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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.
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Purba, Sahala, Iskandar Muda, Prihatin Lumbanraja, and Azizul Kholis. "Factors that Influence the Organizational Performance in Private Universities: A Review of Literature." International Journal of Finance, Economics and Business 1, no. 4 (December 31, 2022): 284–91. http://dx.doi.org/10.56225/ijfeb.v1i4.107.
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This paper presents a review literature of the factors that influence organisational performance in organisations in private universities. This study focuses on internal control variables, budgeting processes and organisational characteristics as moderating variables. Many private universities in Indonesia are closed or no longer operating due to a lack of internal control in managing universities and inadequate budgeting processes. So, the universities lack funds to carry out their operational activities. The characteristics of higher education leaders are less professional in managing higher education institutions. He/she carried out his leadership so that many universities went bankrupt. Finally, these universities had to be closed due to a shortage of students as the main source of higher education funding. From previous research, many researchers are still researching profit organisations, which is rarely done for non-profit organisations. Besides that, the previous research on organisational performance was measured only from the financial part, while for finance, it was still rare to investigate as a benchmark for organisational performance.
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Kushnir, D. Yu, and M. N. Svintsova. "Objective Factors of Сonflict Emergence in the Higher Education." Humanities and Social Sciences. Bulletin of the Financial University 11, no. 6 (January 30, 2022): 113–17. http://dx.doi.org/10.26794/2226-7867-2021-11-6-113-117.
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The contemporary university is a unique type of organisation with horizontal and vertical ties in departments and faculties, where decision-making, accountability, and authority overlap and often contradict each other. The relevance of the article is due to the increasing conflict potential in the field of higher education. Many conflicts in higher education institutions have been exacerbated because their previous causes were not adequately analysed and eliminated, and the conflicting parties did not explore the possibilities of communication. Without alternative methods, conflict situations can create a highly hostile environment. The article is intended for employees of the education system, heads of educational organisations, teachers, researchers.
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Sufian Ruslan, Mohd, Ismi Arif Ismail, and Mohd Hafiz Hanafiah. "Managing rightsizing in higher education institution: A qualitative thematic investigation." Journal of Organisational Studies and Innovation 9, no. 1 (June 1, 2022): 47–61. http://dx.doi.org/10.51659/josi.21.149.
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This study aims to explore the rightsizing practices of higher education institution administrators. This study utilised the qualitative research methodology within the constructivist paradigm to explore Malaysian higher education institution administrator’s perceptions and experiences on rightsizing practice. Semi-structured, face-to-face interviews with observations and document analysis were conducted. This study found four principal rightsizing objectives within the context of higher education institution administrators: i) changing policies; ii) organisation scanning; iii) human resource planning, and; iv) human resource optimisation. Managing shrinkage via rightsizing also includes recognising the rightsizing process, strategies, and barriers. It is essential to understand the implication of rightsizing exercise, especially in the public sector, to prevent organisations from making “wrong-sizing” decisions. Constant evaluation of the rightsizing efforts should also be done to ensure that the organisation operates in a lean and mean manner.
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Coggo Cristofoletti, Evandro, and Milena Pavan Serafim. "Neoliberal student activism in Brazilian higher education." Learning and Teaching 15, no. 1 (March 1, 2022): 67–91. http://dx.doi.org/10.3167/latiss.2022.150105.
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This article discusses the growth of neoliberal student activism in Brazilian higher education, considering the role of organisations called neoliberal think tanks. The following questions are addressed: why and how do these think tanks operate in the field of higher education? How do they articulate and promote student activism? The study provides a historical and contextual review of the origin and performance of the neoliberal think tanks in Brazil, identifying organisations that significantly operate in the higher education field. The case of Students For Liberty Brasil is examined in detail. The results of our study indicate that these think tanks seek to challenge hegemony in the teaching, research and higher education policy agendas and consider students as an important source of neoliberal political leaders.
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Boychenko, Tatyana. "Structure of Personnel in Scientific Organisations of the Ministry of Science and Higher Education of the Russian Federation for Individual Regions: Analysis of Primary Statistical Information." Science Governance and Scientometrics 16, no. 1 (March 1, 2021): 79–106. http://dx.doi.org/10.33873/2686-6706.2021.16-1.79-106.
