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.

scholarly journals Predictive learning analytics and the creation of emotionally adaptive learning environments in higher education institutions: a study of students' affect responses

2021 ◽  
Vol 38 (2) ◽  
pp. 243-257
Author(s):  
Paul Joseph-Richard ◽  
James Uhomoibhi ◽  
Andrew Jaffrey
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Well Being ◽  
Small Sample ◽  
Small Scale ◽  
Affective States ◽  
Content Type ◽  
Predictive Learning

PurposeThe aims of this study are to examine affective responses of university students when viewing their own predictive learning analytics (PLA) dashboards, and to analyse how those responses are perceived to affect their self-regulated learning behaviour.Design/methodology/approachA total of 42 Northern Irish students were shown their own predicted status of academic achievement on a dashboard. A list of emotions along with definitions was provided and the respondents were instructed to verbalise them during the experience. Post-hoc walk-through conversations with participants further clarified their responses. Content analysis methods were used to categorise response patterns.FindingsThere is a significant variation in ways students respond to the predictions: they were curious and motivated, comforted and sceptical, confused and fearful and not interested and doubting the accuracy of predictions. The authors show that not all PLA-triggered affective states motivate students to act in desirable and productive ways.Research limitations/implicationsThis small-scale exploratory study was conducted in one higher education institution with a relatively small sample of students in one discipline. In addition to the many different categories of students included in the study, specific efforts were made to include “at-risk” students. However, none responded. A larger sample from a multi-disciplinary background that includes those who are categorised as “at-risk” could further enhance the understanding.Practical implicationsThe authors provide mixed evidence for students' openness to learn from predictive learning analytics scores. The implications of our study are not straightforward, except to proceed with caution, valuing benefits while ensuring that students' emotional well-being is protected through a mindful implementation of PLA systems.Social implicationsUnderstanding students' affect responses contributes to the quality of student support in higher education institutions. In the current era on online learning and increasing adaptation to living and learning online, the findings allow for the development of appropriate strategies for implementing affect-aware predictive learning analytics (PLA) systems.Originality/valueThe current study is unique in its research context, and in its examination of immediate affective states experienced by students who viewed their predicted scores, based on their own dynamic learning data, in their home institution. It brings out the complexities involved in implementing student-facing PLA dashboards in higher education institutions.

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 Can change leadership impact on staff organizational citizenship behavior? A scenario from Malaysia

2019 ◽  
Vol 13 (2) ◽  
pp. 65-81 ◽  
Author(s):  
Simin Ghavifekr ◽  
Adebayo Saheed Adewale
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Higher Education Institutions ◽  
Change Leadership ◽  
Citizenship Behavior ◽  
Academic Leaders ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of change leadership on staff organizational citizenship behavior in a university setting. Moreover, the study aims to explore forces that influencing on staff organizational citizenship behavior in higher education institutions. Design/methodology/approach The study adopts a qualitative research design. An interview protocol along with field notes were used as major approaches for collecting in-depth data. Coding and categorizing approach were used to analyze interview transcriptions to help for emerging the study’s themes. Findings The findings reveal that change leadership builds confidence of staff, motivate them and helps to ensure trust. Moreover, results show that staff organizational citizenship behavior is influenced by personal, organizational, social-cultural and economic forces. To increase the organizational citizenship behavior of staff in higher education institutions, there is a need for leaders to use appropriate change-oriented style in leading their organizations. Findings also revealed that change leaders must serve as role-model to their subordinates as a way on enhancing staff organizational citizenship behavior. Research limitations/implications Academic leaders are the pivot of change in higher education institutions. Accordingly, the effectiveness of higher education institution, staff and students are depending on the effectiveness of the leadership. In this regard, academic leaders’ willingness to change is the most effective factor that not only sets the credibility of the organization, but, more importantly, influence on staff organizational behavior. Practical implications It is hoped that the outcome of this research will contribute to the current knowledge of change leadership and organizational behavior in universities. Originality/value This is an original research and makes a great contribution to higher education in Asian countries.

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.

Increasing learning capacity in higher education institutions

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Reading Time ◽  
Higher Education Institutions ◽  
Well Being ◽  
Governance Structures ◽  
Content Type ◽  
Learning Capacity ◽  
Effective Strategies ◽  
Pertinent Information

Purpose Higher education institutions need to increase their capacity to learn in order to respond effectively to unanticipated major crises. Exploiting knowledge of past situations can help them exploit governance structures and adjust policies in order to create effective strategies to help deal with challenges and boost well-being and resilience going forward. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Higher education institutions need to increase their capacity to learn in order to respond effectively to unanticipated major crises. Exploiting knowledge of past situations can help them exploit governance structures and adjust policies in order to create effective strategies to help deal with challenges and boost well-being and resilience going forward. Originality/value The briefing saves busy executives and researchers’ hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Management-led interventions for workplace stress and mental health of academic staff in higher education: a systematic review

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ogechi Ohadomere ◽  
Ikedinachi K. Ogamba
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Systematic Review ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Well Being ◽  
Intervention Strategies ◽  
Workplace Stress ◽  
Content Type ◽  
Mental Well Being

Purpose This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority. Research limitations/implications There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.

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.

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.

An empirical study of the influence of individual-related factors on undergraduates' academic burnout: Malaysian context

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sook Cheng Lau ◽  
Hon Jie Chow ◽  
Siew Chin Wong ◽  
Chui Seong Lim
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Higher Education Institutions ◽  
Well Being ◽  
Partial Least Square ◽  
Least Square ◽  
Content Type ◽  
Academic Burnout ◽  
Practical Implications

PurposeThe purpose of this study is to examine the relationship between perfectionism, self-efficacy, coping strategies and academic burnout among Malaysian undergraduates in higher education institutions.Design/methodology/approachData were collected from 251 respondents who were public and private university undergraduates. Partial least square structural equation modelling (PLS-SEM) was used to investigate the influences of coping strategies, perfectionism and self-efficacy on academic burnout among undergraduates.FindingsThe results showed that all independent variables, namely coping strategies, perfectionism and self-efficacy are statistically correlated to academic burnout.Research limitations/implicationsThis article provides an empirical framework for explaining the academic burnout of undergraduates’ based on the review of related career works of literature.Practical implicationsTo provide insights in order to improve understanding of existing stress models and provide practical implications for local higher education institutions and undergraduates to reduce academic burnout.Social implicationsThe study seeks to enhance awareness and destigmatise the mental health issues of undergraduates, which is important to help them to maintain a healthy lifestyle and well-being.Originality/valueThis paper offers new insight to identify the predictors of academic burnout among undergraduates from Malaysian higher education institutions.

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