Relevant bibliographies by topics / Institutions of higher education

Contents

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

Academic literature on the topic 'Institutions of higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Institutions of higher education"

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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.
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Issa-Salwe, Abdisalam M., and Said Ahmed Ali Maah. "Standardising Curriculum Development in the Higher Education Institutions using Higher Education Commission." Advances in Social Sciences Research Journal 9, no. 8 (2022): 71–75. http://dx.doi.org/10.14738/assrj.98.12798.

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Because of the lack of a body which can control higher education or make standards that can be shared, the majority of higher education institutions in the Somali Federal Republic fail to have structured and clearly defined curriculum plans. Moreover, some do not even realise the importance of curriculum for their institutions, let alone having clearly defined objectives or goals for educational institutions to achieve in educating society. A curriculum is a map which guides the institution regarding its educational objectives. It is an assessment of how an educational institution defines those objectives. It is also the methods and means through which an educational institution maps out a way for students to find their way to success as defined by those objectives. An institution that plays the role to create a standardised curriculum in higher education is the national higher education commission (HEC). An HEC can stand as a body which regulates higher education, post-secondary education institutions, universities and other public and private higher education institutions. This paper will focus on the importance of curriculum development using examples where HEC can control and set standards which higher education institutions must follow. The paper will particularly try to answer the following questions: (i) How HECs can prescribe guidelines and conditions under which educational institutions set quality curricula, (ii) How HECs can monitor and evaluate the performance of educational institutions, and (iii) How HECs can advise institutions to develop appropriate curricula which balance teaching and learning.
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Rayevnyeva, Olena, Iryna Aksonova, and Viktoriia Ostapenko. "Assessment of institutional autonomy of higher education institutions: methodical approach." Knowledge and Performance Management 2, no. 1 (2018): 72–84. http://dx.doi.org/10.21511/kpm.02(1).2018.07.

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In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.
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Nevárez, Mayela del Rayo Lechuga, and Leonardo Vázquez-Rueda. "Institutional factors and business education in higher education institutions." International Journal of Human Sciences Research 3, no. 32 (2023): 2–20. http://dx.doi.org/10.22533/at.ed.5583322306099.

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Gebru, Michael Gidey, Saqlain Raza, and Mansoor Shaukat Khan. "Efficiency of Higher Education in the Presence of Shared Inputs using Data Envelopment Analysis." Sains Malaysiana 50, no. 11 (2021): 3421–38. http://dx.doi.org/10.17576/jsm-2021-5011-25.

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This study measures the efficiency of higher education institutions with respect to teaching activity, research activity, and overall activities and also provides a direction for low-performing institutions to improve their performance. In many instances, the efficiency of the institution is a sum up of the efficiency of its activities. However, when the activities consume some resources in common, it requires the allocation of shared resources among the activities. Since sums up the efficiency of each activity does not give the institution's overall efficiency, we use a joint data envelopment analysis that takes into account the institution's internal operations to measure the teaching efficiency, research efficiency, and overall efficiency of the institutions. The empirical results indicate that the institutions that execute both activities simultaneously become more productive rather than adopt a single activity. Hence, this study suggests a useful and measurable action to improve the institution’s performance.
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Al Kharusi, Sami, and Sree Rama Murthy Y. "Financial sustainability of private higher education institutions: the case of publicly traded educational institutions." Investment Management and Financial Innovations 14, no. 3 (2017): 25–38. http://dx.doi.org/10.21511/imfi.14(3).2017.03.

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Public and private education can unlock different doors and help to flood the country with a rising power, sunlight and sustainable development. Hence, this paper argued that there is a need to sustain both public and private higher education. Financial difficulties restrict private higher education from balancing their budget and maintain a balance between a quality education and maximization of shareholders wealth. This paper outlines and analyzes a critical business model for higher education institutions, Dhofar University and Majan College, both of which are publicly traded in Muscat Securities Market. Both the educational institutions are critically examined from profitability, liquidity, long term solvency and asset management perspective using appropriate financial ratios. Five year forecasts of financial statements up to 2021 are estimated to evaluate the financial stability of the two educational institutions. The paper uses Monte Carlo simulation technique to examine the issue of financial sustainability. Overall the finding shows positive financial results for Majan College compared to Dhofar University. The key take away from the analysis is that educational institutions should be funded primarily by equity and not by debt to survive, sustain and provide high quality education.
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Cheng, Eric C. K., and Tianchong Wang. "Institutional Strategies for Cybersecurity in Higher Education Institutions." Information 13, no. 4 (2022): 192. http://dx.doi.org/10.3390/info13040192.

