The Changing Role of Schools and Higher Education Institutions With Respect to Community-Based Interagency Collaboration and Interprofessional Partnerships

2000 ◽  
Vol 75 (3) ◽  
pp. 176-195 ◽  
Author(s):  
Dean Corrigan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Interagency Collaboration ◽  
Community Based ◽  
Changing Role

The Changing Role of the Academic

2020 ◽  
pp. 71-90
Author(s):  
Jennie Bristow ◽  
Sarah Cant ◽  
Anwesa Chatterjee
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Higher Education Institutions ◽  
Academic Community ◽  
Current Policy ◽  
Instrumental Approach ◽  
Academic Practice ◽  
Teaching In Higher Education ◽  
Changing Role

This chapter examines the curious disappearance of the academic voice, and its implications for those teaching in Higher Education institutions. Current policy on Higher Education constructs academics as providers of a service to the student consume via mechanisms which explicitly incorporate metrics of student satisfaction and experience into the governance of academic practice. The chapter explores how the threat of the litigious student consumer in a competitive market is wielded to discipline the academic. While the imposition of market forces and new forms of governance on academic practice represents an important constraint, the process examined in this chapter is more complex: academics internalise the demands of the new Higher Education, and the sentiment that students’ expectations and experiences pose a threat to their academic practice. Moreover, the split between teaching and research is leading to an increasingly instrumental approach to both. Finally, the chapter discusses how the notion of Higher Education as an extension of schooling has gained traction among the academic community, and where this logic is resisted.

Universities’ third mission and the entrepreneurial university and the challenges they bring to higher education institutions

2017 ◽  
Vol 11 (03) ◽  
pp. 354-372 ◽  
Author(s):  
Arthur Rubens ◽  
Francesca Spigarelli ◽  
Alessio Cavicchi ◽  
Chiara Rinaldi
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Higher Education Institutions ◽  
Entrepreneurial University ◽  
University Administrators ◽  
Third Mission ◽  
Content Type ◽  
The Third ◽  
Changing Role

Purpose Over the past few decades, higher education institutions (HEIs) have become key players in regional economic development and knowledge transfer, which has led to a third mission for HEIs and the entrepreneurial university. The purpose of this paper is to assess the challenges of HEIs in fulfilling the third mission for economic development and the changing role of being an entrepreneurial university, and the changes that need to be implemented to fulfill this new mission. Design/methodology/approach The authors have drawn on current literature to examine academic entrepreneurism and the entrepreneurial university, and how universities are fulfilling their third mission. Findings The findings from our review of the literature demonstrated the varied economic and social benefit of universities conducting external third mission/entrepreneurial activities in the community, as well as how the changing role and expectations of universities to become more entrepreneurial, has not only changed the expectations and role of university administrators, faculty and staff but also the business community which they serve. The review also showed the varied challenges for universities in fulfilling the third mission of economic development. Research limitations/implications Although ample literature and cases about universities’ third mission of economic development and the new entrepreneurial university (especially with research universities) were available, literature or research was limited on the specific challenges and obstacles faced by administrators, faculty and departments in fulfilling this mission, and few studies recommended changes that needed to be implemented in HEIs to support this new mission. Practical/implications The paper supports the potential role that HEIs play in implementing economic development in their communities or region. The paper also highlights some of the necessary resources and policy changes that policymakers and university administrators need to implement to reward and recognize faculty in conducting outreach activities as part of the university’s third mission. Originality/value The findings from this study highlight the challenges and barriers for faculty, staff and HEIs in fulfilling the third mission and becoming an entrepreneurial university.

scholarly journals PERCEPTION OF ACCOUNTING ORGANISATIONS NEEDS AND THE ROLE OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 6 (10) ◽  
pp. 423-431
Author(s):  
Sónia Ruão Leite
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Community Support ◽  
Research Strategy ◽  
Research Approach ◽  
Community Based ◽  
Community Based Research ◽  
Community Sector ◽  
Academic Sector

As Community Based Research (CBR) gains currency as a ‘research strategy of choice’ for the community sector (and increasingly establishes itself as a credible research approach also in the academic sector) we believe there is a need to revisit what have become the conventions of CBR and consider how these are enacted in practice. We could verify that there are several Higher Education Institutions (HEI’s) with offices of support services to the community or with this type of goal in their research projects, a demand which is also demonstrated by the organisation that evaluates the HEI’s in Portugal. Mainly, the type of problems studied by the community support centres in universities, are related with health, disabilities, and social exclusion. The current investigation is innovative because it was performed in order to identify in what way the accounting organisations need the help of HEI’s to provide independent participatory research support in response to concerns experienced by these organisations. Through a questionnaire composed of open and closed questions it was our intention to obtain information regarding the perspective of accounting professionals considering the needs and gaps that they feel in their professional practice and how the HEI’s can contribute to help bridge these gaps.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Eric Archer ◽  
Yuqian Zhang
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Culturally Responsive ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Global Leadership ◽  
Technological Revolution ◽  
Culturally Responsive Leadership ◽  
Leadership Curriculum

“We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.

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