scholarly journals The Recruitment Agent in Internationalized Higher Education: Commercial Broker and Cultural Mediator

2018 ◽  
Vol 22 (3) ◽  
pp. 225-241 ◽  
Author(s):  
Anna Robinson-Pant ◽  
Anna Magyar
Keyword(s):  
Higher Education ◽  
International Student ◽  
Theoretical Work ◽  
Future Research ◽  
Educational Choices ◽  
Text Production ◽  
Cultural Mediator ◽  
Theoretical Perspectives ◽  
Marketization Of Higher Education ◽  
The Impact

The internationalization and marketization of higher education has resulted in U.K. universities’ increasing reliance on recruitment agents to boost international student numbers. This places agents and agencies in a position of considerable influence with regard to the educational choices that students make. These institutional and individual relationships have been investigated from a marketing perspective, contributing knowledge about the influence of recruitment agents on student decision making. However, this approach has limitations with regard to understanding the impact of agents on an international student’s subsequent experience in U.K. higher education. The article suggests that theoretical work on mobility, migration, and ethnographies of communication, including the geopolitics of text production, can provide useful lenses for analyzing how agents help international students navigate the journey into and through U.K. higher education. The notion of “cultural mediator” is introduced to analyze the role played by agents alongside that of commercial broker. We argue that future research, shaped by these alternative theoretical perspectives, may help to bridge the apparent gap in understanding between those working in international offices and those involved in teaching in an internationalized university.

scholarly journals Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance?

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 887
Author(s):  
Matthew Brooks ◽  
Brad M. Beauvais ◽  
Clemens Scott Kruse ◽  
Lawrence Fulton ◽  
Michael Mileski ◽  
...  
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Performance Outcomes ◽  
Healthcare Management ◽  
Academic Program ◽  
Future Research ◽  
Graduate Degree ◽  
Healthcare Administration ◽  
Professional Certification ◽  
The Impact

The relationship between healthcare organizational accreditation and their leaders’ professional certification in healthcare management is of specific interest to institutions of higher education and individuals in the healthcare management field. Since academic program accreditation is one piece of evidence of high-quality education, and since professional certification is an attestation to the knowledge, skills, and abilities of those who are certified, we expect alumni who graduated from accredited programs and obtained professional certification to have a positive impact on the organizations that they lead, compared with alumni who did not graduate from accredited programs and who did not obtain professional certification. The authors’ analysis examined the impact of hiring graduates from higher education programs that held external accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME). Graduates’ affiliation with the American College of Healthcare Executives (ACHE) professional healthcare leadership organization was also assessed as an independent variable. Study outcomes focused on these graduates’ respective healthcare organization’s performance measures (cost, quality, and access) to assess the researchers’ inquiry into the perceived value of a CAHME-accredited graduate degree in healthcare administration and a professional ACHE affiliation. The results from this study found no effect of CAHME accreditation or ACHE affiliation on healthcare organization performance outcomes. The study findings support the need for future research surrounding healthcare administration professional graduate degree program characteristics and leader development affiliations, as perceived by various industry stakeholders.

Gender Inequalities in the Transition to College

2009 ◽  
Vol 111 (10) ◽  
pp. 2320-2346 ◽  
Author(s):  
Claudia Buchmann
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Gender Inequality ◽  
Transition To College ◽  
Future Research ◽  
Complex Nature ◽  
Gender Inequalities ◽  
Engineering Programs ◽  
Theoretical Perspectives ◽  
School Graduation

Background In terms of high school graduation, college entry, and persistence to earning a college degree, young women now consistently outperform their male peers. Yet most research on gender inequalities in education continues to focus on aspects of education where women trail men, such as women's underrepresentation at top-tier institutions and in science and engineering programs. The paucity of research on the realms where women outpace men, namely college enrollment and completion, constitutes a major gap in the literature. Purpose This article provides an overview of gender inequality in the transition to college and in college experiences by examining the ways that women are advantaged in higher education and the arenas where they still trail men. It also discusses theoretical perspectives useful in assessing the causes of gender inequality and then suggests how future research could advance our understanding of the complex nature of gender inequality in higher education. Research Design The identification and critical review of research and theories that have been used or that could prove useful in assessing and explaining the complex patterns of gender inequalities in the transition to college and in higher education more generally. Conclusions/Recommendations Fruitful pathways for future research to advance understanding of the complex nature of gender inequalities in higher education include examining gender inequalities early in the educational life course, attending to gender differences within vulnerable segments of the population who may be particularly at risk for not attending higher education, and investigating how the structure and practices of schooling relate to gender differences in educational outcomes.

