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1
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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Aigare, Annija, Tsvetelina Koyumdzhieva, and Petrocelia Louise Thomas. "Diversity Management in Higher Education Institutions: Key Motivators." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15555.
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Problem and Purpose – Diversity management, a subject of increasing interest over the last three decades in the business context, is even more relevant to higher education institutions, where diversity is present both in the supplier and customer side. In addition to general organisational improvements, most of the benefits arguably derived would have a direct impact on the cognitive processes such as problem-solving, creativity and learning, which are the core of the university reason for existence, being a centre for knowledge creation and transfer. However, the existing research covering diversity and its management in this particular organisational setting is very scarce. This paper aims to fill some of this gap. The purpose of this study is to identify the key motivators for ethnic diversity management in higher education institutions and the perceived benefits derived. Method – The investigation took the form of in-depth structured interviews conducted through e-mail, policy document analysis and website reviews of four selected higher education institutions. Pattern matching (Yin, 1994) was employed as the mode for data analysis. Findings – Ethnic Diversity Management was present in all units, however, it went beyond just the business case to include social justice view and other aspects. The HEIs studied were found to either manage diversity for purely ethical reasons, be motivated by a combination of moral considerations and perceived performance improvements, or completely culturally embrace diversity in the environment with less designated initiatives of diversity management, dependent on a range of variables present in each institutions related to their perceptions, goals and environment. Hence, both the social justice case and business case were concluded to be strong motivators for diversity management in the higher education context. Originality/value – The paper highlights various DM initiatives, strategies as well as observed effects, hence solidifying the arguments for recognizing and managing diversity and the link between well managed diversity and performance in various aspects, both in business and higher education context. The study is expected to make a contribution to knowledge by assisting in providing information on key motivators for DM in HEIs and is intended to be an elementary supplement for scholarly discourse in management science, and particularly DM in the HEI context.
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Radzevičienė, Asta. "Internationalisation of higher education institutions: human resource management." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070629.142139-24661.
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Enhancing of internationalisation in Higher education institutions is investigated in the dissertation, with the priority given to human resource management. The intercultural competence is identified as an instrument for complex improvement of internationalisation: its perspectives quantitative and qualitative results. The theoretical and empirical research results are summarised in the concept of HEIs’ internationalisation proposed, which is based on the idea of human resource intercultural competence development.<br>Darbe nagrinėjamos aukštojo mokslo institucijų veiklos internacionalizavimo tobulinimo problemos, prioritetizuojant žmonių išteklių vadybą. Analizuojama aukštojo mokslo institucijų internacionalizavimo samprata, subjektai ir veiksniai sąlygojantys internacionalizavimo plėtrą, bei kokybinius ir kiekybinius parametrus. Atliktų teorinių ir empirinių tyrimų rezultatai yra apibendrinami pateikiamoje aukštojo mokslo institucijų internacionalizavimo koncepcijoje, grįstoje aukštojo mokslo institucijų žmonių išteklių tarpkultūrinės kompetencijos formavimu. Darbe patiekiami sprendimai siūlomai koncepcijai realizuoti.
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Charoenkul, Nuntarat. "Equity in Thai private institutions of higher education." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/220.
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This research aims to investigate the policies, administrative plans and strategies taken by eight leading Thai private institutions of higher education to develop equality of educational opportunity for economically disadvantaged college-age people. It also probes into the viewpoints of students, as the real users of higher education, on the ethics of markets in education as well as the possibility of the development of equity in a private university in Thailand. In addition, it explores students' attitudes towards equity in private higher education, socio-economically disadvantaged students and student aid schemes provided by the eight focus institutions. In this study, the researcher applied a mixed-methods approach to elicit data from a range of sources: the government, the eight focus universities and students. The staff participants are university administrators and officers (ten of them in total, at least one and sometimes two from each focus institution) in charge of student grants and loans. Student participants are divided into two groups: the control group and the focus group. The control group consists of on average 174 students who are non-takers of loans and grants from each institution (1,390 in total). The focus group is composed of on average 203 students who are loan and grant takers from each university (1,626 in total). In the research, all student participants were asked to fill in the questionnaire on students' attitudes towards Thai private higher education, designed by the researcher. Face-to-face interviews were also conducted with 35 students from all the focus institutions (four or five from each university). The research findings reveal that it is possible for the eight focus institutions to develop equality of educational opportunity through the application of a variety of student aid programmes, focusing on loans. In this study, it turns out that a student loan programme tends to be able to assist economically disadvantaged students on a larger scale than can a grant or a scholarship scheme. These results are hoped to serve as a guideline for the promotion of equality of educational opportunity, the establishment and improvement of future student aid schemes, as well as the creation and development of a more equitable system in Thai higher education.
