scholarly journals Through the Looking Glass: How the COVID-19 Pandemic Changed International Branch Campuses’ Academic Experience and Home Campus Relationship

2022 ◽  
pp. 102831532110701
Author(s):  
Rachael H. Merola ◽  
Robert J. Coelen ◽  
W. H. A. Hofman ◽  
Ellen P. W. A. Jansen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Academic Experience ◽  
Structured Interviews ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Collaboration And Communication ◽  
The Relationship ◽  
Looking Glass

This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).

Generational Encounters with Higher Education

2020 ◽  
Author(s):  
Jennie Bristow ◽  
Sarah Cant ◽  
Anwesa Chatterjee
Keyword(s):  
Higher Education ◽  
Coming Of Age ◽  
Academic Staff ◽  
Prospective Students ◽  
Policy Changes ◽  
Structured Interviews ◽  
Observation Study ◽  
Personal Investment ◽  
The Impact ◽  
The Relationship

The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age? Employing a generational analysis, this book offers an original approach to the study of education. Drawing on a British Academy-funded study, comprising a policy review, semi-structured interviews and focus groups with students and with academics of different generations, and an analysis of responses to the Mass Observation Study, the book explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment. The book begins with a discussion of the emergence of a ‘graduate generation’, in a context where 50 per cent of young people are encouraged to go to University, on the basis that this is a personal investment in their future careers. Subsequent chapters review the policy changes that have led to this framing of Higher Education as an increasingly individualised experience, where ‘student choice’ is operationalised as the means by which Universities are funded and held to account; historical differences in the experience of Higher Education; and the impact of these changes on the role and status of academic staff and the experience of current and prospective students.

scholarly journals Factors relating to the attraction of talented early career academics in South African higher education institutions

2018 ◽  
Vol 16 ◽  
Author(s):  
Dorcas L. Lesenyeho ◽  
Nicolene E. Barkhuizen ◽  
Nico E. Schutte
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Early Career ◽  
Intellectual Stimulation ◽  
Structured Interviews ◽  
Employer Branding ◽  
African Higher Education ◽  
South African Higher Education

Orientation: South African higher education institutions (HEIs) are facing significant challenges in attracting talents to academic positions.Research purpose: The main objective of this research was to determine factors that will attract early career academics to South African HEIs.Motivation for the study: Currently there exists limited research on factors that attract early career academics to HEIs as preferred employers.Research approach, design and method: A qualitative approach was adopted for this study; semi-structured interviews were conducted to gain data. The study participants comprised of 23 academic staff members from various merged South African HEIs.Main findings: The findings show that nine themes are related to the attraction of early career academics to HEIs: career development and advancement, opportunities to make a contribution, employer branding and prestige, job security, flexible working hours (work–life balance), intellectual stimulation, innovation, opportunity to apply skills and autonomy.Practical/managerial implications: The results also challenge HEIs to develop a superior employer brand with a strong employee value proposition (EVP) that would attract, develop and reward early career academics for their work efforts.Contribution/value-add: The study provides important practical guidelines that could assist HEIs to attract talented early career academics and become an employer of choice.

scholarly journals The effect of leader-member exchange on job performance of academic staff: An empirical evidence from higher education institutions

2018 ◽  
Vol 15 (2) ◽  
pp. 1129
Author(s):  
Mehdi Duyan ◽  
Süleyman Murat Yıldız
Keyword(s):  
Higher Education ◽  
Job Performance ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Empirical Studies ◽  
Educational Institutions ◽  
Leader Member Exchange ◽  
Member Exchange ◽  
Team Productivity ◽  
The Relationship

Recently, the relationship between leader-member exchange and job performance has become more interesting subject among researchers. However, the literature has a paucity of empirical studies conducted in the higher education institutions; therefore, the relationship between these two variables is not clear. Hence, the purpose of this study was to examine the effect of leader-member exchange on the job performance of academic staff in higher educational institutions. The data for the study were collected from the academic staff (n=174) of five faculties of sport sciences in Turkey. The LMX-7 scale developed by Scandura and Graen (1984) was used to determine the quality of the interactions between leaders (i.e., administrators) and members (i.e., academic staff). Sigler and Pearson’s (2000) job performance scale, which is a modified version of Kirkman and Rosen’s (1999) team productivity scale, was used to measure job performance. The findings exposed a statistically significant positive effect of leader-member exchange on job performance (p<0.05).