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Introduction. The subject of this work is the number, composition and structure of personnel of research organisations subordinate to the Ministry of Science and Higher Education of the Russian Federation, located in regions that differ in terms of research and development conditions. Such information can be useful in identifying stable characteristics of the personnel model of a scientific organisation for the formation of a system of restrictions that will allow in the future to develop an optimal personnel model of a scientific organisation for a given target criterion. Methods. To achieve this goal, theoretical (analysis) and empirical (structuring the available data, generalization, classification, comparison) research methods were used. The empirical base of the research was information on the number and composition of personnel of scientific organisations subordinate to the Ministry of Science and Higher Education of the Russian Federation, presented in the database of the statistical observation form, Form ZP-Science. Results and Discussion A review of the number, composition and structure of personnel of research organisations is carried out for a sample of 278 organisations in several regions of Russia, differing not only in the number of scientific institutions represented on their territory under the jurisdiction of the Ministry of Science and Higher Education of the Russian Federation, but also in socio-economic conditions. Conclusion. The analysis made it possible to identify the characteristics of the personnel model of a scientific organisation subordinate to the Ministry of Education and Science of the Russian Federation, which is resistant to differences in the regional environment.
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Wiseman, Ndlovu, H. Ngirande, TS Setati, JJ Zaaiman, and MP Rachidi. "An Investigation On The Dominant And Preferred Organisational Culture Construct At A Selected Higher Education Institution In South Africa." Review of Social Sciences 1, no. 6 (June 29, 2016): 01. http://dx.doi.org/10.18533/rss.v1i6.38.
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<p>The aim of the study was to investigate the dominant and preferred organisational culture at a higher education institution in South Africa and how organisational culture influences the organisational behaviour. The study employed a quantitative research design and 30 employees were randomly selected from two groups of non-academic and academic staff members of a selected school at the institution. A structured questionnaire was utilised to solicit information regarding the dominant and preferred organisational culture at the institution from the participants. The Statistical Package of Social Sciences (SPSS) version 2013 was used to determine the preferred and existing culture through mean scores. The results revealed that a role culture was dominant in the institution whilst employees preferred a support culture. The study further revealed that organisational culture has a significant impact on numerous organisational processes, employees as well as organisational performance. In addition, the results showed that if employees have shared norms and are supported by the organisation, they can increase their performance towards achieving overall organisational goals. Thus, from the findings, the study recommends policy makers and decision makers in organisations to adopt support culture through providing support to their employees to achieve both personal and organisational goals. </p>
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Hodgins, Margaret, and Patricia Mannix McNamara. "Bullying and incivility in higher education workplaces." Qualitative Research in Organizations and Management: An International Journal 12, no. 3 (September 11, 2017): 190–206. http://dx.doi.org/10.1108/qrom-03-2017-1508.
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Purpose The purpose of this paper is to explore the lived experiences of workplace ill-treatment of administrative and technical staff in the higher education sector, with a particular focus on organisational response. Design/methodology/approach A qualitative interpretative phenomenological research design was employed. Using non-random, purposive sampling strategies nine self-selecting participants from three of the seven universities in the Republic of Ireland were interviewed in person. Data were analysed thematically employing the Pietkiewicz and Smith’s (2012) four-stage data analysis model. Findings Thematic analysis yielded four main themes: micro-political nature of bullying, cynicism about the informal response, the formal procedures exacerbate the problem and significant and adverse health impact. Participant narratives engender the lived experience for the reader. Research limitations/implications As participants were self-selecting respondent bias is acknowledged. Practical implications The findings of this study add to the accumulating evidence that organisations are failing to address workplace bullying. Social implications In failing to protect employees, the adverse health difficulties experienced by targets of bullying are further exacerbated. Originality/value While the literature yields much in terms of types of behaviours and impact, and argues for anti bullying policies and procedures in the workplace, what is evident is the selective organisational use of policy and procedures and inherent biases in place which expose a reluctance to effectively protect dignity and respect in the workplace.
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Storey, Valerie A., Malcolm O. Asadoorian III, and Thomas E. Beeman. "Virtuous leaders and virtuous organisations: healthcare and higher education." International Journal of Behavioural and Healthcare Research 2, no. 3 (2011): 231. http://dx.doi.org/10.1504/ijbhr.2011.041046.
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Godemann, Jasmin, Jan Bebbington, Christian Herzig, and Jeremy Moon. "Higher education and sustainable development." Accounting, Auditing & Accountability Journal 27, no. 2 (February 7, 2014): 218–33. http://dx.doi.org/10.1108/aaaj-12-2013-1553.
