Academic literature on the topic 'Higher education organisations'
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Journal articles on the topic "Higher education organisations"
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Wright, Susan, and Davydd J. Greenwood. "Universities run for, by, and with the faculty, students and staff: Alternatives to the neoliberal destruction of higher education." Learning and Teaching 10, no. 1 (March 1, 2017): 42–65. http://dx.doi.org/10.3167/latiss.2017.100104.
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After analysing the organisational pathologies and societal ills created by the neoliberalisation of universities, the article engages in an organisational critique of the pseudo-business model currently in use. It poses as a solution the re-creation of universities as trusts, with a model of beneficiary ownership, a matrix form of organisation and renewed relations with society. For inspiration it looks to beneficiaryrun organisations on the model of the John Lewis Partnership or the Mondragón University. The article explains why such beneficial matrix organisations are superior to current universities and how they offer an opportunity to recreate universities for the public good.
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Joshi, Marjo Susanna. "Holistic design of online degree programmes in higher education – a case study from Finland." International Journal of Educational Management 36, no. 1 (November 9, 2021): 32–48. http://dx.doi.org/10.1108/ijem-12-2020-0588.
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PurposeThe purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.Design/methodology/approachThis paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).FindingsDesign principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.Research limitations/implicationsThe paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.Practical implicationsAs a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.Social implicationsBuilding the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.Originality/valueThe paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.
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Garnett, Jonathan, Selva Abraham, and Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.
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Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Čerkez, Anes, and Emir Avdagić. "Funkcija marketing menadžmenta u organizacijama za obrazovanje odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 49–71. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.49.
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After adoption of the legal framework in the feld of adult education in Sarajevo Canton, interest of educational institutions for operating in this field is higher and higher. However, due to a very non-stimulating environment and a lack of experience in the field, there is a huge number of organisations for adult education that need professional and financial support to survive. Therefore, in this paper work we examine the ways in which marketing management function is organised in three successful, intentionally selected, organisations for adult education, as well as how they create their marketing mix and what do they consider as less or more important in that process. At the beginning of the work, the theoretical base of adult education concept and marketing management, necessary for understanding of obtained results of the research, is presented. Later, after the presentation of methodological framework, we analysed and interpreted the results for each of three defned tasks of the research: determine and describe the type of organisation of marketing management function and the process of marketing decision-making within levels of organisational structure; determine the approach of an organisation in creating single elements of marketing mix through description of main characteristics of each element; and determine opinions of managers towards the importance of every single element of marketing mix for creating positive image of an organisation. In the absence of appropriate literature that links and explains a relation between these two fields, marketing management and adult education, the work can serve as a guide for adult education organisations in decision-making about the aspects covered by this work.
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Heffernan, Troy, Stephen Wilkins, and Muhammad Mohsin Butt. "Transnational higher education." International Journal of Educational Management 32, no. 2 (March 12, 2018): 227–40. http://dx.doi.org/10.1108/ijem-05-2017-0122.
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Purpose The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications The findings suggest that student relationship management strategies should focus on strengthening the higher education institution’s reputation, and increasing the students’ trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.
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Meshari, Abdulrahim Zaher, Majed Bin Othayman, Frederic Boy, and Daniele Doneddu. "The Impact of Learning Organizations Dimensions on the Organisational Performance: An Exploring Study of Saudi Universities." International Business Research 14, no. 2 (January 25, 2021): 54. http://dx.doi.org/10.5539/ibr.v14n2p54.
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The education sector is crucial to any nation committed to building future human capital. The Higher Education sector in the Kingdom of Saudi Arabia (KSA) is at the centre of transforming the nation's future in a radical move to end oil-dependency. But this is only possible if universities make a decisive change and start working as learning organisations in all employee's levels. The present study investigates the direction of higher education in becoming learning organisations. We collected data from 840 staff members in 20 public Saudi universities. We designed a questionnaire exploring the seven dimensions of learning organisation found in the literature. Regression analyses were used to assess the impact of those dimensions on the organisational performance. Results showed that universities that adhered most to the learning organisation principles demonstrated a better organisational performance, particularly concerning research and knowledge performance. We recommend that universities should (1) use change agents to help transform effectively and meet rising demands and (2), promote continuous learning for all employees to increase productivity.
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Troshani, Indrit, Giselle Rampersad, and Nilmini Wickramasinghe. "Managing SaaS Risk in Higher Education Organisations." International Journal of E-Business Research 9, no. 2 (April 2013): 8–23. http://dx.doi.org/10.4018/jebr.2013040102.
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Software-as-a-Service (SaaS) is a new information and communications technology (ICT) that offers dynamically scalable reconfigurable services to clients on demand via the internet. It is heralded as one of the most significant ICT advances that can facilitate business value creation and innovation. There is paucity of research concerning the perceived risks that can affect SaaS adoption intentions of higher education organisations (HEOs). In attempts to contribute to the existing body of knowledge, this study draws on qualitative evidence to explore perceived SaaS risks at HEOs. It equips HEO managers and policy makers with an integrative risk management framework for SaaS adoption.
