Managing cultural diversity for collective identity: A case study of an ELT department in Omani higher education

This paper employs a social identity approach to explore the management of a collective organizational culture in a culturally diverse context. Literature suggests that cultural diversity can be an asset for organizations if managed effectively. This study employs a qualitative case-study design, drawn on data generated for a larger project that utilized 16 interviews, eight team meetings’ observations, document analysis and field notes. It instrumentally uses a Department of English as its site due to the prevalence of cultural diversity in such context. The paper explores whether leadership is perceived as effective towards establishing a collective identity in an Omani higher education (HE) domain. The findings suggest that leadership impact is restricted by the central management of the system that translates largely into transactional leadership and hierarchical approaches at the level of the group and largely fails to establish such an inclusive identity. The paper argues that in a globalizing era, Omani HE can only view cultural diversity as an asset that aids its intellectual capital establishment. Hence, it should cater for such a composition and engineer it effectively to achieve better alignment with the requirements of the current market. These findings can be of value to policy makers, researchers and professionals in HE.

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Pengembangan Prodi Manajemen Pendidikan Kristen: Sebuah Studi Kasus

Didache: Journal of Christian Education ◽

10.46445/djce.v2i2.421 ◽

2021 ◽

Vol 2 (2) ◽

pp. 115

Author(s):

Lasmaria Lumban Tobing ◽

Nasib Tua Lumban Gaol ◽

Rogate Gultom ◽

Marudut Situmorang ◽

Robert Juni Tua Sitio

Keyword(s):

Higher Education ◽

Qualitative Research ◽

Christian Education ◽

Christian Higher Education ◽

The Other ◽

Educational Context ◽

Educational Management ◽

Policy Makers ◽

Education Management

Since its establishment in 2018, Christian education management has begun to develop continuously in the educational context of Indonesia. However, it still requires studying more. Accordingly, this research aims to investigate how the department of Christian education management may be developed at the Christian higher education. The qualitative research, in particular, a case study was conducted to investigate the topic. Seven participants were involved and a manual book of Christian educational management department was used as the source of data. Based on the result of the study, it was found four themes that need to pay attention seriously in order to develop further the department of Christian educational management in Christian higher education, namely vision, mission, purpose, curriculum, collaboration, and alumnus. On the other side, for improving the knowledge on the management of Christian education organizations, contributions of this study for further research, practitioners and policy-makers are provided AbstrakSemenjak berdirinya pada tahun 2018, manajemen pendidikan Kristen telah mulai berkembang secara berkelanjutan pada konteks pendidikan Indonesia. Namun, bidang tersebut masih membutuhkan pengkajian lebih lanjut. Sekaitan dengan hal tersebut, penelitian ini bertujuan untuk menginvestigasi bagaimana program studi manajemen pendidikan Kristen dapat dikembangkan di pergururuan tinggi Kristen. Penelitian kualitatif, sebuah studi kasus, dilakukan untuk menginvestigasi topik tersebut. Sebanyak tujuh informan dilibatkan dan sebuah buku pedoman Prodi manajemen pendidikan Kristen digunakan sebagai sumber data. Berdasarkan hasil penelitian, studi ini menemukan bahwa terdapat beberapa tema penting yang perlu menjadi perhatian serius untuk pengembangan sebuah program studi manajemen pendidikan Kristen di perguruan tinggi Kristen, yakni visi, misi, tujuan kurikulum, kerja sama, dan lulusan. Di lain pihak, untuk peningkatan pengetahuan tentang pengelolaan organisasi-organisasi pendidikan Kristen, kontribusi studi ini untuk peneliti selanjutnya, praktisi, dan pengambil kebijakan disajikan.