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Purpose – This paper seeks to create the context within which research into how higher education institutions (HEIs) might engage with the goal of sustainable development. In particular, the paper outlines the context in which papers in a special section on this topic might be understood as well as developing propositions for how a research focus might emerge in this area. The paper, therefore, seeks to contribute to discussions about whether, under which circumstances and how social accountability and engagement processes focusing on sustainable development might trigger, frame and/or promote change processes in HEIs. The papers that compose this special section are also introduced and future research avenues offered. Design/methodology/approach – Literature review Findings – Despite a dearth of literature in the area of HEI responsiveness to sustainable development (and leaving side education/learning and research for sustainable development), numerous points of intersection exist. Foremost among these is the role of HEIs as shapers of the values of society (and a place for debates about these values). In addition, HEIs are substantive organisations with sustainable development impacts. The paper suggests, however, that understanding HEIs and self-consciously seeking change in their activities has to seriously engage with the characterisation of these organisations as loosely coupled systems. Originality/value – The paper discusses the distinctive characteristics of HEIs and considers the higher education context as a challenging case to explore the capacity of social accountability and stakeholder engagement to foster change towards the goal of sustainable development.
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Leite, Sónia Ruão. "PERCEPTION OF ACCOUNTING ORGANISATIONS NEEDS AND THE ROLE OF HIGHER EDUCATION INSTITUTIONS." Advances in Social Sciences Research Journal 6, no. 10 (November 10, 2019): 423–31. http://dx.doi.org/10.14738/assrj.610.7313.
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As Community Based Research (CBR) gains currency as a ‘research strategy of choice’ for the community sector (and increasingly establishes itself as a credible research approach also in the academic sector) we believe there is a need to revisit what have become the conventions of CBR and consider how these are enacted in practice. We could verify that there are several Higher Education Institutions (HEI’s) with offices of support services to the community or with this type of goal in their research projects, a demand which is also demonstrated by the organisation that evaluates the HEI’s in Portugal. Mainly, the type of problems studied by the community support centres in universities, are related with health, disabilities, and social exclusion. The current investigation is innovative because it was performed in order to identify in what way the accounting organisations need the help of HEI’s to provide independent participatory research support in response to concerns experienced by these organisations.
Through a questionnaire composed of open and closed questions it was our intention to obtain information regarding the perspective of accounting professionals considering the needs and gaps that they feel in their professional practice and how the HEI’s can contribute to help bridge these gaps.
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Lozano, Rodrigo, and María Barreiro-Gen. "Disrupting the brave new world: COVID-19 effects on organisations' sustainability efforts." Journal of Organizational Change Management 34, no. 3 (March 15, 2021): 613–28. http://dx.doi.org/10.1108/jocm-09-2020-0276.
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PurposeOrganisations have been working towards becoming more sustainable; where their efforts have been mainly on a steady state focussing on internal proactive changes. The purpose of this paper is to analyse how external events, e.g. COVID-19, affect organisations and their sustainability efforts.Design/methodology/approachA survey was sent to a database of 11,657 contacts, with a response rate of 5.60% obtained. The results were analysed using descriptive statistics, ranking and a ratio analysis comparing different types of organisations (corporations, higher education institutions, civil society and public sector organisations).FindingsCOVID-19 changed the organisation drivers for and barriers to sustainability perspective towards external stimuli, rather than internal factors. COVID-19 also affected the system elements negatively, with the exception of organisational systems. The results also show that the system elements are affected by an external event or crisis and are dependent on the type of organisation.Originality/valueThis paper proposes the “Organisational sustainability transition forced by exogenous events” framework to help organisations better understand and be prepared for unexpected external events. Organisations should learn from the experiences in dealing with COVID-19 and adopt a more humanistic approach to their sustainability efforts, rather than traditional approaches based on solipsism and techno-managerial centrism.
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Andani, Nethavhani,, and Maluka Harriet Rivalani. "Perceived organisational justice among academic employees at a selected higher learning institution." Business and Management Review 11, no. 02 (December 15, 2020): 19–27. http://dx.doi.org/10.24052/bmr/v11nu02/art-03.
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Organisations depend on employees as crucial resources to execute duties aimed at realisation of organisational objectives. Organisational justice has been found to be a major predictor of employees’ performance and wellbeing. Studies found that employees tend to view justice in a different manner and that majority of employees tend to enjoy their work when they perceive that organisational justice exist within their organisation. The objective of this study was to examine the academic employees’ perceptions of organisational justice at a selected higher learning institution. A descriptive quantitative research approach was adopted in this study. A structured questionnaire developed by Colquitt (2001) was used to collect data from a convenient sample of 50 academic employees. The questionnaire consists of 20 items measuring three dimensions of organisational justice (procedural justice, distributive justice, and interactional justice) rated on a 7-point Likert scale. The collected data was analysed using the Statistical Package for the Social Sciences (SPSS) 26.0 published by the International Business Machines (IBM). The research findings revealed that in general, a slight majority of the respondents perceived some form of organisational justice to exist within their organisation (mean of 4.64). Although similar results were found in terms of the three dimensions of perceived organisational justice (4.19 for procedural justice, 5.14 for distributive justice and 4.78 for interactional justice), some form of injustice was reported to exist in relation to procedural justice. The study recommends that future researchers should continue to explore all the prospects of organisational justice in higher institutions of education.