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Serinkan, Celalettin, and Mehmet Kiziloglu. "The Relationship between Organisational Culture and Job Satisfaction in Higher Education Institutions: The Bishkek Case." Periodica Polytechnica Social and Management Sciences 29, no. 2 (August 13, 2021): 168–79. http://dx.doi.org/10.3311/ppso.15319.
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Organisational culture and job satisfaction are crucial insofar as human resources are the most valuable resources organisations have in today's business world. Organisational culture encompasses the characteristics that unite and integrate employees of an organisation and distinguish them from employees of other institutions. An employee who has high job satisfaction is an employee who enjoys his/her job and is satisfied with the conditions provided by the organisation. By doing the best that they can do, employees with high job satisfaction ensure that the institution has a competitive advantage and, as a result, extends its life. In this study, questions about organisational culture, levels of job satisfaction and factors influencing them were examined in higher education institutions in Bishkek, Kyrgyzstan. Determining the relationship between organisational culture and job satisfaction in higher education institutions was also one of the objectives of this study. In this study, factors influencing organisational culture and job satisfaction in the case of higher education institutions in the service sector were investigated. In line with the research objective, a questionnaire was conducted in order to be able to explain the factors influencing organisational culture and job satisfaction of university employees and describe the relationship that exists, if any, between organisational culture and job satisfaction. Results showed that there is a significant linear and positive correlation between organisational culture and job satisfaction at a level of 47.2 %, which corresponded to a medium strength. In this case, an improvement in organisational culture will cause an increase in job satisfaction.
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Diogo, Sara Margarida, Carina Jordão, Teresa Carvalho, Hana Himi, Maya Ashkenazi, Veronika Mešková, Anita Thaler, and Jennifer Dahmen-Adkins. "Change in research and in higher education institutions." Investigaciones Feministas 12, no. 2 (June 18, 2021): 283–95. http://dx.doi.org/10.5209/infe.72054.
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Introduction. Funded under the Horizon 2020 programme, the CHANGE project –Challenging Gender (In)Equality in Science and Research– aims to create and implement tailor-made gender equality plans (GEPs) in research performing organisations (RPOs). To make GEPs more sustainable, efforts are being made to stimulate institutional cultural change towards gender equal work environments and foster the gender dimension and inclusive research and innovation programmes in research funding organisations (RFOs) as well. The promotion of a gender equality culture is thus a key requirement for RPOs to maximise their potential. The CHANGE consortium is composed of seven institutions from six countries –Austria, Germany, Portugal, Slovenia, Slovakia, and Israel– of which five are GEP implementing partners and two are experienced partners (one coordinator and one internal evaluator). Objectives and Methodology. This paper approaches the methodology of the project and the structural and cultural challenges faced by the implementing partners so far, looking more specifically to the similarities and differences in the different national and institutional contexts. Results and Discussion. In all the five implementing partners organisations, successful steps have been taken in the implementation of GEPs. Regardless of these first successes, even with increasing women’s representation in management and decision-making positions in some specific cases, implementing partners and coordinators fear that this change may be merely circumstantial or only due and during the project duration. Contribution. The challenges and barriers faced so far to stimulate institutional and cultural change towards gender equal work environments in RPOs are diverse. While there are important social, cultural, and institutional differences among the partner institutions, there is a great similarity in the difficulties faced in implementing GEPs. Resistances and challenges that emerge during processes of change when gender equality policies are implemented in RPOs are more transversal to different national and organisational contexts than one could expect.
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Felce, Alison. "Managing the quality of higher education in apprenticeships." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 141–48. http://dx.doi.org/10.1108/heswbl-10-2018-0106.
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Purpose Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required. Design/methodology/approach A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels. Findings The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed. Originality/value Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.
Dissertations / Theses on the topic "Higher education organisations"
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McCulloch, Myra. "Higher education : organizational structures and cultures : responding to change." Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/ddf439b3-5183-487e-8eba-5fdeb34035e3.
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Van, der Westhuizen André Jeánne. "South African higher education institutions as learning organisations : a leadership process model." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53059.
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Thesis (PhD)--Stellenbosch University, 2002.ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore attracted much attention from within the academic community and from outside. The present higher education scene is characterised by demands for transformation and change, not only in South Africa but in Africa and the developed countries as well. The pressures and demands for change come from outside the field of higher education as well as from within. Some countries have been involved in the process of change and transformation for a period of over thirty years, while others have just embarked on the route or still have to start the change process. The post-apartheid era has marked an era of profound change for South African higher education institutions with concomitant legislation to ensure the change process. If effective and successful transformation of higher education institutions and systems can take place in South Africa with new models of transformation and the effective integration of cultures and openness to change at all institutional levels, these models could be instructive not only to Africa but also to the rest of the world and to academic life universally. However, the demands for change worldwide indicates not only towards new legislation but also towards flexible approaches and new forms of institutional structures and leadership to accommodate the significant, rapid and fundamental changes taking place in higher education and the realisation that institutions of the future will be different from those of the past and the present. In this study the influence of organisational models are used to establish a conceptual framework towards the development of learning organisations. The study reflects on how these new types of organisations will influence higher education institutions as organisations. It also considers what will be expected of higher education institutions to become learning organisations. Learning organisations have special qualities and higher education institutions or teaching institutions do not automatically qualify as learning organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they possess the necessary skills and have the enabling structures to accommodate a new world. Becoming a learning organisation involves more than a paradigm shift for higher education institutions. It requires a revolution, a quantum leap towards individual recognition and growth, leadership development and empowerment and institutional learning. The Academic 'Process Leadership' Super structure provides the space, structure and process for higher education organisations to re-organise and re-create itself to fit the demands of a new world. An analysis of leadership, leadership development and institutional change in higher education institutions brought to the fore that these institutions have not been effective in providing programmes that develop leaders because they simply do not know what is necessary for effective leadership development. Institutions do not have an in-depth understanding of leadership and they have not enculturated leadership development as a core aspect and activity in higher education institutions. There is grave concern regarding the development of 'soft' people skills. The qualitative research investigation into the process of change towards learning organisations in higher education institutions indicate that there are profound problems in the areas of leadership, leadership development, people management and satisfaction, knowledge management and learning dynamics. These areas form the core aspects within the new structures, that of learning organisations. The insights gained from the process analysis of five higher education institutions indicate that the implementation of the academic leadership model as described in the study will provide individual leaders with the necessary leadership skills to fulfill their roles in the recreated empowered institutions. This process of leadership development, as indicated in the study, could enable institutions to become learning organisations.
AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk van beide binne en buite die akademiese gemeenskap om te verander. 'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie, maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie begin het nie 6f pas begin het met die proses van verandering en transformasie. Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid- Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale hoeronderwysgemeenskap. Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie. Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap, leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van die verlede. Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte. Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag word om sodoende te kan verander na lerende organisasies. Dit is belangrik om kennis te neem dat lerende organisasies spesifieke eienskappe het en dat hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele invloed he op institusionele prosesse asook op die manier waarop instellings in die toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe organlsaSles. Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid. Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap, leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling maak tans nie deel uit van die huidige institusionele kultuur nie.
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Wilson, Susan L. "Empowerment in organisations: A qualitative study of managers' perceptions within an institution of higher education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36607/1/36607_Digitsed%20Thesis.pdf.
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This thesis is a qualitative study that looks at non-academic managers' perceptions and experiences of empowerment for staff within a service division of higher education. The primary aim of the study is illuminative understanding of these perceptions and experiences in times of changing concepts of leadership and management in educational contexts, within a global environment of rapid organisational change and discontinuity. The research seeks subjective understandings through a process of interpretive hermeneutic inquiry, using a case study approach involving a semistructured questionnaire, interview and observation techniques and a reflective journal. The interpretive methodology used in the research outlines a process of inquiry that situates the researcher as a knowledgeable observer in a relationship of inter-relatedness with the research participants. The theoretical framework for the study evolves primarily from interpretive hermeneutics and phenomenology, the philosophical traditions which give direction and focus to meaning, understanding and interpretation, and how these are constructed and negotiated in terms of personal development and professional development for staff. This process incorporates a philosophy of 'research with' rather than 'research on' thus suggesting a research process that explores social relations in their everyday context.
The data for the inquiry were gathered over a contained period of six months, occasioned by time-line requirements within the Doctor of Education program at the Queensland University of Technology (QUT). The twelve participants in the study were drawn from a population of twenty eight non-academic managers, employed in a full-time capacity from the Kelvin Grove and Gardens Point Campuses within the Division of Information and Academic Services at QUT. The sample of people drawn for the study represent factors of acceptance to participate, availability and gender balance. To receive approval from the University Research Ethics Committee at QUT to conduct this research, and to encourage managers within my Division to participate, a strict protocol was required and followed to ensure anonymity and confidentiality for the participants at all stages of the inquiry.
The concept of empowerment was examined as an organisational strategy conceptualised within a sphere of self growth which focuses on the selfperceptions and subjective feelings of worth of individuals.
The outcomes from the case study indicate that the participants see the concept of empowerment as a positive organisational strategy, which enables staff to give good service to clients, to be more productive and responsive to change, and to enhance the personal growth of all staff.
The study found, however, that although most participants used some empowering strategies with their staff there were real constraints and limits placed upon them that frustrated these efforts. For example, there was a belief amongst all participants that they work in a bureaucracy, governed by rules that follow inflexible hierarchical lines of management, and that they are accountable for their area of operation without always having the right to use their preferred management style. These bureaucratic constraints and limitations were seen as a negative influence to individual empowerment and incompatible with the concept of empowerment. Nevertheless, a small number of participants testified that within the University there were spaces, albeit in small areas of work, that permitted individual empowerment which reflected the perception that it is the way you go about doing things where you have the most freedom.
Some implications for personal and professional practice are discussed and the limitations of the study are outlined. Finally, the potential of the case study to generate social possibilities of 'what is' and 'what can be' is considered.
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Wessels, Marius Lourens. "Guidelines for the implementation of cooperative education in South African teaching and learning organisations in higher education / Marius Lourens Wessels." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1588.
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Peeke, Graham. "Mission, education and change : the concept of institutional mission and its application to the management of further and higher educational organisations." Thesis, Cranfield University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332920.
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Diedericks, Rita. "Students' perceptions of service quality at two South African higher education institutions / Rita Diedericks." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10280.
