Relevant bibliographies by topics / Academic institutions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic institutions'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Academic institutions"

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Gupta, B. L., and Meenakshi Gupta. "Academic Excellence in Technical Institutions." Issues and Ideas in Education 1, no. 1 (March 4, 2013): 23–42. http://dx.doi.org/10.15415/iie.2013.11002.

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Machado-Taylor, Maria de Lourdes, Virgílio Meira Soares, José Brites Ferreira, and Odília Maria Rocha Gouveia. "What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?" Revista de Administração Pública 45, no. 1 (February 2011): 33–44. http://dx.doi.org/10.1590/s0034-76122011000100003.

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An important constituent group and a key resource of higher education institutions (HEIs) is the faculty or academic staff. The centrality of the faculty role makes it a primary sculptor of institutional culture and has implications for the quality of the institution and therefore has a major role in achieving the objectives of the institution. Demand for academic staff in higher education has been increasing and may be expected to continue to increase. Moreover the performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student learning. There are many factors that serve to undermine the commitment of academics to their institutions and careers. Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology.
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Faizin, Faizin, and Wardatus Sholehati. "PENINGKATAN DAYA SAING PENDIDIKAN MELALUI MANAJEMEN MUTU ISO 9001 : 2008." MANAGERE : Indonesian Journal of Educational Management 1, no. 1 (December 30, 2019): 30–50. http://dx.doi.org/10.52627/ijeam.v1i1.7.

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Implementation of ISO 9001: 2008 quality management system will be a solution for educational institutions in dealing with problems and threats that can reduce the quality of educational institutions. Institutional marketing and student output generated through a good learning process will result in good academic and non-academic achievements. To realize a better quality educational institution, an institution should always evaluate the quality improvement program continuously, this system will become a strategic tool in increasing the institution's competitiveness in accordance with the demands of the times and the desires of customers, educational institutions as a form of service services are required to form good and capable human resources that are competitive in accordance with educational goals. Adopting the ISO quality management system and implementing its principles well will improve management within an institution so that its management is good and the performance of internal and external members can collaborate well to realize the goals of the institution in accordance with National Education Standards.
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Bilimoria, Diana, and Lynn T. Singer. "Institutions Developing Excellence in Academic Leadership (IDEAL)." Equality, Diversity and Inclusion: An International Journal 38, no. 3 (April 15, 2019): 362–81. http://dx.doi.org/10.1108/edi-10-2017-0209.

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PurposeThe purpose of this paper is to describe the objectives, activities and outcomes of the National Science Foundation ADVANCE project, Institutions Developing Excellence in Academic Leadership (IDEAL) during 2009–2012. The goal of IDEAL was to create an institutional learning community empowered to develop and leverage knowledge, skills, resources and networks to transform academic cultures and enhance gender equity, diversity and inclusion in science, technology, engineering and math (STEM) disciplines at six research universities in the northern Ohio region. Over the three-year period, these institutions developed academic leaders and institutionalized gender equity transformation through multi-dimensional and multi-level initiatives, improving the advancement and leadership of women faculty in STEM disciplines.Design/methodology/approachThe authors describe the objectives, activities and outcomes of the NSF ADVANCE project, IDEAL during 2009–2012. The six research institutions included in IDEAL were Bowling Green State University, Case Western Reserve University (the lead institution), Cleveland State University, Kent State University, University of Akron and University of Toledo.FindingsIDEAL’s outcomes included the institutionalization of a number of gender equity initiatives at each university, an increase in the number of tenured women faculty in science and engineering disciplines over three years across the six universities, and increases in the numbers of women in faculty and administrative leadership positions. Out of 62 of the IDEAL participants (co-directors and change leaders), 25 were promoted or appointed to roles of leadership within or beyond their institutions during or after their participation in IDEAL. A number of new institutional collaborations and exchanges involving the six universities occurred during and emerged from IDEAL. An integrative model of the IDEAL program is developed, describing the nested components of each institution’s gender equity transformation within the IDEAL partnership consortium and the larger NSF ADVANCE community, and highlighting the dynamic interactions between these levels.Social implicationsThe IDEAL program demonstrates that systemic change to achieve equity for women and underrepresented minority faculty in STEM disciplines must be rooted on individual campuses but must also propagate among higher education systems and the broader scientific community. The effort to develop, sustain and expand the IDEAL partnership model of institutional transformation (IT) in higher education illuminates how innovative, context-sensitive, cost-effective and customized institutional strategies may be implemented to advance gender equity, diversity, inclusion and leadership of women faculty at all levels across the country.Originality/valueThis is an original description of a unique and distinctive partnership among research universities to foster gender equity IT. The manuscript details the objectives, activities and outcomes of the IDEAL program, established with the aim of broadening participation in the STEM academic workforce and advancing gender equity, diversity and inclusion in institutions of higher education. An integrative model is developed, illustrating the key components and outcomes of the IDEAL program.
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Nneka, Chibueze Maureen, and Chukwu Kaosisochukwu. "Institutional repository for global knowledge sharing." Journal of ICT Development, Applications and Research 3, no. 1/2 (2021): 41–49. http://dx.doi.org/10.47524/jictdar.v3i1.42.