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Holloway, Tony. "Financial management and planning in higher education institutions." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/411.
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The aim of this dissertation is to examine whether there is a better way in which higher education institutions might approach financial management, including the way in which they choose to allocate resources within their institutions. Why do I ask this? On the basis that higher education institutions exist not only to educate students, but also to contribute to the development and furtherance of knowledge, as well as making a contribution to the national economy in terms of expertise and commercialisation of intellectual property, I considered the way in which my own institution addressed these issues from the perspective of seeking to ensure that the resources available to it were allocated in a manner that may best facilitate the achievement of these objectives. I was not convinced that my own institution’s relatively ‘simple’ model of allocating resources in relation to student numbers, based on the model used by the Higher Education Funding Council for England (HEFCE), was the best way of achieving the objectives set out in the preceding paragraph. A number of questions sprang immediately to mind. How does the model address the issue of quality? How does the model address the achievement of the institution’s strategic objectives? How does the model address the issue of directing resources to areas identified as key to the institution’s academic offering? The list was endless. The dissertation draws on my own experience across a range of sectors, and I chose the National Health Service as a comparator group that exhibits many of the characteristics of higher education institutions. It is a large consumer of public resources, is labour intensive, and needs to prioritise the allocation of resources to deliver strategic and national objectives. In light of this, I believe that it is legitimate to draw on the experience of the review of the National Health Service from 1974, particularly in the 1970s and early 1980s, that review being based on the applicability of two financial management techniques, Rationalism and Incrementalism.
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Syynimaa, N. "Enterprise Architecture adoption method for Higher Education Institutions." Thesis, University of Reading, 2015. http://centaur.reading.ac.uk/41938/.
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During the last few years Enterprise Architecture has received increasing attention among industry and academia. Enterprise Architecture (EA) can be defined as (i) a formal description of the current and future state(s) of an organisation, and (ii) a managed change between these states to meet organisation’s stakeholders’ goals and to create value to the organisation. By adopting EA, organisations may gain a number of benefits such as better decision making, increased revenues and cost reductions, and alignment of business and IT. To increase the performance of public sector operations, and to improve public services and their availability, the Finnish Parliament has ratified the Act on Information Management Governance in Public Administration in 2011. The Act mandates public sector organisations to start adopting EA by 2014, including Higher Education Institutions (HEIs). Despite the benefits of EA and the Act, EA adoption level and maturity in Finnish HEIs are low. This is partly caused by the fact that EA adoption has been found to be difficult. Thus there is a need for a solution to help organisations to adopt EA successfully. This thesis follows Design Science (DS) approach to improve traditional EA adoption method in order to increase the likelihood of successful adoption. First a model is developed to explain the change resistance during EA adoption. To find out problems associated with EA adoption, an EA-pilot conducted in 2010 among 12 Finnish HEIs was analysed using the model. It was found that most of the problems were caused by misunderstood EA concepts, attitudes, and lack of skills. The traditional EA adoption method does not pay attention to these. To overcome the limitations of the traditional EA adoption method, an improved EA Adoption Method (EAAM) is introduced. By following EAAM, organisations may increase the likelihood of successful EA adoption. EAAM helps in acquiring the mandate for EA adoption from top-management, which has been found to be crucial to success. It also helps in supporting individual and organisational learning, which has also found to be essential in successful adoption.