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South African higher education institutions are facing increasing competition from both local and global competitors. This increasing competitive pressure has forced them to become aware of the importance of building and sustaining a suitable competitive advantage. Adding to this, South Africa’s economy, together with the world economies, has witnessed changing circumstances in relation to consumers’ needs, tastes and preferences. In this light, service quality has been recognised as a means to meet these challenges. As service industries play an important role in many economies around the world, the significance of providing an adequate level of service quality has emerged. Higher education institutions too are now being called upon to account for the quality of the services they provide. As service quality is a key strategic issue and a pervasive strategic force, the methods deployed in measuring service quality is of concern. Traditionally, higher education institutions used measures to account for the academic standards they provide, together with accreditation and performance indicators of teaching and research. However, from the viewpoint of their primary consumers, higher education institutions need to put measures in place to account for their students’ perceptions of service quality as well. Higher education institutions need to concentrate their attention on what the students feel is important in delivering the service. In measuring service quality from the perspective of the students, higher education institutions will be able to improve their service delivery processes, which will help to create consumer loyalty and, in the long-term, build a competitive advantage. The primary objective of this study was to provide a comparative view on the undergraduate students’ perceptions of the service quality delivered by two South African higher education institutions. The study comprised a literature review and an empirical study, and a descriptive research design was employed. The literature review focused on service quality. The literature review did not focus specifically on examining service quality from higher education institutions perspective but rather looked at service quality from the perspective of general service industries. In addition, in order to shape the literature on service quality, an introduction to services and services marketing was provided. Within the empirical portion of this study, quantitative research was applied using the survey method. Two South African higher education institutions formed the two sample groups in this study. A self-administered questionnaire was administered on the relevant first-, second- and third- year business and marketing management students of each sample’s respective faculties.
The findings obtained from the main survey questionnaire are discussed in order to provide insights as to how students’ evaluate the service delivery of higher education institutions. Given the limitations and scope of the study, a balanced view of the two sample groups is provided in that the sample groups were split representatively. The recommendations provided in this study provide guidelines regarding the possible ways in which higher education institutions can market themselves in order to build a sustainable competitive advantage.MCom, North-West University, Vaal Triangle Campus, 2012
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Lange, Joshua. "Exploring value through international work placements in social entrepreneurial organisations : a multiple case longitudinal study." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22106.
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Universities and their partner organisations are promising that short-term work placements in social entrepreneurial organisations will increase student employability, leadership skills, and knowledge of socially innovative practice, while providing students meaningful opportunities to ‘change the world;’ yet theory and empirical studies are lacking that show what is beneficial and important to students, how students develop, and what influences their development through these cross-cultural and interdisciplinary experiential learning programs. This is the first study to explore the value of UK and US students participating in international internships and fellowships related to social entrepreneurship from a socioeconomic perspective. For this study, a value heuristic was developed from organisational models in the social entrepreneurship and educational philosophy literature followed by a qualitative longitudinal multiple case study. Fifteen individual student cases were chosen from two programmes involving two UK and three US universities, taking place in eleven host countries over five distinct data collection intervals. Findings across cases show a broad range of perceived value to students: from research skills and cross-cultural understanding, to critical thinking and self-confidence. Findings also show how student perspectives changed as a result of the placement experience and what ‘internal’ and ‘context-embedded’ features of the placements influenced students’ personal and professional lives. However, the ambiguity of social impact measures raises ethical questions about engaging students with limited knowledge, skills, and preparation on projects where they are unprepared to create long-term value for beneficiaries. This study contributes to the literature on higher education and international non-profit and business education by: providing an expansive matrix of value to students engaging in international placements; initiating a ‘hybridisation’ theory of personal value; creating a rigorous methodology transferable to similar programmes; outlining embedded features that programme developers can integrate in order to improve their own social and educational impact; raising ethical questions related to theory and practice; and including the researcher’s own multi-continent journey into the substance of the work.
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Ramrattan, Mark. "Developing web-based information systems for emergent organisations through the theory of deferred action : insights from higher education action research." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5187.
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This investigation follows a philosophically interpretive approach on how the web developer developed Web-based Information Systems (WBIS) in a continuously changing higher education organisation. The investigation focused on emergence within the organisation and the resultant problems this gives the web developer in developing WBIS. The web developer used an action research methodology to investigate the emergent higher education organisation and its need for web-based aesthetics & internet speed. This approach was designed by the action researcher to assist both the web developer and manager in developing WBIS within emergent organisations. It is also designed to address a number of major constraining factors placed on the web developer. These included: time constraint, web-based aesthetics, internet speed, emergent aspects, methodology issues and accommodating planned organisational change. The interpretation of these constraining factors gained through the theory of deferred action enabled the action researcher to understand, interpret and create associations to explain the WBIS development process. The web developer had to defer the design process at several points because of unexpected events occurring in the organisation and take deferred action. As a result the Kadar Matrix was created and used by the web developer to manage the constraining factors. The Kadar Matrix has extended the theory of deferred action (ToDA) by implementing its constructs in the analytical tool, Kadar Matrix, for WBIS development. This is a modification of theory for practice. The research further identified that deferred action is necessary for the web developer in emergent organisations.
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Arthur, Len. "The impact of the 1988 Education Reform Act on collective bargaining in the PCFC sector of higher education : an analysis of control and resistance in organisations." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344023.
