Strategic Planning: Devising the Way of US Higher Education Institutions

2013 ◽  
pp. 157-173
Author(s):  
Joni Mina
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Higher Education Institutions ◽  
The Way

scholarly journals The reflective information literacy educator

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Andrew Whitworth
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Literacy ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Raising Awareness ◽  
Effective Use ◽  
The Way

The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.

scholarly journals Making Space in the Standards Agenda: Developing Inclusive Practices in Schools

2003 ◽  
Vol 2 (2) ◽  
pp. 228-244 ◽  
Author(s):  
Alan Dyson ◽  
Frances Gallannaugh ◽  
Alan Millward
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
National Policy ◽  
Inclusive Practices ◽  
Policy Environment ◽  
Local Education ◽  
Way Of Thinking ◽  
The Way

In spite of the focus on inclusive education in recent years, there is a relative dearth of studies which explore the complexities of the move towards greater inclusion. This article seeks to redress this situation by reporting some interim findings from a three-year study of schools' attempts to develop more inclusive practices, involving teams of researchers from three higher education institutions working in partnership with 25 schools, in three local education authorities. The development took place within a national policy environment which focused heavily on the issue of ‘standards' narrowly defined. This article reports the way that this context helped to form schools' responses to inclusion and the ambiguities in these responses. It argues, however, that the view of schools' actions as entirely determined by this external agenda is as erroneous as the image of them battling heroically against it in the name of inclusive values. Rather, to a greater or lesser extent, schools tried or were impelled to find spaces within the ‘standards agenda’ where different values and priorities could be realised. The article outlines some of the factors which made this process more or less likely to occur and offers an important new way of thinking about the development of inclusive education.

Strategic planning of scientific research activities: What is the added value for Algerian research institutions?

2019 ◽  
Vol 18 (3) ◽  
pp. 261-277
Author(s):  
Abdelmalik Mezhouda
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Higher Education Institutions ◽  
Research Priorities ◽  
Shared Vision ◽  
Project Planning ◽  
Added Value ◽  
Research Projects ◽  
Research Institutions ◽  
Research Activities

Abstract Strategic planning becomes, nowadays, an integral part of higher education institutions management. It aims at supporting universities and colleges to anticipate changes, mobilize institutional energies and potentials around a shared vision and face new challenges. In spite of the well-acknowledged added value of strategic planning in higher education institutions worldwide, it still has not received enough attention within Algerian research institutions where traditional long-run planning is still prevailing. The present article aims at exploring the practice of research planning among Algerian research institutions focusing on its main elements, namely planning model, setting research priorities, alignment of objectives, research project planning, criteria of validating research projects, researchers' motivations and research projects monitoring. The article also highlights the potential value that strategic planning can deliver to help Algerian research institutions improve their performance and achieve their goals.

scholarly journals Editorial

2012 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Beatrice M Tucker
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Independent Learning ◽  
Formal Curriculum ◽  
Graduate Employability ◽  
A Priority ◽  
The Way

Welcome to Volume 3 of the Journal of Teaching and Learning for Graduate Employability. This web-based journal is an open access publication of peer-reviewed publications disseminating research and best practice in higher education teaching and learning for graduate employability. In response to contemporary global trends, higher education institutions are exploring innovative ways to transform teaching and learning. These trends include the rapid increase in the availability of interactive learning technologies and development of new frameworks for credentialing skills and achievements gained by learners outside formal educational institutions. Learners are increasingly embracing independent learning opportunities through free, online educational offerings. New approaches to teaching and learning will need to be developed to connect the learner across settings, technologies and activities. Innovative approaches and pedagogies will ensure that higher education institutions achieve their aim to transform students by providing them with the skills and abilities to actively contribute to our rapidly changing world. Graduate employability will continually be a priority for universities and higher education providers, employers, professions, students and graduates. New solutions will enhance and change the way students learn and undoubtedly, the way graduate capabilities are developed within and beyond the formal curriculum. Universities and higher education providers are focusing on assuring and evidencing their institutions' espoused capabilities in their graduates. The development of agreed minimum standards graduates need to achieve to be employable, and how these standards are measured, continues to be a priority and source of much debate in the sector. New challenges include the assurance of credentials and academic integrity in the rapidly changing technological environment that includes Massive Open Online Courses (MOOCs). Key to these challenges are how we evidence and assure student achievement, and much of this is strongly related to how we assess students. There is general acceptance within the sector that the development and assessment of graduate capabilities is most effective when contextualised within the discipline. Numerous approaches to assessment have been proposed including: exit interviews, capstone assessments, an outcomes-based approach using portfolios, standardised tests such as the Collegiate Skills Assessment and performance based assessment tasks. Increasingly e-assessment technologies are being proposed to facilitate the submission, workflow and marking of assessments and for diagnosing plagiarism. Nevertheless the challenges related to academic integrity, whilst not new, are likely to be greater when learning occurs online and assessments are not invigilated. It is likely that the design of valid authentic assessments to enable successful learning and for assuring graduates capabilities lies with the pedagogy rather than the technology. On behalf of our editorial board, the journal's editor, Professor Beverley Oliver, and our administration officer Ms Linda Lilly, I encourage you to participate, through this journal, in scholarly communication, debate and scholarship in learning and teaching for effective graduate employability. Beatrice Tucker Deputy Editor

scholarly journals Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review

2021 ◽  
Vol 14 (1) ◽  
pp. 222
Author(s):  
Gaurangi Sen ◽  
Hing-Wah Chau ◽  
Muhammad Atiq Ur Rehman Tariq ◽  
Nitin Muttil ◽  
Anne W. M. Ng
Keyword(s):  
Higher Education ◽  
Role Models ◽  
Role Model ◽  
Higher Education Institutions ◽  
Ghg Emissions ◽  
Carbon Neutrality ◽  
Sustainable Future ◽  
Sustainability Initiatives ◽  
Combat Climate Change ◽  
The Way

Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.

Uses and Abuses of Ranking in University Strategic Planning

2017 ◽  
pp. 232-251
Author(s):  
Zaw Wint ◽  
Kevin Downing
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Higher Education Institutions ◽  
Substantial Influence ◽  
Ranking Systems ◽  
The World ◽  
Short And Long Term ◽  
National Boundaries ◽  
World Ranking

The ranking of higher education institutions is a growing phenomenon around the world, with ranking systems in place in more than 40 countries. The emergence of world ranking systems that compare higher education institutions across national boundaries and the proliferation of these since the past decade, are indeed a reality now, and are already exerting substantial influence on both short and long term developments of higher education institutions. Rankings are being used by a variety of stakeholders for different purposes. Rankings are no doubt, useful for fostering institutional strategic planning and management, and their communication externally as well as their own institutional community and the national interest.

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