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Stalowski, Nancy. "Philanthropic Funding and State Appropriations at Public Higher Education Institutions." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28260123.
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As state appropriations, once the primary public source of funding for higher education, have decreased, higher education institutions have attempted to increase the private funding they can generate in addition to increasing tuition. This shift from public to private sources of funding for public higher education institutions requires a better understanding of the relationship between these two sources of funding. The purpose of this study was to explore the change in philanthropic funding for public four-year higher education institutions from 2004–2018. It examined the relationship between state appropriations and philanthropic funding received by public four-year higher education institutions to determine if state appropriations were associated with philanthropic giving. It also investigated whether the relationship differed by institutional type and competitiveness to determine if it increased stratification among public higher education institutions. This study found that between 2004 and 2018, total philanthropic funding per FTE increased while state appropriations per FTE decreased. The main reason for these trends were decreases during the recession, where state appropriations per FTE decreased 21% while total philanthropic funding per FTE only decreased 3%. All types of philanthropic funding had a U-shaped growth curve showing a decline then increase except for foundation philanthropic funding per FTE, which grew linearly. State appropriations were found to be associated with the amount of philanthropic funding received. An increase in state appropriations was associated with an increase in philanthropic funding from 2004–2010, but a decrease in philanthropic funding from 2011–2018. There were significant differences by Carnegie classification and flagship status but none for Barron’s selectivity. There were also differences based on donor types. The findings add to the research on donor motivations in higher education by showing the differences in growth curves for different donor types. They also add to the literature on philanthropic funding during recessions by analyzing giving trends before, during, and after the Great Recession of 2008. Finally, results show that there was most likely an increase in the stratification of public higher education institutions as they shifted to more private sources of funding, as philanthropic funding is more unequally distributed than state appropriations.
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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.
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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1263902.
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This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1264022.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1265262.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1263924.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1264044.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1263962.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1263984.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1265362.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1266706.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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PORTA, FLAVIO. "FINANCING AND MODELLING TECHNOLOGY ADOPTION IN HIGHER EDUCATION INSTITUTIONS." Doctoral thesis, Università degli studi di Pavia, 2017. http://hdl.handle.net/11571/1265282.
Full textAbstract:
This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.<br>This thesis is a collection of contributions on the technology adoption in Higher Education Institutions (HEIs). In particular, it focuses on how funding schemes and business models impact when a new technology is available.
With the intent of providing a picture of how technology comes in the activity HEIs, the analysis starts off with a descriptive introduction about distance education with a special focus on Massive Open Online Courses (MOOCs), then three articles will be presented.
The first paper points out a substantial heterogeneity among the funding systems: the governments reaction to the economic crisis appears to be one of the principal divisive factors. Some governments have increased funds for higher education, introducing targeted funding, allocated on a competitive basis, to meet the national targets; others have been cutting budgets; the second paper shows that the activation of MOOC platforms generates also the beginning of a new university business model with strong economic implications; the third paper finds that universities with less resources are more prone to innovate and marketization of HE will drive a depth innovation process.
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Holly, Leslie Neal. "Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154090.
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Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.
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Huchkova, Viktoria, and Halyna Dovhopol. "Innovative technologies of education in the activities of higher education institutions." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18239.
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Adams, Jennifer Ann. "Institutions of Higher EducationEmergency Management GrantResiliency?" University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1514997283259817.
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Grasty, Rose Anne. "An exploratory study of agreements between institutions of higher education and correctional institutions." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54328.
Full textAbstract:
This exploratory study was conducted in the Commonwealth of Virginia and included Wardens, Department of Correctional Education Principals, community college Deans, and community college personnel assigned as prison program coordinators for college/correctional institution programs. Those were the total number of instructional managers responsible for postsecondary programs in medium and maximum security correctional institutions in the Commonwealth during November 1986. Surveys and interviews were used to obtain individual perceptions of responsibilities to be assigned to colleges and correctional institutions when agreements are for educational programs are developed.