An Approach on Attachment in Public Marketing and Higher Education Management Contexts

2019 ◽  
pp. 151-171 ◽  
Author(s):  
Bruno Barbosa Sousa ◽  
Filipa Costa Magalhães
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Future Research ◽  
Higher Education Management ◽  
Brand Attachment ◽  
Public Marketing ◽  
Education Management ◽  
Educational Market ◽  
The Impact ◽  
The Relationship

In the recent years, the educational market has become more dynamic and complex. There are many market forces that are trying to shape the educational environment. The competition between universities is increasing. Public marketing is a fundamental tool in the promotion of places, one that must be present in the strategies of local government representatives, helping and promoting a sustainable economic and social development of the regions and universities. The prupose of this chapter is to analyze, measure, and perceive the impact of brand attachment on consumer behavior in the specific context of higher education in Portugal, based on the affective and emotional relationship between students and the higher education institutions. The results allowed us to conclude that the brand attachment has a preponderant role and impact in the relationship between the student and the institution of higher education. This chapter aims to further develop the understanding of the educational marketing for higher education institutions. Implications for future research are also presented.

scholarly journals Noradrenergic and Cholinergic Modulation of Belief Updating

2018 ◽  
Vol 30 (12) ◽  
pp. 1803-1820 ◽  
Author(s):  
Marieke Jepma ◽  
Stephen B. R. E. Brown ◽  
Peter R. Murphy ◽  
Stephany C. Koelewijn ◽  
Boukje de Vries ◽  
...  
Keyword(s):  
Dynamic Environment ◽  
Theoretical Work ◽  
Learning Rate ◽  
Future Research ◽  
Belief Updating ◽  
Cholinergic Systems ◽  
Rate Study ◽  
P3 Component ◽  
The Impact

To make optimal predictions in a dynamic environment, the impact of new observations on existing beliefs—that is, the learning rate—should be guided by ongoing estimates of change and uncertainty. Theoretical work has proposed specific computational roles for various neuromodulatory systems in the control of learning rate, but empirical evidence is still sparse. The aim of the current research was to examine the role of the noradrenergic and cholinergic systems in learning rate regulation. First, we replicated our recent findings that the centroparietal P3 component of the EEG—an index of phasic catecholamine release in the cortex—predicts trial-to-trial variability in learning rate and mediates the effects of surprise and belief uncertainty on learning rate (Study 1, n = 17). Second, we found that pharmacological suppression of either norepinephrine or acetylcholine activity produced baseline-dependent effects on learning rate following nonobvious changes in an outcome-generating process (Study 1). Third, we identified two genes, coding for α2A receptor sensitivity ( ADRA2A) and norepinephrine reuptake ( NET), as promising targets for future research on the genetic basis of individual differences in learning rate (Study 2, n = 137). Our findings suggest a role for the noradrenergic and cholinergic systems in belief updating and underline the importance of studying interactions between different neuromodulatory systems.

scholarly journals Combining Theoretical Perspectives on the Organizational Structure-Performance Relationship

2015 ◽  
Vol 4 (2) ◽  
pp. 24 ◽  
Author(s):  
Starling David Hunter
Keyword(s):  
Organizational Performance ◽  
Organization Structure ◽  
Organization Design ◽  
Formal Structure ◽  
Future Research ◽  
Organizational Relationships ◽  
Theoretical Perspectives ◽  
Research Stream ◽  
Informal Structure ◽  
The Impact

Much of the literature linking organization structure to performance falls into two broad research streams. One stream concerns formal structure – the hierarchy of authority or reporting relationships as well as the degree of standardization, formalization, specialization, etc. The impact of formal structure and other elements of organization design on performance is typically contingent on factors such as strategic orientation, task characteristics, and environmental conditions. The other research stream focuses on informal structure – a network of interpersonal and intra-organizational relationships. Properties of informal structure are typically shown to have a more direct (less contingent) impact on organizational performance. Despite these pronounced differences in the conceptualization of organization structure, considerable overlap and complementarity exist between the two research streams. In this article, I compare and contrast a pair of exemplars from each stream – the information processing perspective and the social network perspective – with respect to their conceptualizations of organization structure and its relationship to performance. Several recommendations for future research that combines the two approaches are offered.

scholarly journals Impact of Covid-19 on International Student Support

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Lisa Bardill Moscaritolo ◽  
Brett Perozzi ◽  
Birgit Schreiber ◽  
Thierry Luescher
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Support ◽  
Mental Wellbeing ◽  
Exploratory Survey ◽  
Return Home ◽  
Primary Groups ◽  
The Impact

The Covid-19 pandemic caused unique challenges to international students. Student Affairs and Services (SAS) across the higher education sector played a key role in supporting students and institutions during the pandemic. This article reports the findings of an exploratory survey with SAS practitioners from around the globe on the ways in which SAS responded to the pandemic and sought to mitigate the impact of the pandemic on students in general and international students specifically. The results demonstrate that international students were among the primary groups of students impacted by the pandemic. Specific challenges identified include mental wellbeing, inability to return home, financial hardships, fear, and uncertainty. Discrimination of certain groups was also noted. SAS intervened to assist international students in navigating these challenges across world regions, including services declared essential for international student support. Finally, financial implications and the future of international student support are explored.