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Seikkula-Leino, Jaana, and Maria Salomaa. "Entrepreneurial Competencies and Organisational Change—Assessing Entrepreneurial Staff Competencies within Higher Education Institutions." Sustainability 12, no. 18 (September 7, 2020): 7323. http://dx.doi.org/10.3390/su12187323.
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Universities have become more entrepreneurial organisations in the past decades. However, the entrepreneurial competences needed for driving societal change have not been largely discussed in research literature. This paper sought to examine entrepreneurial staff competencies in the context of universities of applied sciences. A single case study from Finland, Tampere University of Applied Science, was selected. As the case institution has systematically developed an entrepreneurial strategy, the aim was to examine how entrepreneurial thinking and actions at individual and organisational levels were realised. The quantitative study involved 17 supervisors and 39 employees, and the survey took place in the Spring of 2020. The results indicate that the entrepreneurial strategy has been successfully implemented. Although both supervisors and employees evaluate themselves and the organisation to be entrepreneurial, internal communication should be further developed. Especially the provision of constructive feedback to support self-efficacy and self-esteem should be highlighted. As previous studies have stressed the challenges of integrating entrepreneurial behaviour in a ‘traditional’ academic context, these results provide insights for universities aiming to implement an entrepreneurial strategy, stressing psychological factors in the development of entrepreneurial competencies. Furthermore, we introduce a new theoretical approach to the discussion on the entrepreneurial university based on entrepreneurial competences.
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Theron, Anthonie, and Nicole Marguerite Dodd. "Organisational commitment in the era of the new psychological contract." South African Journal of Economic and Management Sciences 14, no. 3 (August 25, 2011): 333–45. http://dx.doi.org/10.4102/sajems.v14i3.100.
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The aim of this study was to investigate organisational commitment in an organisation that had recently experienced organisational restructuring (a merger). The psychological contract that exists between employees and organisations is brittle due to many organisational changes that stem from organisational restructuring. When psychological contracts are breached, employees may experience reduced commitment to the organisation. The target population for this study consisted of all employees working at three recently-merged higher education institutions in the Nelson Mandela Metropolis (n=100) and a self-administered questionnaire was distributed amongst staff. The results indicated that an increase in the number of positive human resource management (HRM) practices reported by respondents correlated with a decrease in violation and breach of the psychological contract, despite organisational restructuring. It was further revealed that effective management of the psychological contract is crucial during organisational restructuring, in order to maintain the commitment and loyalty of employees.
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TEMPLE, PAUL, and DAVID BILLING. "Higher Education Quality Assurance Organisations in Central and Eastern Europe." Quality in Higher Education 9, no. 3 (November 2003): 243–58. http://dx.doi.org/10.1080/1353832032000151102.
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Siegel, David J., Daniel M. Carchidi, and Scott G. Rosevear. "Comparing forms of new higher education organisations at start‐up." Tertiary Education and Management 5, no. 3 (January 1999): 279–96. http://dx.doi.org/10.1080/13583883.1999.9966996.
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Ayoubi, Rami M., and Amin Al‐Habaibeh. "An investigation into international business collaboration in higher education organisations." International Journal of Educational Management 20, no. 5 (August 2006): 380–96. http://dx.doi.org/10.1108/09513540610676449.
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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Wright, Ewan, and Hugo Horta. "Higher education participation in “high-income” universal higher education systems." Asian Education and Development Studies 7, no. 2 (April 9, 2018): 184–204. http://dx.doi.org/10.1108/aeds-07-2017-0061.