Agreements used by colleges that were members of the Southern Association of Colleges and Schools and correctional institutions were reviewed. There was no consistency among the states' agreements in the responsibilities included or in the institution assuming the same or similar responsibilities. A review of journal articles describing responsibilities in existing or proposed college/correctional institution programs revealed no consistency in the responsibilities necessary to be included in agreements. The responsibilities found in the state agreements as well as those in the journal articles provided examples of reasonable responsibilities for instructional managers to consider when developing agreements for college programs in correctional institutions.
A survey form was developed and administered to instructional managers. College coordinators of college/prison programs provided the largest percentage of responsibilities to be included in agreements, but correctional institution instructional managers overall responded with a larger number of necessary responsibility statements than college instructional managers. Generally instructional managers chose responsibility statements in the categories of Instruction, Curriculum Support, and Equipment and Supply to be included in agreements. Responses to the open-ended question asked during the interview phase revealed problems in the current structure of the college/prison programs. Many problems were appropriate for the categories of Faculty and Staff, Students, and Instruction. Wardens articulated the highest number of problems and were the only group of instructional managers to express concern about inmates as students in the community at the time they were released from the correctional institution. Instructional managers ranked Student and Faculty and Staff categories of responsibility statements as most important to include in agreements although they did not select them to be included in agreements.
Recommendations for improving the current method of providing college programs to incarcerated persons include the development of a statewide system composed of state level leadership. Individual colleges need to improve the quality of support and transitional services for students.<br>Ed. D.
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Gallagher, John. "Business models and higher education institutions-looking for business models in the higher education landscape." Thesis, Nottingham Trent University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511413.
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Thompson, Christa. "Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1054.
Full textAbstract:
The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.
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Geldenhuys, Susan. "An ecotourism curriculum for higher education institutions / Susan Geldenhuys." Thesis, North-West University, 2003. http://hdl.handle.net/10394/425.
Full textAbstract:
Ecotourism is one of the fastest-growing sectors of the tourism industry worldwide.
Sustained development and success of the industry depends on the availability of
suitably trained manpower. Formal educational programmes to service the ecotourism
industry are, like the term ecotourism, a relatively new phenomenon and higher
education programmes to educate and train human resources for this important sector
are relatively rare. Although a number of higher education institutions in South Africa
are offering specialisation courses in ecotourism, these do not seem to be altogether
successful in meeting the needs of industry.
The aim of this study was to design an ecotourism curriculum for higher education
institutions in South Africa, with special reference to Technicon, which could also be
used as a basis for developing programmes in other institutions and countries.
A two-pronged approach was followed: a literature study as well as a survey. The
survey included focus group meetings, workshops, questionnaires and interviews. The
Delphi technique was used, consisting of 4 rounds of electronic questionnaires that
were sent to 80 selected panel members.
The study endeavoured to differentiate ecotourism from other forms of tourism as a
base on which to justify the development of formal educational programmes. Jobs and
career-paths within the ecotourism sector were identified, followed by an
identification of the knowledge, skills and attributes required for the career paths and
the levels within each career path. This resulted in a comprehensive database of the
desired outcomes for an ecotourism programme. This was consequently compared
with the curriculum of the existing 4-year B Tech: Ecotourism Management
programme offered by 3 Technicons in South Africa, which highlighted the
deficiencies in the existing programme. Additional educational themes were
identified, including the following: Tourism Anthropology and Cultural and Heritage
Tourism, as ecotourism is not only the interpretation of the natural environment but
also of all the cultural manifestations of the particular destination; English
Communication, as employees in the tourism industry need to be confident and expert
in the skills of speaking and writing; a foreign and an indigenous language;
Information Management; Leisure Appreciation; and IT applications focusing on the
ecotourism industry, such as e-commerce and on-line marketing. Subject themes with
too high a credit value in the existing programme were found to be Biology, Wildlife
Management and Interpretation.
On the basis of the above an ecotourism curriculum was developed, based on jobs and
career-paths identified by stakeholders in the ecotourism sector of the tourism
industry and designed by academics, knowledgeable in the field of both
tourism/ecotourism education and curriculum design.<br>Thesis (Ph.D. (Tourism))--North-West University, Potchefstroom Campus, 2004.
