Positively supporting women faculty in the academy through a novel mentoring community model

2019 ◽  
Vol 11 (1) ◽  
pp. 102-117
Author(s):  
Amanda Koontz ◽  
Linda Walters ◽  
Sarah Edkin
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Women Faculty ◽  
Research Approach ◽  
Content Type ◽  
Community Model ◽  
Key Issues ◽  
Gender Based ◽  
Insight Into ◽  
Mentoring Model

Purpose The purpose of this paper is to explore the ways in which an innovative higher education women’s faculty mentoring community model fosters supportive networking and career-life balance. The secondary goal is to better understand the factors that both promote and limit retention of women faculty at a large, metropolitan university. Design/methodology/approach The paper examines data from the survey component of an applied research project on understanding and supporting the complex processes of women faculty’s pathways toward self-defined success. Adopting a mixed method research approach, this manuscript focuses on the survey questions related to four key issues related to retention: mentor experiences, gender-based obstacles, a sense of support and community, and goal attainment. In addition to quantitatively examining shifts in perceptions between pre- and post-survey Likert scale questions, the authors performed a qualitative analysis of the supplemental open-ended questions, utilizing a social constructionist lens to further understand perceived influences of the mentoring community on these issues. Findings The findings revealed qualitatively important shifts in increased awareness surrounding mentoring, gender-based obstacles, interpersonal support, and career-life choices, offering critical insight into the intangible, and thus often difficult to capture, forms of support a mentoring community model can offer women faculty. Findings also reveal how definitions of success can be integrated into community mentoring models to support retention and empowering women faculty. Research limitations/implications This study is limited by its exploratory nature with one mentoring community cohort. Ongoing implementations are in place to increase the participant size and further test the mentoring model, while future research is encouraged to implement and expand the research to additional higher education institutions. Practical implications This research offers a model that can be implemented across higher education institutions for all faculty, along with offering insight into particular points that can be emphasized to increase perceptions of support, offering concrete mentoring options. Originality/value This paper contributes to the advancement of mentoring models, helping to address concerns for better supporting and advancing women faculty, with implications for further supporting marginalized faculty. It offers insight into the ways in which a mentoring model can help to address key issues of retention. Additionally, analyzing quantitative and qualitative findings concurrently allowed for insight into areas that may otherwise be overlooked due to seemingly contradictory or non-significant statistical findings.

Accreditation and ranking of higher education institutions (HEIs): review, observations and recommendations for the Indian higher education system

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jerald Ozee Fernandes ◽  
Balgopal Singh
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Academic Quality ◽  
Content Type ◽  
Global Ranking ◽  
Higher Education System ◽  
The World ◽  
Indian Higher Education

PurposeThe higher education system has been entrusted globally to provide quality education, especially to the youth, and equip them with required skills and capabilities. The visionaries and policymakers of the countries around the world have been working relentlessly to improve the standard of the higher education system by establishing national and global accreditation and ranking bodies and expecting measuring performance through setting up accreditation and ranking parameters. This paper focuses on the review of Indian university accreditation and ranking system and determining its efficacy in improving academic quality for achieving good position in global quality accreditation and ranking.Design/methodology/approachThe study employed exploratory research approach to know about the accreditation and ranking issues of Indian higher education institutions to overcome the challenges for being globally competitive. The accreditation and ranking parameters and score of leading Indian universities was collected from secondary data sources. Similarly, the global ranking parameters and scores of these Indian universities with top global universities was explored. The performance gaps of Indian university in global academic quality parameter is assessed by comparing it with scores of global top universities. Further, each domestic and global accreditation and ranking parameters have been taken up for discussion.FindingsThe study identified teaching and learning, research and industry collaboration as common parameter in the accreditation and ranking by Indian and global accreditation and ranking body. Furthermore, the study revealed that Indian accreditation and ranking body assess leniently on parameters and award high scores as compared to rigorous global accreditation and ranking practice. The study revealed that “research” and “citations” are important parameters for securing prestigious position in global ranking, this is the reason Indian universities are trailing. The study exposed that Indian academic fraternity lack prominence in research, publication and citations as per need of global accreditation and ranking standards.Research limitations/implicationsThe limitation of this study is that it focused only on few Indian and global accreditation and ranking bodies. The future implication of this study will be the use of methodology designed in this study for comparing accreditation and ranking bodies’ parameters of different continents and countries in different economic development stages i.e. emerging and developed economies to know the disparity and shortcomings in their higher education system.Practical implicationsThe article is a review and comparison of national and global accreditation and ranking parameters. The article explored the important criteria and key indicators of accreditation and ranking that would provide an important and meaningful insight to academic institutions of the emerging economies of the world to develop its competitiveness. The study contributed to the literature on identifying benchmark for improving academic and higher education institution quality. This study would be further helpful in fostering new ideas toward setting up of contemporary globally viable and acceptable academic quality standard.Originality/valueThis is possibly the first study conducted with novel methodology of comparing the Indian and global accreditation and ranking parameters to identify the academic quality performance gap and suggesting ways to attain academic benchmark through continuous improvement activity and process for global competitiveness.