Report

1998 ◽  
Vol 12 (3) ◽  
pp. 181-184
Author(s):  
Tim Feest
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Problem Area ◽  
Added Value ◽  
Quality Of Teaching ◽  
Engineering Company ◽  
Key Factor ◽  
The Relationship

The author attended the Annual Assembly of the Engineering Professors' Council, held at St Catherine's College, Oxford, on 6–8 April 1998. He reports on the presentations, discussions and debates. The principal concern was the relationship between the higher education sector and engineering employers and the need for higher education institutions to recognize and deliver engineering graduates with sufficient ‘added value’ to be capable of quickly adding to the value of an engineering company. Measuring the quality of teaching and research in UK universities, a key factor in adding value to students, remains a problem area for the academic staff.

scholarly journals Knowledge management in higher education institutions: enablers and barriers in Mauritius

2017 ◽  
Vol 24 (5) ◽  
pp. 366-377 ◽  
Author(s):  
Poonam Veer Ramjeawon ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Education Sector ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Content Type

Purpose The purpose of this study is to contribute to research on knowledge management in higher education institutions (HEIs), by studying the enablers and barriers to knowledge management in a country with a developing higher education sector, Mauritius. Design/methodology/approach Semi-structured interviews were conducted with senior staff in the main public and private HEIs in Mauritius. Questions focused on knowledge management, including relevant barriers and enabling factors to knowledge creation, knowledge sharing and knowledge transfer. Findings Although participants were able to discuss knowledge management, none of the universities had a knowledge management strategy. Moreover, more barriers than enablers to knowledge management were identified. Barriers included: a lack of policies and reward mechanisms, resources, data, funding and time for research, coupled with frequent leadership changes, a lack of a knowledge-sharing culture and research repositories and weak industry–academia linkages. Enablers were perceived to be: qualified and experienced academic staff in public HEIs, information technology (IT) infrastructure and library/digital library and some incentives for knowledge creation and transfer. Originality/value Previous research on knowledge management in universities has focused on countries with a relatively well-developed higher education sector. This research contributes by focusing on the perceived barriers and enablers to knowledge management in a country with a small and developing higher education sector.

scholarly journals The investigation of organizational cynism and organizational commitment perceptions of academic staff at higher education institutions offering sports educationSpor eğitimi veren yükseköğretim kurumlarındaki öğretim elemanlarının örgütsel sinizm algıları ile örgütsel bağlılıklarının araştırılması

2017 ◽  
Vol 14 (2) ◽  
pp. 1674 ◽  
Author(s):  
Kadir Çalışkan ◽  
Sümmani Ekici
Keyword(s):  
Higher Education ◽  
Organizational Commitment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Pearson Correlation ◽  
Negative Relationship ◽  
Significance Level ◽  
Sports Sciences ◽  
The Relationship ◽  
Item Scale