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An institutional repository is an archive for collecting, preserving, and disseminating digital copies of the intellectual output of an institution. It is a new concept for collecting, managing disseminating and preserving scholarly works created in digital form by users in individual academic institutions. An institutional repository is also a set of services that a university offers to members of its community for the management and dissemination of digital materials created by the institution and its community members. Deposit of material in an institutional repository is mandated by the institution. Some of the main objectives for having an institutional repository are to provide open access to institutional research output by self-archiving in an open access repository, to create global visibility for an institution's scholarly research, and to store and preserve other institutional digital assets, including unpublished or otherwise easily lost literature such as theses, working papers or technical reports. Knowledge sharing is the voluntary process of transferring or disseminating knowledge from one person to another person or group in an organization or the intentional sharing of awareness and experiences among learners with the goal of not only enriching their own individual learning, but also of creating or maintaining a common repository of reusable knowledge objects.However, in this electronic publishing age, academic institutions including universities have increasingly recognised that an institutional repository is an essential infrastructure of scholarly dissemination. It is a means for institutions to manage the digital scholarship their communities produce, maximise access to research outputs both before and after publication and also to increase the visibility and academic prestige of both the institution and authors.
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Enakrire, Rexwhite Tega, and Joseph M. Ngoaketsi. "Open access practices: roadmap to research paper publications in academic institutions." Library Hi Tech News 37, no. 5 (February 28, 2020): 13–15. http://dx.doi.org/10.1108/lhtn-01-2020-0003.

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Purpose The purpose of this paper is to investigate open access practices (OAPs): a roadmap to research paper publications in academic institutions. The rationale that necessitates this scenario was the dwindling nature of the inability of researchers and lecturers/academics in African academic institutions to access related materials in their subject areas, while also advancing effort to publish their research papers in open access. Design/methodology/approach This paper applied a qualitative research approach, in which literature was harvested from Web of Science for developing and writing the research paper. Findings This paper establishes that OAP, when embraced, could advance and transform research paper publication in higher education institutions because its practices are globally welcome. The authors reiterate that considering the benefits accrued to OAPs, knowledge gap in terms of literature and methodological approach still exists in academic institutions in Africa; hence, the authors promote OAPs as a roadmap for research paper publications in academic institutions. It is expected that by OAPs, researchers would no longer struggle to harvest literature, of theses, dissertations and other research papers, deposited in institutional repositories required for deepening their research activities because those literature studies or those documents have to be paid for through subscription fees of published papers and publishing in open access by journals. This is what most academics have experienced because, most times, the literature which academics harvest from the internet and different institutional repositories and databases is already paid for by the different institutions that housed the literature where it is domiciled. For instance, most academic library institutions in the world pay for subscription fees of research papers and documents. This is to advance and facilitate deepened research activities in their institutions, when researchers, academics and students want to harvest materials through their university library websites. Originality/value This paper, which considers OAP as a roadmap to research paper publications in academic institutions in Africa, is insightful and unique considering the wave of OAP globally.
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Orduña-Malea, Enrique, Juan M. Ayllón, Alberto Martín-Martín, and Emilio Delgado López-Cózar. "The lost academic home: institutional affiliation links in Google Scholar Citations." Online Information Review 41, no. 6 (October 9, 2017): 762–81. http://dx.doi.org/10.1108/oir-10-2016-0302.

