Exit the king. Enter the maid

2015 ◽  
Vol 30 (5) ◽  
pp. 343-357 ◽  
Author(s):  
Helen Peterson
Keyword(s):  
Higher Education ◽  
Women Managers ◽  
Structured Interviews ◽  
Higher Education Management ◽  
Content Type ◽  
Education Management ◽  
New Managerialism ◽  
The Feminine ◽  
Management Positions ◽  
Vice Chancellors

Purpose – The aims of this paper are twofold: first, to explore if and how management ideals are gendered within the context of Swedish higher education management and second, to investigate if and how the gendered character of these ideals has been challenged by new managerialism. Design/methodology/approach – The paper draws on qualitative semi-structured interviews with 22 women in senior academic management positions (Vice Chancellors, Pro Vice Chancellors, Deans and Pro deans) in ten Swedish higher education institutions. Discourse analysis is used to explore the constructions of the management ideal in the interviews. Findings – The paper identifies how the interviewed women managers constructed two different management ideals: one old-fashioned and traditional masculine ideal that was superseded by a feminine ideal that they identified themselves with. The masculine ideal was presented as being replaced by the feminine ideal due to the restructuring of higher education and the reforms in line with new managerialism. However, the feminine ideal was also associated with a number of professional challenges. Originality/value – The research study is limited to management in the higher education sector, but the results have general implications as it adds richness to our understanding of the gendered effects of new managerialism. However, the paper builds on a small qualitative study with women only interviews. The paper is therefore to be considered as explorative. More research is needed, especially including men.

“Unfair to women”? Equal representation policies in Swedish academia

2015 ◽  
Vol 34 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Helen Peterson
Keyword(s):  
Gender Equality ◽  
Women Managers ◽  
Research Literature ◽  
Structured Interviews ◽  
Content Type ◽  
Academic Context ◽  
Academic Organizations ◽  
Management Positions ◽  
Empirical Context ◽  
Vice Chancellors

Purpose – The purpose of this paper is to highlight how women managers in Swedish higher education (HE) both support and resist policies about equal representation, and to discuss which factors influenced if, and how, these managers took on the role as change agents for gender equality. Design/methodology/approach – The paper draws on qualitative semi-structured interviews with 22 women in senior academic management positions (vice-chancellors, pro vice-chancellors, deans and pro deans) in ten Swedish HE institutions. Findings – The paper highlights how these women situated themselves in an academic context where gender relations were changing. They supported equal representation policies in their everyday managerial practice and also by accepting management positions that they were nominated and elected to on the basis of such policies. However, they also resisted these policies when they experienced a need to “protect” women from being exploited “in the name of gender equality”. Research limitations/implications – The paper addresses the call for research on the role of women managers in promoting, or preventing, change towards more gender balanced organizations. The paper builds on a small qualitative study with women only interviews. The study is therefore to be considered as explorative. Practical implications – The paper makes a contribution to the research literature in the area of gender and change in academic organizations. The findings highlight how policies have different consequences in different settings and that people use their own (different) experiences when interpreting the effects of these policies. The findings thus show the varying impacts equal representation policies can have on women. Originality/value – The discussion in the paper is situated in a unique empirical context characterized by demographic feminization and organizational restructuring. Most international literature on women in HE and in HE management is based on US or UK contexts. Swedish HE therefore provides an interesting setting. The analysis also addresses the call for more research that takes into account the multifaceted character of HE and that discusses disciplinary differences.

Globalization-induced changes in higher education management in Ukraine

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iryna Anatolyevna Markina ◽  
Alla Dmitrievna Chykurkova ◽  
Oksana Antonivna Dudziak ◽  
Tetiana Leonidivna Opaliuk ◽  
Inna Anatolievna Dobrenko
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Education System ◽  
Professional Competence ◽  
Higher Education Management ◽  
Content Type ◽  
Education Management ◽  
Modern Education ◽  
Global Indices ◽  
The Impact

Purpose The purpose of this paper is to identify the features of higher education management in the context of global economic transformations. Design/methodology/approach A correlation-regression analysis of the functionality of the modern education system was carried out in the “personality-society-economy” triad by analyzing the impact of global indices such as Economic Quality Index, Personal Freedom Index and Social Capital Index on the resultant indicator, or the Education Index. Findings It was determined that the impact of economic factors on the level of education is rather low, and at the same time, this indicator largely depends on the indicator of the social capital. In this regard, the following social trends have been identified that need to be implemented for the successful education management: expanding the population education program, as well as providing lifelong education, ensuring equal access to quality education, strengthening the role of the state in ensuring equity in education, efficient and effective use of education costs, humanization and democratization of education, updating the content, forms, methods and means of training, enhancing the professional competence of teachers, transparency of education systems, the formation of state-public forms of education management. Originality/value In the framework of the proposed research, it was established the hypothesis that the modern education system is dependent on the relation between individual, society and the national economy.

