Managing diversity in higher education

2018 ◽  
Vol 28 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Norhafezah Yusof ◽  
Rosna Awang Hashim ◽  
Nena P. Valdez ◽  
Aizan Yaacob
Keyword(s):  
Higher Education ◽  
Planning Process ◽  
Mission Statement ◽  
Diversity Training ◽  
National Level ◽  
Strategic Communication ◽  
Leadership Academy ◽  
Communication Plan ◽  
Managing Diversity ◽  
Communication Planning

Abstract Situated in the first stage of Lewin’s Change Management Model (Lewin, 1947), this study examined the strategic communication plan needed to enable Higher Educational Institutions (HEIs) to embrace learner diversity via diversity engagement. Participants were 56 academics from 14 public and two private universities in Malaysia who attended the Learner Diversity training module at the Higher Education Leadership Academy (AKEPT) between the periods from 2014 to 2015. During the training sessions, participants were asked to diagnose the existing communication strategies of their respective universities that concerned learner diversity, and to suggest ways to fulfill the mission of driving diversity in their respective universities. Each participant wrote three series of reflective writings and these created a total database of 168 reflective notes. The data were analyzed using the six phases of thematic analysis proposed by Braun and Clarke (2006). The findings have identified three main themes for a strategic communication planning approach: (1) re-examining the institutional mission statement on inclusive diversity practices, (2) changing the mindset of academe, and (3) starting with small steps when introducing change in embracing learner diversity. This study served as one of the baseline studies conducted at the national level to comprehend the potential of a strategic communication planning process in HEIs from the perspectives of employees.

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

Leveraging the organizational mission statement to communicate identity, distinctiveness and purpose to primary and secondary stakeholders during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lorelei Ortiz
Keyword(s):  
Content Analysis ◽  
Mission Statement ◽  
Mission Statements ◽  
Strategic Communication ◽  
Web Content ◽  
Organizational Mission ◽  
Content Type ◽  
Global Pandemic ◽  
Core Mission ◽  
Keyword Searches

PurposeThis study examines comprehensiveness and responsiveness of mission statements for the top 100 retailers on the 2020 National Retailers Federation list in order to (1) evaluate how effectively they communicate organizational identity, values and purpose, (2) underscore a distinctive commitment to stakeholders and (3) what extent these efforts are reflected in revised mission statements or addenda to meet global pandemic challenges.Design/methodology/approachThe study employs a 4-question metric to measure comprehensiveness and a two-pronged qualitative method of analysis consisting of keyword searches followed by content analysis.FindingsRetailer statements are considerably comprehensive in describing purpose and audience yet very few articulate stakeholder value, differentiate themselves as distinctive or substantively reaffirm their core mission and values. Retailers seem more invested in strategic communication around diversity, equity and inclusion, based on web content in their consumer, job seeker and investor touchpoints.Research limitations/implicationsCoding and interpreting language through content analysis methods may introduce some level of subjectivity, particularly when dealing with unstructured data. Implications for how organizations acclimated in order to survive and thrive, while maintaining focus on stakeholders and strategy. Examining organizational mission statements and their contexts yields perspective into how organizations define themselves and what they do during times of crisis.Originality/valueThis study provides insights into the content, structure and functions of the statements against a specific comprehensiveness metric and reveals patterns about the texts and their contexts during a pandemic and strong cultural and societal movements.

Development of distance education in Chinese higher education in perspectives of accessibility, quality and equity under COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Chen ◽  
Angela Yung Chi Hou ◽  
Lei Huang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Strategy ◽  
National Level ◽  
The Other ◽  
Research Articles ◽  
Chinese Higher Education ◽  
Chinese Government ◽  
Ict Literacy ◽  
Content Type