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Walton, Julia. "Environmental responsibility in Talloires Declaration signatory higher education institutions." Thesis, University of Sunderland, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323697.
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Jensen, Joshua J. "Disrupting College: How Innovative Institutions Can Change Higher Education." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104566.
Full textAbstract:
Thesis advisor: Karen D. Arnold<br>For decades, critics have been calling attention to the slow pace of change in higher education (Cohen & March, 1974; Kliewer, 1999; Menand, 2010; Murray, 2008). This pace is clearly at odds with the significant reform necessary to meet the rapidly changing needs of and demands upon the system. Despite the inertia of the past, it seems imperative that we find approaches to innovation that will facilitate increased college access and cost management. This study examined one organization—College Unbound—that identifies itself as a potential disruptive innovation, an innovation that meets the needs of an underserved population, with the potential to “disrupt” the way entire sector operates (Christensen, 1997). Empirical applications of disruptive innovation theory to higher education are limited, and yet there is a strong rationale for its application to the challenge of increasing access and persistence. In an effort to increase understanding of how disruptive innovation might impact higher education, this study looked at how the characteristics of College Unbound and its relationship to the external environment affected the potential capacity of the organization to disrupt the field of higher education. One common characteristic of disruptive organizations is having a enough structural flexibility to respond to changing market and environmental needs (Christensen, 1997). At College Unbound, the primary pivot was a shift in the organization’s target population, from full-time traditional-aged college students in the first three years of the program, to a model of educating adult learners. This transition occurred in response to both the external market, and to tighten the alignment between College Unbound’s staff and internal resources. College Unbound has also faced concerns from both internal and external audiences because of perceptions about quality. To address these concern, College Unbound adapted by changing its internal configuration, and its external partners and relationship to the external environment. Based on these findings, implications for disruption and innovation in higher education are discussed<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Ramadan, Ibtihal. "Experiences of Muslim academics in UK Higher Education Institutions." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/31350.
Full textAbstract:
The intertwining of political, economic, societal and global changes has resulted in accentuating even more so the 'Muslim question', both domestically and globally. Research has shown that the negative focus Muslims and Islam receive in the West is becoming increasingly mainstreamed, not only through the media, but principally through mainstream political discourse. This mainstreaming is within a global and local narrative of a 'war on terror'. The former followed 9/11 at the outset of this millennium and the latter is represented in the myriad of 'anti-terrorism' initiatives recently augmented in the UK by the Prevent duty. This intensely hostile backdrop has nurtured 'normative truths' about Muslims/Islam. Although Islamophobia did exist long before 9/11, it has now become commonplace and, even, legitimised within the context of tackling terrorism, affecting the experiences of the majority of Muslims in the West and elsewhere in diverse ways. British academia has opened its doors to non-traditional academics, including those from racial and/or ethnic minority backgrounds. Equality policies have been developed, particularly subsequent to the Race Relation Amendment (2000), which has sought to fulfil the recommendations of the Macpherson report (1999). Nevertheless, inequalities do permeate British academia and the experiences of non-traditional academics have been tainted by institutional racism, in both quantity and quality. Statistics attest the former, highlighting the underrepresentation of non-traditional academics in British academia, more particularly in senior leadership and professorial positions. Empirical research findings attest the latter through citing several factors, including career trajectory barriers and the double standards racial bias that operates in a subtle way within higher education institutions (HEIs). These broader and institutional dimensions set the scene for this thesis, the aim of which is to examine the experiences of Muslim academics. The particular experiences of this group of academics have been ignored in previous research, as faith/belief matters have largely been overlooked in studies that explored the experiences of minority academics. This thesis adopts a qualitative approach utilising theoretical bricolage that principally draws on Critical Race Theory (CRT). The notion of race in CRT is, however, expanded to include faith/belief. The thesis also draws on Post-colonial and De-colonial theories, Bourdieu's concept of 'habitus' and Fraser's model