Campus sustainability in Chinese higher education institutions

2015 ◽  
Vol 16 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Kevin Lo
Keyword(s):  
Higher Education ◽  
Energy Conservation ◽  
Higher Education Institutions ◽  
Case Study Research ◽  
Chinese Higher Education ◽  
Research Approach ◽  
Content Type ◽  
Campus Sustainability ◽  
The Government

Purpose – The purpose of this paper is to examine the focuses, motivations and challenges of achieving campus sustainability in Chinese higher education institutions (HEIs). Design/methodology/approach – A multisite case study was conducted in Changchun City, Jilin, where eight HEIs of various types were examined. Structured interviews with school managers, students and government officials were accompanied with analysis of relevant documents. Findings – The focuses of sustainability among the studied HEIs were on water and energy conservation and on non-technical initiatives. The focuses can be explained by motivations and challenges. The HEIs are motivated by government and financial pressures and face challenges in limited accessibility to funding. The reliance of non-technical initiatives has negatively impacted student welfare and has become unpopular among students. Practical implications – The government is advised to increase funding to HEIs in relation to sustainability and to make the funding more equitable. The HEIs are advised to modify sustainability practices that severely affect the daily lives of students, to share the benefits of water and energy conservation with their students and to involve students in sustainability governance. Originality/value – This paper adds to the existing literature in two ways. First, it expands the geographical reach of the literature to developing countries, in general, and to China, in particular. Second, it adopts the multisite case study research approach to study the whole spectrum of Chinese HEIs and highlights the differences among these HEIs when it comes to sustainability.

From Big Data to Big Impact: analytics for teaching and learning in higher education

2017 ◽  
Vol 49 (7/8) ◽  
pp. 321-328 ◽  
Author(s):  
Sushil S. Chaurasia ◽  
Anna Frieda Rosin
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Qualitative Methodology ◽  
Predictive Analytics ◽  
Risk Mitigation ◽  
Higher Education Institutions ◽  
Data Availability ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type

Purpose The purpose of this paper is to examine the applicability of Big Data in higher education institutions. Design/methodology/approach A qualitative research approach using semi-structured interviews was employed to get insights from 23 experts from the Indian higher education sector. Respondents included higher education specialists from information technology, administration and academicians from public and private funded institutions. Findings Based on competitive advantage and data complexity, four major application areas were identified for the use of Big Data in higher education. These application areas are reporting and compliance; analysis and visualization; security and risk mitigation; and predictive analytics. Research limitations/implications Qualitative methodology is suitable to explain constructs and relationships between constructs, but it does not explain the magnitude of the relationships. The lack of Big Data experts in higher education constrained the ability of this research by leading to repeated themes. Finally, including participants from other countries would have assisted further in generalizing the findings. Originality/value As both interest and reluctance persists about Big Data, it calls for the application across industries and cost-benefit analyses. A number of researchers have studied the use of Big Data in various fields associated with the applicability, the data availability, the cost, the competence, the privacy, the relevance and the ownership. Very few publications explicitly address the integrative use of Big Data in higher education. So the current study examines the applicability of Big Data analytics in higher education institutions.

