Organisational change and development towards inclusive higher education

2016 ◽  
Vol 8 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Victoria Louise O'Donnell
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Good Practice ◽  
Organisational Change ◽  
Content Type ◽  
Learning And Teaching ◽  
Changing Practice ◽  
Higher Education Culture ◽  
Education Culture ◽  
The Impact

Purpose – The purpose of this paper is to develop an understanding of the impact of organisational policies around inclusion on individual academic practices, and to develop an understanding of the factors which enable or prevent shifts towards inclusion in higher education learning and teaching. Design/methodology/approach – The paper presents data from the document analysis phase of a larger research project. To achieve an understanding of the complex process of development towards an inclusive higher education culture within one focal university, the research took a qualitative approach, underpinned by a critical realist perspective which acknowledges and demands the investigation of multiple levels of reality. The documentary analysis presented here used a constant comparative technique. Documents were analysed inductively by the project team, leading to the identification of key emergent themes. Findings – Three themes related to the development of an inclusive higher education culture emerged from the analysis of the data. These were: learner empowerment; changing practice through challenging practice; inclusive practice as good practice. The focal university’s vision for an inclusive culture was expressed inconsistently across data sources, and did not provide clear indications of concrete shifts in practice which would be required in order to enact that vision. Originality/value – The data are analysed and discussed through the lens of socio-cultural theory, allowing for a complex understanding to emerge of the ways in which participation in the valued practices of a university community is affected by the influence of policy and strategy.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

Faculty use of Twitter in higher education teaching

2017 ◽  
Vol 9 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Kevin Hull ◽  
Julie E. Dodd
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Best Practices ◽  
Student Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Content Type ◽  
Seven Principles ◽  
The Social ◽  
The Impact

Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

scholarly journals Enhancing post-disaster reconstruction capacity through lifelong learning in higher education

2015 ◽  
Vol 24 (3) ◽  
pp. 338-354 ◽  
Author(s):  
Menaha Thayaparan ◽  
Mohan Siriwardena ◽  
Chamindi Ishara Malalgoda ◽  
Dilanthi Amaratunga ◽  
Irene Lill ◽  
...  
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Lifelong Learning ◽  
Practice Guidelines ◽  
Good Practice ◽  
Social Implications ◽  
Disaster Resilience ◽  
Content Type ◽  
Learning And Teaching ◽  
Post Disaster

Purpose – Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning. Design/methodology/approach – This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation. Findings – The challenges faced by HEIs in accommodating lifelong learning are presented. Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning and teaching technologies. Research limitations/implications – The empirical focus of the research is limited to three EU countries, namely UK, Lithuania and Estonia. This paper focuses on role of HEIs in enhancing the disaster risk reduction (DRR) capacity in the built environment, especially at the stage of post-disaster reconstruction. Practical implications – The recommendations provided on good practice suggest how HEIs can integrate disaster related knowledge into their curriculum faster than previously and how they are able to assist their educators and learners in building up their knowledge base on a continuous basis. Social implications – Capacity building in enhancing DRR during the post-disaster reconstruction stage through the provision of lifelong learning will create social implications within the responsiveness of built environment professionals to cater for disaster resilience. Originality/value – The appropriateness of lifelong learning as an approach to disaster management education is justified. The challenges HEIs face in accommodating lifelong learning and the recommendations on good practice guidelines in order to make the HEIs more responsive to educational needs are discussed.

scholarly journals Engaging sustainability good practice within the curriculum design and property portfolio in the Australian higher education sector

2017 ◽  
Vol 18 (1) ◽  
pp. 146-162 ◽  
Author(s):  
Joanna Poon
Keyword(s):  
Higher Education ◽  
Portfolio Management ◽  
Curriculum Design ◽  
Policy Development ◽  
Good Practice ◽  
Real Life ◽  
Content Type ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to evaluate the extent to which universities’ strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/methodology/approach This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University’s Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at the institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data. Findings Despite the University having clear strategic aims and initiatives on the incorporation of sustainability within the curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum, it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students’ authentic learning experience. A good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure that there is a balance between sustainability and value for money. Originality/value This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management.