of 'status recognition'. It explores the perceptions of Muslim academic participants regarding their own personal/professional identities and how Muslim academics negotiate their Muslim-ness in academia and considers how wider narratives have influenced how they speak about their 'Muslim identity'. The views of the participants are particularly important to examine the extent to which, if any, the 'normative truths' have penetrated academia. This thesis also examines the perceptions of the participants regarding their career experiences and considers whether the experiences of this group of Muslim academics corresponds to, or differs from, the experiences of their fellow non-traditional academics. The Whiteness of the academy was an overarching theme, under which the participants' experiences of racism vis-a-vis job opportunities, career advancement and the multi-faced forms of epistemic racism were discussed. Exceptionalism seemed to be a pre-requisite of gaining a positive experience. Not only did exceptionalism temper perceptions of 'otherness', but being exceptional was an aspect that advanced the career trajectories of some of the participants. Silence was another major theme that recurred in various forms across the fieldwork. These silences appear to have been a consequence of the wider stigmatisation of the Muslim identity, which became evident in the ways some of the participants chose to go about interpreting, or declaring, their Muslim-ness in their workplace. While being Muslim created challenges and required some of the participants to exert substantive negotiations and efforts to fit in, it was advantageous for others, in terms of their career trajectories. Religious micro-aggressions were habitual to the participants with regards to their interactions with staff, and this was particularly acute for females wearing the hijab, where the religious micro-aggressions in HEIs took on a gendered aspect of the 'Muslim problem'. Silence also penetrated the narratives in relation to issues of institutional racism. Networking with other non-white academics was another main theme that featured in the accounts. Muslim academic participants, like other non-traditional academics seek support and mentorship from other minoritised academics to be able to survive in academia. The current study concludes by suggesting that there is a need for more consideration to be given to the aspects of faith/belief in HE policy and practice. This needs to be conducted within a framework that acknowledges the existence of religious microaggressions and the overwhelming normativism of Whiteness in academia.
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Ncubukezi, Tabisa. "Security considerations of e-learning in higher education institutions." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2301.
Full textAbstract:
Thesis (MTech (Information Technology))--Cape Peninsula University of Technology,2012.<br>Learning management systems (LMSs) have become the central aspects of educational
processes in modern universities. Arguments are that LMSs improve educational efficiencies
including the processes of storage, retrieval and exchange of content without distance, space
and time constraints. A trusted platform without undue intrusions however, determines the
extent to which these benefits can be realized in higher education (HE) spaces. The
underlying assumption in this thesis therefore, is that e-Learning systems would lose its value
and integrity when the security aspects are ignored. Despite this logic, an overwhelming evidence security omissions and disruptions continue to
threaten e-Learning processes at CPUT, with a risk of the actual usage of LMS in the
institution. For this reason, this study sought to investigate the extent as well as causes of
existing security threats, security awareness programmes and the in/effectiveness of security
measures within CPUT. Within the qualitative interpretive research framework, the purposive
sampling method was used to select participants. Semi-structured interviews were then used
to collect primary data from administrators, technicians, academics and students in the IT and
the Public Relations departments at CPUT. The activity theory (AT) was then used as the lens
to understand the security aspect in e-Learning systems in the CPUT. From this theory, an
analytical framework was developed. It presents holistic view of the security environment of e-
Learning as an activity system composed of actors (stakeholders), educational goals, rules (in
the form of policies, guidelines and procedures), activities, mediating factors, transformation,
and outcomes. The tension between these components accounts for failures in e-Learning
security practices, and ultimately in the e-Learning processes. Whilst security measures exist on the e-Learning platform, findings show a combination of the
tools, processes and awareness measures to be inadequate and therefore inhibiting. Poor
adherence to security guidelines in particular, is a major shortfall in this institution. To this end,
a continuous review of network policy, clear and consolidated communication between
stakeholders as well as emphasis on the enforcement of security compliance by users across
all departments is therefore recommended. Frequent security awareness and training
programmes for all LMS users must also be prioritized in this institution.