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Cybersecurity threats have grown exponentially, posing a heavy burden on organisations. Higher Education Institutions (HEIs) are particularly vulnerable, and their cybersecurity issues are receiving greater attention. However, existing research on cybersecurity has limited referencing value for HEI leaders and policy-makers because they are usually technology-focused. Publications that showcase best practices often lack system-wide perspectives towards cybersecurity in HEIs. Our paper, therefore, aims to bridge this literature gap and generate institutional cybersecurity strategies for HEI leaders and policy-makers from a system perspective. We first review how the cybersecurity landscape has evolved over the last few decades and its latest trends and projections for the next decade. By analysing these historical developments and new changes, we further illuminate the importance of strengthening HEI cybersecurity capacities. As we explore why HEIs face severe challenges to tackle the ever-escalating cyberattacks, we propose a system-wide approach to safeguard HEI cybersecurity and highlight the necessity to reassess prioritised areas. By taking an extensive literature review and desk research of methods that could respond to the cybersecurity vulnerabilities of the next decade, we synthesise our findings with a set of institutional strategies, with takeaways designed to equip HEIs better to address cybersecurity threats into the future. The strategies include: (1) Strengthening Institutional Governance for Cybersecurity; (2) Revisiting Cybersecurity KPIs; (3) Explicating Cybersecurity Policies, Guidelines and Mechanisms; (4) Training and Cybersecurity Awareness Campaigns to Build Cybersecurity Culture; (5) Responding to AI-based Cyber-threats and Harnessing AI to Enhance Cybersecurity; (6) Introduction of New and More Sophisticated Security Measures; (7) Paying Attention to Mobile Devices Use, Using Encryption as a Daily Practice; and (8) Risk Management. We believe that cybersecurity can be safeguarded throughout the new decade when these strategies are considered thoroughly and with the concerted effort of relevant HEI stakeholders.
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DOGHONADZE, Natela, Ekaterine PIPIA, and Nikoloz PARJANADZE. "Institutional Plagiarism Policy (Georgian higher education institutions’ case)." Journal of Education in Black Sea Region 3, no. 2 (2018): 139–66. http://dx.doi.org/10.31578/jebs.2018.3.2.10.

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Boymatov, N. "FORMS OF ORGANIZATION OF CORPORATE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (2022): 309–16. http://dx.doi.org/10.55640/eijmrms-02-04-59.

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This article aims to improve the quality of education by creating new opportunities for higher education institutions to support innovative forms of education based on a corporate approach to education
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Boymatov, Nuriddinjon. "FORMS OF ORGANIZATION OF CORPORATE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 06 (2022): 16–23. http://dx.doi.org/10.37547/pedagogics-crjp-03-06-04.

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This article aims to improve the quality of education by creating new opportunities for higher education institutions to support innovative forms of education based on a corporate approach to education.
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Dissertations / Theses on the topic "Institutions of higher education"

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Liu, Huacong. "Internationalizing Chinese higher education institutions." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39968.

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In this qualitative case study, I explored how internationalization is interpreted at a higher education institution in Shanghai, China. By using a theoretical framework containing Knight’s (2004) model, Marginson and Rhoades’ (2002) concept of ‘Glo-na-cal’, and Tierney’s (1998) academic culture, I attempted to answer three main research questions: How is internationalization interpreted at the national level, in terms of strategies, approaches, and rationales? How is internationalization interpreted at the institutional level, in terms of activities and rationales? At the core of the internationalization of higher education in China lies potential academic cultural clashes. How is this clash manifested, and how is this clash addressed at the institutional level? This study took place at School of Economics, Pacific University in China. Data collection took place from late March through mid-April 2011 using a strategic sample of participants including domestically trained scholars, returnee scholars, and senior administrators in the school. Data collection consisted of semi-structured interviews and document collection. Interviews were conducted in Mandarin and were digitally recorded and subsequently transcribed, coded, and analyzed thematically. The findings of this study suggest that internationalization of higher education has taken a narrow and pragmatic approach in China’s national policy level: internationalization is treated as a means to achieve national goals in technology innovation and creativity, and economic competitiveness through building world-class universities. However, there is a lack of well-articulated strategies of how to achieve the world-class university status. The absence of concrete strategies imposed from the national level does make room for suitable strategies and activities at the institutional level internationalization process. The case study institution has developed a set of strategies for internationalization, including overseas recruiting and strengthening academic environment, curriculum reform and strengthening teaching quality, emphasis on research and intensifying academic exchange. Nevertheless, true internationalization does not come easily. A lack of collegial academic culture is shown at the case study institution between the domestically trained faculty and returnee scholars. From a macro perspective, this study also indicates a frequent interaction among the local, national, and global levels during the process of internationalizing a Chinese higher education institution.
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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.