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A Boolean Analysis of Structural and Organizational Determinants of Equality and Efficiency Balance in Higher Education

Comparative Sociology ◽

10.1163/15691330-12341510 ◽

2019 ◽

Vol 18 (5-6) ◽

pp. 791-821

Author(s):

Reza Hemmati ◽

Rasoul Abbasi Taghidizaj

Keyword(s):

Higher Education ◽

Three Dimensions ◽

Macro Level ◽

Causal Mechanism ◽

Case Study Method ◽

Policy Makers ◽

The Past ◽

Multiple Case ◽

Organizational Determinants

Abstract Efficiency and equality are both important goals and values in higher education, and their concurrency (balance) has been one of the main concerns of higher education scholars and policy makers over the past decades. The aim of the present study is to discover the causal mechanism and contextual factors that are likely to result in concurrency of equality and efficiency in higher education. To this end, the combination of two explanatory theories of equality and efficiency were used. The theory of equality focused on three dimensions of equal opportunities, modernization, and cultural differences. Likewise, to explain efficiency, Chalabi’s three-level causal model of sustainable production of science was used. Methodologically, a multiple case study method was adopted, and the cases under study (nine countries) were selected based on purposive sampling. The findings showed that for the concurrency of equality and efficiency in higher education, a set of conditions must be present in the configurational and combinational causality. The preconditions for this concurrency is the presence of some social conditions such as productive economy, the rule of law, inter-societies competitiveness, social cohesion, democracy, universalism, egalitarianism (at macro level), meritocracy, academic autonomy, and organizational competitiveness (at the meso level) and the absence of some other conditions including fatalism (at the macro level).

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Organizational flexibility of Turkish universities: Evaluations in the institutional reports of European University Association

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2017.009 ◽

2017 ◽

Vol 7 (2) ◽

pp. 231-256 ◽

Cited By ~ 2

Author(s):

Barış Uslu

Keyword(s):

Higher Education ◽

Higher Education Policy ◽

Qualitative Inquiry ◽

General Level ◽

Policy Makers ◽

Organizational Flexibility ◽

Financial Autonomy ◽

Managerial Flexibility ◽

European University

The purpose of this research is to examine the level of organizational flexibility in Turkish universities. The institutional evaluation reports of the European University Association (EUA) related to Turkish universities were used as the data sources. The EUA's reports of 14 universities were selected by taking the locations and dates of their reports into consideration. The research was then designed in a case study pattern, as a qualitative inquiry. During the analysis of the EUA's reports, descriptive thematic analysis was carried out. According to the findings, it can be said that the general level of organizational flexibility in Turkish public universities is not high, as in their institutional autonomy level calculated by the EUA. It seems that financial autonomy initiates the formation of strategy flexibility in universities, and conformable rules and regulations of national higher education provide room to universities for precept and managerial flexibility. The stronger organizational flexibility will then provide a greater university autonomy in terms of financial, managerial, employment, and academic autonomy. Based on these results, several recommendations are proposed to higher education policy makers, as well as to university managers in Turkey.

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THE IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION – A CASE STUDY IN A PRIVATE HIGHER EDUCATION INSTITUTION

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2020.17.2.9 ◽

2020 ◽

Vol 17 (Number 2) ◽

pp. 253-278

Author(s):

Poi Hun Sun ◽

Sek Yan Lee

Keyword(s):

Higher Education ◽

Business School ◽

Education Institution ◽

Private Higher Education ◽

Higher Education Institution ◽

Policy Makers ◽

Continuous Quality ◽

Outcome Based Education

Purpose – Given the importance of quality assurance and enhancement of curriculum in a higher education institution, it is vital to have a systematic process to measure students’ performance objectively and effectively for continuous improvement in the programme/curriculum. The purpose of this study is to analyse the process of setting up an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, while some recommendations for common issues are suggested. Methodology – Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution, from 2015 to 2019. These mechanisms are to assess and discuss the processes needed in implementing OBE; while the importance and challenges of having an OBE system in the business school are included. Findings – To have a smooth-running process of implementing an OBE system, proper planning needs to be in place. Data from the OBE system and its utilisation are essential to ensure continuous quality improvement to the curriculum and to give assurance to relevant stakeholders about the quality of graduates. There are several steps that are discussed in this paper to give pointers and guidance to other education institutions in setting up of the OBE process. However, it is undeniable that investment of time and effort is needed to ensure the smooth-running of the OBE establishment and maintenance. Significance – This study is essential to provide a guideline to relevant parties in setting up an OBE system in education institutions. An OBE system is needed to measure students’ performance objectively and effectively while enriching students’ learning experiences. This study will give pointers to the management of the education institution, policy makers, accrediting bodies and academics on implementing an OBE system in the education institutions.

