ensure the comfort and security of female patients during interviews, both the patient and her husband were included in the first group. Exclusions included patients with less than one-week hospital stay, those deemed unstable or unwilling to engage, newly inducted residents with less than six months of training, and senior medical officers not involved in residential calls. A total of 33 semi-structured interviews were conducted, 11 per group, to explore factors contributing to lapses in professional behaviour. Saturation was achieved by the 10th interview, with one additional interview conducted for confirmation.

Data collection

The data collection was done in a structured manner in two phases.

Phase 1: (The complaints data and document analysis)

In phase 1, complaints uploaded to the PCP portal were examined to address the first objective of this study. Access was granted to a nominated Deputy Medical Superintendent (DMS), who regularly logged in to the Citizen Portal website to review complaints. Specific complaints against residents involve prompt notification of the focal persons in the concerned department, who immediately addressed the issue by investigating the resident and their consultant. Following fact-gathering, complainants were invited for scheduled meetings to evaluate allegations and attempt resolution; unresolved complaints were escalated to higher authorities.

This study's initial step involved confirming the number of complaints against Gynae residents regarding their behaviour. Formal permission was obtained to access all complaints, facilitating the review to determine complaint frequency and comprehend complainants' messages for administrative authorities. Complaint phrases were consolidated into themes, supplemented by additional themes identified in the literature, laying the groundwork for designing a semi-structured interview questionnaire. Complaints lodged by patients and families were documented in Table 1 , highlighting lapses in professional behaviour as a primary concern.

Phase 2: (Interview data)

Interview structure.

In the second phase of data collection, in-depth interviews were conducted for two primary objectives. Firstly, to reconfirm the nature of complaints against Gynae residents, and secondly, to delve deeper into the underlying issues from three distinct perspectives.

Semi-structured one-to-one interviews were chosen as the research instrument due to the sensitive nature of the topic. Three separate interview guides were developed for patients and their families, as well as residents and consultants, following the structure of the AMEE guide 87 [ 31 ].

Special attention was paid to ensuring that the language used in the interview guides was clear and understandable. The guide for patients was prepared in Urdu, while those for consultants and residents were in English. All interviews were conducted in Urdu to accommodate the participants' comfort in expressing their views and were later translated as needed.

Expert validation and pilot testing

The questionnaire used in the interview guide underwent expert validation by four Medical Educationists, who possessed a minimum of 5 years of experience. This validation aimed to assess the clarity and relevance of the questionnaire items in relation to the construct being measured. Feedback provided by the experts led to modifications in some items and adjustments in their sequence.

Following this, pilot testing was conducted, involving one participant from each stakeholder group. The results of the pilot interviews prompted further refinements in the interview guides and probes.

The interview guide consisted of two parts : the first part focused on gathering demographic information, while the second part addressed the study objectives. The demographic section collected details such as age, education, profession, duration of marriage, and family structure. Patients and their families were asked seven questions, while residents and consultants were presented with ten questions, aiming to capture information relevant to the research objectives.

Through this investigation, not only were the specific instances of lapses in professional behaviour among residents examined, but also the broader spectrum of issues that patients raised in their complaints.

Bias control

Considering the sensitivity of the study topic and the senior position of the researcher within the organizational hierarchy, third-party researchers were engaged to conduct the interviews. Each of the three stakeholder groups was interviewed separately. These face-to-face interviews were conducted following rigorous protocols to ensure accuracy and reliability. To mitigate social desirability bias [ 32 ], which could skew responses, the interviews were conducted by a separate team of psychologists who were not affiliated with the organization being studied. This team comprised three members, with each member assigned to interview one of the stakeholder groups, allowing them to develop a better rapport with respondents over time.

Logistics for the interviews were managed by a liaison person from the hospital, ensuring smooth coordination. Participants were provided with information sheets detailing the study aims, interview process, and assurances of data confidentiality and anonymity. The interviews were conducted in a designated space within the hospital premises and began after obtaining written informed consent from each participant. Audio recordings of the interviews were made, with an average duration of 45 min per session.

Challenges encountered during the interviews were addressed through daily online meetings, allowing the interviewers to discuss and overcome any issues faced. Patients and their families initially exhibited reluctance to participate, but counseling and assurances of confidentiality helped alleviate their concerns. For residents, anonymity was assured by assigning specific IDs and group codes to the transcribed interviews.

Each interview was transcribed verbatim and provided to the main researcher for analysis. Similar sets of questions were posed to all three stakeholder groups, aiming to elicit their perspectives on the factors influencing lapses in professional behaviour.

Phase 3: (Data analysis—theme extractions)

In phase 3, the framework method of thematic analysis was employed, known for its structured approach facilitating systematic comparison of data across cases [ 33 ]. This method involves several steps, as depicted in Fig.  2 .

Steps of framework method of thematic analysis

Firstly, the interview data was transcribed (Step 1), followed by familiarization with the transcriptions (Step 2). Initial codes were then generated to capture key concepts and ideas (Step 3), which were subsequently organized into themes, which aligned with the themes identified in the literature (Step 4). Additionally, new themes emerged during this process, enriching the analysis.

A working analytical framework was developed based on these themes (Step 5), and the final step involved interpreting the data within this framework to derive meaningful insights.

Quality and transparency

The study's expenses, which involved hiring third-party researchers, were solely supported by personal finances, without any contribution from public funds. Each researcher dedicated six days to conduct interviews with a total of 33 participants.

To ensure the quality of this study, several triangulation strategies were employed [ 34 ]. Credibility was enhanced through data triangulation by gathering information from three different stakeholder groups. Investigator triangulation involved the participation of multiple researchers, while method triangulation utilized both document analysis and semi-structured interviews.

To establish trustworthiness , transcripts were reviewed by additional researchers, and consultations were held with peers, study supervisors, and co-supervisors throughout the data processing stages. Thick descriptions were provided to elucidate behaviours, experiences, and contextual factors, increasing the study's transferability while acknowledging potential contextual differences.

The study's methodology was transparent, with each research step meticulously described from inception to reporting, ensuring dependability . Detailed records were maintained throughout the study, contributing to the transparency and reliability of the findings.

