Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA

Purpose This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face. Design/methodology/approach A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate. Findings Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations. Originality/value This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event.

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Problems and development strategies for research ethics committees in China’s higher education institutions

Journal of Medical Ethics ◽

10.1136/medethics-2020-106768 ◽

2020 ◽

pp. medethics-2020-106768

Author(s):

Jiyin Zhou

Keyword(s):

Higher Education ◽

Research Ethics ◽

Administrative Support ◽

Higher Education Institutions ◽

Human Head ◽

Ethics Committees ◽

Developed Countries ◽

Research Ethics Committees ◽

The Usa ◽

Human Participants

The establishment of research ethics committees (REC) in China’s higher education institutions (HEI) is lagging far behind western developed countries. This has at least partly directly led to anomie in scientific research ethics, as seen in the recent controversies involving a proposed human head transplant and gene-edited babies. At present, the problems for REC in China’s HEI include lack of regulation, informal ethics reviews, lack of supervision and insufficient ethics review capacity. To counteract these problems, suggested measures include mandatory formation of formal ethics committee, administrative support from HEI, ethics approval letter prior to funding application, formulation of regulations and standard operating procedures, selecting and training for members and independent consultants, training for secretaries and staff, ethics training for investigators, and learning from the experience of HEI outside of China, such as the USA and Canada. The establishment of REC in China’s HEI will greatly enhance the overall quality of ethics reviews in China. In addition to better protecting the rights and welfare of human participants, it is also conducive to maintaining the reputation of China’s HEI.

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Talent Management Programmes at British, American and Canadian Universities: Comparative Study

Comparative Professional Pedagogy ◽

10.1515/rpp-2015-0068 ◽

2015 ◽

Vol 5 (4) ◽

pp. 68-72 ◽

Cited By ~ 2

Author(s):

Maryna Boichenko

Keyword(s):

Higher Education ◽

Great Britain ◽

Human Resources ◽

Higher Education Institutions ◽

Talent Development ◽

Talent Management ◽

Canadian Universities ◽

Business Operation ◽

American Higher Education ◽

The Usa

Abstract The article deals with the peculiarities of talent management programmes implementation at the top British, American and Canadian universities. The essence of the main concepts of research - talent and talent management - has been revealed. Talent management is referred to as the systematic attraction, identification, development, engagement, retention and deployment of those individuals who are of particular value to an organization, either in view of their “high potential” for the future or because they are fulfilling business/ operation-critical roles. The factors that drive the development of talent management at the universities have been defined. The benefits that can be obtained as a result of talent management programmes implementation in higher education institutions have been pointed out. The differences in talent management programmes implementation at the universities of Great Britain, the USA and Canada have been found out. These differences depend mainly on the human resources policy of the institution represented in its strategic plan. It has been concluded that most top British and American higher education institutions run talent development programmes, but the target categories and forms of their implementation greatly differ. Canadian universities in the human resources policy focus on professional development of staff and faculty, but do not have special talent management programmes. Progressive conceptual ideas of foreign experience that can be used in practice of Ukrainian universities have been considered.

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Communication strategies and responses to change around issues of sexuality in Catholic higher education

El profesional de la información ◽

10.3145/epi.2021.sep.04 ◽

2021 ◽

Author(s):

Mark A. Levand

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Human Sexuality ◽

Data Gathering ◽

Prevention Policy ◽

Catholic Higher Education ◽

Student Groups ◽

Task Forces ◽

The Usa ◽

Fear And Anxiety

Sometimes, change around sexuality at Catholic higher education institutions exists in the shadow culture –the values and systems that drive a culture of an institution but that differ from those openly espoused. Past studies have often focused on the creation of LGBTQ student organizations at one or at most four institutions. The present study examines qualitative data from 31 employees at 17 different Catholic colleges and universities across the USA in which employees indicate how they navigated the process of effecting change around human sexuality at their Catholic institution. Interviews were transcribed and coded with a three-phase coding procedure that was then reviewed by an expert panel. Participants experienced both supportive and resistant reactions from colleagues. Issues of human sexuality were defined broadly to include not only student groups around orientation (i.e., LGBTQ student groups) but also sexual assault policy and prevention, policy around transgender student housing or restrooms, incorporating sexuality into the curriculum, same-sex employee benefits, etc. Reasons for resistance included fear, misunderstanding, mission incongruence, and perceived scandal. Methods of navigating change consisted of data gathering, increased visibility, taking a student focus, public conversations, trainings, one-to-one education, task forces, student protests, engaging with university heritage and mission, sensitivity to language used, and more discreet methods of effecting change. These data strengthen the literature by offering a detailed description of these methods, identifying the geopolitical atmosphere as relevant to the change process, noting some methods as ineffective, and clarifying communication that occurs in the shadow culture. Beyond Catholic higher education, readers may find these themes useful in effecting change at their own higher education institutions, including institutions with much fear and anxiety around sexuality.

