Legitimacy Dynamics of Professional Support Staff at Higher Education Institutions

2020 ◽  
Author(s):  
Malin Ryttberg
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Support Staff ◽  
Professional Support ◽  
Professional Support Staff

The Pan African Planetary and Space Science Network – PAPSSN

2021 ◽  
Author(s):  
Fulvio Franchi
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Addis Ababa ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Science And Technology ◽  
Space Science ◽  
Support Staff ◽  
High Tech ◽  
Pan African

<p>Planetary and Space Science, and Technology (PSST) are playing a vital role in driving the Knowledge Economy and the 4<sup>th</sup> Industrial Revolution in Africa. An actioned commitment to PSST leads to greater security, safety, and agricultural productivity and drives human capital development (HCD) in high-tech sectors of the economy. PSST enthuses young people to pursue studies and ensuing careers in science, technology, engineering and mathematics (STEM). PSST for Africa means not only blue-sky research and skilled graduates in STEM disciplines but is also linked to socio-economic development as many countries have seen already the benefits for PSS technology and industry for agriculture projects, earth observation, communication networks, monitoring/prevention of disaster and geohazard, space defence and telemedicine amongst others.</p> <p>To fulfil the ambitious goals set by the African countries in their space strategy documents, there is a desperate need of graduates in STEM-related disciplines, including PSST. Africa’s current stock of graduates with secondary- and tertiary-level skills is still highly skewed towards the humanities and social sciences, while the proportion of students in STEM averages less than 25%. Beyond the shortage of graduates in the PSST field, the development of a pan-African PSST agenda is hampered by the lack of coordination of the Higher Education Institutions that are currently offering PSST programmes and by the lack of standardization of such programmes and internationalization of the Institutions themselves.</p> <p>The Pan-Africa Planetary and Space Science Network (PAPSSN) aims to fill this gaps by implementing a continent-wide mobility scheme for students, academic staff and support staff working in any field related to PSST. The PAPSSN is a consortium composed of Higher Education Institutions and associated partners from Botswana (Botswana International University of Science and Technology, BIUST), Ethiopia (Addis Ababa University, AAU), Nigeria (University of Nigeria Nsukka, UNN), South Africa (University of the Witwatersrand, Wits) and Zambia (Copperbelt University, CBU).</p> <p>The PAPSSN project presents an innovative solution to the shortage of soft skills in Africa as it concentrates upon the consolidation of PSST in the area of remote sensing from space, planetary science, planetary geology, astrobiology, satellite technologies, astronomy and astrophysics, within the tertiary education system across the continent.</p> <p>The overarching objective of PAPSSN is to support the development of a skilled and innovative graduate students’ community and improve their job preparedness for the growing PSST labor market and foster their capacity of operating local infrastructure, generating local data and engaging with the international community of scientists and entrepreneurs.</p> <p>The PAPSSN project will sponsor a total of 65 bursaries over the next 5 years, including 36 MSc, 14 PhD and 15 for staff (academic and support staff). In conclusion, we believe that PAPSSN will improve the employability of students through a mobility programme that will prepare them for leading roles in the future PSST market that is expected to develop across Africa over the next decades.</p>

scholarly journals An exploration of stereotype perceptions amongst support staff within a South African higher education institution

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Given R.B. Moloto ◽  
Lizelle Brink ◽  
J. Alewyn Nel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Support Staff ◽  
Research Approach ◽  
Higher Education Institution ◽  
Diverse Workforce ◽  
The Impact

Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments.Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution.Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions. Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data.Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped.Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof.Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation.

scholarly journals Factors associated with edvisor perceptions of their work being understood and valued are not what they seem

2021 ◽  
Author(s):  
Colin Simpson ◽  
Jessica Frawley ◽  
Lina Markauskaite ◽  
Peter Goodyear
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Higher Education Institutions ◽  
Third Space ◽  
Support Staff ◽  
Digital Transformation ◽  
Factors Associated ◽  
Job Title

People sit at the heart of digital transformation in Higher Education. Often, they are ‘Third Space’ support staff, including Learning Designers, Education Technologists and Academic Developers, broadly defined here as ‘edvisors’ – educator-advisors. Edvisors share their expertise of pedagogy and technology to support, guide and lead change in teaching practices but they can be hampered by numerous factors that diminish their ability to contribute meaningfully. While the work that some types of edvisors – largely academic developers and learning designers – do is well represented in research, there has been little consideration of these underlying challenges. This paper reports on a survey of 58 edvisors in 24 Higher Education institutions in Australia relating to their perceptions of how their work is understood and valued by their direct managers, edvisors in other roles in their institution, academics and other managers in the institution. The data were analysed to look for variations by role type, job title, academic/professional classification, gender, and qualifications. Results show that edvisors feel their work is more valued than understood overall but relationships between different edvisor role types can be more fractious than those they have with academics. Improving understanding and valuing of edvisors is vital to their contribution to transformation.

Kinaesthetic activity of students of higher education institutions in the learning period

2019 ◽  
pp. 143-152
Author(s):  
D.M. Solopchuk ◽  
◽  
A.O. Bodnar ◽  
I.I. Stasiuk ◽  
M.M. Kuzhel ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

THE EFFECT OF REPUTATION AND COMPETENCE ON CUSTOMER LOYALTY THROUGH CUSTOMER SATISFACTION

2020 ◽  
pp. 66-72
Author(s):  
Ari Dwi Astono ◽  
Widji Astuti ◽  
Harianto Respati
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Customer Satisfaction ◽  
Customer Loyalty ◽  
Sampling Method ◽  
Higher Education Institutions ◽  
Direct Influence ◽  
Tertiary Institutions ◽  
Central Java ◽  
Analysis Technique

This study aims to analyze the effect of reputation, competence on customer loyalty with customer satisfaction as an intervening variable. The population in this study were students of private tertiary institutions in Central Java who are members of Services for Higher Education Institutions Region VI, while a sample of 5 private universities, using the purposive sampling method, was taken with the Slovin formula of 190 respondents. The analysis technique uses regression analysis. Research results show the customer satisfaction variable can be an intervening variable or able to mediate between the direct influence of the reputation variable and the competency variable on customer loyalty variables.

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