A self-assessment tool for social responsibility in higher education. Reporting on a national policy development process in Portugal

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susana Fonseca ◽  
Joana Lobo Fernandes
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Policy Development ◽  
Development Process ◽  
Assessment Tool ◽  
National Policy ◽  
Green Paper ◽  
Self Assessment ◽  
Content Type ◽  
Policy Development Process

Purpose Providing higher education institutions (HEIs) with a tool for self-assessing their social responsibility (SR) that generates the information and knowledge necessary to a strategic approach to adopting the Green Paper recommendations about the SR of HEIs. Setting out the collaborative policy development process to construct the tool “Indicators of SR of HEIs” (ISRHEI).[AQ1] Design/methodology/approach After a literature review, including self-assessment (SA) tools and leading guidelines, a working group of 24 Portuguese HEIs was created to co-construct the ISRHEI tool, which was then subject to validation in a pilot study. Findings There are 34 indicators in the ISRHEI tool, structured by sequential levels according to the HEI alignment with SR (policies, procedures, practices and monitoring along a strategic continuum) hoping to achieve impacts on the organisational, educational, cognitive and social level. Originality/value This is an innovative and national policy development process for SR in Portugal. It gives insights into guiding documents, SA indicators for SR and the process of developing consensus on this topic amongst 24 HEIs in Portugal. The ISRHEI tool is tailored to the specific characteristics and level of development of HEIs.

scholarly journals Flipped learning and formative evaluation in higher education

2018 ◽  
Vol 60 (5) ◽  
pp. 421-430
Author(s):  
Fernando M. Otero-Saborido ◽  
Antonio J. Sánchez-Oliver ◽  
Moisés Grimaldi-Puyana ◽  
José Álvarez-García
Keyword(s):  
Higher Education ◽  
Formative Evaluation ◽  
Assessment Tool ◽  
Learning Model ◽  
University Education ◽  
First Year ◽  
Flipped Learning ◽  
Self Assessment ◽  
Model Learning ◽  
Content Type

Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model. Originality/value This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

Examining the Washington State Breastfeeding-Friendly Policy Development Process Using the Advocacy Coalition Framework

2016 ◽  
Vol 21 (3) ◽  
pp. 659-669 ◽  
Author(s):  
Lesley E. Steinman ◽  
Victoria Bradford ◽  
Emilee Quinn ◽  
Jennifer J. Otten ◽  
Jennifer McNamara ◽  
...  
Keyword(s):  
Policy Development ◽  
Development Process ◽  
Washington State ◽  
Advocacy Coalition Framework ◽  
Advocacy Coalition ◽  
Policy Development Process

A Study of the Alcohol Policy Development Process in the United States: Theory, Goals, and Methods

2004 ◽  
Vol 31 (4) ◽  
pp. 591-626 ◽  
Author(s):  
Thomas K. Greenfield ◽  
Norman Giesbrecht ◽  
Lee Ann Kaskutas ◽  
Suzanne Johnson ◽  
Lynn Kavanagh ◽  
...  
Keyword(s):  
United States ◽  
Policy Development ◽  
Development Process ◽  
The United States ◽  
Alcohol Policy ◽  
Policy Development Process

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

scholarly journals Exploring Equity and Inclusion in Malawi’s National Disability Mainstreaming Strategy and Implementation Plan

2020 ◽  
Author(s):  
Ikenna D Ebuenyi ◽  
Emma M. Smith ◽  
Alister Munthali ◽  
Steven W. Msowoya ◽  
Juba Kafumba ◽  
...  
Keyword(s):  
Policy Development ◽  
Development Process ◽  
Implementation Strategies ◽  
Strategy Development ◽  
Implementation Plan ◽  
Analytical Methodology ◽  
Persons With Disabilities ◽  
Policy Development Process ◽  
Inclusive Processes ◽  
Equity And Inclusion

Abstract Background: Equity and inclusion are important principles in policy development and implementation. The aim of this study is to explore the extent to which equity and inclusion were considered in the development of Malawi’s National Disability Mainstreaming Strategy and Implementation Plan. Methods: We applied an analytical methodology to review the Malawi’s National Disability Mainstreaming Strategy and Implementation Plan using the EquIPP (Equity and Inclusion in Policy Processes) tool. The EquIPP tool assesses 17 Key Actions to explore the extent of equity and inclusion. Results: The development of the Malawi National Disability Mainstreaming Strategy and Implementation Plan was informed by a desire to promote the rights, opportunities and wellbeing of persons with disability in Malawi. The majority (58%) of the Key Actions received a rating of three, indicating evidence of clear, but incomplete or only partial engagement of persons with disabilities in the policy process. Three (18%) of the Key Actions received a rating of four indicating that all reasonable steps to engage in the policy development process were observed. Four (23%) of the Key Actions received a score five indicating a reference to Key Action in the core documents in the policy development process. Conclusion: The development of disability policies and associated implementation strategies requires equitable and inclusive processes that consider input from all stakeholders especially those whose wellbeing depend on such policies. It is pivotal for government and organisations in the process of policy or strategy development and implementation, to involve stakeholders in a virtuous process of co-production – co-implementation – co-evaluation, which may strengthen both the sense of inclusion and the effectiveness of the policy life-cycle.

The Impact of the Official Information Act 1982 on the Policy Development Process

2021 ◽  
Author(s):  
◽  
Edward H. Poot
Keyword(s):  
Public Sector ◽  
Policy Development ◽  
Development Process ◽  
The Core ◽  
Maximum Benefit ◽  
Policy Development Process ◽  
Good Government ◽  
The Impact ◽  
Participation Theory ◽  
Official Information

<p>The Official Information Act was passed into statute in 1982. Among the purposes of the Act is the enhancement and respect for the law and the promotion of good government. The aim of this paper is to detennine, from a participation perspective, the impact of the Official Information Act 1982 on the core public sector policy process. The paper starts with a background to the Act before reviewing the expected and actual impact of the Act, as outlined in the literature. The policy making process in New Zealand' s core public sector is considered, highlighting opportunities for participation. Participation theory is discussed.  The research involves a survey across the core public sector to gain general views of the impact of the Act on the policy development process. The results are used as the basis for three in-depth case studies of core public sector agencies. The conclusions are that while the Act is an important instrument of accountability, the success of the Act in enabling more effective participation is not so clear. While information is more readily obtainable, technocratic officials and Ministers keen to control information impact on the ability of citizens to participate. It is concluded that for the Act to be of maximum benefit education of officials and a loosening on the control of information will be needed.</p>

The Alcohol Policy Development Process: Policymakers Speak

2004 ◽  
Vol 31 (4) ◽  
pp. 627-654 ◽  
Author(s):  
Thomas K. Greenfield ◽  
Suzanne P. Johnson ◽  
Norman Giesbrecht
Keyword(s):  
Policy Development ◽  
Development Process ◽  
Alcohol Policy ◽  
Policy Development Process
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