scholarly journals RESPONSES OF ACCOUNTABILITY TRANFORMATION PRACTICED IN MULTIPLE LEVEL OF INSTITUTIONAL LOGICS FOR BEING AUTONOMOUS STATE UNIVERSITIES IN INDONESIA

2020 ◽  
Vol 16 (1) ◽  
pp. 1-29
Author(s):  
Dwi Cahyo Utomo
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Government Regulation ◽  
Institutional Logics ◽  
Organizational Level ◽  
State Universities ◽  
Research Approach ◽  
Theory Approach ◽  
Public Accountability ◽  
Autonomous State

This study investigates accountability practices of Indonesian state universities during the reform implementation for being autonomous universites called as PTN Badan Hukum. Although the reform has been implemented based on government regulation, lack of empirical study can be viewed in published articles. For that reason, this study is addresed to filling the lack of accountability research in the reform of state universities in Indonesia. The context of the reform is the adoption of autonomous universities that are more close to the concept of privatisation affected by the internationalization objective of national agenda. Interpretive research approach is adopted to develop inductively a conceptual perspective based on central phenomenon. Moreover, the cases of the study are three Indonesian state universities  which implement the form of autonomous state university with pseudo named as UG, UD and UA. Straussian grounded theory approach was adopted in data analysis and collection. The central phenomenon of substantive grounded theory is labelled as multiple accountability responses in various institutional logic during transformation process of state universities that have been transformed from fully governed by Indonesia government become autonomous entities. The main finding of the study explains the presence of various institutional accountibility logics practiced in the context of internationalization process of Indonesia higher education institutions. The various institutional logics arise from personal, professional, managerial and public accountability logics. The various accountability logics display from two different environmental background that are university with less and high internationalization. Less and moderate conflict are resulted from low and high internationalization achievement respectively. The practice of accountability seem displaying more emphasize on public accountability logic in social level, managerial accountability logic in organizational level, personal and professional in individual level. The contribution of this research relates to empirical findings that enrich higher education accountability research in developing countries, employs interpretive methodology and grounded theory, and provides incremental development of institutional logics theory in explaining organizational change in a specific context.

Developing a quality assurance identity in a university: a grounded theory approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Godson A. Tetteh ◽  
Kwasi Amoako-Gyampah ◽  
Juliet Twumasi
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Value Creation ◽  
Quality Education ◽  
Theory Approach ◽  
Governing Council ◽  
Content Type ◽  
Value Maximization ◽  
Definition Of ◽  
Grounded Theory Approach

Purpose The purpose of this study is to demonstrate in the context of quality assurance (QA), how stakeholders define quality education and its connections to maximize value for the stakeholder using a grounded theory approach. Design/methodology/approach A four-stage research design using grounded theory methodology was used to develop and elicit a theory, after which a single-case study design with embedded coding and analysis was used to examine the QA – Maximize Value for stakeholder’s relationships. The sample consisted of 16 participants who had visibility over the entire QA – Maximize Value relationship, were knowledgeable, willing to participate and had between 4 and 12 years’ higher education experience. The data was collected through focus, elite groups and in-depth interviews based on the participants’ perspectives of their experiences. The collected data was subjected to content analysis. The following research questions focused on: definition of QA, the definition of quality education and stakeholders’ expectations for the education setting. Findings The study identified 10 categories that drive the QA – Maximize Value for stakeholder relationships in higher education settings. The categories are, namely, the definition of QA; definition of quality management; value for governing council; value for lecturers and staff; value for students; value for employers; value for government; definition of quality education; continuous improvement; and QA in universities. The main findings of the research related to “how” and “why” QA create value for stakeholders. The results of the study indicate that the governing council representatives’ (key stakeholders) expected value creation through improved management and proper education policy. The expected value creation for lecturers and university staff included career advancement, good working conditions of service, remuneration and the excellent performance of students. The paper finds that QA in higher education is contingent on senior management commitment to the strategic decision on overall objectives, management of the facility, financial and human resources, which are geared toward ensuring effective teaching, student learning and value maximization for all stakeholders. Research limitations/implications The limitation of the study is that the major stakeholders considered were all from universities. Other stakeholders such as employers from the industry and other sectors should be included in a future study. Practical implications Based on the study findings, two major implications for training of senior management, deans and heads of departments in the concepts of QA to maximize value for all stakeholders; and the QA system selected for the university must be “fit for purpose” were drawn, leading to recommendations for future practice. These findings can help universities to develop strategies that improve educational quality and maximize value for all stakeholders. The authors suggested some propositions that can be examined in-depth in future research endeavors so as to enhance the understanding of the predictors of QA in education and the expectations of different stakeholders. Originality/value The originality of the study lies in the perspective of experienced participants who had visibility over the entire QA –Maximize Value relationship and were knowledgeable. Based on the use of the grounded theory approach and the view of major stakeholders used in this research, the findings emphasize the stakeholders’ – driven definition of quality education that focuses on value maximization for all stakeholders. This is different from the majority of the existing definitions in the quality literature that are primarily standard-driven, focusing on meeting a pre-defined set of standards, specifications, requirements and are set internally or externally. The approach provides an opportunity to increase the credibility and rigor of grounded theory research.