Building a yardstick–a benchmark framework for assessing higher education management institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Umayal Palaniappan ◽  
L. Suganthi ◽  
Shameem Shagirbasha
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Balanced Scorecard ◽  
Performance Indicators ◽  
Higher Education Management ◽  
Content Type ◽  
Education Management ◽  
Confirmatory Factor ◽  
Management Institutions

PurposeHigher education management institutions play a vibrant role in imparting managerial skills to the students to face the corporate world. Performance evaluation of such institutions is mandate to ensure the outcome quality. To establish this, the present research explored the critical performance indicators of management institutions using the balanced scorecard (BSC) approach.Design/methodology/approachThis research explored the critical performance indicators of public, private and standalone management institutions in India. Data were collected from the representative sample of all the stakeholders in those management institutions. A specific vision was created and a systematic procedure was employed to arrive at the objectives, measures and metrics of the scorecard specific to the vision. Confirmatory factor analysis was used to perform analysis on the collected data. For the objectives and measures that evolved from confirmatory factor analysis, metrics were formulated based on the expert opinion.FindingsThe study resulted in 16 objectives, 46 measures and 54 metrics encompassing all the four perspectives of BSC. This paper has contributed a concrete, concise, comprehensive and context specific framework.Research limitations/implicationsThe nature of the BSC framework paves the way for continuous assessment and eventually helps the institutions to attain sustainable growth. This research contributes to the literature of balanced scorecard and also to the performance assessment of the management institutions.Originality/valueBSC-based benchmarking is a unique contribution to the academia of management education to precisely measure the performance of institutions. The model comprehensively includes the indicators from all the perspectives of stakeholders in terms of objectives, measures and metrics, thus proposing a holistic assessment.

scholarly journals Gender Leadership and Excellence: The Case of Higher Education in Lebanon

2018 ◽  
Vol 8 (4) ◽  
pp. 78 ◽  
Author(s):  
Noha Haidar
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Educational Institutions ◽  
Decision Making Process ◽  
Top Management ◽  
Higher Education Management ◽  
Education Management ◽  
Higher Education System ◽  
Management Positions ◽  
Executive Positions

This study aimed to explore the employment status of women in the higher educational sector and to uphold women’s productivity and commitment in executive positions of responsibility. Management tended to show preferential treatment for men in top management positions; hence, women were less engaged in the decision-making process. Women possess the potential to be transformative leaders in higher education institutions (HEI). The research purpose of this study was to speculate that some Lebanese educational institutions still practice discrimination and prefer men over women in executive positions, as well as to show that excellence in educational institutions is linked to women being in these executive positions. Currently, the higher education sector in Lebanon is under development as numerous educational developments are being implemented. The problem is that a peculiar attitude toward women in the HEI sector and specifically in top management positions still exists. In this study, the author explored women’s engagement at the top levels of higher education management and found that only 15 out of 65 Dean’s positions were filled by women and aimed to discover the factors behind the misrepresentation of women within the higher education system in Lebanon. In addition, the study found a positive relationship between the presence of women and the performance of HEIs. In this study, I aimed to focus on women’s engagement at the top management level and to emphasize the advantages of their skills and expertise, as well as to enhance the presence of women. The findings were significant and clear: There was misrepresentation, bias and stereotyping in HEIs. A clear strategic plan is needed to engage women in the decision-making process along with a well-designed incentive plan to achieve the required purpose. The aim of this study was to highlight this matter and to accentuate the benefit of women’s leadership roles in higher education in Lebanon. A qualitative strategy was used: Primary information was obtained from interviews with 12 chairpersons at six different schools. Data were gathered and analyzed to provide insightful results and recommendations.

scholarly journals Management perceptions of a higher educational brand for the attraction of talented academic staf