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Leslie, Mike (M C. ). "Exploring the developmental outcomes of service-learning in Higher Education for partner organisations : an exploratory study of two modules at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4242.
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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Amidst debates over the transformation of South African (SA) Higher Education (HE), the core institutional function of community engagement is a possible means of bolstering the developmental role of HE in relation to community needs. The potential for community engagement, and more specifically service-learning, to contribute to community development is yet to be fully explored in the SA context. Broad policy mandates such as the Reconstruction and Development Programme (GNU, 1994) and the White Paper on Transformation of Higher Education (DoE, 1997) have created a policy environment supportive of community engagement as an institutional function of HE advancing the state’s developmental agenda. In the course of the national reorganization of the HE system, the Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) initiative undertook feasibility studies of community engagement in SA HE and consulted widely around community engagement. The main outcome has been service-learning’s promotion as an endorsed means of knowledge-based community engagement. Concerted efforts to build the institutional capacities for service-learning nationwide have since been conducted and service-learning is now an increasingly prominent means of community engagement in HE. The conceptual origins of service-learning suggest that mutual student and community benefits are achieved in the course of service-learning programmes, with significant research substantiating student learning outcomes. However, there is limited research available on community outcomes and a lack of empirical evidence on how the community is engaged in service-learning. Conceptualizations of service-learning partnerships in SA yield the introduction of a third party, the partner organization as the host of the service-learning modules in addition to the university and the community. The Triad Partnership Model applied at Stellenbosch University (SU) provides an opportunity to explore the experience of the third party, the partner organization, in what is conceptualized as a dyadic relationship between student and community. As a former student, representative of a partner organization and co-facilitator in a servicelearning module, the author explores the experiences of representatives of partner organizations of service-learning in HE. This dissertation presents the experiences of ten site-supervisors from nine partnering organizations of Stellenbosch University as evidence of some of the developmental outcomes of two service-learning modules. The study discusses the various stages in the process of partnership as it pertains to outcomes experienced by the sitesupervisors of the partner organizations. These experiences help clarify the developmental implications of the Triad Partnership Model for the partner organizations of the two service-learning modules studied. The dissertation concludes by making recommendations for future areas of study and makes some considerations for prospective service-learning modules at SU.
AFRIKAANSE OPSOMMING: Die kern institusionele funksie van gemeenskapsbetrokkenheid is te midde van die debate oor die transformasie van Suid-Afrikaanse (SA) Hoër Onderwys (HO), ‘n moontlike wyse om die ontwikkelingsrol van HO in verhouding tot gemeenskapsbehoeftes te bevorder. Die potensiaal van gemeenskapsontwikkeling, en meer spesifiek diensleer se bydrae tot gemeenskaps-ontwikkeling, is nog nie voldoende in die SA konteks ondersoek nie. As breë beleidsmandate het die Heropbou en Ontwikkelingsprogram (GNU, 1994) en die Witskrif oor die Transformasie van Hoër Onderwys (DoE, 1997) ‘n beleidsomgewing geskep wat ondersteunend is vir gemeenskapsinteraksie as ‘n institusionele dryfkrag van HO om die Staat se ontwikkelingsagenda te bevorder. Ten tye van die nasionale herorganisering van die HO stelsel het die Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) inisiatief volhoubaarheidstudies van gemeenskapsbetrokkenheid in SA HO gedoen en ook gekonsulteer oor verskeie aspekte rondom gemeenskapsbetrokkenheid in die breë. Die belangrikste uitkoms hiervan was die bevordering van diensleer as ‘n legitieme wyse van kennisgebaseerde gemeenskapsbetrokkenheid. Doelbewuse pogings is onderneem om die institusionele kapasiteit vir diensleer op nasionale vlak uit te bou, wat vandag ‘n toenemende prominente wyse van gemeenskapsbetrokkenheid in HO is. Die konsepsuele oorsprong van diensleer veronderstel dat gemeenskaplike student- en gemeenskapsvoordele deur die verloop van diensleermodules bereik word. Alhoewel daar heelwat navorsing gedoen is wat fokus op leeruitkomste vir studente, is daar weining navorsing beskikbaar oor gemeenskapsuitkomste, sowel as ‘n tekort aan empiriese bewyse van hoe die gemeenskap betrokke is by diensleer. Konsepsualisering van diensleer vennootskappe in SA sluit ‘n derde party in, die vennootskap-organisasie waar die diensleermodule gehuisves word, bykomend dus tot die universiteit en gemeenskap. Die Triad Vennootskap Model wat by die Universiteit van Stellenbosch (US) toegepas word, bied die geleentheid om ondersoek in te stel na die ervaring van ‘n derde party, die vennootskap-organisasie, oor wat gekonseptualiseer word as ‘n diadiese verhouding tussen student en gemeenskap. As ‘n vorige student, verteenwoordiger van ‘n vennootskap-organisasie en mede-fasiliteerder in ‘n diensleermodule, stel die outeur ondersoek in na die ervarings van verteenwoordigers van vennootskaporganisasies van diensleer in HO. Hierdie verhandeling stel die ervarings van tien supervisors van nege vennootskaporganisasies van die Universiteit van Stellenbosch voor, as bewys van sommige van die potensiële uitkomste van twee diensleer modules. Die ondersoeker bespreek die fases van die proses van vennootskap-vorming soos wat dit verband hou met uitkomste wat supervisors ervaar het. Hierdie ervarings help om die ontwikkeling implikasies van die Triad Vennootskap Model vir die deelnemer-organisasies van die twee diensleermodules wat bestudeer is, te verhelder. Die verhandeling word afgesluit deur aanbevelings te maak vir toekomstige studie-areas en oorweging te skenk vir toekomstige diensleermodules by die US.