Team reflexivity

Semi-structured interview guide prepared by HN, main researcher and Gynaecologist by profession. Reviewed by RY, who is Dean of medical education department. Interviews were conducted and transcribed by US, AT and BM who are psychologists. Thematic analysis done by HN (Gynaecologist) and AG (who is also psychologist). Results were reviewed by LE (medical educationist) and FS (PhD and trained in qualitative research). The reflexivity was ensured by critical self-reflection about oneself as researcher and making the position of the researcher and the participants clear. The methodology explained in detail.

The results are described in 2 parts . The 1st part is the complaint data from document analysis of complaints on Pakistan Citizen Portal (PCP). The 2nd part explains the findings from the interview data sets.

Part 1-Complaint data

Participant characteristics for document analysis.

All the complaints are anonymised and can't be tracked back—no demographic data available which lead us to re-verification of these complaints.

The literature shows that complaints provide an opportunity to understand the problems and the ways these can be resolved [ 27 ]. In PCP document, the range of complaints were diverse, 26% ( n  = 10/38) were against resident’s professional behaviour which is the core investigation of this study. The rest were related to lack of facilities, infrastructure, and lack of facilities for attendants and huge workload. (Table  1 ).

Part 2- Interview data

Participants characteristics for the interviews.

The following Table  2 shows the demographic of all 3 stakeholders.

Reinforcing evaluation of the identified themes in PCP Document

The first question of interview was asked to re confirm the identified themes in PCP document. This part of the investigation provides a wider perspective of all three stakeholders related to the frequently observed/faced complaints (Table  3 ). Interestingly, the poor verbal communication and behaviour has been listed at the top with the highest value which reinforces the importance of this study. Other issues highlighted were lack of attention and insufficient communication by doctor and the complaints related to labour room. Few of the complaints were against paramedical and lower staff (Table  4 ).

Complaints other than lapses of professional behaviour includes prolonged waiting time, poor infrastructure and limited resources. (Table  4 ).

The interviews provided the researcher with rich insights into the factors and associated reasons for lapses in professional behaviour. Detailed findings are presented in the form of extracted themes and sub-themes for each stakeholder along with associated reasons.

Grouped classification of themes

The analysis was initiated by employing thematic analysis framework, as described in section of data analysis to examine data from three distinct stakeholder groups. Just to clarify, in this context, the term "themes" refers to the factors that each stakeholder perceived as potential contributors to professional lapses. Total; 15 themes extracted on analysis of data from 3 stakeholders (Fig.  3 ).

Total themes, subthemes and codes extracted on analysis of data from 3 stakeholders

The identified themes and sub-themes from the perspectives of the three stakeholders revealed some commonalities. There are a total of six overlapping themes (these are the themes with common consensus and similar perspective). These are discussed in detail later in this section and presented in (Fig.  4 ), indicating the stakeholders with whom these themes overlap. These overlapping themes help in shedding the light on the issue from 3 different angels. A graphical representation of the overlapping themes is depicted as a mesh in Fig.  5 .

Six overlapping themes from 3 stakeholders

Mesh of overlapping themes (grouped classification of common themes)

In this section, we delve into the six overlapping themes, exploring the analysis results by comparing the perspectives of the three stakeholders. This comprehensive approach provides insights into each theme from various angles, shedding light on the factors influencing lapses in professional behaviour among residents. Additionally, notable quotes are incorporated to offer a vivid and relatable depiction of these findings, enhancing understanding and authenticity.

Theme 1: Personal

The first overlapping theme, depicted in Fig.  6 , illustrates the sub-themes and perspectives of stakeholders regarding this common theme. It showcases stakeholders' viewpoints on potential issues contributing to lapses, closely linked with their ‘personal needs and concerns’. These encompass family concerns, caring responsibilities, individual personality traits, basic human needs, quality of life considerations, competency levels, and overall well-being.

Presenting the reasons associated with the common theme ‘Personal’

For majority residents, balancing caring responsibilities for young children without sufficient family support poses a significant challenge, adding to the stress of professional obligations. Additionally, residents experience frustration and disappointment when they are unable to meet their child's or their own health-related needs adequately.

[Resident] "Family support is very big factor. For example, there is a female doctor and she has children, so if there is a problem at home, it obviously affects the doctor."ID_03

The residents interviewed expressed concerns about their heavy workload, which has adverse effects on their emotional and physical well-being. This indicates the importance for hospital management and administration to devise strategies to address the specific needs of residents and provide them with adequate support for their unavoidable personal responsibilities.

[Resident] “We have mother residents who have to breastfeed their babies and sometime they did not even get time to pump milk for their babies” ID_01

[Resident] “As a Gynae resident we cannot spend proper time with our family. We have 30 to 32 hours so whatever time we have in our house we have to sleep at that time. ID_09

Personal factors such as childcare and household responsibilities have also been emphasised by both patients and consultants as potential triggers for behavioural issues.

[Patient & Attendant] “doc is also human she has to perform all her professional duties along with home responsibilities of taking care of kids and home.” ID_10

[Consultant] "Some of our doctors are very good, counsel the patient properly, talk comfortably and some doctors are in a bad mood in the morning, they may have their own problems that affect them, so they get tired."ID_1.

Many females in Gynae face challenges in securing support from their in-laws and family to manage their households. When in-laws fail to understand the demands of the profession or are not present in the same city, and hiring domestic help is difficult and costly, these stressors can significantly affect their performance and attitude towards their professional responsibilities.

[C] “Doctors mostly have their own tension going on. They may already be suffering from some tension that is affecting them”ID_3

Well-being serves as a vital metric in fostering a positive workplace environment. In the context of this study, we focus on the well-being of residents tasked with serving in the healthcare sector, particularly in the demanding field of Gynae. Recognized as a central aspect across various themes within this study, well-being emerges as a shared concern among all stakeholders, potentially contributing to lapses in professional behaviour.

[C] “if the resident is not feeling well that will also influence her behaviour with patients “ID_5”

The interview findings have outlined several influential factors impacting residents' well-being, with the most prominent being the long working hours, stringent duty schedules, and sacrifices made regarding basic human needs.