Het onthullen van ervaringen

KWALON ◽  
2015 ◽  
Vol 20 (1) ◽  
Author(s):  
Hanneke van der Meide
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Phenomenological Research ◽  
Research Approach ◽  
Theory Approach ◽  
Everyday Experience ◽  
Methodological Approaches ◽  
Grounded Theory Approach

Revealing experiences. Phenomenology as qualitative research approach Revealing experiences. Phenomenology as qualitative research approach The aim of empirical phenomenological research is revealing and describing the lived world of everyday experience. This article describes the roots and the characteristics of empirical phenomenological research. Several methodological approaches within the empirical phenomenological research approach are presented. The article ends by clarifying some important differences between empirical phenomenological research and research according to the grounded theory approach.

scholarly journals It's Like Doing a Job Analysis: You Know More About Qualitative Methods Than You May Think

2016 ◽  
Vol 9 (4) ◽  
pp. 753-760 ◽  
Author(s):  
Alice M. Brawley ◽  
Cynthia L. S. Pury
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Qualitative Data ◽  
Job Analysis ◽  
Research Approach ◽  
Theory Approach ◽  
Organizational Research ◽  
The Core ◽  
Core Idea ◽  
Grounded Theory Approach

Through learning about and doing job analysis, industrial–organizational (I-O) psychologists likely already possess skills and knowledge relevant to doing and understanding qualitative research. We'll illustrate this by showing similarities between common job analysis practices and one particular qualitative research approach likely to be relevant to organizational research: grounded theory. Grounded theory was “discovered” in 1967 by Barney Glaser and Anselm Strauss (Glaser & Strauss, 1967). Though Glaser and Strauss later split in their methodologies (an occurrence not unlike the varied approaches to job analysis), the core idea of grounded theory is to develop a new theory of some process or phenomenon from the “ground” up. In the grounded theory approach, researchers typically collect mostly qualitative data—often including interviews (Creswell, 2007)—and simultaneously develop increasingly abstract codes, concepts, and categories from the data. In the final step of analysis, researchers develop a theory that subsumes all categories from the data. If researchers follow the Straussian tradition, categories can be fit into a theoretical framework that details a central phenomenon underlying the process of interest and the conditions that precede it, result from it, and shape the resulting categories (Creswell, 2007). We illustrate this framework in Figure 1. Grounded theory is particularly useful for developing an accurate understanding of many organizational processes and phenomena that I-O psychologists study.

scholarly journals Balancing financial autonomy and control in agencification

2018 ◽  
Vol 31 (7) ◽  
pp. 794-810
Author(s):  
Budi Waluyo
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
State Universities ◽  
Structured Interviews ◽  
Content Type ◽  
Financial Autonomy ◽  
The Government ◽  
Autonomous State ◽  
And Control ◽  
University Officials

Purpose The purpose of this paper is to explore the practices of financial autonomy and control the emerging issue of agencification in the higher education sector. Design/methodology/approach The practices are investigated using case studies from seven semi-autonomous state universities in Indonesia. The data were collected through semi-structured interviews with 17 respondents including university officials, policymakers, and experts. The interview results were analysed using an inductive-deductive approach. Findings This research highlights an unstable balance between financial autonomy and control practices in the universities. Autonomy supports agencification mainly by simplifying financial procedures and control is seen by university managers to be overemphasised compared to in the other state universities. Despite successes in introducing a business-like atmosphere within bureaucratic universities, questions about balancing financial autonomy and control remain. Research limitations/implications The small number of cases implies limited generalisability. The two characteristics used, size and parent ministries do not represent all university variabilities. Practical implications Agencification has become a key reform practice for state universities. Rather than using a “one size fits all” approach, the government needs a repertoire of models for these institutions. Originality/value This study provides empirical evidence of agencification in the higher education sector with an emphasis on the financial dimension of autonomy and control in a developing country setting.