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Gerholz, Karl-Heinz, Holger Backhaus-Maul, and Paul Rameder. "Editorial: Civic Engagement in Higher Education Institutions in Europe." zfhe, 2018. http://dx.doi.org/10.3217/zfhe-13-02/01.
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O'Day, Jessica Marie. "Predictors of Employee Engagement in Institutions of Higher Education." Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31854.
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This study investigated predictors of employee engagement at a large public research university. Generally speaking, the typical employee is disengaged at work (Adkins, 2015), and previous research has identified burnout as a contributor to employee disengagement (Maslach et al., 2001). Full-time staff employees volunteered to participate in a four-part survey regarding their levels of employee engagement, burnout, anxiety, and physical activity. Burnout was found to be the most significant predictor of employee engagement or disengagement, however, the results of all four surveys used in the study further exposed the complicated nature of successful employee engagement strategy.
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Vyshnevska, Maryna. "E-learning for adults in institutions of higher education." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10569.
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Elleven, Russell K. (Russell Keith). "Student Legal Issues Confronting Metropolitan Institutions of Higher Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277754/.
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This study examined perceptions of student legal issues confronting metropolitan institutions of higher education. The data for the study were collected using a modified version of Bishop's (1993) legal survey. The sample for the study consisted of 44 chief student affairs officers and 44 chief legal affairs officers employed with the 44 institutions affiliated with the Coalition of Urban and Metropolitan Universities. Frequency counts and percentage distributions were employed to analyze the data. Chief student affairs officers and chief legal affairs officers have very different perception as to the most likely student legal issues to be litigated in the next ten years. Chief student affairs officers found few student legal issues highly likely to be litigated in the next 10 years. Affirmative action, sex/age discrimination, fraternities and sororities, and disabled students were the only student legal issues at least 20 percent of chief student affairs officers believed to be highly likely of litigation in the next ten years. Chief legal affairs officers believed many student legal issues would be litigated in the next 10 years. At least 20 percent of the chief legal affairs officers believed admission criteria, affirmative action, reverse discrimination, sex/age discrimination, athletic tort liability, Title IX, defaulting student loans, defamation, negligence, academic dismissals, academic dishonesty, cyberspace issues, and disabled students to be highly likely of litigation in the next ten years. Chief student affairs officers and chief legal affairs officers prepare very similarly for future student legal issues they may confront in the future. There is a large amount of crossover between professional conferences of chief student affairs officers and chief legal affairs officers. Student affairs and legal affairs officers will attend professional conferences of both groups in order to stay abreast of student legal issues. It appears chief student affairs officers are not prepared to confront many of the student legal issues highly likely to be litigated in the next ten years.
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Botha, Louwrens Stephanus. "Skills development in higher education institutions in South Africa." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04012009-225823/.
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Richards, David J. "Predictors of financial health in religious higher education institutions /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099625.
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Sakr, Riad. "Quality assurance in higher education institutions : contingent assessment system." Thesis, Lille 1, 2018. http://www.theses.fr/2018LIL1A008/document.