[R] There should be any stress relieving activities or vacations for us to spend time with our family. ID_07

[P] Residents are human and they are working a lot so they can get tired by working so much.” ID_09

[R] You cannot take off because it is a big issue and because of that you cannot have mental break from this entire situation. ID_0

There is a pressing need for institutional-level interventions to address various associated factors and support the well-being of residents. This will create a more conducive working environment that positively influences professional behaviour.

[R] “"it’s on the institutional level, patient load and tough routine. We are here for almost thirty six hour; we do not get short breaks for lunch and sleep. We are not machines we are humans, even then we try to give our 100%" ID_04.

Competency is pivotal in managing workload and meeting patients' needs. Notably, patients have never complained about treatment, reflecting positively on professional competency of residents. However, deficiencies in counseling skills, multitasking, and handling conflicts are observed. Consultants discern differences in attitude between senior and junior residents, highlighting the need for tailored training to equip residents for diverse situations.

[Consultant] “Experienced resident will stay cool and calm, and she knows that how to deal with things or how to answer about issues”ID_5

The management should implement a mentoring scheme to train junior members, offering them opportunities to shadow their seniors. Analysis of interview data strongly suggests that the interpersonal theme is closely linked with competency, the demands of the Gynae specialty, and administrative/management factors.

Theme 2: Workplace challenges

This theme delves into workplace challenges as perceived by stakeholders, shedding light on potential factors contributing to lapses in professional behaviour, as shown in Fig.  7 . Sub-themes include interpersonal dynamics, environmental factors, managing multiple responsibilities, workload issues, the role of senior staff, challenges with untrained paramedical personnel, labor room dynamics, basic human needs, and insufficient support from colleagues and superiors.

Presenting ‘Workplace challenges’ as a common theme across stakeholders

Interpersonal challenges are frequently highlighted by both residents and consultants. Novice residents struggle with managing conflicts with patients, leading to a tense and stressful environment for all parties involved. This situation is compounded when there is inadequate support from fellow doctors and paramedical staff members.

[Consultant] “Residents and nursing staff did not have good interpersonal relationships and if residents not have nice behaviour with nursing staff they will not get that support from them “ID_6.

Furthermore, the absence of respectful collaboration from other related departments exacerbates the stress and disappointment experienced by residents, ultimately leading to personal frustration that can influence behavioural lapses.

[Resident] In Gynae department our personalities get suppress that even other departments do not respect us. ID_09

Consultants have stressed the importance of training for paramedical staff to offer timely and supportive assistance. They have highlighted the need for paramedical staff to be attentive and responsive, especially during critical emergency situations. Consultants noted that doctors often have to repeatedly request assistance from paramedical staff and may need to raise their voices to convey the urgency of following instructions during critical situations.

[C] “If your paramedical staff is not cooperative then obviously you will get stressed (the doctor not only has to deliver the baby but also send the attendants outside and shout for aya to help her) ID_4.

The physical environment and its related factors significantly impact the satisfaction levels of staff members. Analysis of the data has identified the "environmental factor" as a common theme from both resident and patient/family interviews, as depicted in Fig.  7 . The findings indicate that patients and their attendants recognize the workload of doctors and acknowledge that excessive burden is a primary cause of stress for residents, ultimately affecting their behaviour and well-being.

[P] Duty hours should be reduced and they should get some time for rest and food. There is lot of pressure on them. They start their round at 9am and finish at 2pm because there are 3, 3 patients on each bed. ID_5.

[P] If there are 2 patients on one bed than this will increase anxiety of doc as well. Too many patients are talking simultaneously so this will make her angry. ID_07

[P] On operation day doc is more stressed because she has to manage all the patients and she is alone and feels pressured.” ID_02

The patients have also expressed concern that working hours should be reduced, or the management should consider increasing human resources to cope with the workload. This highlights the interconnection of this theme with other relevant themes.

[P] We should increase the number of doc. The doctor only gets angry when she gets tired and loses her patience level.” ID_07

[P] Patients are coming to doc after 2pm and then they expect their doc to make file but they don’t understand that doc have many other responsibilities.” ID_02

Similarly, from the residents' perspective, it is evident that they are struggling with their workload, and inappropriate physical surroundings further exacerbate their frustrations. Additionally, residents have expressed concerns about issues related to management and counseling of attendants, which adds to their responsibilities. This aligns with the theme discussing various characteristics of attendants, considered significant in creating a conflicting environment.

[R] Unsatisfactory work conditions and patient doctor ratio are among few highlighted by the residents. This can greatly influence the working conditions in support of appropriate environmental factors. A large number of attendants can cause additional management and communication burden for residents to deal with. ID_6.

[R] “Every patient is accompanied by 2 to 3 attendants and you are dealing with patient so every attendant individually comes to us and ask you about the information”. ID_09

Workload emerged as a prevalent theme in both residents' and consultants' data as shown in Fig.  7 . It is consistently highlighted as a significant issue by both groups in their interviews. Patients and their attendants also expressed concerns about the high workload on doctors. Excessive workload is considered one of the most influential factors contributing to observed lapses in professional behaviour.

[R] “doctors get exhaust because of long 36 h duty, at times we did not eat anything or we could not have proper sleep” ID_01

[R] We are not allowed to refuse any referral even if we do they come back again with the reference of DMS. ID_02 "The biggest problem in this is that we are working in the government sector and there is a human capacity of a doctor, if a doctor has a capacity to check of 5 to 6 patients, but in the government sector, a doctor has to check 20 patients. So the doctor feels overburdened." ID_03.

[R] We have one doctor who is deal 130 to 140 patients from 8 to 2 AM. ID_09 “in other countries they have better working conditions and increase number of doctors because of that they have less work load” ID_09.

The findings discussed above highlight a strong association between the environmental factor and well-being, as well as unmet human needs.

There are labor room-related issues highlighted by residents, which can escalate misunderstandings for patients' attendants. Cultural norms often dictate that only female family members accompany the patient during the delivery process. Men are typically not permitted to enter the labor room, especially when female attendants are present or when maintaining the privacy of other patients is a concern. However, this practice can be perceived negatively by patients' male attendants, although it may not reflect the true intent in all cases.