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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
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Narkawicz, Melanie G. "Marketing Acceptance and Its Relationship to Selected Institutional Characteristics in Higher Education Institutions." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2757.

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This study examined the level of acceptance of marketing by colleges and universities in the United States. It was based upon the "Four Stage Model Reflecting the Acceptance of Marketing in Higher Education Institutions" developed by Simmons and Laczniak (1992). The primary purposes of this study were to validate the model and to identify the operational level of marketing acceptance at colleges and universities. Secondary purposes were to determine if the level of acceptance differed according to source of control/affiliation (public v. private), highest level of degree awarded (associate, baccalaureate, master's, doctors), regional location, urban location, and institutional size. Variables were measured through a survey instrument developed by the researcher. A pilot test was conducted for reliability and validity testing of the instrument. It was then sent to a random sample of institutions which was chosen from the population of all nonproprietary colleges and universities in the United States. Responses from 243 institutions were used for data analysis. Major findings include: (1) stage completion was associated with the source of control (public v. private), a greater percentage of private institutions have completed each stage; (2) source of control/affiliation should be controlled for when comparing marketing of institutions; (3) most colleges have completed Stage One (marketing as promotion), with fewer than half completing Stage Two (marketing as market research), and about a quarter completing Stages Three (marketing as enrollment management), and Four (strategic marketing management); (4) there were no differences in stage scores based on the highest level of degree awarded, regional location, urban location, and institutional size when controlling for the source of control/affiliation; (5) the Four Stage Model has some validity, but more research is needed, particularly regarding the latter stages. Several recommendations were made. They primarily focus on the model, sampling and measurement, and future research needed on marketing acceptance.
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Gamil, Noha. "Process improvement in higher education institutions." Thesis, Bournemouth University, 2015. http://eprints.bournemouth.ac.uk/24516/.

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In a competitive environment for good quality prospective students, where academic institutions are under pressure to develop employable graduates, quality of education has become a crucial differentiator. Therefore, institutions need to focus on the way they manage the quality of their processes in order to remain competitive in the business of education. Although the literature review shows several approaches have been adopted to improve quality in higher education, there is still no agreement on how best to apply quality within Higher Education Institutions. Hence, the main motivation for this research was to be able to improve the quality of educational processes. This research begins by exploring how business process modelling techniques can be transferred to educational processes. A mixture of hard and soft modelling techniques was used and findings were analysed, both with respect to the utility of techniques and the process improvement itself. A 'novel' hybrid Role Activity Diagrams (RADs) – Soft Systems Model (SSM) – Rich Picture was proposed and applied to the student journey process. However, even though the integrated model was useful in uncovering process issues, it did not always support innovative solutions for change nor did it help in deciding which solutions fit best with the organisational context. Therefore, a fusion method combining modelling, improvement alternatives and organisational context was proposed. The fusion method provides guidance to the nature of improvements that are suitable for a given context. While process modelling provides detailed process description, alternative improvements will enable the discovery of better solutions. Finally, determining the suitability of different improvements can be identified by matching those improvements to organisational context which will enable institutions to derive changes according to their capabilities. It would enable HEIs to have a development strategy that leads to continuous improvement. As a result, it would enable institution to being able to provide and then maintain high quality processes and in turn student satisfaction.
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Heilmayr, Robert. "Sustainability Reporting At Higher Education Institutions." Scholarship @ Claremont, 2006. http://scholarship.claremont.edu/cmc_theses/979.