The purpose of this study is to investigate the relationship between organizational cynism perception levels and organizational commitment levels of the academic staff from sports sciences departments at higher education institutions. The population of the study consists of all academic staff from sports sciences departments at higher education institutions and 396 sets of data (n=291 male, n=105 female) were collected from the academic staff.To determine the organizational cynism levels of the academic staff, an 13-item scale “Organizational Cynism Scale,” which was developed by Brandes, Dhalwadkar and Dean (1999) was utilized in the study. The reliability score was calculated as α=0.93 and the Turkish adaptation of the scale was also performed by Kalağan (2009). Besides, in order to determine the organizational commitment levels of the participants, an 18-item scale “Organizational Commitment Scale”, which was developed by Allen and Meyer (1996) and used in Turkish format by Belli (2014), was utilized in the study.The data were analyzed with SPSS 20.0 packet program. In addition to descriptive statistics, t-tests (Independent t-Test) and analysis of variance (One-Way ANOVA) were carried out in order to identify the differences in terms of demographic variables. Tukey HSD test was utilized to specify the groups from which significant differences were derived and Pearson correlation test was also used in order to examine the relationship between variables.  All findings were considered according to p<0.05 significance level in the study.The results of the study suggest that the organizational commitment levels of the academic staff are medium-degree and their organizational cynism perceptions are low. In terms of organizational cynism, some significant differences were found out regarding the length of time spent working at that institution, administrative function and change of title variables. On the other hand, there were also some significant differences in variables like gender, age and the length of time spent at that institution in terms of organizational commitment as well as administrative function and change of title variables, those being similar to the results of organizational cynism. Additionally, it was found out that there existed medium-degree and negative relationship between organizational cynism and organizational commitment.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırma, spor eğitimi veren yükseköğretim kurumlarındaki öğretim elemanlarının örgütsel sinizm algıları ile örgütsel bağlılıkları arasındaki etkileşimi belirlemek amacıyla yapılmıştır. Araştırmanın evrenini, Türkiye’de spor eğitimi veren yükseköğretim kurumlarındaki öğretim elemanları oluşturmuş ve 396 (n=291 erkek, n=105 kadın) akademisyene ulaşılmıştır.Örgütsel sinizm algısının belirlenmesine yönelik Brandes, Dhalwadkar ve Dean (1999) tarafından geliştirilmiş ve Kalağan (2009) tarafından geçerlilik-güvenirliği (α=0.93) ve Türkçe’ye uyarlaması yapılmış olan 13 maddelik “Örgütsel Sinizm Ölçeği” kullanılmıştır. Örgütsel bağlılık düzeylerini belirlemek amacıyla da Allen ve Meyer’in (1996) geliştirdikleri ve Belli (2014) tarafından Türkçe formunun kullanıldığı 18 maddeden oluşan “Örgütsel Bağlılık Ölçeği”nden yararlanılmıştır.Veriler SPSS 20,0 paket programı aracılığıyla analiz edilmiştir. Tanımlayıcı istatistiklerin yanında katılımcıların demografik değişkenlerine göre farklılıklarını tespit etmek için t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. ANOVA testi sonucunda anlamlı farklılığın hangi gruptan kaynaklandığını görmek için Tukey HSD testinden yararlanılmıştır. Değişkenler arası ilişkiyi sorgulamak için ise Pearson korelasyon analizinden faydalanılmıştır. Araştırmada tüm bulgular p<0.05 anlamlılık düzeyine göre dikkate alınmıştır.Araştırmanın sonuçlarına göre; öğretim elemanlarının örgütsel sinizmleri düşük, örgütsel bağlılık hisleri ise orta seviyede çıkmıştır. Örgütsel sinizmde ve çeşitli alt boyutlarda; kurumdaki hizmet süresi, idari görev ve ünvan değişkenlerinde farklılıklar tespit edilmiş, örgütsel bağlılıkta ise farklılıklar yine idari görev ve ünvan değişkenlerinde görülmekle birlikte cinsiyet, yaş ve meslekteki hizmet süresi değişkenlerinde ortaya çıkmıştır. Ayrıca örgütsel sinizm ile örgütsel bağlılık arasında orta düzeyde negatif yönlü bir ilişkinin varlığı belirlenmiştir.

scholarly journals Perceived Effectiveness of Tenure Track System and Basic Pay Scale among Academic Staff of Higher Education Institutions

2020 ◽  
Vol 7 (1) ◽  
pp. 110-131
Author(s):  
Sobia Sultana ◽  
Shaista Jabeen
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Faculty Members ◽  
Tenure Track ◽  
Structured Interviews ◽  
Track System ◽  
Process System ◽  
Full Capacity