[R] Patients want to have their husbands with them in labour room and in our culture it is not possible. ID_05

[R] “Not allowing male attendants in labor make them think that their patient is in danger”. ID_07

The two overlapping themes identified from residents and consultant data are 'Lack of support from seniors' and 'Role of seniors' , respectively as shown in Fig.  7 . Junior residents have raised concerns regarding the lack of support from senior members. Similarly, consultants have echoed these sentiments, suggesting that seniors are not fulfilling their roles in providing adequate support to junior residents.

[R] " Seniors also pressurize us; they say that you are not examining patients properly or too slowly, because of their responsibility of finishing OPD in given time”. ID_06

Both residents and consultants have emphasized that residents are burdened with multiple tasks , some of which consume significant additional time as shown in Fig.  7 . For instance, residents often find themselves tasked with arranging blood for seriously ill patients by making excessive calls to relevant blood banks and maintaining patient records. Consequently, they struggle to allocate sufficient time to meet every patient's expectations.

[R] “Residents are always concerned about the patients and they tried to arrange things as soon as they can”. ID_09

[C] “doctor has to be a multitasker, for example if we are short on medicine or blood we send our PGT(post graduate trainee) to blood bank in the middle of the night”ID_1

The findings indicate a lack of support from management in sharing additional responsibilities, while simultaneously expecting doctors to multitask . This theme is closely linked to the 'workload' and 'Demand of Gynae specialty' , contributing to a stressful and demanding environment for residents. Another recurring theme identified from resident and consultant data is the 'Unfulfilled basic human needs' . Patients and their attendants have also noted the exhausting routines of residents, who often lack time for relaxation or sleep.

[P] “They are human and they are working a lot so they can get tired by working so much” ID_9

[P] “These doctors are so busy with patients that they don’t have time for self” ID_4

Residents have highlighted long duty hours as a significant factor, leaving them with insufficient time and energy to spend quality time with their families. These extended shifts often involve an excessive workload of patients, leading residents to compromise even on their meal times.

[R] “Because of long duty hours and huge number of patients we do not have time to get proper sleep” ID_01

[R] As a Gynae resident we cannot spend proper time with our family we have 30 to 32 h so whatever time we have in our house we have to sleep at that time. ID_09

Theme 3: Stressful specialty

This theme, prominently observed in the data collected from both residents and consultants as depicted in Fig.  8 , encompasses the sub-themes of 'demand of Gynae specialty', 'nature of profession', and 'unpredictable outcomes related to this profession'. Notably, patients' data only minimally reflects this theme, with only one in 11 patients commenting on the stressful nature of the profession.

Presenting ‘Stressful specialty’ as a common theme from two stakeholders

Both consultants and residents commonly perceive Gynae as the most stressful domain within the healthcare system, largely due to the simultaneous involvement in the lives of more than one individual. Consequently, this stress may manifest in various ways, potentially leading to lapses in professional behaviour or misinterpretations thereof. The data highlights several specific reasons inherent to the Gynae field, contributing to an overwhelming environment for residents, which can at times be challenging to navigate smoothly.

The unpredictable outcomes associated with Gynae further compound its demanding and challenging nature for those serving within this discipline.

[C] “We have to take care of two lives which is an additional stress for us “ID_6

[R] Residents have high level of tension when patients are non-cooperative, because we have to bear stress of both mother and fetus. ID_07

The interviewed residents have expressed the considerable stress they experience while working in a Gynae department with limited facilities. They highlighted the extra efforts required to arrange supporting resources, such as blood for seriously ill patients. Additionally, residents face the added stress of justifying their efforts and treatments in the unfortunate event of a patient casualty.

[R] “We are aware of our facilities and we have this pressure that even if we examine these excessive number of patients it would be difficult for us to manage them with compromised services, and later we have to justify if the patient expires”. ID_02.

[R] “In our department, our senior PGT herself rushes for the blood of serious patients”. ID_09

The field of Gynae presents unique challenges that are distinct from other areas of the healthcare system. The labor room environment, in particular, poses significant challenges for residents, especially when decisions and treatments are critical to more than one life. Dealing with patients with diverse needs requires patience and experience, as their behaviour can vary greatly during labor, depending on factors such as physical capability, pain tolerance, and cooperation.

Unfavorable workplace conditions can exacerbate the already demanding nature of the work, increasing the likelihood of professional lapses. However, organizational and management interventions can help mitigate these challenges. Improving workplace conditions, adjusting working hours, prioritizing resident well-being, and providing appropriate training are measures that can assist residents in handling such situations more effectively.

Multitasking, another significant challenge, should be minimized by involving support staff and experts at the right time. Residents should not bear sole responsibility for negative outcomes; trained staff should be available to assist them through challenging situations.

Overall, the discussion highlights the interconnectedness of various themes and sub-themes, highlighting the importance of organizational and management decisions in addressing workplace challenges and promoting resident well-being to reduce the occurrence of professional lapses.

Theme 4: Cultural

This theme is consistently identified across all three stakeholders, although residents and patients & families place greater emphasis on associated concerns, as depicted in Fig.  9 . Notably, the top concerns contributing to lapses in professional behaviour and poor understanding of cultural concerns and communication are highlighted.

Presenting sub-themes for ‘Cultural differences’ as a common theme across stakeholders’ data

Cultural differences can create a discriminatory environment across various aspects, while a lack of understanding of diverse needs can lead to significant misunderstandings between patients and residents. Language barriers, in particular, emerge as a critical cultural factor identified by all stakeholders. Communicating with individuals with different language needs, especially when they adhere to distinctive cultural norms, poses considerable challenges. Consultants also raised this issue during their interviews, although it is merged with 'Patients' characteristics' as a matter of importance.

[C] “Language barrier is a big problem. We also have Pathan (Pakhtoon) population who do not understand”ID-1

[R] “Most of the time Pakhtoon community is very difficult to deal. They do not take your opinion even if they are high risk patients, they force for normal delivery”ID_02

[P] “Doctor in labour room are harsh. they move Pathan attendant out of the labour room and say that we will call you when needed but they don’t call anyone anytime” ID_08

In developed countries, the healthcare system is well-equipped with chaperones who assist healthcare professionals in communicating important information to patients and their attendants. However, in Pakistan, such a system is not in place, making it difficult to expect residents to understand a variety of regional languages. This lack of linguistic diversity among residents can exacerbate feelings of being 'left out' among many patients and their attendants, sometimes leading to arguments with residents.