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Purpose Google Scholar Citations (GSC) provides an institutional affiliation link which groups together authors who belong to the same institution. The purpose of this paper is to ascertain whether this feature is able to identify and normalize all the institutions entered by the authors, and whether it is able to assign all researchers to their own institution correctly. Design/methodology/approach Systematic queries to GSC’s internal search box were performed under two different forms (institution name and institutional e-mail web domain) in September 2015. The whole Spanish academic system (82 institutions) was used as a test. Additionally, specific searches to companies (Google) and world-class universities were performed to identify and classify potential errors in the functioning of the feature. Findings Although the affiliation tool works well for most institutions, it is unable to detect all existing institutions in the database, and it is not always able to create a unique standardized entry for each institution. Additionally, it also fails to group all the authors who belong to the same institution. A wide variety of errors have been identified and classified. Research limitations/implications Even though the analyzed sample is good enough to empirically answer the research questions initially proposed, a more comprehensive study should be performed to calibrate the real volume of the errors. Practical implications The discovered affiliation link errors prevent institutions from being able to access the profiles of all their respective authors using the institutions lists offered by GSC. Additionally, it introduces a shortcoming in the navigation features of Google Scholar which may impair web user experience. Social implications Some institutions (mainly universities) are under-represented in the affiliation feature provided by GSC. This fact might jeopardize the visibility of institutions as well as the use of this feature in bibliometric or webometric analyses. Originality/value This work proves inconsistencies in the affiliation feature provided by GSC. A whole national university system is systematically analyzed and several queries have been used to reveal errors in its functioning. The completeness of the errors identified and the empirical data examined are the most exhaustive to date regarding this topic. Finally, some recommendations about how to correctly fill in the affiliation data (both for authors and institutions) and how to improve this feature are provided as well.
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Lock, Stephen, JohnL Graner, and Martin Raw. "Are academic institutions corrupt?" Lancet 342, no. 8873 (September 1993): 745–46. http://dx.doi.org/10.1016/0140-6736(93)91738-8.

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Hutaibat, Khaled, Zaidoon Alhatabat, Larissa von Alberti-Alhtaybat, and Khaldoon Al-Htaybat. "Performance habitus: performance management and measurement in UK higher education." Measuring Business Excellence 25, no. 2 (February 11, 2021): 171–88. http://dx.doi.org/10.1108/mbe-08-2019-0084.

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Purpose What academic and managerial elements are particularly influential regarding performance? This study aims to address these questions as part of a broader longitudinal study. The current paper focusses on the results relating to performance management and measurement, and how the sectorial developments impacted on individuals and institutions. Design/methodology/approach An interpretive research methodology was used, which illustrates the institutional performance management and measurement system. The first part of the interpretive study was a single case study, focussing on one “old” research-intensive university. The second part included five institutions, three UK top-tier universities, focussing on top-level research and education, and two “new” universities with a greater teaching than research portfolio. Findings The current paper focusses on the results relating to performance management and measurement, and how higher education (HE) developments impacted on individuals and institutions, reflected in the notion of performance habitus. The qualitative element of the study sought to gain insight into which factors influence performance management and measurement and what changing effect these have on academic members of staff. The findings illustrate how academic values and managerial control practices create an academia-specific performance management approach, measured by particular key performance indicators that are used for the institution as a whole and then applied to units and individuals within institutions. With regard to institutional performance, more established and institutionalised performance management and measurement practices are relied upon. Both elements are addressed in this study, and the authors conclude that the interplay of human capital and institutional structure creates the most successful performance-related outcome. Originality/value The current study adds additional insights on how the changing HE context affects academic members and how the future of the UK HE sector is perceived. Insights can be derived for other HE sectors, as the contextual factors of international competition, tightening of resources and nature of the academic sector transcend national borders. Thus, practices illustrated in the current study are useful for institutions and academic managers of other HE sectors as well.
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Nafi, Norhazma Binti, and Amrizah Kamaluddin. "Good Governance and Integrity: Academic Institution Perspective." International Journal of Higher Education 8, no. 3 (May 10, 2019): 1. http://dx.doi.org/10.5430/ijhe.v8n3p1.

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Integrity is one of the moral principles related to moral uprightness. Recently, there are a lot of issues discussed regarding the integrity in public sector administration especially in public sector. Currently governance in public administration has been exposed to public criticism due to the governance failure, fraud, corruption and poor internal control. The purpose of the study is to examine the relationship between factors of good governance and the practice of integrity in academic institution. The factors of good governance include ethical leadership, financial resources and asset management. The study was carried out by using questionnaire and simple random sampling was chosen. The questionnaire survey was distributed to 98 academics from two academic institutions in Malaysia. Such sample was chosen since this study was focused on the academic’s perspective on integrity practice in academic institutions and none of the research has been done in term of good governance and integrity in academic institutions Malaysia. This study found that all three factors of good governance which are ethical leadership, financial resources and asset management have significant relationship on integrity practice in academic institution. The findings of this study can assist academic institutions in Malaysia to improve their governance system and also code of ethics in their organization. In order to improve future studies, it is recommended that the data collection made to be more extensive. This can help in observing the variation of practice of good governance and integrity in academic institutions.
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Dissertations / Theses on the topic "Academic institutions"

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Adams, P., James Joseph Fox, Nicholas E. Hagemeier, A. Mora, J. Trovato, and S. Westrick. "Academic Freedom Remains a Cornerstone of Educational Institutions." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5415.

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Brubaker, Dale M. "A national profile of athletic academic advising in NCAA division institutions." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08142009-040244/.

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Zhou, Jun. "A study of academic staff development in Chinese higher education institutions." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417267.