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Multiple declarations, governmental and non-profit organizations and universities have issued a call for proper reporting of social and environmental impacts and initiatives within academia. Such reporting can increase awareness of environmental and social impacts, encourage development of sustainable policy and build a campus culture more committed to sustainability. Sustainability reporting at Higher Education Institutions (HEIs) has the added benefit of being a powerful teaching aid. This paper follows multiple lines of inquiry in order to determine whether HEIs are taking advantage of the opportunities afforded by sustainability reporting. The analysis evaluates the history of sustainability reporting at HEIs and compares the practices of HEIs to those in other sectors. We use the Pacific Sustainability Index to methodically evaluate and rank the social and environmental reporting of 20 HEIs. We find that sustainability reporting is generally less rigorous in academia than other industries. The analysis emphasizes the need for greater institutional support for sustainability reporting at HEIs.
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BARBATO, GIOVANNI. "INSTITUTIONAL POSITIONING OF HIGHER EDUCATION INSTITUTIONS: A CONCEPTUAL AND EMPIRICAL ANALYSIS." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/637064.

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Abstract Chapter 3 Studies on university agency have been largely informed by the debate between the influence of environmental forces and important of managerial rationality, often neglecting the role of an organisational dimension. The paper starts filling this gap by investigating how this meso-level of analysis influences the processes of institutional positioning. The broad concept of organisational dimension has been operationalized through three variables: the organisational structure, identity, and centrality. Four case studies, two Italian and two English universities, have been selected to empirically examine the relationship between these three variables and positioning processes. The findings highlight how specific values of the organizational structure, identity and centrality can positively support institutional efforts like positioning. However, these relationships cannot be considered as deterministic since some potential intervening factors might, at least theoretically, modify their expected directions.<br>Abstract Chapter 1 While institutional positioning has emerged as a central theme in the debate on university organizational actorhood, its determinants have not been consistently addressed. Our extensive literature review highlights two implicit assumptions: either positioning is shaped by environmental forces or it is designed by top management. Addressing the mixed empirical findings found in the literature, this paper argues that the organizational dimension, conceived as a meso-level intervening variable, helps understanding more thoroughly the drivers of positioning and contributes to the outline of a theoretical framework accommodating both environmental and managerial hypotheses. We conceptualize and operationalize the organizational dimension along three components: organizational structure, organizational identities, and organization centrality. Material and non-material resources can be found across these three components influencing university trajectories and positions. The paper contributes to the current debates on the transformation of higher education and, more broadly, to a more in-depth understanding of strategic agency of organizational actors.<br>Abstract Chapter 2 Diversity in Higher Education system has been a central topic for both scholars and policy-makers for decades. Several studies have investigated how to measure diversity and the nature of its determinants so far; however, contradictory empirical evidence has emerged. This paper contributes to this literature by adopting a methodological approach that starts from the analysis of positioning paths of Higher Education Institutions (HEIs) in order to explore diversity of HE systems. A comprehensive quantitative analysis performed across two HE systems over time shows how detecting the positioning of HEIs can provide information that an analysis of diversity at the level of the entire system might hide, in particular (I) if and how compliant and distinctiveness are concurrently displayed (II) in which dimensions positioning shifts are more likely to occur and (III) which groups of HEIs influence more the level of diversity in a HE system.
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Oparenko, А. О., Ольга Олександрівна Берест, Ольга Александровна Берест, and Olha Oleksandrivna Berest. "Students' physical training at higher education institutions." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48603.

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Mass health-improving, physical-training and sports events are aimed at broad engagement of students into regular practicing physical exercises and sports, into fixing health and into improving physical and sports readiness of students. They are organized at outclass time, on days off and holidays, in health-improving and sports camps, during study practice and camp meetings, in students’ building units. These events are held by the sports club of the higher education institution including a broad students’ initiative under methodical supervision of the physical-training department and under an active participation of the university trade union [1]. Thus, students’ physical training and study consist of theoretical, practical and test periods that are defined according to the studying concept and methodology used in the given higher-education institution.
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Davidson, Brad Robert. "Institutions of Higher Education Pre-Service School Health Education Practices." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261595922.

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Thesis (M.Ed.)--University of Toledo, 2009.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Health Education." "A thesis entitled"--at head of title. Bibliography: leaves 83-93.
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Bruce, Gonzalo R. "Institutional Design and the Internationalization of U.S. Postsecondary Education Institutions." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247069809.