[R] “We have language barrier with Pakhtoon patients and they are mostly aggressive and thought that we do not understand their issues”. 1D_01

[P] “Nobody allow us in ward if we have to discuss something with doc. Our patient is not educated; she can’t explain her concern in Urdu so how will the treatment proceed.” ID_4

[R] “Most of the Pakhtoon community thought that we are biased and most of the time when they are going back they often say that “we are Pathan that’s why you are not paying attention to us” ID_07.

Furthermore, the language barrier or poor understanding of cultural and regional norms can create a biased environment or negatively influence the thoughts of minorities. This theme is reasonably associated with residents' characteristics and management factors. We believe that the administration should carefully address these important issues and consider providing chaperones to assist residents and patients.

Another challenge for residents arises when dealing with patients whose rigid cultural beliefs influence their mindset. Sometimes, residents must follow recommended treatments to save patients' lives, but attendants may challenge these treatments, leading to conflicting arguments.

Residents also encounter situations where they must take actions to ensure privacy for other patients, especially when multiple patients share a room. However, these actions can be misinterpreted and biased against certain communities. While this issue is partly related to patients' and families' understanding of privacy concerns, it is also the responsibility of the administration and supporting staff to educate them about these sensitive aspects. This burden should not solely fall on residents.

Theme 5: Patients’ characteristics

This theme stands out as one of the most discussed, offering rich information about the specific characteristics of patients and their attendants seeking Gynae treatment, as depicted in Fig.  10 . It delves into associated factors attributed to the educational, economic, and cultural backgrounds of patients and their attendants, which significantly influence their  behaviour and expectations. Additionally, it addresses contextual causes that may lead to lapses in professional behaviour.

Presenting sub-themes for ‘Patient characteristics’ as a common theme across stakeholders’ data

Pakistan, a developing country, with a literacy rate of 50% and a current birth rate of 3.6 per patient according to PDH 2018 survey, it is a common cultural practice to send senior female members to assist pregnant mothers. This practice is rooted in the belief that experienced females can provide valuable support to new mothers, which is often true. However, it's important not to overlook the fact that patients' attendants are typically the ones who maintain constant contact with residents and serve as the primary point of contact for treatment and critical decisions.

In order to ensure smooth provision of care, it is essential for attendants to cooperate with residents and be capable of interpreting important decisions and communicating needs from both ends. Patients and attendants with lower educational backgrounds often find it challenging to interpret complex information or navigate to the correct physical location when seeking assistance.

[R] “In government sectors literacy rate of patients are low which creates issue” ID_05

Lack of understanding about the sensitivity of the issue and unrealistic expectations from residents are frequent reasons that initiate arguments from patients and their attendants. For instance, they may argue if a resident is giving attention to a patient they don't consider to be serious. This behaviour is often perceived as neglectful by patients and attendants, though it may not accurately reflect the resident's intentions.

[R] “suppose we have emergency and I am checking that patient first so all other patients will start shouting, they will not understand the emergency, being a doctor we know that we have to see the emergency patients first but every patient thinks that their problem is the biggest one” ID_01.

In some cases, the unprofessional behaviour exhibited by residents may be a response to disrespectful acts from patients or attendants . Residents have reported instances of disrespect from patients and attendants who fail to grasp the sensitivity of certain treatments and the necessary preliminary measures before administering them. Additionally, the time taken for preoperative preparations may be misinterpreted as a 'delay' in treatment by patients and their attendants.

[R] "The patient complains that the doctor told us that we will have an operation, why don't you operate, if something happens to our child, you will be responsible, patient says" main tumain dekh lounga"( I will see you). They threaten us and misbehave with us".ID_06.

Residents frequently encounter unrealistic expectations from patients and their families regarding infrastructure and facilities, despite these not being within the residents' purview. Patients and their families may expect residents to provide beds and medication, leading to disappointment when residents are unable to fulfill these needs. Arguments where residents are unjustly blamed are unlikely to be accepted by residents and can escalate into conflicts. However, residents and supporting staff should undergo training to effectively communicate any limitations to patients in a more acceptable and understandable manner.

[R] “"When a patient enters the hospital. She doesn't get a bed and medicine. So it is no longer the doctor's responsibility, but because the doctor is in front of them, they feel that the doctor is responsible for these things" ID_06.

It is crucial for residents to recognize the various needs and support required by patients and their families, irrespective of their educational or economic backgrounds. This necessitates appropriate assistance provided to residents from various aspects such as staff, administration, and management support.

Trust is a fundamental element of the patient-doctor relationship, yet it is another concern highlighted by interviewed residents. Patients and their attendants may not fully trust the treatment provided by doctors, possibly due to limited exposure to the healthcare system in rural areas, where self-trained people (called Dai) are preferred over experienced doctors.

[R]”Even if doctor is thinking positive about the patient, patients have this trust issue that might be this doctor will not do my operation properly, or she will make my delivery difficult.” ID_07.

[R] “Patients with low literacy rate go to Dai. ID_09 Daiyon ka jo counselling level ha wo itna acha hota ha k patient kharab kr k bhi bhai jdain to attendant kuch bhi nahi kahe gain unki nazar ma Dai is very good”(counseling skills of Dai are so convincing that even if the patient encountered the complication they thought that Dai is competent). ID_09.

Patients seeking care at public hospitals are often economically deprived individuals, burdened with family responsibilities. Many rely on daily earnings, and prolonged absence from work can lead to financial strain. Additionally, they may have caregiving responsibilities that necessitate a swift return home, prompting them to insist on expedited treatment. While these unavoidable circumstances add stress to the situation, appropriate counseling can help patients understand the importance of receiving necessary treatment and alleviate the impact of missing appointments or procedures.

[R] “Patients in Gynae wards are in hurry because they have their family responsibilities and they have small kids at home” ID_07

Both residents and consultants have shared their experiences of navigating conflicting environments , which can sometimes lead residents to adopt a harsh tone when communicating with patients and attendants. For instance, in urgent situations requiring aggressive treatment critical to a patient's life, sudden behavioural changes may occur to emphasize the importance of the treatment. This behaviour has a strong link to the attendants' level of understanding and literacy regarding the healthcare system, particularly in the context of Gynae treatment where 2 or more lives may be at risk simultaneously.