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McGlothlin, Lester Marlena Brooke. "Understanding Academic Advising at Institutions with a First-Year Engineering Program." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89885.

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Academic advising has been a part of United States (U.S.) colleges and universities since their inception, yet academic advising as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed professional advisors, rather than teaching and learning faculty, to carry out the academic advising functions however little is known about the structures of these advising programs. Academic advisors often serve on the front lines (i.e., high student contact hours) and advocate for student success by supporting students in learning about their institutions, uncovering their personal and professional goals, and encouraging them to pursue life goals. However, the responsibility of academic advising and advisors varies at institutions of higher education across the country and this variation is not well understood. The purpose of this research was to better understand the structures of engineering academic advising at large four-year, primarily residential institutions with a first-year engineering program. To accomplish this purpose, the following overarching research question guided my study: How do first-year engineering programs structure academic advising, and what services, programs, and support are in place for academic advisors and students? To answer this question, I used a qualitative multi-case study design to understand the landscape of advising in first-year engineering programs and the organizational structures of their advising programs. I used Habley's Organizational Models for Academic Advising (1983) as a way to categorize the structures of academic advising and Frank's (1993) Integrated Model of Academic Advising Program Development as a conceptual framework for understanding how academic advising programs develop, the services provided, programming available, and how to enable the advisors to better support the student population. My findings include identifying: 1) several similarities between case sites' organizational structures of advising, 2) new student orientation and major exploration as main services offered at all sites, 3) a lack of formalized planning across all case sites, and 4) the prominence of advisor training with a desire to have more formal advisor recognition programs. Recommendations for future research, practice, and policy are provided along with a proposal for a new model for First-Year Engineering Advising Programs.
Doctor of Philosophy
Academic advising is a function within higher education that serves students by providing guidance to navigate the higher education system. Academic advisors often serve on the front lines of the higher education environment and advocate for student success by supporting students in learning about their institutions of higher education, uncovering their personal and professional goals, and encouraging them in their academic pursuit. Academic advising has been a part of the United States (U.S.) higher education system at colleges and universities since their inception, yet academic advising, as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed individuals to serve as professional academic advisors. These individuals spend the majority of their time and availability on the sole function of academic advising. However, the responsibility of academic advising and advisors varies at institutions of higher education across the country and this variation is not well understood. The purpose of this research was to gain a better understanding of the responsibilities and organizations of first-year engineering academic advising programs at large four-year, primarily residential institutions with a first-year engineering program. I interviewed individuals at universities and analyzed relevant advising program documents to understand the evolution of their advising programs, the services they provide, their program goals, and professional development available to them. My research uncovered 1) several similarities among the organization of the advising programs, 2) key academic services such the onboarding process for students known as new student orientation and methods to help student select an academic major, 3) a need to develop program planning initiatives and 4) the existence of training and lack of advising awards. Recommendations for future research, practice, and policy are provided along with a proposal for a new model for First-Year Engineering Advising Programs.
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Sikhosana, Regina Balengane. "Managing electronic resources at selected tertiary institutions in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2727.

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Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2016.
The aim of this research study is to explore the management of electronic resources used in libraries. Three tertiary institutions were used as case studies. The unit of analysis was the three libraries, with library employees (14) working and managing electronic resources being the unit of observation. Non-random, purposive sampling techniques were used. The finding of this study suggests that the participants do not use the Aleph integrated library system (ILS) optimally to manage electronic resources. Library employees do not keep up with current and new emerging technology trends in the library and academic environment. There is a lack of training, as well as understanding, of business processes and workflows. This is emphasised by a lack of knowledge of library system environments and, finally, the high cost of implementing the library systems. Electronic resource management (ERM) systems emerged in the early 2000s, and it became clear that traditional integrated library systems did not have sufficient capacity to provide efficient processing for meeting the changing needs and challenges of libraries at tertiary institutions. Libraries find it challenging to manage the wide range of licensed electronic resources, collaborating, cooperating and sharing resources with different libraries. The increasing number of electronic resource demands from users for remote or off campus access makes it difficult for libraries to manage electronic resources. As a result of this inability to manage the electronic resources, libraries are not effectively and efficiently using appropriate electronic resource systems to meet their business requirements.
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Stephen, David Ferguson. "Academic staff perceptions and the identification of critical success factors in a merger of two academic institutions." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5267.

