scholarly journals The partnership co-creation process: Conditions for success?

2021 ◽  
Vol 5 (2) ◽  
pp. 48-66
Author(s):  
Susan Smith ◽  
Kimiya Akhyani ◽  
Dan Axson ◽  
Andre Arnautu ◽  
Ilina Stanimirova
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Practical Approach ◽  
Process Conditions ◽  
Quality Enhancement ◽  
Prior Work ◽  
Multiple Stakeholders ◽  
Creation Process ◽  
Different Types

Staff-student partnership activity continues to increase across the higher education sector, expanding to encompass a broad range of initiatives. Numerous frameworks and typologies have been proposed to help organise the literature and facilitate comparisons among different types of partnerships. The research reported here draws on a case study of a quality-enhancement staff-student partnership to identify the stages of the partnership co-creation process. It argues that the establishment of partnership values is intertwined with the stages of the co-creation process and is critical to the partnership’s success. This research contributes to practice and the literature by offering a practical approach to managing a staff-student partnership, adding to work on quality enhancement partnerships, and extending prior work evaluating partnership activity from the perspectives of multiple stakeholders.

Exploring Funding in Higher Education Sector in Oman

2021 ◽  
Vol 12 (2) ◽  
pp. 10-20
Author(s):  
Mouza Said Al Kalbani ◽  
Ahmad Bintouq
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Education Sector ◽  
Decision Makers ◽  
Government Support ◽  
Tuition Fees ◽  
Funding Sources ◽  
The Us ◽  
Different Types ◽  
The Uk

Funding of higher education institutions is a major growing expense for the Oman government (13–14% of the total spending in 2016) and is at par with that of other governments (e.g., 11% in the UK and 15.5% in the US). However, there has been little investigation into the funding of quality higher education in Oman. The present research project aims to explore the sources of funding at Oman universities after it opened the private education sector in 1996. The research methodology includes conducting interviews with leaders in higher education to explore different types of funding (e.g., gifts, tuition fees, government support). This will enhance our understanding, as well as that of decision-makers, regarding universities' funding sources and of the higher education landscape.

Energy and environmental performance of a higher education sector – a case study in the United Kingdom

2020 ◽  
Vol 39 (5) ◽  
pp. 497-514
Author(s):  
Khuram Pervez Amber ◽  
Rizwan Ahmad ◽  
Ghulam Qadir Chaudhery ◽  
Muhammad Sajid Khan ◽  
Bilal Akbar ◽  
...  
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Environmental Performance ◽  
Education Sector ◽  
The United Kingdom

E-Information Literacy Index of University Teachers of Maharashtra, India: A Case Study

2017 ◽  
Vol 37 (6) ◽  
pp. 432
Author(s):  
Prakash Bhairu Bilawar ◽  
Shamprasad M Pujar ◽  
Somanath Dasharath Pawar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Information Resources ◽  
Education Sector ◽  
Internet Services ◽  
Present Survey ◽  
University Teachers ◽  
Assistant Professors ◽  
Use Of Internet

The purpose of this paper is to propose an e-information literacy index that provides realistic values to distinguish whether university teachers are literate in regard to awareness and use of e-information resources by explaining the characteristics of e-information literate teacher. The present survey attempts to formulate e-information literacy index of university teachers by taking into consideration three components viz. awareness of e-resources, availability of ICT facilities and use of internet services and search techniques to retrieve e-information. The findings shows that 60.52 per cent teachers are e-information literate. Amongst the teachers, the index for Assistant Professors is highest followed by Professors and Associate Professors. It indicates that Assistant Professors are more e-information literate than their superiors. Amongst the universities, the index of Shivaji University, Kolhapur is highest. As far as author’s consciousness, there are several indices meant for different purposes but in the higher education sector to define the characteristics of e-information literate university teacher in terms of an index is unique and special.

scholarly journals Making connections and building resilience: Developing workshops with undergraduates

2017 ◽  
pp. 404-418
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Education Sector ◽  
High Achieving Students ◽  
Financial Pressure ◽  
Wide Range ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

While defining resilience is recognised as complex with recent research highlighting the disparity of interpretations, there is however, a common appreciation of the wide range of contributory factors impacting on students’ resilience within the Higher Education sector. These can include but are not limited to, an increasingly competitive environment for graduate jobs, increased financial pressure from student tuition fees, alongside the more traditional concerns of moving away from home and transitioning towards greater independence. Building on previous research at the University of Surrey with high achieving students, this paper outlines the development and delivery of a student focused workshop designed to enable the participants to build their understanding of resilience using different but complementary pedagogic approaches: LEGO® SERIOUS PLAY® and Concept Mapping. The case study included within this paper demonstrates one student’s reflection of the workshop and previous experiences which have contributed to their own resilience. What has become apparent at the University of Surrey, and more broadly within the UK Higher Education sector, is that universities have a vital role to play in fostering positive mindsets amongst students and developing strong and resilient independent learners.

Higher education, stakeholder interface and teacher formation for church schools

2019 ◽  
Vol 23 (3) ◽  
pp. 299-311
Author(s):  
Ros Stuart-Buttle
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Stakeholder Theory ◽  
Multiple Stakeholders ◽  
Teacher Formation ◽  
Stakeholder Interests ◽  
Church Schools

Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christian teacher education. What frameworks of analysis or tools of evaluation can be employed? Stakeholder theory is shown to support the identification of various community interests and involvements and enable clarification of whose perspective or priorities are to be taken into account. From a recent UK research case study, the need for greater understanding and management of stakeholder interests and activity within Christian teacher education is highlighted.

Engagement and Efficiency of Remote Higher Education

2021 ◽  
pp. 67-80
Author(s):  
Madhavi Venkatesan
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Transfer Process ◽  
Delivery Systems ◽  
Education Sector ◽  
Academic Life ◽  
Home Life ◽  
Online Engagement ◽  
Introductory Economics

The suddenness of COVID-19 forced, literally overnight, a transformation in the higher education sector. Students and instructors were migrated to an online engagement and knowledge transfer process, which created unforeseen challenges to instruction and prompted the development of new delivery systems. Further, the transition merged private and academic life as home life converged with work and ultimately, albeit unintentionally, promoted a more human perspective through widespread use of video-based communication. This chapter will address how COVID-19 affected the teaching of Introductory Economics, highlighting a case study of a course offered at Northeastern University in Boston, Massachusetts. The discussion addresses both positive and negative outcomes related to instruction and the role that COVID-19 has potentially had on teaching beyond the pandemic.

Sign in / Sign up

Export Citation Format

Share Document