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Purpose Global participation in higher education has expanded greatly since the late twentieth century. The implications for the cultural, social, and economic fabric of societies have been substantial. To explain transitions from elite to mass higher education systems, theoretical insights from Technical-functionalism, Neo-institutionalism, World Academic System, and Credentialism perspectives have been put forward. It is the contention of this paper that there are emerging and complementary factors driving steadily growing participation in “high-income” universal higher education systems. The paper aims to discuss these issues. Design/methodology/approach With reference to Ulrich Beck’s concept of the “risk society”, it is discussed how higher education participation is increasingly a response by young people (and their families) seeking to mitigate heightened instability in work and employment under a “risk regime”. Publicly available data from national and supra-national organisations are used to evidence trends and support the arguments put forward by this paper. Findings Participation is perceived as quasi-compulsory to “survive” amid concern that those without higher education attainment are being “left behind” in modern labour markets. This environment has contributed to more students from more diverse backgrounds viewing higher education as the only viable option to secure a livelihood regardless of rising private costs of participation and rising uncertainty over graduate employment outcomes. The expansion of higher education has therefore potentially developed a self-perpetuating dynamic as the perceived cost of non-participation escalates. Originality/value It is shown that to better understand higher education participation in “high-income” countries with universal higher education systems, one needs to consider the conceptual idea of “survivalism”, that underlines risk and the vulnerabilities of modern societies.
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Schön, Sandra, Martin Ebner, Elfriede Berger, Gerhard Brandhofer, Ortrun Gröblinger, Tanja Jadin, Michael Kopp, Hans-Peter Steinbacher, and Charlotte Zwiauer. "OER Certification of Individuals and Organisations in Higher Education: Implementations Worldwide." Open Praxis 13, no. 3 (December 31, 2021): 264. http://dx.doi.org/10.5944/openpraxis.13.3.265.
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Fugazzotto, Sam J. "Historical perspectives on US business organisations, strategy, and higher education institutions." International Journal of Management in Education 5, no. 2/3 (2011): 129. http://dx.doi.org/10.1504/ijmie.2011.039481.
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Syed Khuzzan, Sharifah Mazlina, Jack Steven Goulding, and Farzad Pour Rahimian. "Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire." International Journal of Architectural Research: ArchNet-IJAR 9, no. 2 (July 13, 2015): 98. http://dx.doi.org/10.26687/archnet-ijar.v9i2.669.
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With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits.
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Khalid, Sulaiman Mohammed, Khairul Anuar Mohd Ali, Zafir Khan Mohamed Makhbul, Mohd Helmi Ali, and Siti Daleela Mohd Wahid. "Exploring the Effects of a Modified Higher Education Performance Service Quality Model on Organisational Sustainability: The Case of Malaysian Polytechnics." Sustainability 13, no. 14 (July 20, 2021): 8105. http://dx.doi.org/10.3390/su13148105.
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Higher education service quality and performance in technical and vocational education and training (TVET) is critical for developing human capital for economic survival; however, the effects of service quality on organisational performance are still unclear. Furthermore, neglecting employee soft factors and ignoring higher education-specific models have hindered efforts to develop a comprehensive model for service quality excellence in order to improve higher education performance for organisations. This study aims to assess higher education service quality based on a modified higher education performance (modified HEdPERF) model, as well as consideration of the mediating effects of soft factors (i.e., job satisfaction and organisational commitment) in Malaysian polytechnic institutions. Based on random sampling, 214 department heads from 33 polytechnic institutes in Malaysia participated in this study. Data were collected through self-administered questionnaires and were analysed using AMOS. The results uncover that service quality significantly affects job satisfaction, thus positively affecting organisational commitment, which enhances organisational performance sustainability. The findings also reveal that job satisfaction fully mediates the relationship between service quality and organisational commitment. Similarly, organisational commitment fully mediates the relationship between job satisfaction and organisational performance sustainability. The results have important implications for enhancing organisational performance sustainability in a TVET context when implementing the modified HEdPERF service quality model with simultaneous attention paid towards employee soft factors.
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Osorio, Ana M., Luisa F. Úsuga, Rafael E. Vásquez, César Nieto-Londoño, Maria E. Rinaudo, José A. Martínez, and Walter Leal Filho. "Towards Carbon Neutrality in Higher Education Institutions: Case of Two Private Universities in Colombia." Sustainability 14, no. 3 (February 4, 2022): 1774. http://dx.doi.org/10.3390/su14031774.
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This paper addresses the path followed by two private higher education institutions (HEI) in Colombia towards achieving carbon neutrality. The methodology followed by these universities to achieve a carbon-neutral certification, based on the Greenhouse Gas (GHG) Protocol, is first described. The process of developing the GHG inventory, projected towards the carbon neutrality of these organisations while using the standard ISO 14064:2006, involved a series of steps that were consolidated in three phases: (i) definition of the scope, collection of data and emissions quantification; (ii) analysis of results and mitigation actions; and (iii) verification and compensation strategies. Results for the HEIs are shown in terms of the organisational context, carbon footprint measurement, reduction, verification, and compensation. The case is presented for Universidad Pontificia Bolivariana, a multi-campus university that became the first carbon-neutral university in Latin America in 2017, and Universidad Ean, a single-campus university that became the second carbon-neutral university in Colombia in 2021, as verified by the Colombian Institute of Technical Standards and Certification (ICONTEC). This work shows that universities can play a key role in regional and global agendas with their contribution through the incorporation of sustainability strategies, since HEIs can not only achieve carbon neutrality, but they can help other organisations by delivering graduates who are aware of sustainability and provide specific training towards building a sustainability culture, which is needed for regenerative development.