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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The aim of this investigation is two-fold: to ascertain the perceptions and reactions of academic staff to a merger, and its impact on them; and secondly, to identify factors which are critical to merger success. Although the two institutions had agreed on some form of closer relationship, the process was accelerated by a decision by the Department of Education to use mergers as a means of initiating change in South Africa’s post-school education system. Despite many superficial similarities, the two institutions were dissimilar. Only operational and financial factors were considered. The human factors were ignored. This was critical as the two institutions were totally different with regards to organisational culture and academic standards. The resulting clash in these areas proved to be a major stumbling block to the success of the merger. Technikon A, regarded as the institution of choice, had been subjected to a variety of rapid environmental changes in the few years immediately prior to the merger. These changes had sapped staff morale. In addition, significant financial mismanagement had almost crippled the institution. While the staff of neither institution was in favour of the merger, and both staff associations approached the Department of Education to stop it, the merger went ahead. However, the staff association of Technikon B publicly and vociferously opposed the merger, based on their fears that Technikon A’s incompetent management and weak financial position would impact negatively on them. Instead of integrating “best practice” systems, the weak Technikon A management allowed Technikon B to “make the running” and introduce only their systems into the merger. In effect, this turned the merger into a hostile take-over and allowed for the total deculturation of Technikon A. The perceptions of a sample of Technikon A academic staff were canvassed, both pre- and post-merger. The pre-merger predictions were accurate and there was almost unanimous consent as to the outcomes of the post-merger environment. Comparisons were made with other academic mergers in South Africa and overseas – notably Australia – and parallels drawn with the merger in question. In all cases, the perceptions of staff were very similar. From the literature, a list of critical merger success factors was compiled, against which the present merger was compared. Given that this merger failed to successfully address almost all of the success criteria, the merger must, therefore, be regarded as a complete failure.
AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek is tweeledig. Dit behels die bepaling van reaksies en persepsies van akademiese personeel wie ten nouste deur ‘n samesmelting geraak is, asook ‘n studie van die kritiese prosessuele aspekte wat ‘n rol speel en in ag geneem behoort te word ten einde so ‘n instelling suksesvol te laat verloop. Die instellings waarna verwys word, word in hierdie studie aangedui as synde Technikon A en Technikon B. Alhoewel die twee instellings waarna verwys word in hierdie studie aanvanklik ‘n samewerking ooreenkoms wou sluit, is hulle gedwing deur die Departement van Hoër Onderwys om ‘n formele samesmelting te onderneem ter bespoediging van die regering se gestelde transformasie beleid in hoër onderwys. Ten spyte van oppervlakkige ooreenkomste het die twee inrigtings oor baie andersoortige unieke eienskappe beskik. Dit wil voorkom asof operasionele en finansiële faktore hoofsaaklik die hoofoorwegings by die samesmelting was en dat menslike faktore buite rekening gelaat is. Dit wil blyk ‘n kritiese fout te gewees het, omdat die twee instellings verskil het ten opsigte van hul organisasie-kultuur en akademiese standaarde. Technikon A is alreeds voor die formele samesmelting aan struktuur veranderinge onderwerp en was ook geraak deur wanbestuur wat ‘n baie nadelige impak op die moraal van die personeel gelaat het. Die personeel verenigings van beide inrigtings was gekant teen die samesmelting en veral die personeel van Technikon B het hewig beswaar daarteen gemaak. Hierdie teenstand is skynbaar geignoreer en daar is voortgegaan met die proses. Technikon A het ‘n totale dekulturasie proses moes ondergaan en moes aanlyn kom met die bestuur en styl van Technikon B wie se standaarde hulle as minderwaardig beskou het. Ten einde die proses te bestudeer is daar in hierdie navorsing gebruik gemaak van die metode van deelnemende-navorsing tegnieke (“participant observation techniques”). Onderhoude is gevoer met studente en personeel voor en na die proses; dokumente en verslae, asook media berigte is bestudeer en word aangehaal as bewyse. Vergelykings word getref met soortgelyke samesmeltings in Australië wat baie ooreenkomste toon met die in Suid Afrika. Die praktiese studie tesame met die literatuuroorsig dui onomwonde aan dat die samesmelting wat in hiedie studie in oënskou geneem is. gemeet aan die hand van krities belangrike prosessuele faktore, as ‘n mislukking beskou moet word.
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Bakkalian, Gastón, and Joakim Rådemar. "Business Intelligence in Uppsala Univeristy - Do academic institutions practice what they preach?" Thesis, Uppsala universitet, Institutionen för informatik och media, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256176.