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Exploring personal definitions of sustainability and their impact on perceptions of sustainability culture

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-11-2020-0426 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Rob Alexander ◽

Jessica Jacovidis ◽

Deborah Sturm

Keyword(s):

Higher Education ◽

Online Survey ◽

Higher Education Institutions ◽

Community Member ◽

Social Dimension ◽

Campus Community ◽

Cross Sectional ◽

Content Type ◽

Campus Sustainability ◽

The Usa

Purpose The purpose of this paper is to present an exploratory analysis of campus community member (i.e. students, faculty, staff) definitions of sustainability, their perceptions of select elements of sustainability culture and the relationship between the two. Design/methodology/approach Researchers implemented a cross-sectional design where participants from two higher education institutions in the USA completed an online survey. The 352 respondents from James Madison University and 349 respondents from Wofford College included students, faculty and staff members. Descriptive statistics were used to examine patterns in the quantitative data, and an inductive theme approach was used to analyze the qualitative data. Findings This study provides evidence that sustainability is often viewed from an environmental lens, and personal definitions of sustainability may impact perceptions of campus sustainability culture elements. Generally, the highest rated elements of culture examined (i.e. university actions, signs and symbols and institutional commitments) were all aligned with the environment dimension of sustainability and consistent across sustainability definitions. However, respondents with a more integrative definition of sustainability expected to see elements of culture that aligned with the social dimension of sustainability at a considerably higher rate than the respondents who reported more narrow definitions of sustainability. Research limitations/implications Lack of generalizability, low response rates and self-selection bias are some of the limitations of the study. Practical implications Personal definitions of sustainability may impact campus community member perceptions of sustainability culture and progress on their campuses. Practitioners may use this study to inform development of more effective strategies for creating and assessing the culture of sustainability that colleges and universities are pursuing. Originality/value The empirical analysis of campus community members on two very different campus communities responds to Owens and Legere (2015) who argue for further studies to understand the concept of sustainability at other higher education institutions that are at different stages of pursuing sustainability. This paper links research about sustainability definitions to the emergent research on campus sustainability culture, filling a gap between these two areas.

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Issues for the HE Sector

Industry and Higher Education ◽

10.1177/095042229100500203 ◽

1991 ◽

Vol 5 (2) ◽

pp. 73-78

Author(s):

Irwin Feller

Keyword(s):

Higher Education ◽

Social Capital ◽

Higher Education Institutions ◽

Academic Research ◽

Economic Costs ◽

Academic Institutions ◽

The Us ◽

The Usa ◽

Collaborative Efforts

The author discusses the characteristics of collaborative R&D relationships between industry and higher education in the USA, and assesses what lessons may be learned from the multitude of examples of collaborative efforts offered by the US experience. His assessment considers the economic costs from the perspectives both of firms and higher education institutions; the impacts on academic research agendas; and the depletion of social capital in the context of the role of the academic and the credibility of academic institutions.