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Belchior-Rocha, Helena, Inês Casquilho-Martins, and Eduardo Simões. "Transversal Competencies for Employability: From Higher Education to the Labour Market." Education Sciences 12, no. 4 (April 3, 2022): 255. http://dx.doi.org/10.3390/educsci12040255.
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Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to identify the perception of recent graduates as to the importance of the transversal skills that they acquired and developed at university and the ways in which they are now applied in the work environment. In this exploratory study, we sent a questionnaire to recent graduates that allowed us to analyse the development and applicability of these competencies in organisations. The results are further discussed within the broader framework of how universities adapt to the strong socio-economic challenges that characterise current times and the integration of recent graduates into the labour market.
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Hillebrandt, Maarten, and Michael Huber. "Editorial: Quantifying Higher Education: Governing Universities and Academics by Numbers." Politics and Governance 8, no. 2 (April 9, 2020): 1–5. http://dx.doi.org/10.17645/pag.v8i2.2585.
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Over the past decades, ‘governing by numbers’ has taken a flight in the higher education sector. Performance-based budgeting and quality assurance schemes orient universities to new objectives, while rankings have globalised the metrified observation of higher education at large. Where previously no indicators existed, they are being introduced; where indicators already existed, they are being standardised for purposes of comparison. This thematic issue aims to work towards a more comprehensive understanding of the growing diversity of quantification-based instruments in higher education sectors in three European countries. The effects of quantification are noticed at all levels of the higher education system, from policy makers at the top of the regulatory pyramid down to students and academic staff. Yet even quantifiers outside of the regulatory system, such as ranking and metrics organisations, may have an important bearing on the operation of the university organisation and the sector at large. Thus, an entire governance landscape emerges in which actors at various levels turn to numbers for guidance. The articles in this thematic issue analyse the life cycle of such numbers, from their origins, through to their production and finally, their consequences. This editorial outlines the central questions and overarching issues addressed by the thematic issue and introduces its various contributions.
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Mukred, Muaadh, Zawiyah Mohamad Yusof, Umi Asma’ Mokhtar, and Fariza Fauzi. "Taxonomic framework for factors influencing ERMS adoption in organisations of higher professional education." Journal of Information Science 45, no. 2 (July 2, 2018): 139–55. http://dx.doi.org/10.1177/0165551518783133.
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An electronic records management system (ERMS) is tightly linked with most of the daily activities of educational organisations and leads to enhance their performance and decision-making. The aim of this article is to identify the significant factors that could influence the ERMS adoption in higher professional education (HPE). The methodology of this article started with identifying the factors through theory analysis and literature and also recommended by experts. Technology–organisation–environment (TOE) theory was used for factor classification. Qualitative approach was used through the interview with experts to validate and verify the proposed framework. This article presents the results of a study which identifies the issues involved in the utilisation and adoption of ERMS. More than 100 previous works and six well-known theories were critically reviewed to identify the main factors for successful ERMS adoption in different areas with the aim of proposing a taxonomic framework that can depict and identify the main factors that have an impact on the success of ERMS adoption. The proposed framework includes 11 factors categorised into three dimensions. The framework is validated and verified by experts. The adoption factors identified here provide a sound theoretical basis for research to understand, support and facilitate the adoption of ERMS to HPE benefit. The proposed framework could help to improve educational outcomes and the successful implementation of ERMS.
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Gajewski, Piotr Marcin. "The voluntary activity of students and doctoral students in self-governments and university organizations on the basis of the regulations of the Law on Higher Education and Science Act." Opolskie Studia Administracyjno-Prawne 19, no. 4 (January 14, 2022): 19–30. http://dx.doi.org/10.25167/osap.3778.
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In this article the author describes his research regarding the legal situation of organisational forms by means of which students and doctoral students may carry out voluntary activities based on the organisational structure of a higher education institution, and in particular regarding the law-forming activities of organisations associating students or doctoral students. The research methods used by the Author were critical analysis and linguistic analysis of the provisions of the Law on Higher Education and Science Act, as well as statements of doctrine and court rulings. In addition, the author attempted to solve the issue of the possibility of intercollegiate student organizations.
