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Journal articles on the topic 'Institutions of higher education'
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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.
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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.
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Issa-Salwe, Abdisalam M., and Said Ahmed Ali Maah. "Standardising Curriculum Development in the Higher Education Institutions using Higher Education Commission." Advances in Social Sciences Research Journal 9, no. 8 (2022): 71–75. http://dx.doi.org/10.14738/assrj.98.12798.
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Because of the lack of a body which can control higher education or make standards that can be shared, the majority of higher education institutions in the Somali Federal Republic fail to have structured and clearly defined curriculum plans. Moreover, some do not even realise the importance of curriculum for their institutions, let alone having clearly defined objectives or goals for educational institutions to achieve in educating society. A curriculum is a map which guides the institution regarding its educational objectives. It is an assessment of how an educational institution defines those objectives. It is also the methods and means through which an educational institution maps out a way for students to find their way to success as defined by those objectives. An institution that plays the role to create a standardised curriculum in higher education is the national higher education commission (HEC). An HEC can stand as a body which regulates higher education, post-secondary education institutions, universities and other public and private higher education institutions. This paper will focus on the importance of curriculum development using examples where HEC can control and set standards which higher education institutions must follow. The paper will particularly try to answer the following questions: (i) How HECs can prescribe guidelines and conditions under which educational institutions set quality curricula, (ii) How HECs can monitor and evaluate the performance of educational institutions, and (iii) How HECs can advise institutions to develop appropriate curricula which balance teaching and learning.
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Rayevnyeva, Olena, Iryna Aksonova, and Viktoriia Ostapenko. "Assessment of institutional autonomy of higher education institutions: methodical approach." Knowledge and Performance Management 2, no. 1 (2018): 72–84. http://dx.doi.org/10.21511/kpm.02(1).2018.07.
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In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.
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Nevárez, Mayela del Rayo Lechuga, and Leonardo Vázquez-Rueda. "Institutional factors and business education in higher education institutions." International Journal of Human Sciences Research 3, no. 32 (2023): 2–20. http://dx.doi.org/10.22533/at.ed.5583322306099.
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Gebru, Michael Gidey, Saqlain Raza, and Mansoor Shaukat Khan. "Efficiency of Higher Education in the Presence of Shared Inputs using Data Envelopment Analysis." Sains Malaysiana 50, no. 11 (2021): 3421–38. http://dx.doi.org/10.17576/jsm-2021-5011-25.
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This study measures the efficiency of higher education institutions with respect to teaching activity, research activity, and overall activities and also provides a direction for low-performing institutions to improve their performance. In many instances, the efficiency of the institution is a sum up of the efficiency of its activities. However, when the activities consume some resources in common, it requires the allocation of shared resources among the activities. Since sums up the efficiency of each activity does not give the institution's overall efficiency, we use a joint data envelopment analysis that takes into account the institution's internal operations to measure the teaching efficiency, research efficiency, and overall efficiency of the institutions. The empirical results indicate that the institutions that execute both activities simultaneously become more productive rather than adopt a single activity. Hence, this study suggests a useful and measurable action to improve the institution’s performance.
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Al Kharusi, Sami, and Sree Rama Murthy Y. "Financial sustainability of private higher education institutions: the case of publicly traded educational institutions." Investment Management and Financial Innovations 14, no. 3 (2017): 25–38. http://dx.doi.org/10.21511/imfi.14(3).2017.03.
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Public and private education can unlock different doors and help to flood the country with a rising power, sunlight and sustainable development. Hence, this paper argued that there is a need to sustain both public and private higher education. Financial difficulties restrict private higher education from balancing their budget and maintain a balance between a quality education and maximization of shareholders wealth. This paper outlines and analyzes a critical business model for higher education institutions, Dhofar University and Majan College, both of which are publicly traded in Muscat Securities Market. Both the educational institutions are critically examined from profitability, liquidity, long term solvency and asset management perspective using appropriate financial ratios. Five year forecasts of financial statements up to 2021 are estimated to evaluate the financial stability of the two educational institutions. The paper uses Monte Carlo simulation technique to examine the issue of financial sustainability. Overall the finding shows positive financial results for Majan College compared to Dhofar University. The key take away from the analysis is that educational institutions should be funded primarily by equity and not by debt to survive, sustain and provide high quality education.
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Cheng, Eric C. K., and Tianchong Wang. "Institutional Strategies for Cybersecurity in Higher Education Institutions." Information 13, no. 4 (2022): 192. http://dx.doi.org/10.3390/info13040192.
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Cybersecurity threats have grown exponentially, posing a heavy burden on organisations. Higher Education Institutions (HEIs) are particularly vulnerable, and their cybersecurity issues are receiving greater attention. However, existing research on cybersecurity has limited referencing value for HEI leaders and policy-makers because they are usually technology-focused. Publications that showcase best practices often lack system-wide perspectives towards cybersecurity in HEIs. Our paper, therefore, aims to bridge this literature gap and generate institutional cybersecurity strategies for HEI leaders and policy-makers from a system perspective. We first review how the cybersecurity landscape has evolved over the last few decades and its latest trends and projections for the next decade. By analysing these historical developments and new changes, we further illuminate the importance of strengthening HEI cybersecurity capacities. As we explore why HEIs face severe challenges to tackle the ever-escalating cyberattacks, we propose a system-wide approach to safeguard HEI cybersecurity and highlight the necessity to reassess prioritised areas. By taking an extensive literature review and desk research of methods that could respond to the cybersecurity vulnerabilities of the next decade, we synthesise our findings with a set of institutional strategies, with takeaways designed to equip HEIs better to address cybersecurity threats into the future. The strategies include: (1) Strengthening Institutional Governance for Cybersecurity; (2) Revisiting Cybersecurity KPIs; (3) Explicating Cybersecurity Policies, Guidelines and Mechanisms; (4) Training and Cybersecurity Awareness Campaigns to Build Cybersecurity Culture; (5) Responding to AI-based Cyber-threats and Harnessing AI to Enhance Cybersecurity; (6) Introduction of New and More Sophisticated Security Measures; (7) Paying Attention to Mobile Devices Use, Using Encryption as a Daily Practice; and (8) Risk Management. We believe that cybersecurity can be safeguarded throughout the new decade when these strategies are considered thoroughly and with the concerted effort of relevant HEI stakeholders.