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Effective strategies for enhancing waste management at university campuses

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-01-2016-0017 ◽

2017 ◽

Vol 18 (7) ◽

pp. 1123-1141 ◽

Cited By ~ 4

Author(s):

Kianoosh Ebrahimi ◽

Leslie A. North

Keyword(s):

Higher Education ◽

Waste Management ◽

Key Management ◽

Higher Education Institutions ◽

Management Strategies ◽

Policy Instruments ◽

Structured Interviews ◽

Content Type ◽

Zero Waste ◽

The Usa

Purpose The purpose of this study is to identify and assess the waste management strategies that should be priorities for higher education institutions. The role of policy instruments (i.e. purchasing policies and recycling initiatives) in implementing sustainable zero-waste management programs at higher education institutions was investigated through comparison of American top-level and Western Kentucky University (WKU) benchmark universities. Design/methodology/approach Waste minimization-oriented policy instruments implemented at American top-level and WKU benchmark universities were analyzed through policy evaluation techniques. Digital surveys were distributed to sustainability coordinators at WKU benchmark and top-level universities. Semi-structured interviews were conducted with survey participants. Findings It is important to identify well-defined temporal periods with goals and allocated tasks for direct and indirect stakeholders. Time periods should include planning for readiness programs and infrastructural needs, along with performing comprehensive waste characterization studies. As the waste program matures, the creation of integrated waste management policies with specific responsibilities for all stakeholders and departments will be required. Research limitations/implications The sampling of universities evaluated in this research is not representative of all universities in the USA or internationally, as they can vary widely. Yet, general waste management trends applicable to most universities can be gleaned from this research. Practical implications Widely varying zero-waste strategies are readily implemented at universities. A holistic review of successful waste management plans highlights key management approaches that should be included in all plans to ensure their success. Originality/value This study is one of the first of its kind to holistically evaluate policy factors influencing effective zero-waste management at higher education institutions.

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Provision of education for sustainability development and sustainability literacy in business programs in three higher education institutions in Brazil, Colombia and Peru

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-07-2020-0247 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Melissa Franchini Cavalcanti-Bandos ◽

Silvia Quispe-Prieto ◽

Alberto Paucar-Caceres ◽

Toni Burrowes-Cromwel ◽

Héctor Heraldo Rojas-Jiménez

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Latin American ◽

Higher Education Institutions ◽

Education For Sustainability ◽

Structured Interviews ◽

Content Type ◽

Business Programs ◽

Sustainability Literacy ◽

The Usa

Purpose This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

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THE CURRENT STATE OF THE TRAINING OF ELECTRONICIANS IN HIGHER EDUCATION INSTITUTIONS OF THE USA

Young Scientist ◽

10.32839/2304-5809/2018-12-64-29 ◽

2018 ◽

Vol 64 ◽

Author(s):

O.V. Pavlenko

Keyword(s):

Higher Education ◽

Industrial Revolution ◽

Higher Education Institutions ◽

Present Situation ◽

Professional Organizations ◽

Educational Institutions ◽

Gradual Transition ◽

Fourth Industrial Revolution ◽

Current State ◽

The Usa

The article analyzes present situation in training of electronics specialists in the USA. The foresight of specialists’ skills in engineering branches in the conditions of a mankind’s gradual transition to the "Fourth Industrial Revolution" is presented. The world rankings of leaders in training specialists in higher educational institutions are analyzed. The list of US higher education institutions with the highest rates in the training of electronics specialists is specified. The current situation of US professional organizations in engineering education and their role in the training of electronics specialists have been analyzed.

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Forming of Students’ Professional Legal Competency: Foreign Experience

Comparative Professional Pedagogy ◽

10.1515/rpp-2016-0034 ◽

2016 ◽

Vol 6 (3) ◽

pp. 57-61

Author(s):

Sergiy Yashchuk

Keyword(s):

Higher Education ◽

Social Work ◽

Social Workers ◽

Higher Education Institutions ◽

Practical Experience ◽

Educational Process ◽

Student Body ◽

European Universities ◽

The Usa ◽

Legal Competency

AbstractThe article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine functions of education and assistance; future social workers are trained in centers and universities that follow instructions of French National Academy for Youth Protection and Juvenile Justice; at German universities social work curricula are based on threefold study load of future specialists: world societies and social development, social problems and human rights violation, international rights in social work; are interdisciplinary and can be realized in cooperation with other European universities; at British universities teachers have great practical experience in social work; student body is cosmopolitan, i.e. a mixture of mature and young students from different ethnic groups and nationalities; curricula also provide for a large volume of practical learning in working conditions corresponding to national requirements; in Spain future specialists are trained for three appropriate segments of labour market, namely, law, social work expert and Master in Social Work (such specializations as social mediation, leisure time activities, professional adaptation).

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