The Economic Impact of Higher Education Institutions

2017 ◽  
pp. 199-219 ◽  
Author(s):  
Qiantao Zhang ◽  
Charles Larkin ◽  
Brian M. Lucey
Keyword(s):  
Higher Education ◽  
Economic Impact ◽  
Higher Education Institutions ◽  
Impact Of Higher Education

scholarly journals A Bibliometric Review of Institutional Theory on Higher Education Institutions

2018 ◽  
Vol 10 (3) ◽  
pp. 383-401
Author(s):  
Pang Lien Hsu ◽  
Emerson Antonio Maccari ◽  
Marcos Rogério Mazieri ◽  
José Eduardo Storopoli
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Institutional Theory ◽  
Economic Impact ◽  
Bibliometric Analysis ◽  
Web Of Science ◽  
Higher Education Institutions ◽  
Institutional Pressures ◽  
Leadership In Higher Education ◽  
Bibliometric Review

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.

The Economic Impact of Higher Education

1983 ◽  
Vol 54 (6) ◽  
pp. 693-708
Author(s):  
Ernest A. Lynton
Keyword(s):  
Higher Education ◽  
Economic Impact ◽  
Impact Of Higher Education

scholarly journals Sustainability Assessment and Benchmarking in Higher Education Institutions—A Critical Reflection

2020 ◽  
Vol 12 (2) ◽  
pp. 543 ◽  
Author(s):  
Sandra Caeiro ◽  
Leyla Angélica Sandoval Hamón ◽  
Rute Martins ◽  
Cecilia Elizabeth Bayas Aldaz
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainability Assessment ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Assessment Tools ◽  
Whole School ◽  
External Impact ◽  
Whole School Approach ◽  
Impact Of Higher Education

Higher Education Institutions (HEIs) play a crucial role in implementing practices for Education for Sustainable Development (ESD). This implementation should be done in different dimensions according to a holistic and whole-school approach. Different tools have been adapted and developed to assess this integrated approach. The aim of this research is to critically reflect the existing tools to assess and benchmark ESD implementation and to discuss their applicability in two case studies. Two public Universities in Southern Europe, with headquarters in the capitals of Portugal and Spain were selected to assess and compare the integration of ESD according to a whole-school approach—Universidade Aberta in Portugal and Universidad Autónoma de Madrid in Spain. After a critical analysis of the existing tools based on literature review and a list of criteria classified by experts, two tools were selected to be applied in the case studies. The online Sustainability Tracking, Assessment & Rating System Reporting Tool was used in Universidade Aberta and Green Metrics tool was used in Universidad Autónoma de Madrid. The tools were complemented with focus group with key-actors in both universities. The results obtained allowed to identify the need to define a common objective of the assessment tools and limitations they still have. The tools need improvements on their development namely to integrate the external impact of Higher Education Institutions on sustainability, to integrate participatory processes and to assess non-traditional aspects of sustainability. This research hopes to contribute to the continuous research about the usefulness of these assessment and benchmarking tools as drivers to HEIs improve their sustainability performance and their role as agents of changes.

scholarly journals Five perils of the impact agenda in higher education

2018 ◽  
Author(s):  
Tristan McCowan
Keyword(s):  
Higher Education ◽  
Linear Relationship ◽  
Research Evaluation ◽  
Higher Education Institutions ◽  
Normative Dimension ◽  
Key Dimensions ◽  
Source Form ◽  
Impact Of Higher Education ◽  
The Impact ◽  
Policy Attention

The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities.

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