The Tenure Track system was introduced in Pakistan in 2002 to improve higher education in the country by recruiting qualified faculty members in higher education institutions, particularly in public sector universities. The main advantage of this system is to grow talented researchers within the faculty to obtain optimal benefits. Much i known about the system, but more is needed to explore. Another system is the Basic Pay Scale. It is a structure that regulates how much an employee is rewarded as salary or wages, depending on the rank, status, position, or tenure in an organization and the effort made to perform a specific task. The objective of this study is to explore the perception and effectiveness of the systems. An explanatory approach is used to address the research questions. Semi-structured interviews were utilized as a source of data collection. The 14 interviews were conducted from faculty members of higher education institutions of public sector universities. The data is converted into transcripts and main themes emerged with the help of the coding technique. The findings reveal the effectiveness of the two system, its process, system preference, and sources of stress. The results show the aspects where the two systems differentiate each other, their recognition, potential sources of stress, and the perception about the available information. The findings also depict that for a better implementation of the system (TTS) and to achieve its basic objective, it is necessary that the system must aware of its full capacity.

scholarly journals The Relationship between Psychological Capital, Job Performance and Job Satisfaction in Higher Education Institutions Offering Sports Education

2020 ◽  
Vol 10 (3) ◽  
pp. 57
Author(s):  
Yunus Sinan Biricik
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Job Performance ◽  
Organizational Behavior ◽  
Psychological Capital ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Positive Correlation ◽  
Sports Science ◽  
The Relationship

Psychological capital, which is one of the developing areas of positive organizational behavior, is seen as a psychological resource that can encourage development and performance among employees. In the field of sports education, increasing the psychological capital levels of the employees and increasing the performance and job satisfaction can be effective. The aim of this study is to determine the psychological capital, job performance and job satisfaction levels of academic staff working in higher education institutions offering sports education in terms of various variables and to examine the relationship between them. The study sample consisted of a total of 122 sports science academicians, including 30 female and 92 males, who worked in different regions of Turkey. The Organizational Psychological Capital Scale, Job Performance and Job Satisfaction Scales were used as data collection tools in the study. The data were analyzed using descriptive statistics, t-test, ANOVA, Tukey HSD and correlation test. According to the findings obtained in the research, a high level of positive correlation was found between the psychological capital dimensions and job performance. Again, a moderately positive correlation was found between the psychological resilience, hope and self-efficacy dimensions of the psychological capital and job satisfaction. 

Total Rewards and Its Influence on Job Satisfaction and Organisational Commitment in Higher Education

2020 ◽  
Vol 43 ◽  
Author(s):  
Calvin Mabaso
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Systematic Sampling ◽  
Organisational Commitment ◽  
Data Set ◽  
Total Rewards ◽  
The Relationship

The shortage of academic staff and the inability of higher education institutions to attract and retain highly qualified talent are critical problems in tertiary education. With the aim of addressing these issues, this article investigates the relationship between total rewards, job satisfaction and organisational commitment in higher education institutions in South Africa. A survey design was used in the study that was conducted. The systematic sampling technique was used to obtain the sample (N = 279) from two universities of technology. The measuring instruments used were the Total Rewards Questionnaire based on the World at Work Total Rewards Model, the Job Satisfaction Survey and the Organisational Commitment Questionnaire. Using the SPSS 24 and AMOS 24 software programs, structural equation modelling (SEM) was performed to analyse the data set. The results revealed that some elements of total rewards had a strong relationship with job satisfaction and organisational commitment among academic staff. The contribution of this study was to enhance the comprehension of existing literature on the relationship between the predictor variables (total rewards elements), job satisfaction and organisational commitment. The findings provided evidence that total rewards played a major role in influencing both job satisfaction and organisational commitment in higher education institutions. Therefore, the rewards specialists in universities of technology could apply a total rewards system to maintain, or even promote, academics’ job satisfaction and organisational commitment.  

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