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DOGHONADZE, Natela, Ekaterine PIPIA, and Nikoloz PARJANADZE. "Institutional Plagiarism Policy (Georgian higher education institutions’ case)." Journal of Education in Black Sea Region 3, no. 2 (2018): 139–66. http://dx.doi.org/10.31578/jebs.2018.3.2.10.
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Boymatov, N. "FORMS OF ORGANIZATION OF CORPORATE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (2022): 309–16. http://dx.doi.org/10.55640/eijmrms-02-04-59.
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This article aims to improve the quality of education by creating new opportunities for higher education institutions to support innovative forms of education based on a corporate approach to education
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Boymatov, Nuriddinjon. "FORMS OF ORGANIZATION OF CORPORATE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 06 (2022): 16–23. http://dx.doi.org/10.37547/pedagogics-crjp-03-06-04.
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This article aims to improve the quality of education by creating new opportunities for higher education institutions to support innovative forms of education based on a corporate approach to education.
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Alokhon, Alikarieva. "THE QUALITY MANAGEMENT SYSTEM OF EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." International Journal of Advance Scientific Research 4, no. 5 (2024): 137–43. http://dx.doi.org/10.37547/ijasr-04-05-26.
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This article reveals the institutional foundations of the education quality management system. In the era of globalization, the growing trend of science, education and intercultural integration reinforces the social need to apply an innovative approach in all areas. The radical reforms taking place in New Uzbekistan in recent years have revealed a number of theoretical and practical problems that are of great importance for the development of the education system. For this reason, the theory and practice of social management of the quality of education puts on the agenda the development of promising discursive approaches to achieving the effectiveness of education, and the determination of the main directions for modernizing this process.
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Collier, Elizabeth, Chris Knifton, and Claire Surr. "Dementia education in Higher Education Institutions." Nurse Education Today 35, no. 6 (2015): 731–32. http://dx.doi.org/10.1016/j.nedt.2015.02.013.
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POPELO, Olha, and Anatolii MELNYCHENKO. "ORGANIZATIONAL CULTURE OF HIGHER EDUCATION INSTITUTIONS AS A FACTOR FOR IMPROVING THE QUALITY OF EDUCATIONAL SERVICES." Herald of Khmelnytskyi National University. Economic sciences 304, no. 2(2) (2022): 232–36. http://dx.doi.org/10.31891/2307-5740-2022-304-2(2)-36.
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The article examines the impact of the organizational culture of higher education institutions on the quality of providing educational services. It has been proven that the organizational culture of a higher education institution should adapt to the modern conditions of the development of the educational environment, take into account social changes and trends, and also be aimed at achieving the goal, fulfilling tasks and developing the higher education institution in accordance with modern educational trends. It is substantiated that for the formation and development of the organizational culture of a higher education institution, there is not time, but the observance of certain principles, which include: purposefulness, unity, systematicity and democracy. A conceptual model of the formation and development of organizational culture of a higher education institution was developed, outlining the stages of formation and development of organizational culture, its functions and factors influencing its development. The article claims that organizational culture as a system of formed shared values, beliefs, and behavior of employees of higher education institutions, which ensures interaction with the external environment and makes it possible to achieve the set goals of the higher education institution’s development, affects the improvement of the quality of higher education. It has been proven that the implementation of a model for the formation and development of the organizational culture of a higher education institution in accordance with the principles of purposefulness, unity, systematicity, and democracy makes it possible to create an atmosphere for encouraging teachers, students of higher education, administration to participate in a meaningful dialogue and jointly achieve the set goal and solve the relevant tasks.
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Pandey, I. M. "Governance of Higher Education Institutions." Vikalpa: The Journal for Decision Makers 29, no. 2 (2004): 79–84. http://dx.doi.org/10.1177/0256090920040207.
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Governance includes the issues of autonomy and accountability. In most countries, including developing countries, autonomy is being extended to higher education institutions (HEIs) in order to increase the flexibility which these institutions require to meet the needs of the society and the economy. Autonomy is the prerogative and the ability of an institution to act by its own choices in pursuit of its mission and goals. This ensures optimum allocation of resources for achieving the stated goals and missions of HEIs which are knowledge creation and dissemination. These institutions are mission- oriented and although they have a significant impact on the economy and the society, their action and results are not directly measurable in financial terms. Autonomy encompasses three areas - academic, institutional, and financial. Academic autonomy is the freedom for faculty members to operate freely which would lead to intellectual wealth of great quality. Institutional autonomy includes operational freedom and freedom of decision-making by the institute's constituents. Financial autonomy means the freedom to raise and use funds according to its priorities and internal rules. An institution cannot have full institutional autonomy without financial autonomy. Allowing financial autonomy with accountability would assess the effectiveness of the institution in disseminating knowledge to its students. Autonomy of publicly funded institutions also implies societal accountability. Institutions operate in a given environment. Therefore, their actions and outcomes must be consistent with the demands of the external environment. Societal concern assumes great significance as governance in HEIs cannot be devoid of environment and social responsibility. Every organization's actions influence the members of the society, directly or indirectly. Therefore, HEIs should strive to strike a balance between needs of their stakeholders, demands of the society, and autonomy. A socially responsible HEI should perform the following duties: Be a resource and supporter for public policies and issues. Ensure admission to all qualified students from all sections of the society. Facilitate quality education and research. Assist in professionalizing management practice of socially desirable but under-managed sectors. Help business and industry through training, research, and consultancy. Research on the issues that are significant for the government, the industry, and other sectors and disseminate the research findings. Collaborate with other academic institutions to help them improve their aca- demic standards. Organizations take a lot from the society and hence should also give back to the society. This attitude will sustain them over a long period of time.
