scholarly journals Applications of Positive Organizational Scholarship in Institutions of Higher Education

2021 ◽  
pp. 741-766
Author(s):  
Kim Cameron
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Positive Psychology ◽  
Case Studies ◽  
Organizational Dynamics ◽  
Positive Organizational Scholarship ◽  
Institutions Of Higher Education ◽  
Collective Performance ◽  
Successful Outcomes ◽  
Organizational Scholarship

AbstractPositive organizational scholarship (POS) is the study of that which is positive, flourishing, and life-giving in organizations. It considers the processes and dynamics that occur in and through organizations, in contrast to a focus on individual attitudes and emotions. Positive organizational scholarship has rarely been investigated in institutions of higher education, and this chapter provides two case studies that illustrate its relevance in that setting. The chapter first provides a discussion of the unique characteristics of POS compared to, for example, positive psychology and other approaches to the positive, and it highlights the importance of positive organizational dynamics in accounting for high levels of performance in organizations. The chapter describes how these dynamics have been successfully applied within two institutions of higher education to benefit not only traditional markers of success such as student achievement and wellbeing, but also the collective performance of the overall institution. The specific practices that led to extraordinarily successful outcomes are discussed, and they provide evidence that, in addition to the effects of positive psychology on individuals—especially students—the outcomes of entire institutions can be substantially affected in positive directions by adopting positive practices.

scholarly journals International academic franchises: Identifying the benefits of international academic franchise provision

2014 ◽  
Author(s):  
Kevin Pon ◽  
Caroline M. Ritchie
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Direct Observation ◽  
Current Literature ◽  
Exploratory Study ◽  
Institutions Of Higher Education ◽  
Mutual Cooperation ◽  
Academic Literature ◽  
The Past ◽  
Balanced Model

This paper is an exploratory study of the benefits that institutions of higher education can gain when entering into partnerships of academic franchising, an international activity which has been increasing in popularity over the past few decades. The paper looks at the current literature on academic franchising and then goes on to study, through case studies and direct observation, franchising from the perspective of four different institutions in four different countries. The paper reveals that very often there are multiple benefits to be gained which are not necessarily sought when the institutions enter such partnerships. Contrary to previous academic literature the study also reveals that there is a much greater flow of these benefits from one institution to another and thus provides a new richer model that has changed from the 'parent child' model to that of a more evenly balanced model where both partners are benefiting from mutual cooperation.

Assessment Plan for Student Academic Achievement

2012 ◽  
Vol 102 (6) ◽  
pp. 529-534
Author(s):  
Vincent J. Hetherington
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Student Achievement ◽  
General Public ◽  
Educational Services ◽  
Student Academic Achievement ◽  
Institutions Of Higher Education ◽  
State University ◽  
Kent State University ◽  
University College

The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. (J Am Podiatr Med Assoc 102(6): 529–534, 2012)

Engaging Faculty as a Strategic Choice in Assessment

2011 ◽  
pp. 317-336
Author(s):  
Sean A. McKitrick
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Case Studies ◽  
Shared Governance ◽  
Strategic Choice ◽  
Governance Structure ◽  
Assessment Process ◽  
Sociological Research ◽  
Institutions Of Higher Education ◽  
Networking Theories

This chapter introduces methods that can be used to engage faculty in the assessment process, working within a shared governance structure in institutions of higher education. It begins by identifying assumptions about including faculty in the assessment process, placing special emphasis on social capital and networking theories often used in communication and sociological research. The chapter then proceeds to identify six methods that might be used to engage faculty strategically in the assessment process, and then used three case studies to help explain these methods. The author hopes that an understanding of these assumptions and methods will empower assessment professionals wishing to develop and sustain assessment on their own campuses, and will lead to further discussion about how to include faculty in the assessment process.

The Librarian and the Designer

2013 ◽  
pp. 265-288
Author(s):  
Tomalee Doan ◽  
Melinda McGee
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Learning Environment ◽  
Associate Professor ◽  
Institutions Of Higher Education ◽  
Basic Design ◽  
Learning Spaces ◽  
Dynamic Learning ◽  
Academic Setting

Many institutions of higher education are designing spaces that reflect the established correlation between learning spaces and student achievement, mastery, and retention (Hunley & Schaller, 2006). In this case study of a renovation of an 18,327 square foot business library space into a dynamic learning environment, Melinda McGee, the Interior Designer for the project, and Tomalee Doan, the Associate Professor and Head Librarian of the business library, share the experience of their successful partnership that required a creative and an in-depth collaboration with each other and with several other stakeholders not usually found in an academic setting. Their goal is to provide a resource for educators, students, and administrators desiring to create learning spaces that encourage student achievement. Basic design terminology, the role technology played in the design, and the importance of the product manufacturer’s interest in creating effective products for higher education are presented.

scholarly journals Introducing DigLit Score: An Indicator of Digital Literacy Advancement in Higher Education

10.28945/4037 ◽  
2018 ◽  
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Digital Literacy ◽  
Holistic Approach ◽  
Educational Institutions ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Policy Makers ◽  
University Leaders

Aim/Purpose: This paper introduces DigLit Score, an indicator of the extent to which educational institutions identify, assess, and amplify student digital literacy. Background: Digital literacy has garnered considerable attention of late among scholars, leaders, and journalists. Nonetheless, institutions of higher education have been slow to define, assess, and amplify digital literacy on par with how reading, writing, and arithmetic are addressed. Methodology: The dimensionality of DigLit Score – define, assess, amplify, assess – is demonstrated via two case studies. Contribution: A measure of digital literacy offers university leaders and policy makers a means to monitor its diffusion. Findings: Only one of the institutions was found to have a holistic approach to advancing digital literacy. Recommendations for Practitioners: Practitioners should use DigLit Score to benchmark advancement of digital literacy in higher education. Recommendation for Researchers: Researchers should refine DigLit Score and expand its application within and beyond higher education. Impact on Society: DigLit Score represents an important first step in the direction of providing an important benchmark for higher education. Future Research: Future research will refine DigLit Score and broaden its application within and beyond higher education.

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