A Review of Research on International Student Mobility: Science Mapping the Existing Knowledge Base

2019 ◽  
Vol 24 (5) ◽  
pp. 495-517
Author(s):  
Sedat Gümüş ◽  
Enes Gök ◽  
Murat Esen
Keyword(s):  
Higher Education ◽  
Policy Development ◽  
International Student ◽  
Student Mobility ◽  
Future Research ◽  
Science Mapping ◽  
International Student Mobility ◽  
Current Review ◽  
Academic Publications ◽  
Crucial Information

Among the increasing number of academic publications in the field of higher education, studies focusing on internationalization of higher education are on the exponential phase in the last couple of decades. In these efforts, the research on international student mobility (ISM) has been a priority. This current review research uses science mapping tools to examine Web of Science (WoS)–indexed journal publications focusing on ISM. The purpose of the review is to demonstrate the development of ISM research in the last three decades. The findings, revealed from an examination of 2,064 publications, suggest that ISM research has significantly expanded since 2005. Findings also reveal crucial information regarding the authors’ country of origin as well as country collaborations and the most influential scholars in the field by demonstrating networks around the world. Topical foci analysis is also included in the study to show current patterns in ISM research. Discussions and suggestions are expected to provide a basis for countries and international organizations in their policy development efforts related to international students and a ground and direction for future research on ISM.

scholarly journals International Students in American Higher Education: A Quantitative Study Comparing Their Distribution from Both Synchronic and Diachronic Perspectives and the Implications on Policy Making

2018 ◽  
Vol 13 (7) ◽  
Author(s):  
Yuan Yao
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Geographic Location ◽  
Student Population ◽  
Rank Test ◽  
Future Research ◽  
American Higher Education ◽  
Significant Difference ◽  
Signed Rank Test

This study examined the distribution of international students in American higher education in each region of America. Non-parametric tests, Wilcoxon signed-rank test and Kruskal-Wallis test, were employed to explore the significant differences of international student population among the five American regions from both synchronic and diachronic perspectives. The results of the study show that 1) there is significant difference of international student population among the five American regions in 2016; 2) Northeastern, Southeastern, and Midwestern regions have significantly larger international student population in 2016 than that in 2015; however, Western and Southwestern regions do not have significantly larger international student population in 2016 than that in 2015; 3) climate and geographic location, and the population of immigrants are the reasons of the current distribution of international students; and 4) there are four potential strategies that can be applied to promote the internationalization of higher education and the enrollment of international students. Two future research directions were proposed at the end of the paper.

scholarly journals Developing Academic Leaders: Evaluation of a Leadership Development Intervention in Higher Education

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199181
Author(s):  
Asia Zulfqar ◽  
Martin Valcke ◽  
Uzma Quraishi ◽  
Geert Devos
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Behaviors ◽  
Development Program ◽  
Bloom's Taxonomy ◽  
Future Research ◽  
Academic Leaders ◽  
Bloom’S Taxonomy ◽  
The Impact

Leadership development is not considered as a core component in higher education policies specifically when we examine the higher education polices of developing countries. To fill this gap, an intervention is designed to evaluate the impact of a leadership development program in academic leaders. The prime objective of this intervention was to promote awareness among university deans and heads by adopting transformational leadership in their leadership practices. An experimental research design was adopted to map the effects of a 6-week intervention and to evaluate the variations in related six transformational leadership behaviors. Up to 37 academic deans and heads from public universities were involved in this research. Content analysis was carried out to analyze the collected data. Bloom’s taxonomy was adopted as a framework for the analysis. Three lower levels of Bloom’s taxonomy were used to identify the awareness indicators. An extensive increase in awareness levels was identified in relation to all six transformational leadership behaviors, and more specifically, a prominent progress was observed at the application level. In addition to implications and limitations, directions for future research were also discussed.

scholarly journals Exploring academics’ identities in today’s universities: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Javier Mula-Falcón ◽  
Katia Caballero ◽  
Jesús Domingo Segovia
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Future Research ◽  
International Studies ◽  
New Governance ◽  
Content Type ◽  
Starting Point ◽  
Bibliographic Search ◽  
The Impact ◽  
Clear Predominance

Purpose The study aims to analyse international studies on the impact that new forms of control and performativity in higher education have on academics’ identity. The aim was threefold, namely, to provide an overview of the main published findings; to establish biases and future lines of research and to offer a starting point to stimulate a debate on the future of universities. Design/methodology/approach The present study consists of a systematic review aimed at providing an overview of the main professional identities (PIs) described in the literature in the past 10 years. A bibliographic search was conducted on the Web of Science, SCOPUS and Education Resources Information Centre, which yielded a total of 26 articles that were subsequently subjected to thematic analysis. Findings The study provides an overview of the types of identities developed by academics as a result of the new forms of control. Among the main findings, this study reveals a clear predominance of PIs characterised by submission to the new neoliberal demands. The professional, social and health consequences associated with these identities are also highlighted. Finally, a proposal is made for future research to better understand how these new PIs are constructed and developed. Research limitations/implications Because of the chosen filters or databases, the study could have omitted possible articles relevant to this review. Therefore, researchers are encouraged to replicate such a study by expanding, for example, the languages used. Originality/value This study helps us to obtain a detailed description of the different identities generated as a consequence of the new governance of higher education. Furthermore, possible implications for mitigating this situation are mentioned.

Sign in / Sign up

Export Citation Format

Share Document