A conceptual framework for evaluating higher education institutions

2016 ◽  
Vol 30 (6) ◽  
pp. 989-1002 ◽  
Author(s):  
Ravi Chinta ◽  
Mansureh Kebritchi ◽  
Janelle Ellias
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Higher Education Institutions ◽  
Evaluation Model ◽  
Review Of Literature ◽  
Content Type ◽  
Cipp Model ◽  
Actual Application ◽  
The Usa ◽  
Relative Prevalence

Purpose – Performance evaluation is a topic that has been researched and practiced extensively in business organizations but has received scant attention in higher education institutions. A review of literature revealed that context, input, process, product (CIPP) model is an appropriate performance evaluation model for higher education institutions. However, little guidance exists for choosing appropriate metrics and benchmarks in implementing the CIPP model. The purpose of this paper is to develop a framework using CIPP model for performance evaluation of higher education institutions. Design/methodology/approach – To achieve the purpose of the study, a review of literature was conducted to identify an appropriate evaluation model. Then metrics and benchmarks framework were formed based on practical approaches used in a large university in the USA. Findings – Nine perspectives in performance evaluation using the CIPP model and their application in higher education institutions were developed and discussed. The discussion provides examples, relative prevalence including frequency of usage, advantages and limitations of each of the nine perspectives of performance evaluation in higher education institutions. An actual application of the suggested CIPP model in the USA largest university, by student enrollment, was provided. Implications for institutional assessment and continuous improvement for higher education institutions were made. Originality/value – The study provides a practical framework, model and guidelines that can be used by higher education institutions to evaluate and enhance their performances and better prepare students to effectively work in society.

Do learning organizations learn? Higher education institutions and pandemic response strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael T. Miller
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Structural Changes ◽  
Higher Education Institutions ◽  
Well Being ◽  
Content Type ◽  
Institutional Leadership ◽  
Response Strategies ◽  
Global Pandemic ◽  
The Usa

Purpose This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face. Design/methodology/approach A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate. Findings Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations. Originality/value This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event.

Exploring personal definitions of sustainability and their impact on perceptions of sustainability culture

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rob Alexander ◽  
Jessica Jacovidis ◽  
Deborah Sturm
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Community Member ◽  
Social Dimension ◽  
Campus Community ◽  
Cross Sectional ◽  
Content Type ◽  
Campus Sustainability ◽  
The Usa

Purpose The purpose of this paper is to present an exploratory analysis of campus community member (i.e. students, faculty, staff) definitions of sustainability, their perceptions of select elements of sustainability culture and the relationship between the two. Design/methodology/approach Researchers implemented a cross-sectional design where participants from two higher education institutions in the USA completed an online survey. The 352 respondents from James Madison University and 349 respondents from Wofford College included students, faculty and staff members. Descriptive statistics were used to examine patterns in the quantitative data, and an inductive theme approach was used to analyze the qualitative data. Findings This study provides evidence that sustainability is often viewed from an environmental lens, and personal definitions of sustainability may impact perceptions of campus sustainability culture elements. Generally, the highest rated elements of culture examined (i.e. university actions, signs and symbols and institutional commitments) were all aligned with the environment dimension of sustainability and consistent across sustainability definitions. However, respondents with a more integrative definition of sustainability expected to see elements of culture that aligned with the social dimension of sustainability at a considerably higher rate than the respondents who reported more narrow definitions of sustainability. Research limitations/implications Lack of generalizability, low response rates and self-selection bias are some of the limitations of the study. Practical implications Personal definitions of sustainability may impact campus community member perceptions of sustainability culture and progress on their campuses. Practitioners may use this study to inform development of more effective strategies for creating and assessing the culture of sustainability that colleges and universities are pursuing. Originality/value The empirical analysis of campus community members on two very different campus communities responds to Owens and Legere (2015) who argue for further studies to understand the concept of sustainability at other higher education institutions that are at different stages of pursuing sustainability. This paper links research about sustainability definitions to the emergent research on campus sustainability culture, filling a gap between these two areas.

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.

scholarly journals Evaluation and control process in higher education institutions: a comparative analysis

2019 ◽  
Vol 27 (3) ◽  
pp. 269-284
Author(s):  
Joaquim Mourato ◽  
Maria Teresa Patrício
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Strategic Management ◽  
Performance Management ◽  
Binary Systems ◽  
Higher Education Institutions ◽  
Control Process ◽  
Content Type ◽  
Control Processes ◽  
And Control