PurposeThis paper aimed to explore the development of distance education (DE) in Chinese higher education as well as the three significant themes: accessibility, quality and equity in Chinese DE and the performance of these three themes in Chinese DE.Design/methodology/approachDocument analysis was used as the major research method in this study to examine the development and challenges in terms of accessibility, quality and equity in Chinese DE. In this study, national-level official policy documents and reports from the Chinese government were collected and analyzed. Also, scientific articles from CNKI were analyzed to find out the evolution of the Frontier topics on Chinese DE in accessibility, quality and equity.FindingsThere are three major findings. First, the Chinese government has shown its positive attitude toward DE in higher education. Second, compared with the other two themes: quality and equity; the number of articles in the accessibility of DE was lower than the other two themes and the problems of accessing online courses were insufficiently caused by two reasons due to lack of basic ICT literacy and poor Internet infrastructure. Third, there was a gap between Chinese policies and research articles mainly because of the unbalanced development of accessibility in policy management and research articles.Research limitations/implicationsAlthough this paper has summarized the development of the DE in Chinese higher education, it was clear that accessibility, quality and equity were three critical issues in DE. However, there are still other essential factors that contribute to the development of DE that requires further investigation, such as learner satisfaction, different features of learning platforms and instructional strategy.Practical implicationsThe findings of this paper can be used to identify the attitude toward the DE of the Chinese government. Besides, the accessibility could be a research and practical focus for Chinese DE in the future.Originality/valueThis study showed some significant policies released by the Chinese government toward DE in higher education and revealed the achievements, trends and challenges in the accessibility, quality and equity of Chinese DE.

Bridgeport Futures Initiative

1991 ◽  
Vol 5 (4) ◽  
pp. 233-237
Keyword(s):  
Higher Education ◽  
Young People ◽  
Planning Process ◽  
Community Organizations ◽  
Compelling Evidence ◽  
American Council On Education ◽  
Future Challenges ◽  
The City ◽  
Industry Community ◽  
Education Business

In 1987, the city of Bridgeport initiated a city-wide planning process which underscored the needs of the city's youth and provided an honest appraisal of the community's capacity to manage future challenges. Through the support of The Annie E. Casey Foundation, Bridgeport Futures Initiative was established to unite education, business and industry, community organizations and citizens to develop a comprehensive approach for solving the complex problems facing youth in need and at risk. The years since inception have provided rich and compelling evidence that the participation of hundreds of people and many institutions can impact on the lives of young people. This article describes the development of this unique collaboration and gives examples of successes thus achieved. The Bridgeport Futures Initiative was commended in the 1990 Anderson Medal awards of the Business–Higher Education Forum of the American Council on Education (see Industry and Higher Education, June 1991, p 79).

Using the Turning Point Model State Public Health Law

2003 ◽  
Vol 31 (S4) ◽  
pp. 88-89
Author(s):  
Lawrence O. Gostin ◽  
Glen Safford ◽  
Deborah Erickson
Keyword(s):  
Public Health ◽  
Health Systems ◽  
Turning Point ◽  
Planning Process ◽  
National Level ◽  
Health Law ◽  
Point Model ◽  
Public Health Systems ◽  
State And Local ◽  
Local Levels

The Turning Point Initiative is an initiative for which the Robert Wood Johnson (RWJ) and W.K. Kellogg foundations partnered in order to fund a group of states and a number of communities within each of those states to work through a planning process to look at ways to strengthen their public health systems at the state and local levels. Out of that process, the states and communities would come together at the national level to talk about what they had been learning and what the issues were. There were a number of issues that resonated with all of the states.

EuroPACE: The Lessons Learned So Far

1994 ◽  
Vol 8 (1) ◽  
pp. 19-28 ◽  
Author(s):  
William A. Weimer
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Planning Process ◽  
Lessons Learned ◽  
The Past ◽  
History Of ◽  
Education Projects ◽  
European Programme

One of the most significant cooperative industry–higher education projects in Europe during the past decade has been EuroPACE, the European Programme of Advanced Continuing Education. In January 1993, EuroPACE ceased its broadcasts and re-entered the planning process. By the time this article has been published, EuroPACE should again be broadcasting, but with a somewhat different format and content. In this article, Bill Weimer presents a brief history of the first five years of EuroPACE and analyses the project. He examines key assumptions and decisions made, points out those which now appear to have been in error, and lists the lessons learned. Many of the assumptions and decisions made were correct; some of these are also discussed. This article will contribute the experience and lessons learned by EuroPACE to other joint industry–higher education projects. It may help them to avoid making some of the same mistakes.