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Business Intelligence (BI) is not a new concept. However, it is still complicated to work with it due to the different views and ways of implementation. This study has adopted an organisational oriented approach of BI: getting the right information, to the right people, at the right time. It was found in this study that poorly implemented BI features and inadequate information infrastructure may lead to workarounds in order to compensate for missing or lacking features and systems. This case study has been conducted at the faculty of Social Sciences of Uppsala University (UU) where a set of interviews were conducted to individuals on one of the key positions at the university; the Director of Studies (DoS). The aim was to map out the key processes and head activities of the DoS’s and evaluate them through the BI view of this thesis. Being the conclusion a concrete mapping of the DoS head activities as well as BI assessment of the current situation of the studied departments. Some improvements have been proposed in order to remedy the lacking of valuable and critical features and systems. However, it was found that the current system infrastructure and problem area is too immature in order to implement any form of integration. Several studies on key positions and influential systems need to be conducted in order to exhaustively map out and discover the problem area.
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Smith, Jenni L. "Academic advising among institutions in the Council for Christian Colleges and Universities." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371478.

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The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow.
Department of Educational Leadership
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Kataria, Sanjay. "Intellectual Repositories in Institutions of Higher Learning in India: An overview." ICOLIS 2007, Kuala Lumpur:, 2007. http://hdl.handle.net/10150/105210.

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Paper presented in ICoLIS 2007 at Malaysia
The paper discusses the concept of intellectual repository (IR) its need, importance,benefits, critical issues, major problems in establishment & maintenance of IR, role of librarians, intellectual society, academic institutions and the government. It also gives an overview of Intellectual Repository (IR) initiatives taken in the institutions of higher learning in Indian scenario.
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Namaganda, Agnes. "Institutional repositories and Higher Education in Uganda. The role of the Consortium of Uganda University Libraries (CUUL)." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622572.

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data received from the questionnaires was augmented by osite visits, discussions and interviews with the university libraries. Results: Despite numerous benefits associated with IRs, few institutions have established IRs in Uganda due to certain barriers. This paper argues that although these imbalances are manifested, opportunities still exists for the establishment of IRs for national development. Recommendations: The paper emphasizes the need for partnerships with the different stakeholders in the planning and developing institutional repositories. Conclusions: Insitutional repositories should be considered as principal benchmarks of digital scholarship. Originality/value – It is believed that higher institutions of learning and communities would benefit substantially from establishing IRs. However, it can only be possible with well developed infrastructure, increased funding, coordination and advocacy.
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Books on the topic "Academic institutions"

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Effah, Paul. Leadership in academic institutions. [Ghana]: National Council of Tertiary Education, 2003.

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1943-, Kaufman James A., and Chemical Congress of North America (3rd : 1988 : Toronto, Canada), eds. Waste disposal in academic institutions. Chelsea, Mich: Lewis Publishers, 1990.

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Kawatra, P. S. Directory of academic institutions in India. New Delhi: Uppal Pub. House, 2010.

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National Board of Employment, Education, and Training (Australia). Higher Education Council. Library provision in higher education institutions. Canberra, A.C.T: Australian Government Publishing Service, 1990.

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Megerian, George K. FY 1985 DOT awards to academic institutions. Washington, D.C: U.S. Dept. of Transportation, Office of the Secretary of Transportation, University Research Program, 1986.

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Chaudhuri, Manjusree. Indian music in professional and academic institutions. Delhi, India: Sanjay Prakashan, 1999.

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Megerian, George K. FY 1985 DOT awards to academic institutions. Washington, D.C: U.S. Dept. of Transportation, Office of the Secretary of Transportation, University Research Program, 1986.

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Megerian, George K. FY 1985 DOT awards to academic institutions. Washington, D.C: U.S. Dept. of Transportation, Office of the Secretary of Transportation, University Research Program, 1986.

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Knezo, Genevieve Johanna. Indirect costs at academic institutions: Background and controversy. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1991.

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Costa, Fachin Roberto, ed. Managing strategy in academic institutions: Learning from Brazil. Berlin: W. de Gruyter, 1990.

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Book chapters on the topic "Academic institutions"

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Baker, Beverly, David M. Palfreyman, Gwenn Hiller, Wilson Poha, and Zina Manu. "10. Biliteracy as Policy in Academic Institutions." In Academic Biliteracies, edited by David M. Palfreyman and Christa van der Walt, 180–205. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097425-012.

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Fumasoli, Tatiana. "Academic Careers." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_287-1.

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Herbst, Marcel. "Academic Organization and Scientific Productivity." In The Institution of Science and the Science of Institutions, 15–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7407-0_2.

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Fumasoli, Tatiana. "Academic Careers." In The International Encyclopedia of Higher Education Systems and Institutions, 16–22. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_287.

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Wolverton, Mimi. "Academic Deans in Higher Education Institutions." In The International Encyclopedia of Higher Education Systems and Institutions, 22–27. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_540.

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Wolverton, Mimi. "Academic Deans in Higher Education Institutions." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_540-1.

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Slaughter, Sheila. "Academic Capitalism, Conceptual Issues." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_100-1.

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Teichler, Ulrich. "Academic Profession, Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_290-2.