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MANUNGGAL, BAGUS, and BAMBANG AFRIADI. "SERVQUAL IN HIGHER EDUCATION INSTITUTIONS." International Journal of Business, Law, and Education 4, no. 1 (2023): 107–14. http://dx.doi.org/10.56442/ijble.v4i1.132.
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Many researchers use SERVQUAL to measure service quality in higher education institutions (HEI). They believe that students are customers and that higher education institution should exceed their expectations. This article uses a literature review to investigate the causes and effects of that paradigm shift. The findings show many negative impacts on treating students as customers such as degrading students-HEI relationship, diverting the orientation of teaching and learning, and contrasting with academic performance. This article suggests that SERVQUAL should not be used to measure the quality of service in higher education institutions.
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Labas, Istvan, Eva Darabos, and Tunde Orsolya Nagy. "Competitiveness - higher education." Studia Universitatis „Vasile Goldis” Arad – Economics Series 26, no. 1 (2016): 11–25. http://dx.doi.org/10.1515/sues-2016-0002.
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Abstract Involvement of European Union plays an important role in the areas of education and training equally. The member states are responsible for organizing and operating their education and training systems themselves. And, EU policy is aimed at supporting the efforts of member states and trying to find solutions for the common challenges which appear. In order to make our future sustainable maximally; the key to it lies in education. The highly qualified workforce is the key to development, advancement and innovation of the world. Nowadays, the competitiveness of higher education institutions has become more and more appreciated in the national economy. In recent years, the frameworks of operation of higher education systems have gone through a total transformation. The number of applying students is continuously decreasing in some European countries therefore only those institutions can “survive” this shortfall, which are able to minimize the loss of the number of students. In this process, the factors forming the competitiveness of these budgetary institutions play an important role from the point of view of survival. The more competitive a higher education institution is, the greater the chance is that the students would like to continue their studies there and thus this institution will have a greater chance for the survival in the future, compared to ones lagging behind in the competition. Aim of our treatise prepared is to present the current situation and main data of the EU higher education and we examine the performance of higher education: to what extent it fulfils the strategy for smart, sustainable and inclusive growth which is worded in the framework of Europe 2020 programme. The treatise is based on analysis of statistical data.
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A., Krishnamoorthy. "Student Support System in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.
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Gupta, B. L. "Sustenance of Autonomy in Higher Education Institutions." Issues and Ideas in Education 11, no. 1 (2023): 1–13. https://doi.org/10.15415/iie.2023.111001.
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Background: The higher education institutions will achieve autonomy traversing the path of graded accreditation. The autonomy of higher education is linked with the quality of education and accreditation. Higher education institutions will not only achieve autonomy but will sustain it in ever-changing external and internal environments. Purpose: The purpose is to design strategies for the sustenance of autonomy in higher education institutions. Method: The paper is based on an exploratory qualitative study conducted during 2020. The research objectives emanate from the review of the literature and the experiences of the researcher. The research objective is further explored from the literature review to formulate the research questions.The population for the study constitutes the autonomous higher education institutions of the country including engineering, management, pharmacy, and polytechnic institutions. The researcher selected a purposive sample to gather the information and views of the respondents. Respondents were selected from all over India, all types of institutions, and all levels of the institute. The researcher designed a comprehensive, concise, precise, and accurate structured and semi-structured research instrument based on the literature, experiences, and focus group discussion. This research instrument was validated on content and construct in a group of six persons working in the area of autonomy. Then it was prepared in the Google form which was validated by forty respondents. The respondents are principals, heads of departments, senior faculty members working in national-level institutes, higher education institutes, and technical institutions.The instrument was mailed to more than 8000 respondents out of which 954 respondents provided information. The information is provided by principals, deans, heads of departments, and senior faculty members. Secondary information is also used to fill up the gap to achieve the research objective. The information received from structured instruments is compiled using Microsoft Excel Sheet to calculate the weighted mean and percentage. Results: The strategies for sustaining autonomy at central government, state government, regulatory body, institute, teacher, and student levels are evolved. Conclusion: To reap the full potential of autonomy and its sustenance strategies at different levels of hierarchy need to be effectively implemented on continuous basis.
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Baporikar, Neeta, and Adri Smith. "Talent Management in Higher Education Institution." International Journal of Applied Management Sciences and Engineering 6, no. 2 (2019): 36–57. http://dx.doi.org/10.4018/ijamse.2019070103.
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Institutions are losing talented and skilled personnel to competitors because employees opine that their abilities and skills are not valued. There are also no practices in place where shortcomings pertaining to skills and competencies are addressed in order for them to do their jobs effectively especially for administrative staff in higher educational institutions. Hence, the main problem for these institutions is having a workforce that is not motivated to perform optimally. The challenge currently facing Namibian higher education institutions is for them to implement talent management practices successfully so that the workforce is motivated to do their job effectively and efficiently. Hence, adopting a cross-sectional research design with data collected from employees of a higher education institution in Namibia (N=109), the human capital index (HCI) and motivation questionnaire were administered and statistical analysis done with the aim to investigate talent management and motivation relationship at a higher education institution in Namibia.
