Learning from Quality Audit in Higher Education Institutions: A Tool for Community Engagement Enhancement

2019 ◽  
Vol 8 (3) ◽  
pp. 218-228
Author(s):  
Chokri Kooli ◽  
Ahmad Jamrah ◽  
Nasser Al-Abri
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Higher Education Institutions ◽  
Self Awareness ◽  
Quality Audit ◽  
Positive Correlation ◽  
Specific Community ◽  
Audit Reports ◽  
Self Engagement ◽  
Institutional Engagement

Higher education institutions (HEIs) are asked more and more to be community engaged. In fact, governments have become more sensitive regarding the role and the contributions of these institutions in the development of the society in general and students’ skills in specific. Community engagement (CE) has also become an important part of the quality accreditation framework in several countries. Through this, researchers tried to demonstrate a positive correlation between the publication of the quality audit reports and the generation of positive outcomes in terms of CE. The study notified a certain decrease in terms of recommendations related to the standard of CE in comparison with the other areas of quality assessment. However, it was not possible to establish a positive correlation between the publication of quality reports and the decrease of the number of recommendations. Researchers concluded that the institutional engagement in CE activities appears to be a more strategic imposed tool made under the constraints of the quality accreditation standards, rather than the self-awareness and self-engagement of the HEIs.

scholarly journals Editorial: Institutional engagement - intentional, innovative and rigorous

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Barbara Holland ◽  
Margaret Malone
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Higher Education Institutions ◽  
Academic Culture ◽  
Community Research ◽  
Institutional Level ◽  
The World ◽  
Global And Local ◽  
Institutional Engagement ◽  
New Strategies

Around the world, universities are exploring new strategies to improve the quality and impact of their community engagement agenda, thereby strengthening their potential to offer greater value to both institution and the communities with whom they engage, be they local or international. This issue of Gateways: International Journal of Community Research and Engagement focusses on institutional-level improvement of engagement structures and impacts, as well as innovative changes in academic culture and partnership strategies. The articles presented here are intended to encourage a growing movement to position higher education institutions around the world as a key resource and partner in efforts to address current global and local challenges.

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.

Ranking of Indian Research Intensive Higher Education Institutions using Multiple Ranking Methodologies a Correlation Analysis

2021 ◽  
Vol 41 (1) ◽  
pp. 49-53
Author(s):  
Priyanka Singh ◽  
J P Singh Joorel ◽  
Hiteshkumar Solanki ◽  
Abhishek Kumar ◽  
Kruti Trivedi
Keyword(s):  
Higher Education ◽  
Correlation Analysis ◽  
Higher Education Institutions ◽  
Professional Practices ◽  
Positive Correlation ◽  
Bivariate Correlation ◽  
Research Ranking

This article ranks the same set of Higher Education Institutions (HEIs) in India using four different ranking methodologies, namely, i) NIRF (Overall): used for Overall category of India Rankings; ii) NIRF (Only Research and Professional Practices parameters); iii) Research Ranking Methodology; a new methodology evolved for ranking of research-intensive institutions under NIRF; and vi) IFQ2A index developed by Spanish group of scientists. The four sets of ranked institutions were obtained using methodologies mentioned above and correlation analysis was carried out on these four sets using Pearson Bivariate Correlation. It was found that a very strong and positive correlation exists between ranking of HEIs using new methodology (R2M) evolved for ranking of research-intensive institutions and ranking by HEIs using IFQ2A Index.

scholarly journals PERSONALITY VALUE QUALITIES OF AN IDEAL HIGHER EDUCATION TEACHER

10.23856/3409 ◽  
2019 ◽  
Vol 34 (3) ◽  
pp. 74-83
Author(s):  
Yurii Skyba
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Self Awareness ◽  
Education Teacher ◽  
Organizational Skills ◽  
Moral Communication ◽  
High Intelligence ◽  
Relevant Field

The paper analyses the results of the survey, conducted by the scientists among the students of foreign and Ukrainian higher education institutions, and our own scientific researches on the personality value qualities of an ideal higher education teacher. It has been defined that students of foreign higher education institutions focus on the following personality value qualities of an ideal higher education teacher: the first position is taken by expertise in the relevant field, communication skills; the second is taken by teaching tact, intelligence, empathy, emotional stability, openness; the third is occupied by self-awareness, tolerance, knowledge of behavioural strategies, creativity, and ability to build relationships with students. At the same time, the negative characteristics that a higher education teacher should not have are revealed, namely: in the first position students point out bias and injustice and the following positions are taken by arrogance; illiteracy; unprofessionalism; pride; condescension, vanity, etc. The  analysis of the researches of the Ukrainian scientists demonstrates the following personality value qualities of an ideal higher education teacher, which are identified in the descending sequence: high intelligence; in-depth knowledge of the discipline, mastery of teaching methodology, teaching tact, communication skills; fairness, creativity, attentiveness, sense of humour and benevolence; moral rectitude, organizational skills, emotional and volitional stability; adherence to principles, exactingness, politeness and responsibility. In this paper we present our own survey among the students of the Ukrainian higher education institutions and introduce the following personality value qualities of an ideal higher education teacher in the descending order: moral; communication; mastery of teaching methodology of the discipline; intelligence, expertise in the relevant field and in-depth professional knowledge; organizational and volitional qualities.

scholarly journals Well-being innovation platform projects of the North-West University: Evaluative perceptions of community participants

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Lebogang Sebeco ◽  
Johan Zaaiman
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Community Engagement ◽  
Higher Education Institutions ◽  
Well Being ◽  
Evaluation Framework ◽  
Community Members ◽  
North West ◽  
Profile Model ◽  
The North

Community engagement referred to approaches in which communities were involved in activities that positively impacted their lives. Currently, higher education institutions have community engagement high on their agenda. This article focussed on how this engagement ought to be managed through the responses of community members to such an intervention. It presented community members’ evaluative perceptions on the North-West University’s (NWU) well-being innovation (WIN) platform projects in the Vaalharts community. This research was qualitative and a case study design was followed. Through interviews and focus groups, the perceptions of participants of the WIN platform projects were obtained. The data used stemmed from empirical research by the Human Sciences Research Council (HSRC) and the researchers. Although this study could reach only a limited number of project participants, they provided valuable insights into the ways they had experienced the projects. Guided by the Context–Focus–Profile model, a comprehensive evaluation framework was constructed for the interview and focus groups’ schedules. The findings indicated that the community members had positive perceptions of the projects, which had contributed most especially to skills and self-development. However, as members of a poor community, such people are vulnerable. To ensure that they feel respected and that projects fit their needs to ensure long-lasting benefits, the way in which community engagement was conducted was important. Recommendations for improvement emerging from this study focussed on collaboration, communication, monitoring and recruitment. This article thereby contributed to the debate about higher education institutions’ involvement in community engagement and demonstrated the value of using the Context–Focus–Profile model for evaluation purposes.

scholarly journals The Green Box Project: Environmental Education in a Crate

2018 ◽  
Vol 1 ◽  
pp. 70-75
Author(s):  
Ruth Massey ◽  
Anneri Pretorius
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Basic Problem ◽  
Resource Constraints ◽  
Higher Education Institutions ◽  
Quality Of Teaching ◽  
Green Box

Although the quality of teaching and learning of geography in many schools is worrying, another more basic problem is that of teachers lacking basic resources to use in their classrooms. Higher education institutions are expected to engage with and be of service to society and its needs. The Green Box Project is reported on as a practical and sustainable solution to address the resource constraints that many teachers of geography contend with; a way of improving the quality of teaching and learning in schools; and a model to be used by higher education institutions for community engagement.

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