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Insights for Community Outreach Building to Promote Lifelong Learning with Higher Education Alumni in Chile

Higher Learning Research Communications ◽

10.18870/hlrc.v10i1.1178 ◽

2011 ◽

Vol 10 (1) ◽

Author(s):

Paula A. Charbonneau-Gowdy ◽

Héctor A Magaña

Keyword(s):

Higher Education ◽

Professional Development ◽

Community Building ◽

Community Outreach ◽

Conclusive Evidence ◽

Alumni Relations ◽

High Performing ◽

Building Community ◽

Field Notes

Despite conclusive evidence from high performing Higher Education (HE) institutions worldwide demonstrating the benefits of strong alumni-relations, institutions in many evolving countries often neglect their graduates. And this, despite rapid advances in technology that can support ongoing relations. The objective of our year-long project was to address this neglect. We (re)connected with 220 English Pedagogy alumni through a digital newsletter. The newsletter provided a forum for building community and mediating professional development among graduates and current faculty. Our qualitative mini case study focused on uncovering the emotions, perspectives and needs of former students through the lens of sociocultural and identity theory using a Likert scale questionnaire, field notes and writing-based interviews to collect data. Positive gains from this initiative were evidenced in clear signs of alumni’s increased recognition of their agency in mediating empowered professional identities through continuous learning. This recognition accompanied a trajectory of their investment in their professional development, characterized by a sense of affinity, then engagement with and support of the institution and community building. We believe these findings speak volumes of the potential of such outreach for all stakeholders in education, including society at large.

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Cultural Diversity and Accreditation

Supporting Multiculturalism in Open and Distance Learning Spaces - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3076-3.ch002 ◽

2018 ◽

pp. 15-38

Author(s):

Elif Toprak ◽

Asuman Nurhan Şakar

Keyword(s):

Higher Education ◽

Distance Education ◽

Quality Assurance ◽

Cultural Diversity ◽

World Wide ◽

Social Contexts ◽

Shared Understanding ◽

The Face ◽

Quality In Higher Education

The expansion of distance education in higher education world-wide has brought forth the issue of quality assurance and evaluation processes for institutions and programmes. Though quality is a perception about the performance in products and services offered, it is expected to be shaped through mutual consent in the eyes of internal and external stakeholders of the institutions. Despite the different needs, social contexts and cultures of higher education institutions, general standards have been developed to guide distance education providers in their quest. This paper concentrates on external evaluation pillar of quality assurance that is accreditation according to American, European and Asian perspectives and tries to explain the shared understanding about quality in higher education in the face of cultural diversity. A case-study, the quality journey of Anadolu University, Open Education System is described as an example of different ways leading to the same target.

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Rapid growth in central city : a case study of a growing downtown district

10.32469/10355/72185 ◽

2019 ◽

Author(s):

◽

Janna S. Lancaster

Keyword(s):

Rapid Growth ◽

Central City ◽

Research Question ◽

Market Forces ◽

Process Of Change ◽

University Of Missouri ◽

Policy Makers ◽

Field Notes ◽

The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This qualitative case study examined a period of rapid growth in housing in a midsize city downtown. The research question asked what the process of change was in the downtown during the decade before a growth moratorium was imposed. Sub questions about how the policy makers anticipated and planned for change in the downtown, how growth was limited or encouraged through the existing codes and exemptions to the codes, and what the effects of the growth was on the infrastructure and stakeholders in the downtown. The data collected included publicly available documents, open-ended interviews, newspaper articles, field notes, records of city meetings, and memos. The findings of this case study revealed that open zoning rules allowed market forces to control what was built. The rapid growth also created opportunities for new businesses, an active creative scene, and an expanded recycling program. Participants expressed concerns about the changing place and who belongs. The outcomes of this study illustrate the need for a broad-swath concept of sustainable development, one that includes planning and funding for infrastructure, and protection and development of the existing intergenerational community.