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Larocca, Roger, and Douglas Carr. "The Effect of Higher Education Performance Funding on Graduation Rates." Journal of Education Finance 45, no. 4 (2020): 493–526. http://dx.doi.org/10.1353/jef.2020.a760719.
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abstract: Since 1979 more than thirty states have adopted "performance funding" for public institutions of higher education. Under performance funding, a portion of the state appropriations for each institution is determined by the institution's achievement of performance goals on such metrics as retention and graduation. We argue that several characteristics of higher education institutions are likely to weaken the effect of performance incentives on graduation rates. To test these expectations, we develop a comprehensive database that identifies the institutions subject to graduation performance metrics. While most previous researchers have coded each state with a simple binary measure, indicating whether performance funding exists or does not exist in each year, we have determined for which exact institutions and in which years graduation metrics have been used to allocate state appropriations. We combine this detailed performance-funding data with institution-level data on graduation rates and other important factors from the Integrated Postsecondary Education Data System from 1997-98 through 2015-16. We estimate a difference-in-differences model that reveals no significant impact of performance funding on the graduation rates at 4-year institutions, but we find that performance funding is associated with a significant increase in graduation rates at 2-year institutions under certain conditions.
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Rumambi, Hedy D., Revleen M. Kaparang, Jerry S. Lintong, Joseph N. Tangon, and Johanis Ohoitimur. "Social Responsibility of Higher Education Institutions: A New Insight into Stakeholders." GATR GLOBAL JOURNAL OF BUSINESS AND SOCIAL SCIENCE REVIEW 7, no. 3 (2019): 185–93. http://dx.doi.org/10.35609/gjbssr.2019.7.3(3).
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Objective - Are stakeholders within the institution as actors, or are they also the goals of the institution's social responsibility? This study aims to provide new insight into the role of stakeholders in the implementation of social responsibility in Higher Education Institutions (HEI). Institutions have a certain level of social responsibility, which is inherent to its existence. To exist, an institution relies on the presence of stakeholders. Stakeholders are considered as the key to an institution's legitimacy. The relationship between an institution and its stakeholders can be described as a social contract. Methodology/Technique – Using a qualitative approach, this study identifies the relevant stakeholders in HEI’s and categorizes their roles and interests. The concept of HEI social dimension is used to analyze and interpret the data. The results indicate that HEI stakeholders consist of three levels, namely: primary (including management, lecturers, students, administrative staff, security officers, technicians, cleaning services, and the natural environment of the institution), secondary (including the local community, industries, alumni organizations, the government, accreditation agency, and the natural environment around the institution), and tertiary level (including society in general and nature). Finding & Novelty - The results suggest that the primary stakeholders become moral actors who carry out the institution's commitment to implement social responsibility. This finding implies that primary stakeholders become the executor and the goal of HEI social responsibility. Therefore, the institution's social responsibilities activities are aimed at the life and development of the institution itself. Social responsibility is carried out from the inside to the outside in a circular and continuous manner. Type of Paper: Empirical. Keywords: Social Responsibility; Higher Education Institution; Stakeholders; Social Dimension of HEI. Reference to this paper should be made as follows: Rumambi, H. D; Kaparang, R. M; Lintong J. S; Tangon, J.N; O, Johanis. 2019. Social Responsibility of Higher Education Institutions: A New Insight into Stakeholders, Global J. Bus. Soc. Sci. Review 7 (3): 185 – 193. https://doi.org/10.35609/gjbssr.2019.7.3(3) JEL Classification: M13, M14, M19.
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Poplavskyi, Mykhailo. "National Ratings of Higher Education Institutions As a Tool for Assessing the Quality of Higher Education in Ukraine." Ukrainian Information Space, no. 1(9) (May 22, 2022): 16–29. https://doi.org/10.31866/2616-7948.1(9).2022.257057.
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The purpose of the article is a comprehensive analysis of the rating methodology of the leading national rankings of higher education institutions in Ukraine. The research methodology is based on abstraction, analysis, and synthesis methods usage, which allowed us to theoretically comprehend the phenomenon of Ukrainian higher education institutions’ ranking. The scientific novelty of the obtained results is the development of proposals for improving the Ukrainian rankings of higher education institutions. Contrary to popular belief that higher education institutions rankings are the simplest, most accessible, and obvious way to make particular decisions about higher education institutions, in fact, ratings are not an indicator of the latter’s quality – to characterize higher education institutions with one number, which indicates its position in the ranking, is illogical. The position in the ranking is, of course, an indicator of a higher education institution’s high academic reputation, but it is not always objective. Ratings cannot replace the quality of educational assessment in higher education institutions, although they ensure the transparency of specific indicators of its work. Attempts by higher education institutions to become leaders in the ranking lead to short-term measures to increase the effectiveness of their activities, in particular, to encourage researchers to increase publishing activity and others. But in the long run, this cannot affect its progressive development. It is necessary to evaluate a higher education institution by taking into account its impact on society, as it is the most integrated system imaginable today. Each higher education institution, in its activities, must be targeted at a specific target audience, which corresponds to one of the Berlin principles of ranking higher education institutions, according to which ranking is determined by a clear focus on a particular group of consumers in the ranking. In addition, higher education institutions should be ranked in groups, taking into account different missions, different profiles of scientific and educational activities, and different numbers of students and professors. Applicants themselves in their choice of higher education institution must take into account not only its position in the ranking but also the level of requirements for applicants, the demand for graduates, and others.
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Bradburd, Ralph M., and Duncan P. Mann. "Wealth in Higher Education Institutions." Journal of Higher Education 64, no. 4 (1993): 472. http://dx.doi.org/10.2307/2960053.