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Wang, Zhenmin. "The Institutions for Handling Central/SAR Relations and Their Operations." In China Academic Library, 231–60. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2322-5_9.

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Drinan, Patrick. "Getting Political: What Institutions and Government Can Do." In Handbook of Academic Integrity, 1–10. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-079-7_20-1.

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Conference papers on the topic "Academic institutions"

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dela Cruz, MEJV, and MRD Ching. "DISCOVERING THE PRIMARY AND SECONDARY FACTORS THAT INFLUENCED THE FIRST PHILIPPINE ACADEMIC INSTITUTION TO ADOPT ENTERPRISE ARCHITECTURE." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7157.

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Academic Institutions utilize various ICT mechanisms to manage institution data, retrieve information, sustain financial activities, and deal with digital culture to create the learning and teaching setting. Thus, Enterprise Architecture (EA) is the ICT strategy employed in the domain to engage with radical changes and permuting trends. The purpose of EA is to organize and standardize Information Technology (IT) components to align with institution’s goals. Qualitative analysis was conducted to discover the factors that instigated the first academic institution in the Philippines to adopt EA as an ICT tool for its long-term strategy. The approach was an exploratory research design to closely examine data through thematic analysis, focusing on inductive reasoning that emphasizes the data convened from the semi-structured interviews with an open-ended question. The result of the interviews was graded as primary and secondary factors which influenced the adoption process. Primary factors are the elements that drives the EA adoption such as the organizational structure and human traits, while secondary factors consist of the characteristics of the transformation, specifically the intended techniques, proposed transformation capabilities, transformation obstacles and institutional perspectives. The purpose of this enquiry is to disseminate the primary and secondary factors, discovered from the first academic institution in the Philippines, to various academic institutions and other sectors with similar settings, as a learning ground and bedrock of future possibilities for EA adoption. Thus, the challenge for subsequent EA adopters is to utilize and strengthen the primary and secondary factors to boost the success of transformation for competitive advantage. The future research should gravitate towards factors of EA nonadoption in academic institutions and other sectors as EA is still emerging slowly particularly in the Philippines. Keywords: Academic Institution; Enterprise Architecture; Adoption Factors, Digitalization, Knowledge management, Transformation Capabilities, Transformation Obstacles
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Mokhtar, Shamsul Anuar, Siti Haryani Shaikh Ali, Abdulkarem Al-Sharafi, and Abdulaziz Aborujilah. "Cloud computing in academic institutions." In the 7th International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2448556.2448558.

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Hamzi, Morteza, and Abdolreza Hajmoosaei. "Web interface design for academic institutions." In 2014 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2014. http://dx.doi.org/10.1109/ic3e.2014.7081233.

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Seresova, Katarina. "ACADEMIC WRITING AT HIGHER EDUCATION INSTITUTIONS." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb31/s10.001.

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Nuankaew, Wongpanya, Pratya Nuankaew, Sittichai Bussaman, and Passakorn Tanasirathum. "Hidden academic relationship between academic achievement and higher education institutions." In 2017 International Conference on Digital Arts, Media and Technology (ICDAMT). IEEE, 2017. http://dx.doi.org/10.1109/icdamt.2017.7904982.

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Sokoya, A. A. "Comparative Study of Institutional Facilities as Predictors of Students Choice of Schools: Case Study of Public Tertiary Institutions in Lagos, Nigeria." In Advances in Multidisciplinary and Scientific Research Publication Series. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p3.

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Institutional facilities often determine students’ choice of enrolment into tertiary institution and level of academic performance Rudhumbu,Tirumali and Kumari, (2017). Thus institutions invest more on installation and maintenance of facilities like business enterprise to compete favorably with their counterparts in order to have good number of students and to improve institutional image and status (Gibbs, 2001). Despite institutions stringent requirements of students’ academic results from high school, parents are more concerned of institutional image; safety and campus security. This paper focused on institutional facilities as predictors of students’ choice of enrolment into tertiary institutions for further studies. The study population comprised of year two students in all fields of study from each level of tertiary institutions (college of education, polytechnic and university) in Lagos, Nigeria. It also examined the impact of available facilities ranging from library facilities and services, internet facilities, campus accommodation and proximity to the library and lecture rooms, lecturers experience and academic qualifications are inclusive facilities examined in this study. The study also mirror on the admission requirements of the various schools under study, the structural facilities need of all categories of students in the study; the place of the physically challenged students inclusive. The study adopted survey designed research with the aid of both self structured questionnaire, observation and interview as research instruments for clarification. The services of research assistance hinged on the distribution and collation of questionnaires for the study. Statistical Package for the Social Sciences (SPSS) software was used to analyse the data. Conclusion and recommendations was drawn based on the research findings. Keywords: Institutional facilities, library, students’ enrolment.
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Alavo, Raymond, Raman Adaikkalavan, and Hossein Hakimzadeh. "iScheduler: intelligent scheduling system for academic institutions." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3205824.