[R] “Residents become harsh when attendants or patients do not understand the situation, for example they do not arrange the blood so we have to tell them harshly about it” ID_02

Some senior consultants have provided visionary statements, noting a cultural shift in how the public interacts with medical practitioners. Consequently, there has been a recent increase in aggressive behaviour observed from patients and attendants.

[C] “In past patients and attendants were not so violent but now a days they are violent “ID_6

Privacy is a fundamental concern for individuals worldwide, and developed countries have stringent policies and regulations in place to safeguard individual rights. Any breach of these rights can understandably trigger anxiety and concern. Therefore, it is crucial to communicate with patients and attendants about actions that may lead to security breaches involving residents, in order to prevent unpleasant situations.

[C] “Now a days people used to make our videos “ID_6 “people were aware in past as well but now they have got easy access to the portal for complaints”ID_6

This theme is closely linked with the understanding of patients and attendants regarding the healthcare environment, rules, regulations, and treatment specifics that can potentially trigger professional behavioural issues. Management or administration can play a crucial role in providing upfront information to patients and attendants regarding important regulations related to the Gynae specialty.

Theme 6: Organisational & administrative

Organizational and administrative authorities are integral in developing effective policies to ensure the smooth operation of healthcare systems. In the context of this study, we believe that the hospital administration can significantly contribute to mitigating the issues discussed thus far. They can take the lead in informing policymakers to design policies relevant to the sensitivity of this field.

This theme presents the perspectives of both residents and consultants on organizational and administrative issues that can lead to conflicts and lapses in professional behaviour, as depicted in Fig.  11 . Sub-themes include the lack of support from administration and management issues.

Presenting sub-themes for ‘Organisational& administrative’ as a common theme across stakeholders’data

An important point to note is the understanding and expectations of patients regarding the provision of facilities and resources necessary for their treatment. During interviews, all patients and families expressed a lack of clarity regarding the roles of hospital administration and doctors.

Both consultants and residents have highlighted challenges including lack of support from administration, limited resources, and excessive workload . A high influx of patients can significantly impact working conditions and hinder the ability to provide maximum satisfaction to all patients.

[C] “We do not have anybody who controls the influx of patients outside the rooms or OPD “ID_6

[C] “Also there is the factor that the workload is very high, already you have many patients and doctors are less, sometimes the government does not give you enough resources to facilitate the patients.”ID_3.

[R] “We have two operation theaters and over there we have one anesthesiologist” ID_02

Administrative support is crucial in ensuring a secure and pleasant working environment for residents. One concern raised by consultants is the management of patient flow within the hospital. A system should be implemented to queue patients and prioritize them based on their order of arrival for check-ups.

[C] “doctor should be given security, they should be given support, one by one the patient should be sent to the doctor so that the resident also gets time to see the patient”ID_3

The doctor-to-patient ratio varies as per the workload and patient intake. A heavy workload can significantly impact the quality of patient care provided. Most importantly, it can adversely affect the well-being of residents, who are already vulnerable due to the high number of patients they must manage.

[R] “we have huge number of patients and ratio of doctors are much less” ID_01

[R] “we only have one guard for security and we have huge number of patients and every patient have 2 attendants along with her so there is almost 150 people in one room so obviously I will get aggressive”. ID_01.

All of the issues discussed above are likely to influence the professional behaviour of residents making them susceptible to react aggressively which is not a pleasant experience for patients and their family.

The findings from interviews involving three main stakeholders, shed light on potential triggers for unprofessional behaviour discussed in previous sections. The synthesis in the discussion session highlights the key insights gleaned from the interviews, emphasizing the importance of understanding and addressing the challenges faced by residents in their professional journey.

“Being a resident is not a crime” (ID_C7).

“Residency is just like War in battlefield” (ID_C7).

The quotes from the interviewed consultant underscore the struggles and efforts inherent in the professional life of residents, emphasizing the pivotal role of residency as a preparation for frontline healthcare responsibilities. As residents navigate hierarchical structures within hospitals, they confront diverse challenges and ethical dilemmas, often without adequate training or support. These circumstances can negatively impact their professional behaviour, contributing to a conflicting healthcare environment. It is imperative to comprehensively explore the realities faced by residents to understand and address inappropriate behaviour effectively.

Demographic inference

The demographic observations from the interviewed stakeholders provide valuable insights into personal issues and patient characteristics that may influence lapses in professional behaviour. For instance, all interviewed patients are housewives with a Matriculation education level, and 45% of them reside in a nuclear family system despite low socioeconomic backgrounds, contrary to societal norms. Consultants, despite higher education and financial independence, are bound to stay in joint families, likely due to the need for familial support in caring for their children amidst demanding work hours. Similarly, a majority of residents reside in a nuclear family system, possibly driven by being unmarried or already established in such living arrangements. These findings highlight a preference for joint family living among Gynae residents and consultants, largely driven by the need for support in childcare due to demanding and long work schedules. However, such living arrangements may also introduce additional stressors related to cultural expectations from family members, as discussed under the 'Personal factors' theme, where stakeholders reflected on their experiences and challenges regarding professional responsibilities and expectations from in-laws.

Role of competency and communication skills

The interview findings regarding personal factors also examined communication skills and patient expectations. Our study revealed that a lack of communication skills when dealing with challenging situations often led to conflicts. Therefore, we recommend enhancing competency in this area to avoid such situations. This finding aligns with the research by Alipour et al., which also underscores the importance of good communication skills in managing challenging patients [ 35 ].

Furthermore, our study found that patients expect physicians to prioritize their needs, respond respectfully to their inquiries and concerns, and uphold their dignity, particularly during sensitive procedures such as those in the delivery room. Patients also value empathy towards their health condition. Similar sentiments were echoed in patient complaints (PCPs), where lack of care or attention from doctors was highlighted. These findings are consistent with prior research emphasizing the importance of communication in maintaining good professional behaviour, with patients specifically emphasizing the significance of being listened to attentively and having medical information explained in understandable terms [ 17 ].

Indeed, previous studies have highlighted the impact of inappropriate practices on patients' satisfaction. For instance, practices like insufficient preparation before patient encounters and failure to provide accurate and relevant information have been associated with decreased patient satisfaction [ 36 , 37 ] Additionally, a common complaint in PCP is the lack of an appropriate number of doctors, which is closely linked to these issues. Addressing these concerns is essential for improving patient care and overall satisfaction levels within healthcare settings.