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Melchenko, V. I. "CORRUPTION IN HIGHER EDUCATION INSTITUTIONS." South Ukrainian Law Journal, no. 1 (2021): 37–43. http://dx.doi.org/10.32850/sulj.2021.1.6.
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Gray, Harry. "Higher education institutions as corporations." Perspectives: Policy and Practice in Higher Education 1, no. 3 (1997): 78–80. http://dx.doi.org/10.1080/1360318970010303.
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Bradburd, Ralph M., and Duncan P. Mann. "Wealth in Higher Education Institutions." Journal of Higher Education 64, no. 4 (1993): 472–93. http://dx.doi.org/10.1080/00221546.1993.11778440.
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Navas, Lina P., Felipe Montes, Sepideh Abolghasem, Ricardo J. Salas, Mehdi Toloo, and Roberto Zarama. "Colombian higher education institutions evaluation." Socio-Economic Planning Sciences 71 (September 2020): 100801. http://dx.doi.org/10.1016/j.seps.2020.100801.
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Wan Endut, Wan Jaafar, Mokhtar Abdullah, and Nooreha Husain. "Benchmarking institutions of higher education." Total Quality Management 11, no. 4-6 (2000): 796–99. http://dx.doi.org/10.1080/09544120050008237.
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DR.VIDYASAGAR, SHARMA. "MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS." International Educational Applied Research Journal 08, no. 06 (2024): 26–29. https://doi.org/10.5281/zenodo.14901192.
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Education is the important subject because overall development of any human being, society or state, its depends on the Educational System of citizens of that nation. To manage a educational institution it is necessary that it should be manage in the positive and suitable way so the achievement of higher education task . Management of higher education institution”, meant to focus the various manegerial aspects related to management of colleges both government and private. all functions of any higher education institution are by and large similar but there is some difference in management of Government College and management of Private College. <strong>Keyworlds: </strong>Efficiency effectively Organization’ community society, broad spectrum fosters deliberately collobiration effectiveness
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Charungkaittikul, Suwithida, Archanya Ratana-Ubol, and John A. Henschke. "Strategies to Reorienting Higher Education Institutions Toward Lifelong Learning Higher Education Institutions in Thailand." International Journal of Adult Vocational Education and Technology 10, no. 4 (2019): 16–29. http://dx.doi.org/10.4018/ijavet.2019100102.
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The study proposes strategies to reorient higher education institutions toward lifelong learning to serve lifelong adult learners in Thailand. The Ethnographic Delphi Futures Research (EDFR) approach was used for data collection. Additional research instruments used were in-depth interviews, a questionnaire “Measurable Performance Indicators [MPI] for Lifelong Learning,” SWOT Analysis form, focus group discussions, and a strategic assessment form. The results revealed five national and seven institutional strategies with several sub-details for each strategy. Finally, the suggested strategies could help higher education institutions world-wide to strengthen the policies, processes, and change apparatuses.
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Kamola, Mirzayeva. "Axiological Possibilities for Modernizing the Educational Process in Higher Education Institutions." European International Journal of Pedagogics 5, no. 4 (2025): 210–14. https://doi.org/10.55640/eijp-05-04-51.
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This article explores the axiological approach’s potential in the modernization of the educational process in higher education institutions. Axiology, the study of values, is crucial in integrating moral-ethical principles and social-cultural needs within the educational system. The paper demonstrates the importance of the value component alongside modern technological, interactive, and creative teaching methods. It also highlights that an axiological perspective greatly enables the cultivation of students’ moral-intellectual capacity, the training of a well-rounded generation, and the preparation of specialists able to meet modern social demands.
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Kazantseva, O. L. "ANTI–CORRUPTION EDUCATION IN HIGHER EDUCATION INSTITUTIONS." Russian-Asian Legal Journal, no. 3 (October 2, 2023): 12–15. http://dx.doi.org/10.14258/ralj(2023)3.3.
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Despite the formation of the legal and organizational foundations for the fight against corruption, theproblem of corruption continues to worsen. The article is devoted to topical issues of combating corruptionin the field of education, attention is paid to the useful experience gained at the Altai State University indeveloping new approaches to preventing negative situations in the educational field. The university activelycarries out anti-corruption education and anti-corruption training of employees and students. At the sametime, countering corruption in the field of education requires further improvement of regulatory legal actsand the introduction of new tools and methods.
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Jansen van Vuuren, Joey, Mafika Nkambule, and Louise Leenen. "Identifying Cybersecurity Elements for a Cybersecurity Framework in Higher Education." International Conference on Cyber Warfare and Security 20, no. 1 (2025): 584–94. https://doi.org/10.34190/iccws.20.1.3313.
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This study provides a framework and strategy for the creation of a cybersecurity culture in higher education institutions. Cybersecurity is identified as very important in higher education institutions have to accept responsibility for protecting the institution’s assets and personal information of staff and students. This study focuses on the challenges that higher education institutions confront in creating a cyber-secure environment, of which many relate to culture. Establishing a strong cybersecurity culture can be difficult due to variables such as the institution's size and the relatively short duration of student enrolment, which is three to four years on average. The paper includes a detailed roadmap for creating an appropriate cybersecurity culture in higher education institutions. It emphasises the critical role played by all parties concerned in achieving this goal, including administrators, academic staff, and students. As a result, higher education institutions can build a culture that prioritises cybersecurity and fosters safe behaviour among all participants while adhering to the principles presented in this paper.
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Midžić, Arijana. "Creative work in higher education institutions." Post Scriptum 12, no. 13 (2023): 45–55. http://dx.doi.org/10.52580/issn.2232-8556.2023.12.13.45.