Books on the topic "Higher education organisations"
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Jacob, Reny. Organisations for Christian higher education worldwide: A directory, 1998-'99. Janakpuri, New Delhi, India: Associations of Christian Colleges and Universities, International Ecumenical Forum, 1998.
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Kuzmina, Olga, and Stefan Hoyle, eds. Challenges for Health and Safety in Higher Education and Research Organisations. Cambridge: Royal Society of Chemistry, 2020. http://dx.doi.org/10.1039/9781839162497.
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Malee, Bassett Roberta, and Maldonado Alma, eds. International organizations and higher education policy: Thinking globally, acting locally? Milton Park, Abingdon, Oxon: Routledge, 2009.
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Watts, A. G. Closer working?: A review of working relationships between Careers Service Organisations and Higher Education Careers Advisory Services. Derby: University of Derby, Centre for Guidance Studies, 1999.
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O'Callaghan, D. F. Responses to the memorandum on higher education in the European Community: Summary of national reports and of reports from European organisations. Brussels: Commission of the European Communities, 1993.
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1936-, Kaiser Harvey H., ed. Planning and managing higher education facilities. San Francisco: Jossey-Bass Inc., 1989.
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The dynamics of change in higher education : expansion and contraction in an organisational field. New York: Springer, 2008.
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Universities in the knowledge economy: Higher education organisation and global change. New York, NY: Routledge, 2012.
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Philippe, Joseph. L'Enseignement post-secondaire en France et en Angleterre: Organisation et administration. [Montreal?: s.n.], 1989.
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Voronina, Larisa. International standards on auditing: theory and practice. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037951.
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The textbook is designed for a detailed study of the system of International standards of auditing (ISA). The illuminated structure of the system of MSA and standards, disassembled terminology and application of standards.
Considered in detail the content of all ISAS, introduced in territory of the Russian Federation from February 12, 2019. (order of the Ministry of Finance of Russia from 09.01.2019 No. 2H).
The content of the textbook and generated the results of its study of the professional competencies match the requirements of the Federal state educational standard of higher education of the latest generation and the national professional standard "the Auditor".
For students, bachelors, undergraduates, postgraduates and teachers of economic universities and faculties, students of the program of preparation for the qualification exam for obtaining the certificate of the auditor, a professional accountant and also auditors, accountants, economists, lawyers and heads of organisations or improving qualification.
Book chapters on the topic "Higher education organisations"
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Sadlak, Jan, and Klaus Hüfner. "International Governmental Organisations and Research on Higher Education." In Higher Education Dynamics, 87–100. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0579-1_6.
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Mai, Lan Thi Quynh. "Vietnamese Students’ Transition to International Non-Government Organisations." In Higher Education Dynamics, 235–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78492-2_13.
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Jansen, Dorothea, Regina von Görtz, and Richard Heidler. "Consequences of the New Actorhood of German Universities and Research Organisations." In Higher Education Dynamics, 117–41. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09677-3_7.
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Salminen, Ari. "New Public Management and Finnish Public Sector Organisations: The Case of Universities." In Higher Education Dynamics, 55–69. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0072-7_3.
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Singh, Ranbir. "The Role of IAU in Facilitating International Cooperation." In The Promise of Higher Education, 73–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_11.
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AbstractThe International Association of Universities (IAU), founded in 1950 under the auspices of UNESCO, is a prominent global association of higher education institutions as well as organisations across the world.
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Pekkola, Elias, Rómulo Pinheiro, Lars Geschwind, Taru Siekkinen, Teresa Carvalho, and Kirsi Pulkkinen. "Nested hybridity and value definition in public higher education." In Hybrid Governance, Organisations and Society, 59–80. 1 Edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429286247-6.
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Koelman, Jos, and Piet De Vries. "Marketisation, hybrid organisations and accounting in higher education." In From the Eye of the Storm, 165–87. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9263-5_8.
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Wu, Ju-Chuan, and Jui-Chi Wang. "Teachers’ Readiness of Information and Communication Technology Integration in Higher Education Innovation." In Knowledge Management in Organisations, 174–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07920-7_14.
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Paucar-León, Verónica Judith, Fernando Molina-Granja, Raúl Lozada-Yánez, and Juan Carlos Santillán-Lima. "Model of Long-Term Preservation of Digital Documents in Institutes of Higher Education." In Knowledge Management in Organisations, 257–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07920-7_20.
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Sebastião, Sónia Pedro, Anne-Marie Cotton, and Hélène Boulanger. "Higher Education for Public and Organisational Diplomacy in the Contexts of Communication Sciences." In Diplomacy, Organisations and Citizens, 329–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81877-7_18.