Contextual understanding and its influence

The study reveals context-specific challenges faced by residents, particularly concerning the involvement of in-laws during residency, a phenomenon unique to the cultural context of Pakistani society. Another pertinent issue is the scarcity of affordable housemaids or child-minders. Unlike many developed countries where joint family structures are less prevalent and childcare support is provided by organizations and governments, there are limited initiatives in Pakistan to offer such support. Developed countries have recognized the value of professional child-minders and after-school clubs, providing safe and reliable childcare services to working parents. Unfortunately, Pakistan lacks such reliable facilities, leaving working parents, including residents, with limited options for childcare. While there is a common perception that grandparents can provide adequate care, those without such support often experience stress and uncertainty regarding the safety and care of their children. These stressors are unavoidable for residents and can significantly impact their performance and attitude towards professional responsibilities.

Addressing these context-specific challenges is crucial for supporting residents and ensuring their well-being amidst the demands of their professional roles.

The interview data highlights residents' multitude of responsibilities , contributing to complaints about long working hours and patient burden, particularly unique to our healthcare system. Unrealistic demands placed on Gynae residents, extending beyond medical care, negatively affect their behaviour due to added burdens. Labour room issues arise from societal norms, with family members often leading to miscommunication between doctors and husbands outside the room. Public distrust in doctors and teaching hospitals, fueled by negative media portrayal, prompts family intervention and threatening behaviour in the labour room, forcing Gynae residents into defensive positions and hindering treatment decisions.

Workplace challenges and their impact

The second major complaint in the PCP document, lack of facilities, aligns well with interview data, which highlights various workplace challenges as possible causes of lapses in professional behaviour. These challenges encompass interpersonal, environmental, and workload-related factors, as well as issues with labor room conditions and support from seniors and paramedical staff.

Junior residents' difficulties in handling conflicts with patients are highlighted in our study, reflecting findings from another study in a Gyane department in Pakistan, emphasizing the need for training in interpersonal skills [ 20 ]. Additionally, our study emphasizes the negative impact of poor working conditions on residents, a finding consistent with previous research linking organizational and environmental factors to professional behaviour [ 38 ].

Excessive workload emerges as a significant factor contributing to observed lapses in professional behaviour, supported by complaints of a huge patient burden in the document analysis. Our results resonate with research from Iran, indicating that high workload and time constraints lead to declining empathy and unprofessional behaviour [ 39 ]. Moreover, a narrative review on physician behaviour underscores the role of increased workload in affecting doctor-patient communication and fostering aggressive behaviour [ 23 ]. Excessive working hours can also lead to unfulfilled basic human needs and burnout among physicians, as highlighted by stakeholders in our interviews.

Our study identifies workplace issues such as lack of staff support, leading to frustration among residents when instructions are not followed, resulting in perceived lapses in professional behaviour. Patient outbursts often stem from staff not meeting requirements, compounded by language barriers and patient illiteracy hindering communication about triage and treatment priorities. Junior residents' concerns about insufficient support from seniors underscore the importance of role modeling in professionalism, as emphasized by previous research highlighting the impact of role modeling on empathy and professional behaviour [ 38 ].

Distinctive stresses associated with this specialty

The study acknowledges existing literature linking high-pressure specialties like surgery and Obs and Gynae with violent behaviours due to unique stresses [ 14 ]. Gynae residents, consultants, and even patients and their families described the profession as inherently stressful and unpredictable. This study highlights how professional behaviour is influenced by the stress of managing the lives of both mother and baby. Additionally, factors such as a high influx of non-booked patients, complicated referrals, unrealistic patient expectations, limited resources, non-cooperative attendants, and unmet human needs contribute to the already stressful environment in our healthcare setup.

Cultural differences and their importance

In developed countries, the healthcare system provides chaperones to assist healthcare experts in communicating vital information to patients and attendants. However, in Pakistan, such a system is absent, making it difficult to expect residents to understand various regional languages like Pashtoo and Gilgiti. This language barrier can exacerbate feelings of exclusion among patients and attendants, leading to conflicts with residents. This finding underscores the complexity of professionalism as a social construct, emphasizing the need to consider context, geographic location, and culture when addressing lapses in professional behaviour [ 40 ].

Why it is important to consider patients characteristics

This study delves into the specific characteristics of patients and attendants, extracted from interviews and unique to this contextual study. Their educational, economic, and cultural backgrounds vary significantly, posing challenges for residents in their interactions. Patients typically have limited education and come from low socioeconomic backgrounds, with predetermined expectations and a sense of entitlement to care due to taxes paid. Accompanied by numerous attendants, they often hold fixed views about doctors' duties. This perception, evident in PCP complaints, contributes to conflicts with doctors, exacerbated by varying tolerance levels. Notably, literature lacks data on patients' perspectives regarding residents' professional behaviour. Remarkably, patients and families do not attribute lapses in professional behaviour to organizational/administrative issues but instead fault residents for perceived deficiencies in hospital facilities and medication availability, likely due to a lack of awareness about administrative roles—a finding specific to impoverished patients in public sector hospitals.

The patient holds a central role in the healthcare system and is a significant stakeholder whose perception of lapses in professional behaviour is explored in this study. This encompasses actions such as imposing additional financial burdens (e.g., recommending costly tests, requiring the purchase of operation accessories) and unnecessarily prolonging hospital stays. Particularly poignant is a patient's observation regarding class-based social discrimination among patients, where "the rich were preferred over the poor," highlighting disparities in access to facilities and guidance for attendants.

Role of organisational & administrative support

Organizational and administrative authorities are pivotal in providing effective hospital facilities, a theme emphasized by residents and consultants in this study. Issues such as limited infrastructure, uncooperative senior behaviour, absence of casual leaves, and inadequate salary packages relative to workload are identified as factors negatively influencing professional behaviour. This underscores the insufficient support provided by the administration, training systems, and external factors, which are perceived as more influential than personal factors. These findings align with other studies that highlight deficiencies in training hospital systems as contributing to lapses in professional conduct among residents [ 41 ]. Additionally, organizational deficits, such as inadequate facilities and poor security, along with a gap between administration and clinical departments, are identified as sources of conflicts [ 20 ]. Overall, these results support the notion that professionalism is situation-sensitive, and the training environment may contribute to the deprofessionalization of residents, as observed in literature [ 42 , 43 , 44 ].