“Taming the black elephant”: assessing and managing the impacts of COVID-19 on public universities in Australia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Garry D. Carnegie ◽  
Ann Martin-Sardesai ◽  
Lisa Marini ◽  
James Guthrie AM
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Organisational Change ◽  
Education Sector ◽  
Annual Reports ◽  
Content Type ◽  
Overseas Students ◽  
Employment Conditions ◽  
Social Risks ◽  
The Impact

Purpose The Australian higher education sector faces severe risks from the consequences of COVID-19. This paper aims to explore these risks, their immediate impacts and the likely future impacts. The authors specifically focus on the institutional financial and social risks arising from the global pandemic. Design/methodology/approach The authors collect data using the 2019 annual reports of the 37 Australian public universities and relevant media contributions. The findings of identified sector change are interpreted through Laughlin’s organisational change diagnosis. Findings The sector confronts significant financial and social risks because of its over-reliance on income from fee-paying onshore overseas students resulting in universities primarily undertaking morphostatic changes. These risks include job losses, changing employment conditions, mental health issues for students, scholars, other staff, including casual staff, online learning shortfalls and the student expectations of their university experience. The study reveals how many of these risks are the inevitable consequence of the “accountingisation” of Australian public universities. Practical implications Despite material exposure, the universities provide only limited disclosure of the extent of the risks associated with increasing dependence on overseas student fees to 31 December 2019. The analysis highlights fake accountability and distorted transparency to users of audited financial statements – a major limitation of university annual reports. Originality/value Research on the Australian higher education sector has mainly focussed on the impact of policies and changes. The public disclosure of critical risks taken by these universities are now addressed.

Embedding employability within higher education for the profession of policing

2019 ◽  
Vol 9 (3) ◽  
pp. 319-328
Author(s):  
Ian Pepper ◽  
Ruth McGrath
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Research Study ◽  
Longitudinal Research ◽  
Evidence Base ◽  
Content Type ◽  
Educational Provision ◽  
Professional Body ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.

A Study on Workforce Diversity and its Impact on Employee Performance in the Indian Higher Education Sector

2021 ◽  
pp. 205-208
Author(s):  
Loukik T V ◽  
Renee Namratha
Keyword(s):  
Higher Education ◽  
Positive Relationship ◽  
Employee Performance ◽  
Gender Diversity ◽  
Education Sector ◽  
Higher Education Culture ◽  
Senior Administration ◽  
Diversity In Higher Education ◽  
Indian Higher Education ◽  
Education Culture

In spite of unassuming increments in the arrangement of women in top administration levels in the course of recent years, the extent despite everything stays low at 20% in 2012. Indeed, even with significant proof indicating a positive relationship between gender assorted variety and business execution, women still discriminated at senior administration, official administration and board levels. Through quantitative illustrative examination strategy, the exploration intended to distinguish with which of these elements are advancing and hindering the expanded gender diversity levels in Indian higher education sector. This examination study verified that higher education culture factors advancing expanded gender diversity in higher education division with higher gender diversity levels are distinctive to the factors hindering expanded gender diversity in higher education with low gender diversity levels.

The impact of self-development on the tendency toward organizational innovation in higher education institutions with the mediating role of human resource agility

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fatemeh Narenji Thani ◽  
Ebrahim Mazari ◽  
Somaye Asadi ◽  
Maryam Mashayekhikhi
Keyword(s):  
Higher Education ◽  
Organizational Innovation ◽  
The Self ◽  
Content Type ◽  
Nonacademic Staff ◽  
Self Development ◽  
Development Approach ◽  
The Impact ◽  
Practical Implications