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L’assurance qualité dans les institutions d’enseignement supérieur (IES), les facteurs qui impactent et transforment les rôles des IES, les différentes dimensions et variables intervenant dans l’évaluation de la qualité dans les IES, ainsi qu’un système d’évaluation contextuelle, sont discutés, discuté, et analysés. La structure de l’enseignement supérieur au Liban et des données sur cette structure sont aussi présentées, traitées et analysées. Pour évaluer la qualité dans les IES au Liban, un modèle/gabarit est proposé. Six domaines de dimensions de la qualité ont été considérés. Dans chaque domaine, des standards, critères, et indicateurs ont été développés et un coefficient a été affecté à chaque indicateur. Une échelle de qualité est établie. Le jugement est basé sur une évaluation quantitative par des notes; les notes sont justifiées par des observations et vérifications sur le terrain.Ce modèle/gabarit, est testé dans une université privée au Liban. Des scores dans chaque domaine, un score moyen pour chaque domaine et un score général pour l’université sont déterminés. Les résultats d’évaluation montrent des points forts et des points nécessitant des améliorations. Le modèle/gabarit proposé, est un outil pratique pour l’évaluation des IES, en particulier pour les "jeunes" IES qui cherchent à évaluer le niveau de qualité de leurs divers composants. Il peut être aussi considéré comme une étape d’évaluation nationale qui précède une accréditation par une agence internationale<br>The thesis discusses quality assurance in higher education institutions and the contingent quality assessment systems, and deliberates on the different factors that have impacted the higher education system and transformed the role of its institutions. The researcher then presents and discusses the different dimensions and variables that are interwoven into the quality assessment of these institutions. The Lebanese higher education structure is also discussed and analyzed. To assess quality issue in higher education institutions operating in Lebanon, a template/model is proposed. Six areas of quality dimensions are considered. Standards, criteria, and indicators are developed for each of these areas, and different coefficients are affected by indicators. A quality scale is established; the judgment is based on qualitative and quantitative evaluation justified by on-site observation and proofs. The template/model is tested in a Lebanese private university. The assessment has led to the determination of scores within each area, an average score for each area and for the university as a whole. The results of this assessment have reflected many strong and weak aspects of said university. The proposed template/model could be considered a practical assessment tool of higher education institutions, particularly for the ‘young’ institutions of higher education to evaluate the quality level of their different components. It could also be considered a national assessment step that precedes the acquisition of the international accreditation
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Turgeon, Paul E. "Placement of emergency manager position in institutions of higher education." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065194.
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<p> The position of the Emergency Manager within an organization’s emergency management program is often written about in the context of professionalization, duties, responsibilities, and core competencies. However, the organizational placement of the Emergency Manager as it relates to his or her location, or simply his or her spot within an organization, is seldom the subject of research. There is an ongoing range of opinions about placement. A typical university organizational structure places the position several levels of authority away from the university leadership/decision makers. The typical placement can be problematic for university Emergency Managers because, the further they are away from the leadership/decision makers, the less influence they have on items that affect the university emergency management functions. Improper placement can limit their ability to have influence and places them in a reduced position to conduct issue selling. University Emergency Managers need to be in position to influence policy and promote readiness. A survey was conducted involving university administrators at private institutions of higher education which consisted of a series of questions about their institution’s emergency management program. A key finding was that organizational placement of the Emergency Manager had no impact on the success of an emergency management program. The success of an emergency management program rests in the ability of the Emergency Manager to develop a network and to conduct issue selling. </p>
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Karpel, Nichole. "Examining Not-for-Profit Higher Education Faculty Attitudes and Knowledge Toward For-Profit Higher Education Institutions." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557567.
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<p> Over the last decade, for-profit higher education has been the fastest growing segment within higher education. Despite the growth, little research exists about for-profit higher education institutions. The purpose of this exploratory, descriptive, quantitative study was to examine the attitudes and knowledge of higher education faculty toward for-profit higher education institutions. </p><p> A conceptual framework was used to understand various topics about for-profit higher education institutions. An instrument was developed to measure attitudes and knowledge and distributed through a web survey to 214 higher education faculty from public and private not-for-profit higher education institutions. Survey respondents totaled 111 and 107 useable surveys resulted in a 50% response rate. Descriptive analysis was used to understand attitudes and knowledge. </p><p> Results suggested that overall attitudes and knowledge varied based on individual topic. No differences in attitudes were found relative to gender, age, institution type, faculty rank, and years as higher education faculty. The study revealed the need for higher education institutions to share more data and for higher education faculty to engage in more research and policy discussions about the fastest growing segment within higher education, for-profit higher education institutions.</p>
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Al, Kurdi Osama F. "Knowledge-sharing management in the context of higher education institutions." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16202.
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Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.
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Stander, Elmarie. "Managing quality assurance in private higher education institutions in South Africa." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58469.
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With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance.
Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa?
Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa.
The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Education Management and Policy Studies<br>M Ed<br>unrestricted