scholarly journals The interaction of meso and macro contexts with students’ careers. Three applied analysis

2019 ◽  
Vol 1 (1) ◽  
pp. 10-21
Author(s):  
Alessandra Decataldo ◽  
Andrea Amico ◽  
Giampiero D’Alessandro
Keyword(s):  
Higher Education ◽  
Sequence Analysis ◽  
Education Reform ◽  
Experimental Research ◽  
Multinomial Logistic Regression ◽  
National Level ◽  
Higher Education Reform ◽  
Event History ◽  
Individual Choice ◽  
Quasi Experimental

This paper presents three applied analysis. Our principal interest is to understand how meso (university level) and macro (national level) contexts interact with micro phenomena such as students’ careers. To achieve this aim, the paper shows a secondary analysis of longitudinal administrative data by means of Sequence Analysis and Event History Models. Furthermore, it shows the results of an additional analysis using a quasi-experimental research on longitudinal data. The paper examines typical pathways of Italian students, by means of administrative information’s on student enrollment from Sapienza University of Rome. The aim of this paper is triple: 1. describe students’ careers in higher education by building a typology of pathways using Sequence Analysis. 2. Identify how socio-economic and macro level characteristics affect students’ careers by multinomial logistic regression model where clusters are used as dependent variables and focus on the study of the “event” by using Event History analysis. 3. Evaluate the Italian Higher Education reform policies and their main outcomes throughout a quasi-experimental research. Mainly, the outcomes show the importance of the warming-up period, the individual choice and the exogenous events after enrolment in determining the success/failure of each career. Our outcomes suggest that Italian universities should rethink the mechanisms available to manage failure and guide student choices.

scholarly journals Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics

2020 ◽  
pp. 197-209
Author(s):  
Rachel Brooks ◽  
Jessie Abrahams ◽  
Predrag Lažetić ◽  
Achala Gupta ◽  
Sazana Jayadeva
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Higher Education Institutions ◽  
Research Question ◽  
National Level ◽  
Social Dimension ◽  
Social Characteristics ◽  
Higher Education Access ◽  
Education Access ◽  
Individual Interviews

Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).

scholarly journals Transforming Universities for the Digital Age - Policies – Business Models – Resources

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Eva Szalma
Keyword(s):  
Higher Education ◽  
Business Models ◽  
Career Guidance ◽  
Student Mobility ◽  
Classical Model ◽  
National Level ◽  
The European Union ◽  
Institutional Leadership ◽  
Strategic Factor ◽  
E Learning

Higher education systems in the European Union are operating in an increasingly fast-changing and competitive environment. They have to tackle key issues dealing with massification, career guidance, cost-efficiency, international attractiveness, student mobility. At a more operational level, digital practices and technologies support the change of several aspects of higher education institutions and new players providing expertise and methodologies undermine the classical model of university as a leading knowledge producer and disseminator.Such major transformations require modern governance arrangements and dynamic leadership. As outlined in the EU Modernization Agenda of Higher Education (2011), the major bottleneck found is the staff competence and preparedness, more specifically at the institutional leadership and executive management level.The interest for e-learning is not new but contrary to the obvious interest for equipment or management, this has not been enough for e-learning to impose itself. As stated by Paul Bacsich (2011) the presence of ICT in universities is a reality but the education transformation has not yet taken place. So far, initiatives are generally focused on operational (managerial) aspects. The D-TRANSFORM project starting in 2014 and ending in 2017[1] was the first European-funded project focusing on the fundamental strategic aspects of digital innovation of Higher Education. Through leadership schools, MOOCs, guidelines and stat-of-the-art reports it helped university governing bodies to define their own digital strategies and coordinate them with public policies defined at the European/national level and to be able to plan e-education according to the university needs and profile.[1] DigiTal Resources As a New Strategic FactOr for a Renovation and Modernization in HEType: Initiative supported by the ERASMUS+(2014- 2017)Budget: 1 M$

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