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Artemieva, Lyubov N., and Natalya A. Mukhamedyarova. "Features of pre-professional pedagogic training of schoolchildren on the basis of higher education institutions." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 292–98. http://dx.doi.org/10.34216/2073-1426-2021-27-4-292-298.
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One of the key benchmarks in the development of the education system is the high-quality training of pedagogues. Currently, there is a search for the most effective ways of continuous pedagogic education, in which pre-professional pedagogic training of schoolchildren is an important stage. The article examines the problem of pre-professional pedagogic training of schoolchildren, it analyses the features of its solution in the conditions of higher education. The study was based on monitoring materials received from the constituent entities of the Russian Federation on the problem of pre-professional pedagogic training, as well as regulatory documents of educational organisations that regulate this activity. Based on the results of the generalisation of experience, the authors present the target guidelines of educational institutions dealing with this problem. Description of the forms and methods of organising pedagogic classes on the basis of universities are of practical interest. The revealed features make it possible to use various formats for including higher education in solving the problem of pre-professional pedagogic training of pupils. The paper highlights the most promising models of organising work with schoolchildren – the model “Pedagogic pre-university“ and the model “Networked pedagogic classˮ. The article is of scientific and practical importance for headmasters and teaching staff of educational organisations involved in the development of the content of pre-professional pedagogic training of schoolchildren, mechanisms and organisational and pedagogic conditions for organising this activity.
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Schröder, Stefanie. "Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories." Social Inclusion 9, no. 3 (September 16, 2021): 383–93. http://dx.doi.org/10.17645/si.v9i3.4308.
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Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account.
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Ayebi-Arthur, Kofi. "E-learning, resilience and change in higher education: Helping a university cope after a natural disaster." E-Learning and Digital Media 14, no. 5 (September 2017): 259–74. http://dx.doi.org/10.1177/2042753017751712.
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This paper presents a case study of one College of Business (College of Business and Law from 2013) impacted in 2011 by earthquakes in New Zealand. Analyses from interviews of nine staff and documents were used to describe processes of increasing resilience with e-learning over the worst seismic events. Increasing deployment of the University’s learning management system by staff and students plus audio recordings and video recordings of lectures enabled the College to continue its teaching. The Technology Acceptance Model and the generic model of organisational resilience by Resilient Organisations informed the analysis of the adoption and adaptation of e-learning than continued after the crises in the university.
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Bathmaker, Ann‐Marie, Greg Brooks, Gareth Parry, and David Smith. "Dual‐sector further and higher education: policies, organisations and students in transition1." Research Papers in Education 23, no. 2 (June 2008): 125–37. http://dx.doi.org/10.1080/02671520802048646.
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Goastellec, Gaële. "Small world: access to higher education between methodological nationalism and international organisations." Globalisation, Societies and Education 8, no. 2 (June 2010): 283–93. http://dx.doi.org/10.1080/14767721003780553.
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Broström, Anders, Andreas Feldmann, and Matti Kaulio. "Structured relations between higher education institutions and external organisations: opportunity or bureaucratisation?" Higher Education 78, no. 4 (January 31, 2019): 575–91. http://dx.doi.org/10.1007/s10734-019-0359-1.
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Munusamy, M. Miandy, and Azirah Hashim. "The internationalisation of higher education: a networking based conceptual framework." AEI Insights: An International journal of Asia-Europe relations 6, no. 1 (January 30, 2020): 35–53. http://dx.doi.org/10.37353/aei-insights.vol6.issue1.3.
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Internationalisation is an important worldwide phenomenon and a major trend in higher education. It is also one of the ways nations react to the impact of globalisation. There are multiple rationales that encourage various national governments, higher education institutions, international organisations and the private sector to proactively engage in educational services across national borders. Internationalisation theories have primarily focused on the internationalisation process in the business and economic dimensions, but since 1980s, it has influenced the structure of education and higher education systems. The network approach emphasises the benefits of developing long-term interactions with foreign markets, institutions and individuals. Networking also provides an important motivation for nations and higher education institutions to enrich international activities and expand their landscape, share best practices as well as transfer knowledge and balance risks. The study explores the Uppsala and network theories of internationalisation and its feasibility for examining networking in the internationalisation of higher education. It provides new insights into how the network model of internationalisation allows the influence of external actors or organisations to impact on the process of internationalisation of higher education. A conceptual framework on networking perspectives in internationalisation, which has the potential to contribute towards achieving internationalisation goals and the enhancing quality of higher education is proposed.