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Do, Thi Hoai Thu. "Curriculum planning management in higher education in Vietnam: The perspective of higher education institutions." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1769.

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This study examined the extent to which the views, beliefs and attitudes of Vietnamese educators in the higher education sector are reflected in the practices associated with the current approach to curriculum planning management. The mixed-methods study, which focused on three universities in Vietnam, obtained data from documents, written questionnaires and semi-structured interviews. Findings from the study indicate a need to improve institutional autonomy and accountability in order to promote the effectiveness of curriculum planning management.
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Books on the topic "Institutions of higher education"

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Pritchard, Rosalind M. O., Attila Pausits, and James Williams, eds. Positioning Higher Education Institutions. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-660-6.

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Lewis, Laurie. Distance education in higher education institutions. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Agency, Training. Enterprise in higher education: Handbook for higher education institutions. The Agency, 1990.

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Agency, Higher Education Statistics, ed. Students in higher education institutions. Higher Education Statistics Agency, 1998.

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Agency, Higher Education Statistics, ed. Students in higher education institutions. Higher Education Statistics Agency, 1996.

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Agency, Higher Education Statistics, ed. Students in higher education institutions. Higher Education Statistics Agency, 1997.

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Agency, Higher Education Statistics. Resources of higher education institutions. Higher Education Statistics Agency, 1999.

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Higher Education Funding Council for England., ed. Profiles of higher education institutions. The Council, 1994.

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Agency, Higher Education Statistics, ed. Resources of higher education institutions. Higher Education Statistical Agency, 1996.

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Agency, Higher Education Statistics, ed. Resources of higher education institutions. Higher Education Statistical Agency, 2002.

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Book chapters on the topic "Institutions of higher education"

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Coates, Hamish. "Redesigning Institutions." In Higher Education Design. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_8.

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Henkel, Mary, and Berit Askling. "Higher Education Institutions." In Higher Education Dynamics. Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-4657-5_5.

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Drezner, Noah D. "Institutional Fundraising, Higher Education Institutions." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_588.

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Drezner, Noah D. "Institutional Fundraising, Higher Education Institutions." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_588-1.

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Gerón-Piñón, G., and P. Solana-González. "Digital Transformation in Higher Education Institutions." In Higher Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003021230-2.

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Broucker, Bruno, Kurt De Wit, and Liudvika Leisyte. "Higher Education Reform." In Positioning Higher Education Institutions. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-660-6_2.

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Layne, Prudence. "Transforming Higher Education Institutions." In Global Innovation of Teaching and Learning in Higher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10482-9_3.

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Butcher, Catherine N. "Heterodox Higher Education Institutions." In The Palgrave Handbook of Global Social Change. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87624-1_311-1.

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Misra, Pradeep Kumar, and Sanjaya Mishra. "25. Making higher education institutions as open knowledge institutions." In Higher Education for Good. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0363.25.

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This chapter argues for transforming traditional face-to-face Higher Education Institutions (HEIs) into Open Knowledge Institutions (OKIs). The chapter envisions OKIs as institutions that aim to emerge as social welfare institutions by opening their policies, practices, and processes to welcome and support all those who aspire to enter and benefit from higher education. The arguments for remaking HEIs as OKIs are guided by the authors' observations and experiences of the Indian higher education system, the second largest in the world. The chapter presents sociological and developmental perspectives of HEIs as OKIs and outlines the potential benefits as well as the common issues and challenges. It also provides the strategies for using technology as an enabler for transforming HEIs into OKIs. While the strategies emancipating in the background of Indian higher education may not be relevant to all, they may well be adaptable for many HEIs across the globe.
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Hüther, Otto, and Georg Krücken. "German Higher Education Institutions as Organizations." In Higher Education Dynamics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61479-3_5.

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Conference papers on the topic "Institutions of higher education"

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Avitia-Carlos, Patricia, Francisco Gárate Vergara, and José Antonio Ramírez Díaz. "EDUCATIONAL ARTIFICIAL INTELLIGENCE (AIED) ADOPTION POLICIES IN HIGHER EDUCATION INSTITUTIONS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1608.

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Jawed SHARQI, Nisreen. "Academic accreditation in higher education institutions (curriculum as a model)." In V. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress5-9.