Purpose The purpose of this paper is to study the evaluation and control processes in the governance systems of higher education institutions (HEIs). Design/methodology/approach This study compares the performance and control processes of strategic management in four HEIs in two European countries with binary systems – Portugal and The Netherlands. Using a case study approach, the authors find that HEIs with different missions and contexts have performance and control systems that are generally indistinguishable. Findings The controlling strategies in the public HEIs have taken on isomorphic characteristics based on processes that enhance competition, decentralize functions and solidify performance management. Originality/value In this paper, the authors “unpackage” strategic management to focus on the forms of control associated with performance evaluation. Performance evaluation is central to the management process and increasingly assuming an integral part of the institution’s identity and culture.

scholarly journals Provision of education for sustainability development and sustainability literacy in business programs in three higher education institutions in Brazil, Colombia and Peru

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Melissa Franchini Cavalcanti-Bandos ◽  
Silvia Quispe-Prieto ◽  
Alberto Paucar-Caceres ◽  
Toni Burrowes-Cromwel ◽  
Héctor Heraldo Rojas-Jiménez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Latin American ◽  
Higher Education Institutions ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Content Type ◽  
Business Programs ◽  
Sustainability Literacy ◽  
The Usa

Purpose This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

Trends in learning analytics practices: a review of higher education institutions

2018 ◽  
Vol 15 (2) ◽  
pp. 132-154 ◽  
Author(s):  
Billy Tak-Ming Wong ◽  
Kam Cheong Li ◽  
Samuel Ping-Man Choi
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Background Information ◽  
Future Research ◽  
Content Type ◽  
Timely Feedback ◽  
The Usa ◽  
Learning Behaviours ◽  
The Uk

PurposeThis paper aims to review and identify the major patterns and trends in learning analytics practices in higher education institutions. The review covers the characteristics of the institutions, as well as the characteristics and outcomes of the learning analytics practices.Design/methodology/approachThis research collected literature published in 2011-2016 which reported learning analytics practices from Scopus and Google Scholar, covering a total of 47 institutions, and categorised the information about the relevant institutions and practices.FindingsThe results show that most of the institutions were public ones in the USA and the UK of various sizes and offering different levels of study. The learning analytics practices were mainly institution-wide, apart from a small number focusing on selected courses. The purposes of the practices were mainly to enhance the effectiveness of learning support and administration, followed by facilitating students’ learning progress. The most common types of data collected for the practices were students’ academic behaviours and their background information. Positive outcomes were reported for a majority of the practices, and the most frequent ones being an increase in cost-effectiveness and understanding of students’ learning behaviours. Other outcomes included the improvement of student retention, timely feedback and intervention, support for informed decision-making and the provision of personalised assistance to students.Originality/valueThe results provide an overview of the use of learning analytics in the higher education sector. They also reveal the trends in learning analytics practices, as well as future research directions.

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.

Strategies to promote sustainability in higher education institutions

2017 ◽  
Vol 18 (7) ◽  
pp. 1018-1038 ◽  
Author(s):  
Issa Ibrahim Berchin ◽  
Vanessa dos Santos Grando ◽  
Gabriela Almeida Marcon ◽  
Louise Corseuil ◽  
José Baltazar Salgueirinho Osório de Andrade Guerra
Keyword(s):  
Higher Education ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Public Institution ◽  
Content Type ◽  
Federal Institute ◽  
Sustainability In Higher Education ◽  
Education Science ◽  
Education In Brazil

Purpose This paper aims to analyze strategies that promote sustainability in higher education institutions (HEIs), focusing on the case study of a federal institute of higher education in Brazil. Design/methodology/approach The research was based on a scientific literature review on sustainability in HEIs, to identify the recurrent actions for sustainability in these institutions; and a case study of a federal institute of higher education in Brazil, to illustrate how these actions are being implemented by HEIs. Findings Concerns about sustainability, prompted by the Brazilian federal legislature, led federal HEI to change its internal processes, infrastructure and organizational culture toward sustainability. Practical implications The findings presented in this study, more specifically the sustainability plan of the Federal Institute for Education, Science and Technology of Santa Catarina, aligned with the recommendations proposed, can be used and replicated in other HEIs. Originality/value Scientific literature about organizational changes led by sustainability concerns, in HEIs specifically, still needs more attention in the academia. By addressing the case of a Brazilian public institution of higher education, this paper contributes to the literature on sustainability in higher education by reporting the process of implementation of a sustainability plan.

Accelerating the implementation of SDG 4: stakeholder perceptions towards initiation of sustainable community engagement projects by higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lombuso Precious Shabalala ◽  
Sisa Ngcwangu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Narrative Analysis ◽  
Qualitative Methodology ◽  
Higher Education Institutions ◽  
Reciprocal Relationship ◽  
Stakeholder Perceptions ◽  
Content Type ◽  
Sustainable Community

Purpose This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4. Design/methodology/approach A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions. Findings The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects. Research limitations/implications For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest. Practical implications The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project. Originality/value The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

Sign in / Sign up

Export Citation Format

Share Document