PurposeConsidering innovation and its improvement as an essential strategy to enable organizations to continue their lives in the new competitive environment leads to a focus on employees' self-development as a factor that affects human resource agility (HRA) and the tendency toward organizational innovation. Consequently, the purpose of the study was to explain the impact of self-development on the tendency toward organizational innovation with the role of the mediator, HRA in higher education institutions as one of the most important and vital organizations in any society.Design/methodology/approachThe study was an applicable one with the quantitative approach using the descriptive–correlative method. The population consisted of 477 nonacademic employees of Kharazmi University among whom 214 ones were selected as the sample group, using a simple random sampling technique. Data were collected through the self-development, HRA and the tendency toward organizational innovation questionnaires and then analyzed using the structural equation modeling approach.FindingsThe study findings revealed a positive impact of self-development on the HRA (γ = 0/79) and HRA on the tendency toward organizational innovation (β = 0/6). Also, self-development with mediating HRA impacts the tendency toward organizational innovation (β = 0/58). Finally, self-development had no direct impact on the tendency toward organizational innovation.Research limitations/implicationsTaking the circumstances of doing this research into consideration, if there were the opportunity to do the research on the staffs of more than one university simultaneously and categorize the university staff into executives, managers and experts, more favorable results could be achieved. Also, considering group and organizational factors with the attention to the self-development approach and its factors would provide more awareness-training information on the higher education system in Iran. For future researches, both the individual and group factors are suggested to be surveyed and compared, to assess the weight and impact of these factors all together and to provide an adequate clarification of the role of the group and the organization. Finally, in future studies, it is also recommended that a qualitative approach be used to reach deeper clarifications on the aspects of these variables in the context of higher education.Practical implicationsThese findings have major practical implications concerning the higher educational settings. The findings of this study must give significant and practical insights for policymakers of universities and other higher education stakeholders, as well as recommendations to the academic community for further research in this area. First, they should recognize that nonacademic staff members are professional employees who contribute to improving organizational innovation. Higher education must focus on designing and implementing successful mechanisms and a well-planned self-development program that can help and promote the self-development approach among all staff. If the above-mentioned programs are designed based on the employees' needs analysis, they will get trained in a way to enhance mental and behavioral flexibility. The programs with such an approach can result in the proactive, adaptive, resilient behavior and agility of HR.Originality/valueThe model for this study has integrated and prioritized the key innovation drivers that would help universities design, adopt and implement policies and practices that facilitate and encourage improvements and adaptation to a fast-paced environment. Furthermore, the convincing reason for the significance of the current research is that although several types of research have been carried out on each of these three variables in different contexts separately, very few studies, like this, have directly examined the correlation between these three variables among the non-academic staff in higher education institutes. So, given the importance of the issue and rare availability of evidence in this regard, the authors were intrigued to discover whether the self-development through the mediation of HRA could reinforce and strengthen the tendency toward organizational innovation and whether HRA could be an appropriate mediator of the relationship between self-development and the tendency toward organizational innovation among the nonacademic staff of Kharazmi University as one of the most prestigious and celebrated universities in Iran.

Student entrepreneurship ecosystems at Australian higher education institutions

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alex Maritz ◽  
Quan Nguyen ◽  
Sergey Ivanov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
University Student ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Start Up ◽  
Entrepreneurship Ecosystems ◽  
Start Ups ◽  
The Impact

PurposeDespite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.Design/methodology/approachAdopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.FindingsThe findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.Research limitations/implicationsThe narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.Practical implicationsThe findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.Social implicationsFrom social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.Originality/valueThis is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.

scholarly journals Teacher Fellow accreditation – a madrigal of voices! But is it the right tune? Tensions of standardisation, engagement and neoliberalism

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hazel Kershaw-Solomon ◽  
Nick Beech ◽  
Jeff Gold ◽  
Julia Claxton ◽  
Tricia Auty ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
Employee Engagement ◽  
Peer Relationships ◽  
Academic Staff ◽  
Professional Status ◽  
Critical Approach ◽  
Content Type ◽  
Competency Frameworks ◽  
The Impact

Purpose The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools. Design/methodology/approach A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored. Findings This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment. Practical implications This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement. Originality/value The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.

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