Success factors in university sport partnerships: a case study

2017 ◽  
Vol 12 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Mário Franco ◽  
Heiko Haase
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Education Institution ◽  
Strategic Decisions ◽  
Content Type ◽  
Documentary Analysis ◽  
Research Designs ◽  
Portuguese Higher Education ◽  
The University

Purpose From a resource-based perspective, the purpose of this paper is to analyse the key success factors underlying inter-organisational partnerships in the university sport sector. Design/methodology/approach To attain this objective, the paper uses a qualitative approach, performing an exploratory case study in a Portuguese higher education institution. Four interviews with key informants and documentary analysis served for data collection. Findings Based on the case evidence, five generic success factors emerged: relationships, partner selection, complementarity, sporting performance and organisation, which are likely to determine the success of partnerships in the field of university sport. Practical implications University sport managers and other actors in the field should bear the major success factors in mind when taking strategic decisions. Specifically, relational capital and the complementarity of resources seem to be important in initiating and managing sport partnerships. Originality/value This exploratory study contributes to advancing knowledge of inter-organisational partnerships in a particular area: sport in higher education. More precisely, this research outlines which success factors are relevant in sport partnerships and deserve further investigation with other research designs.

Higher authority organizational stressors among higher education deans: a multiple case study

2018 ◽  
Vol 10 (3) ◽  
pp. 333-343 ◽  
Author(s):  
Alfred Huan Zhi Chan ◽  
Mohd Dahlan Malek ◽  
Ferlis Bahari
Keyword(s):  
Higher Education ◽  
Multiple Case Study ◽  
Education Institution ◽  
Higher Education Management ◽  
Case Study Methodology ◽  
Content Type ◽  
Organizational Stressors ◽  
Multiple Case ◽  
Education Deans

Purpose The purpose of this paper is to identify higher authority organizational stressors encountered by higher education deans. Design/methodology/approach This current research employed a qualitative approach utilizing a contextual paradigm with a multiple case study methodology. Findings Out of ten investigated deans in a public higher education institution in Malaysia, nine reported experiences of organizational stressor elements arising from higher authority. Three non-overlapping subthemes were systematically discovered. Practical implications Successful identification of these higher authority organizational stressors has implications for higher education management policies. Policies that reduce or eliminate these stressors may create a positive and progressive environment for deans and the higher education field. Originality/value This study will thus serve to promote a deeper understanding of higher authority organizational stressors encountered by higher education deans.

University budgeting: internal versus external transparency

2020 ◽  
Vol 17 (4) ◽  
pp. 589-617
Author(s):  
Maria C. Conesa Carril ◽  
Nieves Gómez Aguilar ◽  
Manuel Larrán Jorge
Keyword(s):  
Key Management ◽  
Model Development ◽  
Management Tool ◽  
Budget Process ◽  
The Novel ◽  
Content Type ◽  
Documentary Analysis ◽  
The University ◽  
Budgeting Process

Purpose The analysis intends to clarify whether higher education institutions place as much value on internal transparency as on external transparency. This study aims to analyze the university budgeting process as a reflection of internal transparency. It also aims to identify the weaknesses of the budgeting process regarding transparency in order to improve decision-making. Design/methodology/approach A case study that applies mixed methods – documentary analysis, observations and interviews – has been conducted. To study internal transparency, the model of three levels of transparency of Biondi and Lapsley (2014) has been applied to the budgeting process of a university. Then, the results have been compared to the external transparency of this institution. Findings While external transparency is achieved, internal transparency in the budgeting process is far from optimal in the case of study. An improvement in transparency of the budget process can promote the engagement of stakeholders in the process and achieve better governance. Research limitations/implications The general inductive approach is not as strong as other approaches in the area of theory or model development. However, it does provide a simple approach for deriving findings linked to this research’s questions. Practical implications Trust issues and external accountability appear to be more relevant than internal transparency for universities. However, improving the three levels of transparency along the budgeting process could motivate collegiate members to reinforce accountability, as it requires them to effectively communicate their actions and decisions to their represented. Originality/value This paper seeks to situate transparency as an attribute of university governance, contributing to the scarce literature on transparency, internal and external, in the university. The study compares the approach of this university to external transparency – which relates to accountability – with internal transparency – a concept that links to corporate governance. This study uses the novel lens of Biondi and Lapsley model (2014) to study internal transparency, focussing on university budgeting as a key management tool.

English instructors’ motivation levels in Islamic higher education

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Fauzan Ansyari ◽  
Fabio Oliveira Coelho ◽  
Kalayo Hasibuan ◽  
Dodi Settiawan ◽  
Masni Kamallia
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Sampling Technique ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Content Type ◽  
Schedule Flexibility ◽  
Financial Benefits

Purpose The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution. Design/methodology/approach An exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data. Findings Overall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated. Research limitations/implications This study only employed interview to collect data and had only ten respondents. Originality/value Data were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.

Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

2019 ◽  
Vol 26 (4) ◽  
pp. 397-411 ◽  
Author(s):  
Carla Patricia da Silva Souza ◽  
Adriana Roseli Wünsch Takahashi
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Dynamic Capabilities ◽  
Single Case ◽  
Education Institution ◽  
Research Strategy ◽  
Observation Data ◽  
Higher Education Institution ◽  
Content Type

Purpose This paper aims to analyse how dynamic capabilities (DC) affect organizational learning (OL) in a Brazilian higher education institution (HEI) and how this relationship affects organisational ambidexterity (OA). Design/methodology/approach The research strategy involves a qualitative, single case study. Data were collected through in-depth interviews, documentary research over a 15-year period and nonparticipant observation. Data were analysed using narrative analysis. Findings The results show that founders and managers influence the activities related to sensing, seizing and reconfiguring DC. They interpreted the new opportunities and shared them with other individuals. Gradually, a collective sense about the new ideas was constructed. New academic and administrative routines were created and an OL process took place at the HEI, which resulted in a valuable balance between exploration and exploitation (OA) for the organisation. Originality/value The study offers insight into how DC, OL and OA can be related. Although each construct has its own independent definition, there are similarities between them. The case study demonstrates how these theories were affected, and the research, therefore, makes a new methodological contribution regarding how to study DC, OL and OA as an integrative phenomenon.

scholarly journals Work-based learning as a catalyst for sustainability: a review and prospects

2017 ◽  
Vol 7 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Tony Wall ◽  
Ann Hindley ◽  
Tamara Hunt ◽  
Jeremy Peach ◽  
Martin Preston ◽  
...  
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Cultural Change ◽  
Education Institution ◽  
Professional Service ◽  
Boundary Crossing ◽  
Content Type ◽  
Learning Module ◽  
Climate Literacy

Purpose The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.

scholarly journals 'Blended’ Learning at the University of the Highlands and Islands: a Case Study in Self-Awareness and Policy Making

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Elsa Panciroli ◽  
Su Engstrand ◽  
Edward Graham ◽  
Simon Clarke
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Policy Making ◽  
Education Institution ◽  
Self Awareness ◽  
Effective Strategy ◽  
Pedagogical Research ◽  
The University ◽  
Geographical Context

The University of the Highlands and Islands (UHI) provides a case study on reflective practices in blended learning at an institution that is overcoming unusual geographic and demographic pedagogical challenges. These practices may be of value to other institutions, from those employing ‘traditional’ delivery, to the latest technologically supported, asynchronous teaching methodology.This paper has developed from the outputs of a project conducted within UHI to collate recent pedagogical research, both external and internal, in order to identify goals for future pedagogical development within the institution. We thus examine the evolution of UHI’s blended learning practice as a case study in the adoption and refinement of blended learning in a higher education institution with a specific geographical context. We will highlight some examples of how UHI has sought to characterise its own delivery, measure success, and translate this into effective strategy and policy across the institution.

ISO 9001: 2008 implementation and impact on the University of Nairobi: a case study

2015 ◽  
Vol 27 (6) ◽  
pp. 752-760 ◽  
Author(s):  
Christopher Moturi ◽  
Peter M. F. Mbithi
Keyword(s):  
Success Factors ◽  
Internal Audit ◽  
Iso 9001 ◽  
Record Management ◽  
Content Type ◽  
Implementation Challenges ◽  
Emerging Issues ◽  
Audit Reports ◽  
The University

Purpose – The purpose of this paper is to present the experience and impact of implementing the ISO 9001: 2008 Standard at the University of Nairobi, in relation to effectiveness on service delivery, operational performance, automation, implementation challenges and related emerging issues. Design/methodology/approach – The paper adopted a case study design approach based on qualitative analysis of internal audit reports, internal surveys and feedback, surveillance audits conducted by the certifying body, and rankings by external bodies, over a period of seven years. Findings – Significant achievements have been realized with regard to institutionalization of quality into the university processes, work environment, documentation and record management, customer satisfaction, infrastructure and facilities, use of ICT as a prime mover of performance improvement, and ranking of the university. Opportunities for improvement as well as critical success factors are presented. Practical implications – The paper reports successes that may encourage other institutions of higher learning that are not certified to implement Quality Management Systems (QMSs) according to ISO 9001 Standard by focusing on specific factors. Originality/value – This paper shows how an ISO 9001 certified QMS can improve internal institutional practices and avoid frequently experienced drawbacks.

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