scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Proposal for sustainability action archetypes for higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Francisco Elíseo Fernandes Sanches ◽  
Matheus Leite Campos ◽  
Luiz Eduardo Gaio ◽  
Marcio Marcelo Belli
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Business Models ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Sustainable Business ◽  
Content Type ◽  
Sustainable Business Models ◽  
The Subject ◽  
Practical Implications

Purpose Higher education institutions (HEIs) should assume their role as leaders in the search for a sustainable future. Consequently, such institutions need to incorporate sustainability into their activities. However, this needs to be done holistically and not with isolated and independent actions. Therefore, this study aims to develop a structure of sustainability action archetypes to help HEIs holistically incorporate sustainability in their strategies. Design/methodology/approach A systematic review of the literature was conducted focusing on the subject of sustainability in HEIs. Findings A structure of sustainability action archetypes for HEIs was proposed. Further, based on scientific literature, examples of actions were presented within each archetype. Practical implications This study provides HEI administrators and other organizations with a practical structure to enable the systemic incorporation of sustainability objectives and actions into institutional activities. Originality/value This study adapts the tool “sustainable business model archetypes” for a new purpose. This tool was initially developed to classify innovations of sustainable business models.

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

2019 ◽  
Vol 27 (4) ◽  
pp. 465-492
Author(s):  
Azilah Anis ◽  
Rafikul Islam
Keyword(s):  
Higher Education ◽  
Hierarchical Model ◽  
Critical Success Factors ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Quality Education ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Content Type ◽  
Critical Success

Purpose The purpose of this paper is to develop a hierarchical model to rank the challenges faced by the private Malaysian higher education institutions (HEIs) in the provision of quality education and subsequently their corresponding critical success factors (CSFs) to address those challenges. Design/methodology/approach A sequential mix method was adopted in this study. Semi-structured interviews with 29 participants were initially conducted to identify the challenges and CSFs. This was followed by a questionnaire survey involving 158 respondents to prioritise the identified findings. Thematic analysis was conducted in the qualitative stage, uncovering the challenges and their corresponding CSFs. Data for both stages were accumulated from internal and external stakeholders of Malaysian private HEIs. Finally, the four stages of the analytic hierarchy process (AHP) were applied to rank the challenges and CSFs. Findings The qualitative stage identified eight challenges, i.e. “academics”, “facilities”, “students”, “programmes and curriculum”, “competition”, “accreditation”, “finance” and “research” together with their corresponding CSFs. The AHP enables the ranking of these challenges. “Finance” has been found to be the most crucial challenge and “high competency in managing the institution’s finance” as the most important CSF to address this challenge. Research limitations/implications As the study restricted its focus on Malaysian private HEIs, the results may not be generalised for public HEIs and foreign private HEIs operating in Malaysia. Originality/value The hierarchical model developed in this study is deemed important for implementation to resolve the prioritised challenges. It spells out the specific areas in which the resources of Malaysian private HEIs need to be prudently disbursed and properly managed.

scholarly journals Students’ perceptions of assessed seminar performance in law

2019 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Laura Anne Bliss
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Design Methodology ◽  
Public Speaking ◽  
Higher Education Institutions ◽  
Small Scale ◽  
Student Attendance ◽  
Content Type ◽  
Positive Form ◽  
Key Skills

Purpose The purpose of this paper is to examine assessed seminars in law modules across first-, second- and third-year students at a higher education academy in Lancashire (England). This form of assessment is essentially a 1 h tutorial, where students are given marks for their oral contribution to class discussions. Assessment is a feature in all degree programmes conducted throughout higher education institutions. Recently, a move has been made from traditional examinations and coursework to assess students learning, to more inclusive forms of assessment following the changing nature of those entering higher education. Design/methodology/approach Using a quantitative survey, participants were asked to answer ten questions on their perceptions of assessed seminars as a form of assessment. To enhance the findings, interviews also took place with members of staff who had experience in teaching both assessed and non-assessed seminars. Findings This research found that although some students were daunted by assessed seminars, over the course of three years, their key legal skills had improved. Key skills enhanced through assessed seminars include communication-based skills and public speaking, whilst also being a positive form of assessment that maintains student retention. Research limitations/implications This is a small-scale research project, completed in the fulfilment of the authors PgCert. However, it does provide a template for other legal institutions to follow. Originality/value With a growing concern across the higher education sector around student retention, assessed seminars are proven to be a form of assessment that ensures student attendance, whilst enhancing skills ready for the workplace.