Full textConference papers on the topic "Higher education organisations"
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"BUSINESS PROCESSES UNDERPINNING INFORMATION SYSTEMS - A Higher Education Institution’s Framework." In 12th International Conference on Informatics and Semiotics in Organisations. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003266802260235.
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Dogaru (Cruceanu), Tatiana-Camelia, Corina-Georgiana Antonovici, Carmen Săvulescu, and David Diaconu. "HIGHER EDUCATION INSTITUTIONS AS LEARNING ORGANISATIONS IN COVID-19 TIMES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0971.
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Stige-Skuskovnika, Vita. "Dimensions of Emotional Intelligence for Supporting Childless Employees in Higher Education Institutions: A Systematic Review." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.006.
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In recent years’ childlessness as a workplace inclusion issue has developed from a taboo topic into an important awareness subject, especially being childless not by choice. This issue has become challenging for employers and leaders not only in business organisations but also in educational institutions. That includes such aspects as to be prepared with how to support employees within different struggle of life and to be aware of discussion and conversation topics. The article presents the systematic literature review on subject of emotional intelligence as an attribute of effective leadership which can be increased into higher education institutions. The aim of the study is to explore main findings of emotional intelligence in the context of effective leadership for supporting childless employees in higher education institutions. Since the context of childlessness and emotional intelligence has not been previously studied, author of this article decided to use the systematic review method including publications which were published in respectable databases(EbscoHost, Scopus, Science Direct, Emerald Publishing, Elsevier, Sage Journals)during the past ten years. The authors' review has helped to identify some of the main findings about models and dimensions of emotional intelligence, importance of emotional intelligence as an attribute of effective leadership in organisations and higher education institutions. Conclusions include future recommendations for higher education institutions and development of leaders and employees about emotional intelligence aspects and future research perspectives about terminology of childlessness and childlessness aspects at workplace. Most important conclusions highlight the necessity to improve work-life programs and policies of organisations including childlessness aspects as a workplace inclusion issue; the importance to study relationship between emotional intelligence of higher education institutions leaders and childlessness aspects in higher education institutions. The significance of the results is due to the fact that this is a completely new topic in management science in Latvia and future research should be carried out.
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Thorneycroft, Sarah. "Maybe It's Us: Imagining Organisational Learning Design." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0123.
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Higher education is in crisis mode, and as organisations we need to find new ways to exist. The traditional entities tasked with change in the sector have had limited impact, however, and it may be time to explore new catalysts for organisational change. This short narrative paper describes one such potential catalyst, the concept of organisational learning design – a new practice domain that harnesses the capabilities and affordances of learning design and evolves them beyond technology into organisational learning and organisational culture practices to create a high-leverage change agent.
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Leite, Sonia, and Paulo Oliveira. "PERCEPTION OF ACCOUNTING ORGANISATIONS NEEDS AND THE ROLE OF HIGHER EDUCATION INSTITUTIONS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0054.
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Fatai Ogunbayo, Babatunde, Clinton Aigbavboa, Opeoluwa Akinradewo, Olusegun Oguntona, and Didi Thwala. "Validation of Maintenance Management Core Elements for Higher Educational Institution Buildings in developing Countries Education Sector." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002367.
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Maintenance management (MM) is a preventive management philosophy that provides a platform to retain assets value, improve life quality, improve risk cost and productivity in maintenance organisations. Given this contextual setting, the study examines whether core elements of MM utilised in developed countries are relevant in developing countries, using higher education institutional (HEI) buildings in the Nigeria education sector as a case study. In obtaining data for this study, an empirical research design was employed. Precisely, a Delphi study piloted showed eight (8) core elements that influence effective maintenance management of HEI buildings in Nigeria. Of these eight (5) cores elements, five (5) of the elements have a very high influence on maintenance management of HEI buildings (VHI: 9.00 -10.00), and three (3) other elements had a high influence (HI: 7.00-8.99). The key finding from the study reveals that the core elements that influence maintenance management of HEI buildings include organisational maintenance policies, maintenance budget, human resources management, training, monitoring and supervision, maintenance information, communication among stakeholders, and maintenance culture. The study's finding indicated that these core elements are related to those of other countries, and effective MM of HEI buildings in developing countries education sectors is guaranteed when these core elements are integrated into the maintenance processes and operations.
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Reyes Zárate, Gabriela, and Claudia Lizette Garay Rondero. "Experiential Learning for Industry 4.0 in Higher Education: a Challenge-based learning case study." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002913.
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Organisations and institutions worldwide know the need for trained workers to handle future workplace challenges. This assertion focuses on the growth of digital literacy and several other skills and abilities known as digital transformation competencies. Universities, employers, governments, and organisations recognise an existing gap in the students' education about developing, utilising, and implementing new technologies. The contribution of this work is to present an educational innovation case study in which students implemented and customised Industry 4.0 technologies. The team designed an assembly line with a collaborative robot and real-time data-accessing dashboards with an Overall Equipment Efficiency (OEE) indicator. Undergraduates start the experiential learning process by studying time and movement tasks, designing workstations, and placing the components for the assembly. Digital tools are used to track assembly line availability, efficiency, and quality in real time, demonstrating the positive impact of a collaborative robot on production. By introducing Industry 4.0 into the industrial engineering curriculum, students can improve their digital tools knowledge, problem-solving, teamwork, and communication. This study provides future directions for students' activities incorporating more technologies and digital enablers in Industry 4.0, adding relevant transversal skills regarding sustainability and citizenship.