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Djoleto, Wilhelmina. "A Delve Into The Deployment Of eCommerce And Higher Educational Learning." Contemporary Issues in Education Research (CIER) 5, no. 3 (July 9, 2012): 201. http://dx.doi.org/10.19030/cier.v5i3.7096.
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Higher Educational Institutions (HEIs) and organisations have made significant investments in eCommerce/eBusiness in efforts to keep up with heightened technology penetration in organisational and institutional fabrics. These efforts have been incorporated in their strategic mission partly, to bolster their reputation. HEIs reputation depends much on their delivery of education to their clientele (students); thus, their endeavours to invest in eCommerce solutions. In reconnoitring the impact of eCommerce/eBusiness at HEIs, higher level administrators at randomly selected cluster sample of historically black colleges and universities in America were surveyed. A mixed method analysis showed positive impact between eCommerce/eBusiness and student learning, student satisfaction, student conflict resolution.
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Volchik, Vyacheslav V., Vera V. Kot, and Igor M. Shiriaev. "Institutions and organisations in Russian higher education: the example of Rostov region education services market." Journal of Economic Regulation 6, no. 4 (2015): 6–27. http://dx.doi.org/10.17835/2078-5429.2015.6.4.006-027.
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Ehlers, Ulf-Daniel. "Future Skills and Higher Education “Future Skill Readiness”." EDEN Conference Proceedings, no. 1 (June 16, 2019): 85–96. http://dx.doi.org/10.38069/edenconf-2019-ac-0011.
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The discourse on the future of higher education is already an old one. Higher education Institutions are used to it and are slow in turning around which makes them stable and enduring organisations. In a way institutions and society are benefitting from their internal protection mechanisms which goes along with the status of autonomy and independence they are granted in democratic societies. However, in recent times it becomes clear that we are approaching a peak point in the “race between technology and education” as the Dutch Nobel Prize winner Jan Tinbergen called it about four decades ago (Tinbergen, 1975). One popular theory to explain the rising trend in inequality was first put forward by the Dutch Nobel Prize winner in Economics Jan Tinbergen over four decades ago. He characterised wage inequality as being the outcome of a “race between education and technology”. In this theory, technology increases the relative demands for more skilled labour while education increases the relative supplies of such labour. Thus, rising inequality implies that technology is winning this race. It is characterized by technology, global and globally networked societies, institutions and individuals and education systems as a whole will have to make the next move in this race – and evolve in the light of to these developments, change their mode of working and evaluate their objectives. This is especially true for higher education amongst educational institutions, as the last autonomous and self-governed institutions in the education sphere. One important piece in this puzzle is the question of direction – change in which direction? What are the new skills which are needed for our societies to be sustainable and our organisations to be fit for the changed environments?
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Aliyu, Aliyu, Leandros Maglaras, Ying He, Iryna Yevseyeva, Eerke Boiten, Allan Cook, and Helge Janicke. "A Holistic Cybersecurity Maturity Assessment Framework for Higher Education Institutions in the United Kingdom." Applied Sciences 10, no. 10 (May 25, 2020): 3660. http://dx.doi.org/10.3390/app10103660.
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As organisations are vulnerable to cyberattacks, their protection becomes a significant issue. Capability Maturity Models can enable organisations to benchmark current maturity levels against best practices. Although many maturity models have been already proposed in the literature, a need for models that integrate several regulations exists. This article presents a light, web-based model that can be used as a cybersecurity assessment tool for Higher Education Institutes (HEIs) of the United Kingdom. The novel Holistic Cybersecurity Maturity Assessment Framework incorporates all security regulations, privacy regulations, and best practices that HEIs must be compliant to, and can be used as a self assessment or a cybersecurity audit tool.
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McNamara, Anna. "Crisis Management in Higher Education in the Time of Covid-19: The Case of Actor Training." Education Sciences 11, no. 3 (March 18, 2021): 132. http://dx.doi.org/10.3390/educsci11030132.
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The impact of Covid-19 placed Higher Education leadership in a state of crisis management, where decision making had to be swift and impactful. This research draws on ethea of mindfulness, actor training techniques, referencing high-reliability organisations (HRO). Interviews conducted by the author with three leaders of actor training conservatoires in Higher Education institutions in Australia, the UK and the USA reflect on crisis management actions taken in response to the impact of Covid-19 on their sector, from which high-frequency words are identified and grouped thematically. Reflecting on these high-frequency words and the thematic grouping, a model of mindful leadership is proposed as a positive tool that may enable those in leadership to recognise and respond efficiently to wider structural frailties within Higher Education, with reference to the capacity of leaders to operate with increased mindfulness, enabling a more resilient organisation that unlocks the locus of control.