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Creativity at the tertiary level of education refers to analyzing creativity in higher education institutions through segments such as creativity among teachers and students and creativity in the business/functioning of the institution, which is one of the goals of this paper. A chapter on increasing the level of creativity in organizations/faculties was specially presented, with a special emphasis on increasing creativity with the help of creative techniques. The focus is also on the question of how management can encourage creativity in faculties, without excluding employees and their creative behavior in organizations. It tries to show the specificity of creativity in higher education institutions; do teachers and students use creative strategies in the teaching process and what is needed to encourage creativity in higher education institutions.
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Ivasenko, Olena A. "SMM strategies of domestic higher education institutions." Regional Economy, no. 4(106) (2022): 40–49. http://dx.doi.org/10.36818/1562-0905-2022-4-5.
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Based on the trends in the development and spread of social networks in public life, it is undeniable that the use of the advantages of these platforms has a positive effect on the marketing of any business and, in particular, higher education institutions. The development of an effective strategy for higher education institutions allows solving a series of important tasks, with which other tools, due to their origin and mechanism of influence, may not work so effectively. Formation of an effective marketing strategy in social networks by higher education institutions brings them closer to the target audience and stakeholders, makes them more open to society, allows flexible response to requests, etc. The effectiveness of the SMM strategy depends no less on the correct choice of a particular social network by a higher education institution. Knowledge of the advantages of the target audiences, the digital behavior of stakeholders' representatives, and their expectations allow the institution to gain additional competitive advantages. The results of marketing studies of practical activities of higher education institutions in Ukraine in the marketing of social networks allow to predict their development and identify priority development areas. According to them, YouTube and Instagram are the most popular social networks chosen by domestic higher education institutions in Ukraine. However, the very development of social networks and the loyalty of different target groups to different social networks inclines the leadership of domestic higher education institutions to conduct targeted activities in other social networks, in particular in TikTok and Telegram. According to the purpose and the chosen social network, the communication strategy of the higher education institution is being formed. According to the results of the research of the sites of domestic higher education institutions, a number of problems and their causes are revealed. The article proposes an algorithm for the development and implementation of the SMM strategy by domestic educational institutions and provides practical recommendations for communication and interaction with potential applicants in social networks.
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Kuzmina, Jekaterina. "FINANCIAL SUSTAINABILITY OF HIGHER EDUCATION INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 28, 2021): 324–35. http://dx.doi.org/10.17770/sie2021vol6.6399.
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Since the beginning of the XXI century, there have been clear modifications in the sector of higher education, when the institutions have moved near to the economic sector. These changes were primary introduced as the consecutive response to the transformation processes within the society, which should be embedded in the following construct: there was a clear move towards a more competitive and market-based system. Due to the changes in the operating environment financial sustainability and its management for the higher education institutions became one of the core elements. The main objective of the current paper is to discuss the practical application of the methodology for the management of higher education institutions based on the example of Latvian private higher education institutions. The author would like to argue that the paper contributes to the fundamental discussion of financial sustainability in the field of higher education institution management. Moreover, it has got practical implications for the management of the organizations not only in Latvia but also in other countries when efficiency and effectiveness are primary issues.
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Gaskins-Scott, Taya. "Successful Global Collaborations in Higher Education Institutions." Journal of Interdisciplinary Studies in Education 9, no. 1 (2020): 175–76. http://dx.doi.org/10.32674/jise.v9i1.1709.
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Successful Global Collaborations in Higher Education Institutions is an insightful read. This guide is geared towards university administrators, faculty, and staff who want to join forces with other institutions and make their universities preeminent institutions of the 21st century and beyond. The guide is broken into three sections with the first section being my favorite. The first section highlights King Abdulaziz University (KAU) who is the pioneer institution that created the blueprint for global collaborations. Personally, I have never heard of this university before opening the book. However, King Abdulaziz University collaborated with other academic and research institutions which catapulted them into their success in global ranks. The first section also highlights how institutions could create a climate that will assist in creating global partnerships.
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Hsu, Pang Lien, Emerson Antonio Maccari, Marcos Rogério Mazieri, and José Eduardo Storopoli. "A Bibliometric Review of Institutional Theory on Higher Education Institutions." Future Studies Research Journal: Trends and Strategies 10, no. 3 (2018): 383–401. http://dx.doi.org/10.24023/futurejournal/2175-5825/2018.v10i3.384.
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In this study, we explore how institutional theory and its many subareas contributes, are utilized and applied to the area of higher education management’s research by their scholars. For this purpose, we performed a bibliometric analysis on 659 papers extracted from Web of Science database. As results we indicate five main clusters as foundation to the field: institutional theory; economic impact of entrepreneurship and universities; competitiveness of universities as businesses; service quality and; measurement and development of models for higher education. And 7 main clusters as subfields of research: Institutional Multiplicity; Institutional pressures on Higher Education; Higher Education Efficiency; Leadership in Higher Education; Entrepreneurial Higher Education; Academy & Professional relations and; Quality and Satisfaction in Higher Education.
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Kharkivska, Alla, and Alona Prokopenko. "PARTNERSHIP IN THE MANAGEMENT SYSTEM OF AN INSTITUTION OF HIGHER EDUCATION." Mountain School of Ukrainian Carpaty, no. 29 (December 11, 2023): 36–40. http://dx.doi.org/10.15330/msuc.2023.29.36-40.