Uniqueness and importance of this study

To the best of our knowledge, this study represents a pioneering effort in thoroughly evaluating the perspectives of patients, consultants, and residents regarding lapses in professional behaviour among Gynae residents in teaching hospitals in Pakistan. Existing literature underscores the significance of complaints in uncovering underlying issues and guiding solutions. Studies by Rogers et al. and Hoffmann et al. have highlighted the prevalence of complaints related to medical professional behaviour in various contexts [ 45 ]. Our research complements these studies by providing deeper insights from multiple perspectives. While professionalism is influenced by environmental and personal factors, literature lacks sufficient data on patients' expectations of doctors. Our study fills this gap by exploring Pakistani patients' perspectives on the factors contributing to lapses in professional behaviour among residents, thereby enriching understanding in this area. Additionally, our study integrates document analysis with interview data to provide a comprehensive analysis.

Contribution of the study

The paradigm shift in understanding professionalism lapses highlights the increasing importance of incorporating patients' perspectives. Our research offers valuable insights from key stakeholders, which can serve as a benchmark for addressing identified issues in healthcare. It emphasizes the need for training residents in professionalism, with educators leveraging the findings of patient complaints to inform their approach.

Traditionally, resident misbehaviour has been attributed to character flaws [ 46 , 47 ] but our study reframes this interpretation within the context of training systems and environments. This nuanced approach enables a deeper understanding of the phenomenon and opens avenues for incident prevention through educational and organizational interventions. While some findings may not be universally applicable, our approach to addressing trainee professional lapses holds implications for diverse educational settings.

The findings of our study disclose several perceptions as a possible influential cause of unprofessional behaviour of residents. Excessive workload, workplace challenges is the residents' most frequently mentioned contributing factors. Another interesting finding of this research is an emerging theme related to the characteristics of patients and attendants which has been attributed by both consultant and resident. These characteristics can be considered useful in understand the causes and implications of conflicting environment. Opinion from administration or higher authorities regarding issues faced by residents and patients offer insight for future work.

Implication for educational practice

This section highlights key lessons learned from the comprehensive interview datasets involving three stakeholders, accompanied by recommendations derived from the research.

Balancing professional commitments with family responsibilities is crucial, as it varies among individuals and can significantly impact professional behaviour.

Management's attention to residents' well-being is paramount, as an unsupportive working environment can negatively affect professional conduct.

Implementing a mentoring scheme for junior members, allowing them to shadow seniors, can enhance their ability to handle complex situations effectively.

Providing trained paramedical staff to assist residents can alleviate their workload, allowing them to focus on critical tasks and improve patient care.

Ensuring supportive working conditions, including physical environment and workload management, can enhance resident well-being and positively influence professional behaviour.

Recognizing the unique challenges of the Gynae specialty is essential for developing policies that support stakeholders in this field.

The specific characteristics of patients and families identified in this study underscore the need for further exploration of their beliefs, understanding, and expectations to address diverse cultural and social needs.

Addressing the specific needs of all stakeholders, including privacy, language comprehension, socio-economic factors, and personal well-being, can foster a harmonious environment and mitigate conflicts.

Strengths and methodological challenges

Major limitation rather challenge of my study was the difficulty in understanding the construct by patients and family. Although all are matriculation by education but they unable to comprehend that there are always some factors behind the some behaviour. It might be a reason of less rich data as compared to consultants and residents. Another limitation might be some element of social desirability bias in patients because we collected data from admitted patients. Although researchers were unbiased but there might be some fear that telling the truth might affect their treatment procedures or behaviour of resident in charge of their ward. Only 2 public sector hospitals were targeted which restrict the scope of the study. Moreover, almost all the participants were female except for 1 male resident (subject to availability) pose g ender-related limitation.

Implications for further research

The research on professionalism in healthcare departments in Pakistan has been limited, leaving several aspects unexplored regarding the reasons behind poor behaviour exhibited by both doctors and patients. A multicenter study involving Gynae departments across various public and private sectors in different cities of Pakistan would provide a more comprehensive understanding of the prevalence, risk factors, significance, and consequences of lapses in professional behaviour.

Future research should also consider including perspectives from paramedical staff, hospital administration, and senior consultants within the Gynae unit to gain a holistic view of the issue.

Given the limited presence of male residents in Gynae obstetrics training, reaching out to them for their perspectives and comparing them with female residents could provide valuable insights.

Additionally, further research focused on remedying the issues identified in this study would be beneficial for the medical education community in addressing professional behaviour concerns effectively.

Availability of data and materials

All datasets used and/or analysed during current study available from corresponding author on reasonable request.

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Acknowledgements

The authors would like to thank the participants for their involvement and time spent in the study. Special thanks to Dr Faiza Samreen for providing continuous support and guidance throughout the study. Authors would like to acknowledge the Professor Dr Luna Ejaz Kahloon (Dean of Department of Obs/Gynae Rawalpindi Medical University), and Dr Usman Hamdani (Global Institute of Human Development ) Zille e Huma, Ayella Gillani , Aabsha Tasawar, Bushra Mahjabeen, Ambreen Sadaf , MahNoor Urosa Safdar for their feedback and guidance.

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I Dr Humera Noreen as main author design the work, wrote the main Manuscript and prepared figures. Prof Dr Rahila Yasmeen and Dr Shabana Ali helped in interpretation and analysis of data. we all reviewed the manuscript.

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The study was approved by the institutional review committee of Islamic International Medical College (Ref No Riphah/IIMC/IRC/22/2003; approval date: 27/01/2022).

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Noreen, H., Yasmeen, R. & Mohammad, S.A. Factors leading to lapses in professional behaviour of Gynae residents in Pakistan: a study reflecting through the lenses of patients and family, consultants and residents. BMC Med Educ 24 , 611 (2024). https://doi.org/10.1186/s12909-024-05509-9

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DOI : https://doi.org/10.1186/s12909-024-05509-9

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