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Charlier, Jean Emile, and Sarah Croché. "Universities and standardization instruments: the willingness to put an end to the organized anarchy." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5215.
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Many sociologists have for a long time based their research on the work published in the 1970s, in which universities were regarded as organisations that operate in a particular way. They were approximated to “organised anarchies” (Cohen et al., 1972) or to “loosely coupled systems” (Weick, 1976 ; Orton & Weick, 1990) which were considered host to “unclear technologies” (Cohen & March, 1974). This article call into question these concepts and confront them with the evolution of the piloting way of contemporary establishments of European higher education. The empirical material for this paper comes from the analysis of texts and reforms initiated in European universities. The paper will show the effects of standardization instruments on academic profession and how these instruments (and notably the learning outcomes approach) transform each segment of the university and generate a deep interdependence between all of them.
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Chicharo, Joe Fernando, Kylie Austin, Julia Coyle, and Amy Thompson. "Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11062.
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Co-curricular engagement is an essential a part of the student experience in Australian higher education institutions. Whilst there is wide acknowledgement of the benefits of students participating in co-curricular activities, formally recognising students for the knowledge, skills and experiences that they have gained through co-curricular learning has only recently emerged in the Australian context. This practice paper will describe one Australian university’s approach in developing and implementing a co-curricular recognition framework. UOWx sits at the core of University of Wollongong’s (UOW) student experience, providing holistic and transformational personal development of students. The distinctive features of UOW’s approach include developing a whole of institution approach; embedding the student voice into continuous improvement cycles; and developing an active strategy to embed UOWx with employers and community organisations. This approach has transformed student co-curricular learning at UOW, by increasing the breadth of student engagement and deepening student understanding of the knowledge, skills and experiences students have gained through their co-curricular engagement. Keywords: Co-curricular framework; designing co-curricular recognition; reflection.
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Evans, Nina. "Informing Clients in Education about Instructional Offerings and Careers in the ICT Industry." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2644.
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Organisations of the twenty first century are increasingly dependent on knowledge, information- and communication technology (ICT). Due to the changes in modern organisations, a new role and set of expectations have emerged for ICT workers. Academic institutions have a responsibility to determine the needs of the ICT industry and develop the necessary knowledge, skills and abilities in their learners, through relevant instructional offerings and course contents. Companies in the ICT industry regard higher education institutions as important clients. On the other hand, the clientele for higher education institutions include the learners, the ICT industry and the public. This article suggests that higher education institutions should remain informed about the needs of the ICT industry and, at the same time, keep their learners and other clients informed about these needs, career- and training options in the ICT field. It is argued that the management of this “two-way” practical informing science process -to satisfy both stakeholders- is the responsibility of higher education institutions. The questions that continually need to be answered through such an informing process are : To what extent has the ICT world changed and what is the influence of such changes on the demands made of ICT workers? Do these changing demands have an influence on the ICT training institutions and how should academic institutions adapt their courses accordingly? How should learners be kept informed of the changing industry needs and instructional offerings, enabling them to make wiser career choices?
Reports on the topic "Higher education organisations"
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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.
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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.
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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.
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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.
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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Samji, Salimah, and Mansi Kapoor. Funda Wande through the Lens of PDIA: Showcasing a Flexible and Iterative Learning Approach to Improving Educational Outcomes. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/036.
Full textAbstract:
Funda Wande has adopted a ‘learning by doing’ strategy that is similar to the Problem Driven Iterative Adaptation (PDIA) approach to solving complex problems. PDIA is a high-impact process of innovation that helps organisations develop the capability to solve complex problems while they are solving such problems. It is a step-by-step framework that helps break down problems into their root causes, identify entry points, search for possible solutions, take action, reflect upon what is learned, adapt, and then act again. Its dynamic process and tight feedback loops enable teams to find and fit solutions to the local context. This case provides a narrative of the Funda Wande story with boxes illustrating how PDIA principles and tools like problem construction, deconstruction, entry point analysis, iteration, and building authorisation would have been applied in practice. The sources of this case include a literature review of education in South Africa, related research documents, and conversations with staff at Funda Wande.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
Full textAbstract:
Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Innovative and Entrepreneurial Universities in Latin America. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004542.
Full textAbstract:
The review examines how higher education institutions are supporting innovation and entrepreneurship in their surrounding communities. The study focuses on eleven universities located in six countries in Latin America: Chile, Colombia, Mexico, Brazil, Argentina and Uruguay. The study finds that selected institutions are actively supporting entrepreneurs (university students, but also local entrepreneurs) through courses, incubation and acceleration activities. It also shows that universities are actively engaging with external stakeholders in their surrounding communities, to spur innovation through joint-research, organisation of events (such as festivals, competition). It finds that that while COVID-19 pandemic brought about some challenges, universities managed to stay afloat and keep a steady stream of support to entrepreneurs and partners. The review also illustrates the challenges that universities face when developing these activities (lack of funding, unclear regulation for intellectual property development, etc.) and highlights some opportunities that universities should leverage, particularly in the current context.