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The article raises the problem of managing a higher education institution on a partnership basis, which allows organizing joint work between educational institutions, enterprises, scientific and public institutions, organizations and associations, administration and employees, teachers and students, stakeholders and practice bases. Research methods were used to achieve the goal: analysis; systematization and generalization; comparative analysis; forecasting internal and external partnership relations in the process of managing a higher education institution. Based on the analysis of scientific and pedagogical sources, the topic of research on partnership in institutions of higher education and partnership in management was investigated, the concept of "partnership" in institutions of higher education was clarified. The author tentatively distinguishes internal and external partnership in higher education institutions. It was found that the internal partnership in the management of the institution of higher education is implemented through the interaction between the management and subordinates. External partnership has a wider space of connections: with stakeholders and centers of practice, other institutions; with the administration of the city/region where the higher education institution is located, regional (territorial) education management bodies; with well-known theoreticians and practitioners in the field of management, education, science, etc.; with other institutions of higher education; with international organizations, institutions abroad, ensuring international cooperation of the institution of higher education. The partnership in the management of the institution of higher education is characterized, and the influence and motivation of such a relationship on the development of education and science in the country, the institution of higher education in general, individual professional growth of pedagogical and research-pedagogical workers, and the quality of education by students of higher education are clarified. The perspective of the research is defined as a detailed study of ways to implement external partnership in the management of a higher education institution at the state level.
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OLIVAS CASTELLANOS, ELSA CATALINA, LEONEL DE GUNTHER DELGADO, EDUARDO RODRÍGUEZ ÁLVAREZ, CÉSAR DÍAZ MALDONADO, and ELISA ANAETTE FIGUEROA ISLAS. "Leadership in a Private Higher Education Institution in Mexico:." European Conference on Management Leadership and Governance 19, no. 1 (2023): 341–48. http://dx.doi.org/10.34190/ecmlg.19.1.1664.
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Leadership for the new digital era and the 4.0 industry comes with some challenges for organizations across the board; and, in the education field, for institutions and educators alike. Understanding the need to transform and innovate processes is necessary to offer high-quality programs to students and competitive opportunities to educators. In Higher Education (HE) institutions, it is of great urgency to assign and distribute such leadership skills and tasks to educators and students, to provide and ease specific tasks at hand, and to encourage collaborators in the development of leadership skills for the classroom and to promote lifelong leadership skills for students too. In Mexico, the HE system looks to include new ways to innovate, collaborate and even compete with other national and foreign institutions for the most qualified human capital. Tecnologico de Monterrey, a private institution, is not only one of the top-ranking universities in Mexico, but it also has a strong emphasis on leadership development for its students and collaborators. The case of Sonora Norte Campus is a successful one, its empowerment approach toward building, nurturing, and developing quality leaders. A qualitative study was conducted to identify the practices of the institution and the leadership practices in the institution's different schools. We conducted semi-structured interviews with leaders and collaborators which resulted in understanding the leadership dynamics on the campus, the different styles of leadership among its collaborators as well as some of the challenges they face. This study provides a look into the leadership in a private HE institution, and some of its successful practices. This study proves to be relevant for other heads of HE institutions in the world (and in other Tecnologico de Monterrey campuses nationwide) interested in adding and researching effective leadership practices to their agendas.
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Lysokon, Illia, Tamara Vasyliuk, Yuliia Barulina, Ivanna Razmolodchykova, and Hanna Zakharova. "Educational Management in Higher Education Institutions:." Cadernos de Educação Tecnologia e Sociedade 17, se1 (2024): 73–84. https://doi.org/10.14571/brajets.v17.nse1.73-84.
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Adequate quality and competitiveness management strategies in universities and other higher education institutions require a balanced approach to educational management. It involves setting clear goals and objectives, developing a system for monitoring and evaluating the quality of teaching and research activities, and continuously improving the educational process. In addition, it is crucial to meet the needs of students, faculty, and other participants in the educational process while maintaining open communication with stakeholders. This comprehensive approach is necessary to achieve high-quality standards and enhance the institution's competitiveness. This study aims to consolidate theoretical and scientific-practical approaches to form effective education management strategies in the context of modern realities. Educational management involves organisational, administrative, strategic, and pedagogical processes to achieve high-quality education and efficiently operate higher education institutions. The text outlines the significance of developing cross-cultural competence, leadership, and digital literacy in future professionals. Additionally, it establishes a correlation between the Human Development Index, as a measure of education quality, and gross national product. This text outlines the main aspects of educational management in higher education institutions, identifies the primary levels of strategic development management, and highlights the dimensions of higher education quality and requirements for its assessment in contemporary realities. Additionally, it proposes methods and approaches to assess the quality of educational management in higher education institutions to ensure their competitiveness.
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Mamontova, N., and A. Novak. "Management accounting of higher education institutions: implementation stages." Economics, Entrepreneuship, Management 2, no. 2 (2015): 39–44. http://dx.doi.org/10.23939/eem2015.02.039.
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Rashidovich, Adizov Sanjar. "MODELS OF INTEGRATION PROCESSES IN HIGHER EDUCATION INSTITUTIONS." Journal of Management and Economics 4, no. 7 (2024): 30–38. http://dx.doi.org/10.55640/jme-04-07-05.
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In the article, the issues of the theory, methodology and practice of the integration of science, education and business, especially the need for the socio-economic development of its innovative aspects, the models of the organization of integration processes in higher education institutions are studied.
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Manoj, Shukla. "Quality Enhancement in Higher Education Institutions." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 02 (2023): 806–9. https://doi.org/10.5281/zenodo.7684018.
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No higher education institution worth its name, size and legacy can achieve and nurture its vision of creating and sustaining excellence in teaching and learning without value oriented, committed and skilled human resources at its disposal. The paper discusses the poor outcomes in the higher education as practices and policies were not reformed to counter challenges and leverage new opportunities. Managing and motivating human resources effectively is leadership challenge and key to quality outcomes .The paper opines that the onus lies on leadership for creating and leveraging a kind of robust eco system of teaching, learning and evaluation where discovering and sharing new knowledge becomes a norm. This study highlights that it is incumbent upon higher education institutions to evaluate processes, practices and outcomes regularly so that quality is sustained and leveraged for making students capable. confident and creative. The study recommends that institutions should conduct academic and administrative audit with active involvement of all stakeholders to improve upon the traditional practices for better outcomes. Academic and administrative audit of higher education institutions shall provide impetus for sustaining quality circles by leveraging the strengths and overcoming the weaknesses.