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Reliability is one of the “modern philosophies that emerged as a result of global competition between various productive institutions in the developed world, and as a result of this success, philosophy began to be introduced in educational institutions to improve education in all its aspects, in order to adapt and interact with the political, economic and social changes” accompanying the scientific and technological explosion and expansion Academic accreditation is one of the effective scientific programs, as it is a certificate granted by an international body called the “Academic Accreditation Commission” to an educational institution, if that institution can prove that its program complies with the standards of competence and quality set for that body. So, it is the recognition that the educational institution's programs comply with the approved standards and regulations published by the Commission. The issue of the curricula is one of the issues that occupies the minds of the importance of the role it plays in educating the current and future generations. Perhaps what concerns educators is how to perform the curricula as it is the main pillar of the process of developing education and educational institutions, as attention to curricula makes progress in all fields, so It is imperative that we think seriously about developing the curricula, so that educational institutions adopt development of all kinds for all categories of students, As a means to achieve urgent goals and objectives, not as goals in themselves, and this can only be achieved by the presence of effective, developed curricula that keep pace with progress and development, to bring society to stages of progress and development, like developed countries. Higher, paying attention to academic accreditation to provide the requirements for the sustainability of the development of the university and keep pace with the needs of society and the labor market. As for the recommendations, including access to global experiences in developed countries that apply academic accreditation in their institutions, to be a model to be used in accreditation in higher education institutions
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Salminen, Mirva, Niko Candelin, Kaisa Cullen, Sari Latvanen, Marianne Lindroth, and Teemu Matilainen. "Cybersecurity education in European higher education institutions." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16336.

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This research paper presents some of the findings of an ongoing Cyber Citizen Initiative project (2022–24), which benchmarked civic cybersecurity education and training in all European Union (EU) member states. The research paper focuses on cybersecurity education in higher education. The study concluded that cybersecurity education varies across the EU. Whereas some countries have dozens of higher education institutes providing education in cybersecurity, some others have only a few institutions and educational programmes for the topic. In general, the educational programmes tend to be specific and focus on technical skills. A wider understanding of cybersecurity as a societal concern, civic cybersecurity skills, and discipline geared cybersecurity competence building may be lacking from curricula.
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Kuznetsov, Vasiliy, Olga Yugay, Dilnoza Muslimova, and Aziz Nasridinov. "Higher Education Institutions' Attractiveness." In BigDAS '15: 2015 International Conference on Big Data Applications and Services. ACM, 2015. http://dx.doi.org/10.1145/2837060.2837099.

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Telukdarie, A., and M. Munsamy. "Digitization of Higher Education Institutions." In 2019 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2019. http://dx.doi.org/10.1109/ieem44572.2019.8978701.

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Skvorcovs, Aleksandrs, Tatjana Titareva, and Graurs Igors. "The development trends of the main drivers for attracting students into the tertiary education sector in Latvia – distance learning and internationalization." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8013.

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The European Union (EC-JRC, 2010), has stressed that higher education must change and adapt to economic and social needs, that institutional change is essential to educational innovation, and that information and communication technologies (ICT) must form part of the teaching and learning process. The second international challenge is to encourage international cooperation between institutions in order to share knowledge across borders and facilitate collaboration (Morin, 2009) and post-cosmopolitan citizenship (Dobson and Bell, 2006). The dramatic decrease of the number of students in Latvia in the last 10 years by 64% and disproportionally high number of HE institutions, makes Latvia’s Government, the Ministry of Education and Science and higher education institutions to look for new ways to structure and optimize the processes in the higher education sector. The main research question of this paper is: the general development trends of the main drivers for attracting more students into the tertiary education sector in Latvia by means of online education and internationalization. The relevance of the research: the authors review the intersections of the distance learning and internationalization as the optimal solutions for the critical situation in the Latvian higher education sector with lack of students.
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Ajami, Racha, and Nabeel Al-Qirim. "Governing IT in Higher Education Institutions." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.01.

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ȘCHIOPU, Lucia. "Higher education reform in Moldova." In "Educaţia multiculturală, spaţiu formativ pentru educaţia valorilor". Conferinţa ştiinţifică naţională cu participare internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.emc-2023.p29-32.