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Biswakarma, Jagannath, Kyounglim Kang, Danielle Rushworth, Gitika Srivastava, Gagandeep Singh, Subhasish Das, Surendra Anantharaman, Meret Aeppli, Andrea Popp, and Deep Bhuyan. "Academic Institutions’ Responses to COVID-19 Crisis." In Goldschmidt2021. France: European Association of Geochemistry, 2021. http://dx.doi.org/10.7185/gold2021.7504.

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Anuar, Siti Zubaidah. "CULTURALLY RESPONSIVE TEACHING IN THE HIGHER LEARNING INSTITUTIONS." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.005.

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Bhuyan, Nisigandha. "FREEDOM, CAPITALISM, AND INSTITUTIONS FOR DELIVERING SOCIAL JUSTICE." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.014.

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Reports on the topic "Academic institutions"

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Gordon, Shannon, and Alison Hitchens. Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions. Association of Research Libraries, October 2020. http://dx.doi.org/10.29242/brief.waterloo2020.

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This practice brief presents research conducted by staff at the University of Waterloo Library as part of the library’s participation in ARL’s Research Library Impact Framework initiative. The research addressed the question, “How can research libraries support their campus community in accessing needed bibliometric data for institutional-level purposes?” The brief explores: service background, partners, service providers and users, how bibliometric data are used, data sources, key lessons learned, and recommended resources.
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Feltes, Carol, Donna Gibson, Holly Miller, Cathy Norton, and Ludmila Pollock. Envisioning the future of science libraries at academic research institutions : a discussion. Cold Spring Harbor Laboratory, 2012. http://dx.doi.org/10.14224/1.26505.

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Taylor, Shawna, Jake Carlson, Joel Herndon, Alicia Hofelich Mohr, Wendy Kozlowski, Jennifer Moore, Jonathan Petters, and Cynthia Hudson Vitale. Public Access Data Management and Sharing Activities for Academic Administration and Researchers. Association of Research Libraries, November 2022. http://dx.doi.org/10.29242/report.rads2022.

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The Realities of Academic Data Sharing (RADS) Initiative’s public-access data management and sharing (DMS) activities are the result of categorizing services and support across the institution that are likely needed to make public access to research data available. The RADS project team categorized these activities by life-cycle phases for public access to research data, and used the activities in RADS surveys of publicly funded campus researchers and institutional administrators whose departments likely provide support in these areas. The result of categorizing and defining these activities not only delineated questions for RADS’s retrospective studies, but, consequently, may also help researchers, administrators, and librarians prepare for upcoming federal and institutional policies requiring access to publicly funded research data. This report presents version 1 of the RADS public access DMS activities. Additional versions are expected to be released as more institutions engage in implementing new federal policies in the coming months. Community engagement and feedback on the RADS DMS activities is critical to (1) validate the activities and (2) parse out the activities, as sharing and refining them will benefit stakeholders interested in meeting new federal open-access and sharing policies.
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Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.

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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
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Walcott, R. Characteristics of citations in geoscience dissertations accepted by academic institutions in the United States 1981-1985. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/193948.

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, July 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.
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Bai, Yuzhou, and Roger Schonfeld. What Is a Research Core? A Primer on a Critical Component of the Research Enterprise. Ithaka S+R, December 2021. http://dx.doi.org/10.18665/sr.316205.

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As clusters of state-of-the-art instruments and research enablement services, research cores are not only the cornerstone of research activities at university campuses but also critical assets that provide competitive differentiation for their host institutions. However, these research cores are highly expensive for academic institutions to manage. Despite the growing recognition and impact of these research cores, there are few studies that describe the business models for sustaining and funding research cores or their increasing significance to the larger academic community.
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Kornelakis, Andreas, Chiara Benassi, Damian Grimshaw, and Marcela Miozzo. Robots at the Gates? Robotic Process Automation, Skills and Institutions in Knowledge-Intensive Business Services. Digital Futures at Work Research Centre, May 2022. http://dx.doi.org/10.20919/vunu3389.

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Against the backdrop of the fourth industrial revolution, this paper examines the emergence of Robotic Process Automation (RPA) as one of the new technologies that are shaping the future of work and reconfiguring sectoral business and innovation systems and models. It discusses how the institutional context can potentially mediate the digital transformation of services, how RPA affects workers’ employment and skills, and how it alters inter-organisational relationships and capabilities. Bringing together different strands of academic literature on employment studies, innovation, and technology studies, it deploys a comparative institutional perspective to explore the potential effects of RPA and illustrates their plausibility through mini case studies from knowledge-intensive business services
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