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Abeles, Tom P. "The challenge of personalized education on the institution of higher education." On the Horizon 23, no. 4 (2015): 273–76. http://dx.doi.org/10.1108/oth-08-2015-0056.
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Purpose – This paper aims to look at the potential impact of personalized or competency-based learning on educational institutions at the structural level and in the knowledge acquisition domain. Design/methodology/approach – This article takes the structure of an editorial piece. Findings – The essay suggests that the shift in pedagogy can impact on the operational and economic structure of the institution separate from the educational impact. Originality/value – The potential impact of pedagogy shift could affect the economics of institutions as well as the entire operational structure and employment of the institution at the administrational level.
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Haugsbakken, Halvdan, and Inger Langseth. "The Blockchain Challenge for Higher Education Institutions." European Journal of Education 2, no. 3 (2019): 41. http://dx.doi.org/10.26417/ejed.v2i3.p41-46.
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Blockchain technology is argued to be the next “big” digital technology trend that will challenge a number of organizations, including higher education institutions. In contrast, higher education institutions have a history of being slow to adopt new digital technologies in the organizational apparatus. The question that remains discussing is whether universities will approach blockchain technologies in ways that are different from traditional research and education. This paper intends to discuss three particular ways in which blockchain may challenge higher education institution. The paper questions whether blockchain technologies can democratize and automate learning process, reduce costly bureaucracy and be adopted in higher education institutions. In sum, the intent is to invite to a discussion on blockchain and address whether or in what ways higher education institutions should adopt blockchain technologies as a digital technology.
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Ratković, Rade, Dragana Žečević, and Milica Vulević. "INSTITUTIONAL MODEL OF HIGHER EDUCATION AS A FRAMEWORK OF KNOWLEDGE MANAGEMENT." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 5 (2019): 1217–22. http://dx.doi.org/10.35120/kij31051217r.
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Process management in any organization is primarily limited by characteristics of the organization. This equally applies to higher education area. The management system for higher education institutions is based on its institutional characteristics. The essential elements on which the quality of knowledge management in higher education institutions depends are: the status of higher education institutions, the quality of institutions of higher education and the system of financing higher education institutions. In the case of Montenegro, as transition country, important elements of the system of higher education are defined by Low from 2018. The status of the institutions does not comply with international standards. We do not have the possibility for a clear international recognition of higher education institutions in Montenegro (University, College, College-University ), as well as clearly defined universities of academic and applied sciences university (Croatian University). The functionality and equity of higher education institutions must be ensured by regulations and change the disability status of independent faculties in the current legislation. Problematic points of the existing Law are related to the following: financial guarantee of continuity of study programs and re-accreditation of study programs. It is necessary to legislate new principles of higher education financing which support the balance between the financing of higher education institutions (on the basis of a contract on education of a certain staff profile) and direct student financing (through vouchers for the benefit of students, at the expense of the budget and / or granting loans to students education, which, depending on the achieved success, which students return to certain deadlines after graduation and employment). Tuition fees for all institutions of higher education must be based on an objectively determined cost of student studies, and tuition fees below the cost price (prohibition of dumping fees) should not be tolerated, except for the usual incentives, discounts and scholarships at the expense of the institution's funds, but not the funds that the institution receives from the budget. Accreditation and re-accreditation of the higher education institution should provide conditions for: internal quality assurance, external quality assurance and control of the process by quality assurance agencies. Under the conditions of this higher education system, uninterrupted development of modern forms of higher education is possible, especially one that is dominant in developed education systems, as well as the success of knowledge management in the higher education system.
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Gregory, M. Kent. "Collaboration for Music Teacher Education between Higher Education Institutions and K-12 Schools." Journal of Research in Music Education 43, no. 1 (1995): 47–59. http://dx.doi.org/10.2307/3345791.
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This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.
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Shestack, Yaroslav. "MODELING OF A SINGLE INFORMATION SPACE HIGHER EDUCATION INSTITUTION." Management of Development of Complex Systems, no. 49 (April 11, 2022): 81–89. http://dx.doi.org/10.32347/2412-9933.2022.49.81-89.
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The article identifies the stages of formation of a single information space of higher education institutions. The systems of providing higher education institutions are described, which function permanently, but the synergetic connections between internal communications and external interfaces are broken. A model of a systematized information system of a higher education institution has been built in order to improve organizational processes. The level and state of readiness for innovations in higher education institutions is substantiated. In the course of the research such theoretical methods as problem-target and system structural analysis were applied, with the help of which the history of creation of a single information space of a higher education institution is described; modeling method for creating a model of a systematized information system of a higher education institution. Empirical methods (questionnaires and surveys) also determine the level and state of readiness for innovation in higher education institutions, as well as the expected results and benefits of forming a single information space in higher education institutions. The main method that summarizes the results is a complex experiment. The expected results and benefits from the formation of a single information space in higher education institutions are determined.
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Sytnyakivska, Svitlana. "PERSPECTIVES OF THE DEVELOPMENT OF BILINGUAL EDUCATION IN UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS." INTERNATIONAL JOURNAL OF NEW ECONOMICS, PUBLIC ADMINISTRATION AND LAW 1, no. 1 (2018): 206–15. http://dx.doi.org/10.31264/2545-093x-2018-1(1)-206-215.
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