Coaching and mentoring in higher education institutions: a case study in Oman

2020 ◽  
Vol 9 (3) ◽  
pp. 307-322
Author(s):  
Ahmed Nawaz Hakro ◽  
Priya Mathew
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Organizational Development ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Open Communication ◽  
Thick Description ◽  
Content Type ◽  
Study Approach

PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design/methodology/approachSemi-structured interviews and focus group discussions were used to collect feedback from the 15 participants of the programme. A case study approach was adopted in this study for an in-depth examination of the effectiveness of coaching interventions.FindingsThe findings suggest that coaching can be an effective approach, facilitating personal and professional development and also contributing to the achievement of organizational goals.Research limitations/implicationsAs a case study of a coaching programme in a single institution, the findings of the study are not generalizable to other contexts, though a “thick description” of the context in which the study took place will enable institutions in similar contexts to draw lessons from the experience.Practical implicationsThis study discusses the benefits of a coaching programme for an HEI in the Middle East. Suggestions to strengthen coaching include board level endorsement and sensitivity to cultural nuances in coaching relationships.Social implicationsOne of the effects of a coaching programme is the collegial atmosphere that it can foster. This can have wider impacts on the community as there is more open communication and trust engendered amongst employers and employees belonging to different cultural backgrounds.Originality/valueThis study is one of the first to report the findings of a systematically organized coaching programme in an HEI in the Middle East.

Philosophy and politics in higher education

2019 ◽  
Vol 19 (3) ◽  
pp. 294-306
Author(s):  
Nurdiana Gaus
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Geographical Region ◽  
Structured Interviews ◽  
Truth Telling ◽  
Women Academics ◽  
Content Type ◽  
Indonesian Government ◽  
Truth Teller ◽  
The Way

Purpose The purpose of this paper, which is drawn on Indonesian academic women’s experiences, is to examine the extent to which the aesthetics of existence or true life of women academics in relation to the truth telling, played out within the interaction between philosophy and politics, is affected by the application of NPM in research and publication productivities, and the way in which women academics are voicing their opinions toward this issue. Design/methodology/approach In total, 30 women academics across two geographical region (east and west) universities took part in this research, sharing their perceptions and the way they criticize this policy to the audiences (Indonesian government), framed within the concept of parrhesia (truth telling), parrhesiastes (truth teller) of Foucault and the pariah of Arendt. Findings Using semi-structured interviews, this research finds that women academics in Indonesian universities have shown discursive voices and stances to the extent to which they agree and oppose this policy, showing the patterns similar to those of parhesiastes and pariah. The implication of this study is addressed in this paper. Originality/value This research, via the lenses of Parrhesia and Pariah, finds several kinds of philosopher roles of women academics in Indonesian universities, such as apathetic philosophers or depraved orators and Schlemihl figure of Pariah, and Parrhesiastic philosophers of Socrates and a conscious figure of Pariah.

Effective strategies for enhancing waste management at university campuses

2017 ◽  
Vol 18 (7) ◽  
pp. 1123-1141 ◽  
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.