Value Statements in Web Pages of Turkish State Universities

2018 ◽  
pp. 302-316 ◽  
Author(s):  
Füsun Çınar Altıntaş ◽  
Ceyda Kavurmacı
Keyword(s):  
Higher Education ◽  
Cultural Context ◽  
Higher Education Institutions ◽  
Behavioral Outcomes ◽  
Organizational Level ◽  
State Universities ◽  
Cultural Elements ◽  
Strategic Plans ◽  
Content Analysis Method ◽  
Turkish State

Values are significant in terms of creating behavioral outcomes both at individual and organizational level. The value statements determined at the organizational level reveal the basic policies and principles that the organization would adopt and make visible for its stakeholders during its operations. Values have the quality of reflecting cultural context. Therefore, the analysis of values is suitable for making cultural elements visible. In the present study, values will be addressed in the context of higher education institutions operating in Turkey. Several studies were conducted that scrutinized the use of organizational studies and higher education institutions in conjunction. The scope of the present study included the values determined by 102 state universities in their respective strategic plans that were obtained from the Council of Higher Education (YOK) data. The objective of the present study is to identify the basic tendencies in the value statements of the universities and to investigate which expressions were frequently used, using the content analysis method.

The antecedents of entrepreneurial innovative behavior in developing countries, a networked grounded theory approach (case study Iran)

2016 ◽  
Vol 8 (2) ◽  
pp. 225-262 ◽  
Author(s):  
Sepideh Solhi ◽  
Emadeddin Rahmanian Koshkaki
Keyword(s):  
Grounded Theory ◽  
Data Gathering ◽  
Developed Countries ◽  
Path Model ◽  
Research Approach ◽  
Theory Approach ◽  
Local Conditions ◽  
Content Type ◽  
Model Based ◽  
Innovative Behaviour

Purpose The purpose of this paper is to explore the influence of social and business context of developing counties (in this paper Iran) on developing, forming and exhibiting entrepreneurial innovative behaviour leading to entrepreneurship. The developed model illustrates the most important factors in forming such behaviour. Design/methodology/approach In this paper, networked grounded theory was used to develop a path model for entrepreneurial innovative behaviour antecedents based on Iranian entrepreneurial context. Findings This paper shows that in Iranian entrepreneurship context, innovation is sensitive to local conditions and levels of technological capabilities. Also, Iran’s situation brings another aspect of innovation in mind, innovative behaviour of individuals in forms of entrepreneurships to compensate the lack of technology in the firms. Research limitations/implications Due to the research approach and the quality of grounded theory, data gathering tool and sampling process, the generalizability of this paper is limited or may be context oriented; the results of this research must be interpreted within its limitation and scope. Originality/value This paper is the first study trying to develop a model on entrepreneurial innovative behaviour in Iran which develops a model based on the realities of Iran rather than model based on developed countries with different basis and context.

scholarly journals The Teacher Role Guiding Students Entering Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 900-906
Author(s):  
Kusmiarso Kusmiarso ◽  
Suryadi Suryadi ◽  
Siti Zulaikha
Keyword(s):  
Higher Education ◽  
State Universities ◽  
Research Approach ◽  
Data Display ◽  
Teacher Guidance ◽  
Guidance Programs ◽  
Leading Role ◽  
Analysis Process ◽  
Collection Data

The uptake of students in state universities is the responsibility of teachers and schools in guiding them. Therefore, the purpose of the study was to find information related to teacher guidance for students to enter college. The research approach is qualitative through a survey. Data were collected through interviews, documents, and questionnaires. The data analysis process includes data collection, data reduction, data display, and conclusion. The results showed that the data on student absorption in higher education during the last two years had increased. It provides an overview of the leading role of teachers in guiding students to enter college. From the questionnaire data, it can be seen that the data results support the increase in the number of students entering higher education. The results of this study can also be used as a reference for schools in developing guidance programs for students entering college.         

A study of wellness and academic leadership

2014 ◽  
Vol 6 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Gregory F. Lorenz
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Qualitative Methodology ◽  
Methodological Approach ◽  
Academic Leadership ◽  
Theory Approach ◽  
Content Type ◽  
Practical Applications ◽  
Personal Time ◽  
High Level

Purpose – The leadership lifestyle lived by academic leaders is characterized by fast pace, high responsibility, and little personal time. This lifestyle may be unattractive for professionals seeking high-level academic leadership positions. The purpose of this paper is to discover the meaning of wellness for leaders in higher education and better understand how they achieve and maintain wellness in their lives. Design/methodology/approach – This study used a qualitative methodology and specifically a grounded theory approach. Grounded theory was the chosen methodological approach due to its applicability to academic and non-academic audiences as well as its ability to better understanding the processes associated with certain phenomenon such as wellness. Findings – The results yielded a grounded theory called wellness maturity with four supporting axial categories: intention, gauge of wellness, reflection, and adaptation. Wellness maturity, depicted as a continuum, represents an optimal wellness destination with constant movement toward the destination for each leader. Practical implications – The results of this study offer greater insight into practical applications and considerations necessary for the achievement or maintenance of wellness while working in a higher education environment. Originality/value – This is critical as the future of higher education suggests a large number of vacancies of leadership posts. With the increasing pressures for administrators, the need to create a desirable and attractive climate for potential leaders is necessary.

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