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Cultural Diversity and Accreditation

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

10.4018/978-1-7998-3438-0.ch060 ◽

2021 ◽

pp. 1355-1377

Author(s):

Elif Toprak ◽

Asuman Nurhan Şakar

Keyword(s):

Higher Education ◽

Distance Education ◽

Quality Assurance ◽

Cultural Diversity ◽

World Wide ◽

Social Contexts ◽

Shared Understanding ◽

The Face ◽

Quality In Higher Education

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Creativity in primary schools: An analysis of a teacher’s attempt to foster childhood creativity within the context of the Scottish Curriculum for Excellence

Improving Schools ◽

10.1177/1365480220968332 ◽

2020 ◽

pp. 136548022096833

Author(s):

Krystallia Kyritsi ◽

John M Davis

Keyword(s):

Risk Taking ◽

Primary Schools ◽

Qualitative Data ◽

Structural Barriers ◽

Policy Makers ◽

Data Field ◽

School Classroom ◽

Value Diversity ◽

Field Notes

The importance of creativity in education has been increasingly recognised by policy-makers and, as contemporary research argues, the way curricula are organised and implemented impact on children’s creativity. Scotland has recently introduced a new curriculum, the ‘Curriculum for Excellence’ (CfE), but there has yet been no research on how the implementation of the CfE has impacted on childhood creativity. This paper uses qualitative data (field-notes and interview transcripts) – from a case study conducted in one Scottish primary school classroom with 1 teacher and 25 children aged 11–12 – to explore what cultural and structural issues influence childhood creativity. This paper is primarily based on teacher’s data and also includes data from seven children. The study found that the CfE can be implemented in both rigid and flexible ways and that structural barriers to creativity emerge when, amongst other causes, cultivation of skills within a tick-box system is perceived as more important than exploration and risk-taking, and when teachers are pressured to evidence the outcomes of their work. This paper concludes that the cultivation of creativity requires schools to build participatory frameworks which leave space for reflection and co-construction and which value diversity, equity and collaboration.

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HOW MALAYSIAN LECTURERS VIEW MOOC AND ITS CHALLENGES

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol4iss2pp144-167 ◽

2019 ◽

Vol 4 (2) ◽

pp. 144-167

Author(s):

Nagaletchimee Annamalai

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Courses ◽

Education Institution ◽

Learning Technology ◽

Policy Makers ◽

Traditional Classroom Teaching ◽

Virtual Platform ◽

Higher Institutions

This study addresses a relatively new phenomenon in the Malaysian higher education (Massive Open Online Courses) MOOCs and explored the perception of the Malaysian lecturers on the emerging online learning environment. A qualitative case study was adopted and fifteen lecturers were interviewed from a higher education institution in Malaysia. These lecturers are familiar with the blended learning approach. The in-depth interviews were further transcribed and thematic analysis were considered to identify the emerging themes. The study identified themes related to educational change, design of the instruction, motivational and challenging issues. The findings demonstrated that the lecturers were aware of the transition from traditional classroom teaching to the teaching in the virtual platform. The investigation also contributes to greater understanding of challenges of integrating MOOCs in Malaysian higher institutions. Based on the findings, pedagogical implications are discussed on how workshops should integrate certain aspects related to MOOCs that can be useful for the Heads of Higher Institutions and policy makers. It is hoped that these strategic workshops will increase the effectiveness of MOOC implementation in Malaysian higher institutions. Keywords: Higher education, MOOC, online learning, technology adoption Cite as: Annamalai, N. (2019). How Malaysian lecturers view MOOC and its challenges. Journal of Nusantara Studies, 4(2), 144-167. http://dx.doi.org/10.24200/jonus.vol4iss2pp144-167

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