2017 ◽  
Vol 15 (0) ◽  
Author(s):  
Musa Saurombe ◽  
E. Nicolene Barkhuizen ◽  
Nico E. Schutte
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Educational Institution ◽  
Research Approach ◽  
Structured Interviews ◽  
Higher Education Management ◽  
Education Management ◽  
Staff Members ◽  
Managerial Implications ◽  
Higher Educational

Orientation: Academic staff members have a crucial role in the success of higher education institutions (HEIs). Therefore, it is imperative to cultivate an appealing organisational brand that will attract them to HEIs as an employer of choice.Research purpose: The main objective of this study was to explore management perceptions on a higher educational institution as a brand for the attraction of talented academic staff.Motivation for the study: Although a substantial amount of research has been conducted on organisational branding, not much has emphasised the higher educational sector.Research approach, design and method: A qualitative research approach was adopted, using semi-structured interviews to collect data from management (N = 12) of a merged South African HEI.Main findings: The findings revealed six themes that should form the core of a higher educational brand for academic staff: reputation and image, organisational culture and identity, strategic vision, corporate social responsibility and work and surrounding environment.Practical/managerial implications: The findings of the study will assist higher education management to create a compelling organisational brand and work environment to attract and retain talented academic staff members.Contribution/value-add: This research makes a valuable contribution towards creating new knowledge in the key that should form part of an appealing higher education brand that will attract and retain current and future talent.

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.

Improved differentiation classification of variable precision artificial intelligence higher education management

2021 ◽  
pp. 1-10
Author(s):  
Chao Dong ◽  
Yan Guo
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Data Mining ◽  
Decision Tree ◽  
Classification Accuracy ◽  
Attribute Selection ◽  
Higher Education Management ◽  
Education Management ◽  
Decision Tree Classification

The wide application of artificial intelligence technology in various fields has accelerated the pace of people exploring the hidden information behind large amounts of data. People hope to use data mining methods to conduct effective research on higher education management, and decision tree classification algorithm as a data analysis method in data mining technology, high-precision classification accuracy, intuitive decision results, and high generalization ability make it become a more ideal method of higher education management. Aiming at the sensitivity of data processing and decision tree classification to noisy data, this paper proposes corresponding improvements, and proposes a variable precision rough set attribute selection standard based on scale function, which considers both the weighted approximation accuracy and attribute value of the attribute. The number improves the anti-interference ability of noise data, reduces the bias in attribute selection, and improves the classification accuracy. At the same time, the suppression factor threshold, support and confidence are introduced in the tree pre-pruning process, which simplifies the tree structure. The comparative experiments on standard data sets show that the improved algorithm proposed in this paper is better than other decision tree algorithms and can effectively realize the differentiated classification of higher education management.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Exploring the student perspectives on the barriers of online learning during the COVID-19 pandemic: a qualitative study using interpretative phenomenological analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shikha Rana
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Student Perspective ◽  
Structured Interviews ◽  
Content Type ◽  
Student Teacher Relationship ◽  
Academic Courses ◽  
The Government

PurposeThe present study aims to gauge the perspectives of students on the difficulties they faced during online learning during the outbreak of coronavirus disease 2019 (COVID-19) through the interpretative phenomenological analysis (IPA) technique.Design/methodology/approachThe current study employed IPA, and it was conducted among the students enrolled for professional courses in the government, private and deemed-to-be universities in Uttarakhand, India, using semi-structured interviews for the purpose of data collection.FindingsThe findings have been grouped under five parts referred to as “superordinate themes” or “barriers” which comprises learning in an online class environment, online learning in the home environment, student–teacher relationship in online learning, technical hindrances in online learning and health issues in online learning. These superordinate themes were further grouped under sub-themes.Research limitations/implicationsThe present study focused on the students of various private, public and deemed-to-be universities of the Uttarakhand region and represents the higher education sector only and did not tap the primary, secondary and vocational education. The students of academic courses or degree courses like arts, commerce, basic sciences and humanities, etc. were not included in the research study. Hence, the study lacks generalizability.Practical implicationsThe research findings of the present study have implications for higher education institutions (HEIs), teachers, students and policymakers.Originality/valueThe present study addresses the methodological gap by offering a new line of research where IPA has been used as the methodology to determine the barriers of online learning in the COVID-19 situation, and to the best of the authors’ knowledge, none of the studies have used it so far to ascertain the barriers to online learning from the student perspective.

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