Association between organizational norms and employee productivity in higher education

2019 ◽  
Vol 12 (2) ◽  
pp. 271-295 ◽  
Author(s):  
Abhilasha Singh
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Positive Association ◽  
Research Approach ◽  
Employee Productivity ◽  
Content Type ◽  
Organizational Norms ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of organizational norms on employee productivity within the higher education sector in UAE. Design/methodology/approach A quantitative research approach was used to investigate 89 respondents from higher education institutions. An online survey approach was used to investigate the opinions of respondents with regard to the impact of organizational norms on employee productivity in UAE. The data were then statistically analyzed using SPSS version 22. Findings The results showed a positive association between the investigated organizational norms and employee productivity. Furthermore, there was a significant relationship between age and organizational norms. Increase in employee age corresponds to an increase in employee productivity. Originality/value This study has made a novel contribution, since there is a significant lack of research surrounding the influence of organizational norms on employee productivity in the higher education institutions in UAE.

Technology facilitation on inclusive learning; higher education institutions in Sri Lanka

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Shiyam Kirupainayagam ◽  
Jayaranjani Sutha
Keyword(s):  
Higher Education ◽  
Sri Lanka ◽  
Learning Environment ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Time Saving ◽  
Software Cost ◽  
Content Type ◽  
Nature Of Technology ◽  
Inclusive Learning

PurposeThe application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.Design/methodology/approachBased on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.FindingsThe nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.Research limitations/implicationsImplications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.Originality/valueThis paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

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.

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.

Signaling sustainability: impact that learning how to report has on enrollment, endowment and emissions of North American higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcel C. Minutolo ◽  
Albena Ivanova ◽  
Michelle Cong
Keyword(s):  
Higher Education ◽  
Linear Models ◽  
Higher Education Institutions ◽  
Main Hypothesis ◽  
Signaling Mechanism ◽  
Content Type ◽  
Improved Performance ◽  
And Performance ◽  
Reporting Mechanism ◽  
The Relationship

Purpose The purpose of this paper is to develop an integrated model assessing the frequency and timing between reports on the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment and Rating System (STARS) reporting the framework by higher education institutions (HEIs) and the relationship between the STARS score and reputation (enrollment), finances (endowment) and performance (emissions). Design/methodology/approach The development of the theoretical model is based on learning, signaling and legitimacy theories. This study collects data from the AASHE STARS to indicate the rating level of 202 HEIs, control variables, enrollment, endowments and emissions. The hypotheses were tested using generalized linear models. Findings Findings suggest that as HEIs report on their sustainability activity, they learn to report better but that there is also an “un-learning” aspect if the HEI skips reporting in a period. The results support the main hypothesis that there is a relationship between reporting and engagement with the HEIs in the form of enrollment and endowments. Finally, the findings provide evidence that the HEIs’ reporting is associated with a reduction in emissions. Practical implications The findings suggest that HEIs should develop a reporting strategy on a standardized framework such as AASHE STARs and they ought to codify the approach to learn from prior reporting. Students and alumni are increasingly seeking to engage the HEI in the sustainability process and the report is a mechanism for signaling activities. Social implications The findings suggest that AASHE STARS scores may be used by HEIs as a signaling mechanism to stakeholders of their commitment to sustainability. The signal is a mechanism to reduce information asymmetry between the HEI and stakeholders who may want more information on the institution’s attempts toward sustainability but lack access to information. Further, HEI partners have a mechanism to assess the overall level of commitment of the HEI toward sustainability and can, therefore, engage accordingly. Originality/value There has been significant work on signaling theory and sustainability. However, the relationship between STARs reporting as a signal that legitimates the HEI, learning how to report well and HEI performance has received less attention. The current study demonstrates that the STARS framework as a reporting mechanism signals the HEIs’ level of commitment to sustainability thereby legitimating it resulting in improved performance.

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