The intellectual capital of higher education institutions

2019 ◽  
Vol 20 (3) ◽  
pp. 355-381 ◽  
Author(s):  
Eugénia Pedro ◽  
João Leitão ◽  
Helena Alves
Keyword(s):  
Higher Education ◽  
Intellectual Capital ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Content Type ◽  
Measurement Systems ◽  
Structural Capital ◽  
Core Components ◽  
Type Of Institution ◽  
Practical Implications

PurposeThe purpose of this paper is to present an innovative operational proposal for measuring the intellectual capital (IC) of higher education institutions (HEIs) through a strategic prospective lens of analysis.Design/methodology/approachAfter providing a literature review on the methods for measuring IC that focuses on the organisational IC of HEIs, four case studies applied to Portuguese HEIs are presented, using a matrix of cross-referenced impacts – multiplications applied to a classification (MICMAC) approach.FindingsThe empirical findings reveal how human capital, structural capital and relational capital make up the core components and provide a fairly diversified list of the measurement indicators for the operational evaluation of the IC of HEIs.Practical implicationsIt contributes into the literature of strategic prospective analysis of HEIs by: analysing the measurement systems for the organisational IC interrelated with HEIs; identifying the key components to the organisational IC of HEIs and their respective measurement indicators; and draufting a new method for operationally implementing organisational IC through the systematic application of the components and indicators identified.Originality/valueThrough an innovative vision, the present study reconciles and systematically structures the methods already proposed by other authors before presenting an innovative operational approach and an alternative to the already existing methods. In addition, the structure of this proposal itself enables HEIs to choose from among the various indicators proposed for IC, correspondingly those that best align with the type of institution under evaluation.

Antecedents of corporate reputation with employees in higher education institutions: a systematic review

2020 ◽  
Vol 35 (1) ◽  
pp. 297-309
Author(s):  
Sufyan Rashid ◽  
Hasrina Mustafa
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Corporate Reputation ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Previous Literature ◽  
Content Type ◽  
Academic Literature ◽  
Specific Factors ◽  
Competitive Nature

PurposeThe purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employeesDesign/methodology/approachThe approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020.FindingsThe findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape.Originality/valueFactors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.

scholarly journals The interplay of managerial and non-managerial controls, institutional work, and the coordination of laterally dependent hospital activities

2017 ◽  
Vol 14 (4) ◽  
pp. 467-495 ◽  
Author(s):  
Kari Nyland ◽  
Charlotte Morland ◽  
John Burns
Keyword(s):  
Design Methodology ◽  
The Other ◽  
Future Research ◽  
Structured Interviews ◽  
Institutional Work ◽  
Senior Managers ◽  
Content Type ◽  
Per Se ◽  
Complex Settings

Purpose The purpose of this paper is to explore two hospital departments, one of which is laterally dependent on the other to function, but which are subject to distinct vertical managerial controls. This complexity in vertical–lateral relations generates tension amongst the hospital’s senior managers and a perception of coordination difficulties. However, this paper shows how the interplay between managerial and non-managerial controls, plus important employee “work”, moderates tension and facilitates day-to-day lateral coordination at the patient-facing level. Design/methodology/approach This is a case-study, relying mostly on the findings of semi-structured interviews. Theoretically, the paper draws from previous insights on inter-organisational relations (but informing the focus on intra-organisational coordination) and an “institutional work” perspective. Findings Consistent with much extant literature, this paper reveals how non-managerial controls help to moderate tensions that could emerge from the coercive use of managerial controls. However, the authors also show a maintained influence and flexibility in the managerial controls at patient-facing levels, as new circumstances unfold. Research limitations/implications The findings of this paper could generalise neither all laterally dependent spaces in hospitals nor patterns across different hospitals. The authors recommend future research into the dynamics and interaction of managerial and non-managerial controls in other complex settings, plus focus on the purposeful work of influential agents. Originality/value The paper has two primary contributions: extending our knowledge of the interplay between managerial and non-managerial controls inside complex organisations, where non-managerial controls reinforce rather than displace managerial controls, and highlighting that it is seldom just controls per se which “matter”, but also agents’ purposeful actions that facilitate coordination in complex organisations.

scholarly journals Academics’ e-learning adoption in higher education institutions: a matter of trust

2016 ◽  
Vol 23 (5) ◽  
pp. 299-331 ◽  
Author(s):  
Jorge Tiago Martins ◽  
Miguel Baptista Nunes
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Comparative Method ◽  
Structured Interviews ◽  
Content Type ◽  
Self Worth ◽  
E Learning ◽  
Analyse Data

Purpose This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs). Design/methodology/approach Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Findings The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers. Originality/value The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

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