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The reform of higher education in Moldova is the main topic of this article, which highlights the necessity of organizational adjustments to higher education's internal structure, external organizational structure, and strategic planning in Moldovan higher education institutions. In order for the state to set up a well organized and coordinated system for university governance, higher education policy needs to shift from management to governance. The allocation of decision-making authority, which includes three components: the system level, the institutional level, and the fundamental academic organization, is the main issue with higher education governance in Moldova.
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Soncin, Mara, and Giovanni Azzone. "Factors Driving University Choice: A Principal Component Analysis on Italian Institutions." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8076.

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When investigating students’ motivations to enroll in university, a wide range of elements related to the overall student experience concerning both the institution and the surrounding context should be taken into account. The current study moves from this point to analyse students’ choice factors from a survey completed by 27,705 students across 23 Italian institutions by means of a logistic Principal Component Analysis. Results confirm the presence of multiple factors jointly influencing students’ choice, with geographical proximity, job opportunities in the region, university reputation and ease of access opposing one another. Aggregating results at institutional level, students’ distribution prove to be highly heterogeneous across universities. From this, a managerial tool is provided to position student population and derive strategic implications. Finally, policy considerations are reported.
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Ketoeva, N. L., M. A. Znamenskaya, and V. K. Dranitsyna. "Model for Managing Digitalization of Education in Higher Education Institutions." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.001.

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The article is devoted to topical issues of developing a model for managing the digitalization of education in higher educational institutions. The article analyzes the level of penetration of Internet technologies at the international level and in the Russian Federation. The study showed the readiness of countries, including Russia, to accept digitalization, including in the educational environment. In the process of research, problems and paths to the digitalization of education were identified, which are mainly related to the communicative abilities of students. Based on this, the authors identified elements of the problem of reducing the communicative ability of students, such as: lack of skill in establishing contact with other subjects of learning, inability to behave in classes in a distance format, difficulties in perceiving the course material, lack of selforganization and self-education skills for independent work with educational material and a formal attitude towards completing assignments. All of the above aspects predetermined the formation of the model. The model for managing the digitalization of education in higher education institutions includes input and output data, as well as the creation of a digital educational environment with dedicated subjects. The developed model for managing the digitalization of education at universities will help solve problems that arise on the way to the digital transformation of education. All of the above will contribute to the formation of a digital educational environment, implying a set of digital learning tools, as well as a deep modernization of the educational process, which should ensure the preparation of a person for life and professional activity in a digital society and digital economy.
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Reports on the topic "Institutions of higher education"

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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
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Azzahra, Nadia, and Natasya Zahra. Establishing Foreign Higher Education Institutions in Indonesia. Center for Indonesian Policy Studies, 2023. http://dx.doi.org/10.35497/559380.

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Rukin, M. D., and O. P. Ivanov. Vernadsky, the biosphere and ecological education in higher educational institutions. Academy of Trinitarianism, 2013. http://dx.doi.org/10.12731/mrukinoivanov.

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Remler, Dahlia, and Elda Pema. Why do Institutions of Higher Education Reward Research While Selling Education? National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14974.

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Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Flaten, James. National survey of high-altitude ballooning by higher education institutions. Iowa State University. Library. Digital Press, 2012. http://dx.doi.org/10.31274/ahac.8347.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Bayudan-Dacuycuy, Connie, Christopher James Cabuay, and Paola Ellaine Luzon. Expansions, Quality, and Affirmative Action in Public Higher Education Institutions. Philippine Institute for Development Studies, 2024. http://dx.doi.org/10.62986/dp2024.16.

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Public higher education institutions in the Philippines have experienced expansions in campuses, programs, and enrollments. However, these expansions come with challenges that may hinder their capacity to deliver quality education and ensure access for disadvantaged groups. This study analyzes the nature of these expansions in state and local universities and colleges, identifies the associated issues and challenges, and offers policy recommendations to ensure that growth in public higher education institutions includes measures that safeguard the quality of educational offerings while guaranteeing access for disadvantaged groups.
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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.
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Katzkowicz, Noemí, Victor Lavy, Martina Querejeta, and Tatiana Rosá. Schooling and Intergenerational Mobility: Consequences of Expanding Higher Education Institutions. National Bureau of Economic Research, 2023. http://dx.doi.org/10.3386/w31906.

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