scholarly journals Promoting Character At Institutions Of Higher Education And In Their Academic Units

2005 ◽  
Vol 2 (3) ◽  
Author(s):  
Harrison McCraw ◽  
Ara Volkan ◽  
Bruce Bird
Keyword(s):  
Higher Education ◽  
Financial Reporting ◽  
College Graduates ◽  
Significant Proportion ◽  
Short Version ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
Market Place ◽  
Institutional Expectations ◽  
And Performance

Employers are highly interested in the character traits of college graduates. They recognize that these attributes will be an important determinant in the degree of success their organizations will experience. Unfortunately, a significant proportion of students enrolled in public institutions of higher education are not prepared academically, behaviorally, or emotionally for the college experience. In addition, lack of academic integrity on campus poses its own set of problems.  Employers also realize that special ethical obligations exist for employees with financial reporting responsibilities. Accountants are required to generate accurate and timely information to stakeholders both inside and outside of the organization. Employers are keenly interested in hiring accountants who are willing to assume the responsibility for promoting integrity throughout the firm.  To compete in today’s educational market place, many institutions of higher learning focus upon beautifully manicured grounds, impressively designed and technologically advanced buildings, and learned faculty. Alternatively, do these institutions dedicate adequate resources and expend the necessary levels of energies to promote character and other desirable traits in students? Isn’t character just as important in public higher education as critical analysis or technical skills?  This article proposes the development and use of creeds by departments, colleges, and/or universities to underscore the importance of character, scholarship, and performance to students. A creed is a statement of institutional expectations, beliefs, principles, and values. It is a public pronouncement of what a department, college or university holds to be important. It is meant to inspire and encourage commitment to stated ideals and help develop appropriate attitudes across campus. Two versions of a proposed creed, a long and short version, are presented.

Orientation in an IEP as Alignment With Core Value Systems

2018 ◽  
pp. 79-94
Author(s):  
Jessica Jones Ashe
Keyword(s):  
Higher Education ◽  
Conflict Resolution ◽  
Value Systems ◽  
Institutions Of Higher Education ◽  
Societal Norms ◽  
Personal Value ◽  
Institutional Staff ◽  
Orientation System ◽  
Institutional Expectations ◽  
Core Value

In this chapter, a comprehensive orientation system for international tertiary students in a new country is presented. Student-run activities (facilitated by expert institutional staff) align teenagers with societal norms, institutional expectations, and personal value systems. This orientation prevents learning inhibitors, leaving students' minds unburdened with navigation of structures new to them (i.e., finance, health, immigration, and administration). Nondomestic students enacting conflict resolution, plagiarism prevention, proper police interaction, and etiquette (among others) is requisite for institutions of higher education in any country.

scholarly journals EVALUATION OF THE EFFICIENCY OF STATE INSTITUTIONS OF HIGHER EDUCATION IN UKRAINE: THEORETICAL PRINCIPLES AND GENERAL METHODOLOGICAL APPROACHES

2021 ◽  
Vol 2 (37) ◽  
pp. 161-170
Author(s):  
W. Rudnytskyy ◽  
S. Svirko ◽  
A. Dykyi ◽  
O. Dyka ◽  
T. Trosteniuk
Keyword(s):  
Higher Education ◽  
Educational Research ◽  
Performance Indicators ◽  
Key Performance Indicators ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
State Institutions ◽  
Efficiency And Effectiveness ◽  
Methodological Approaches ◽  
Complex Indicators

Abstract. The purpose of the article is to study the theoretical issues of determining the effectiveness of state higher educational institutions of Ukraine and the development of theoretical and methodological principles, as well as general methodological approaches to its evaluation. To implement it, the authors formed and proposed a supplement to the thesaurus of management of the concept of «key performance indicators» (Key Efficacy Indicators, KEI), which, in the context of the object of study, is proposed to understand a set of numerical indicators of public higher education. nature, which are the central element of the system of evaluation of its activities in terms of its effectiveness and efficiency in order to achieve certain goals of the state institution of higher education. In order to form a stable basis of the evaluation methodology, a classification of key performance indicators was formed according to 16 features, according to which the corresponding groups were identified and their characteristics were given. The outline of the methodology is based on the basic classification features of key performance indicators, in particular by: types (efficiency and effectiveness), degree of importance (major and minor) and areas of coverage (educational, research, financial, contingent, infrastructure, socio-ethical); it provides for the final definition of an integrated key performance indicator through the sum of complex indicators of efficiency and effectiveness or the sum of complex indicators of educational, research, financial, socio-ethical spheres, as well as areas of contingent and infrastructure. The final formation of the methodology for assessing the effectiveness of state institutions of higher education will optimally and deeply assess the activities of these entities, which will contribute to the actual implementation of all management functions in time and space to fulfill their mission, objectives and development goals. Keywords: key performance indicators, key еfficacy indicators, effectiveness, efficiency, public higher education institutions. JEL Classification M41, I23 Formulas: 11; fig.: 0; tabl.: 1; bibl.: 25.  

scholarly journals Knowledge Marketplaces: An Analysis of the Influence of Business Models on Instructors’ Motivations and Strategies

2021 ◽  
Vol 22 (3) ◽  
pp. 142-158
Author(s):  
Matthieu Tenzing Cisel ◽  
David Pontalier
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Business Model ◽  
Mixed Method ◽  
Business Models ◽  
Significant Proportion ◽  
Institutions Of Higher Education ◽  
Structured Interviews ◽  
Mixed Method Approach ◽  
Method Approach

Unlike MOOC platforms such as Coursera or edX, which typically partner with institutions of higher education, online knowledge marketplaces allow anyone to broadcast courses and charge for them. In this article, we investigate, through a mixed-method approach, the motivations and strategies of the instructors of Udemy and Skillshare. Semi-structured interviews and a quantitative analysis of the characteristics of Skillshare’s courses, obtained using a Web scraper, suggest that while a significant proportion of the marketplace’s instructors are outreach driven, the majority are income driven. They develop strategies to maximize their revenues, notably by adapting the characteristics of their courses, such as the number of videos, to the business model of the platform. Courses are shorter on Skillshare than on Udemy, where instructors’ incomes are proportional to the number of registrations. We hypothesize that the latter platform’s business model incentivizes instructors to create longer courses in order to attract wider audiences.  

scholarly journals Policy Adoption, Innovation, and Performance Management: The Case of Performance-funding Policies in State Postsecondary Education

2019 ◽  
Vol 51 (1) ◽  
pp. 34-45
Author(s):  
Chris Birdsall
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
Postsecondary Education ◽  
State Government ◽  
State Level ◽  
Public Higher Education ◽  
Time Model ◽  
Performance Based Funding ◽  
Funding Policies ◽  
And Performance

Since the 1980s, nearly every state government has implemented some form of performance management. This article turns to the context of public higher education where the use of performance management has been popular but highly controversial and unstable. Using the Cox conditional gap time model for repeating events and state-level panel data, this article investigates the factors associated with the adoption and readoption of performance-based funding policies for public higher education. Results indicate that state higher education governing structures, increases in public tuition, and educational attainment are important predictors of whether a state adopts performance-based funding.

scholarly journals An investigation into the accounting treatment of property, plant and equipment at public higher education institutions in South Africa

2014 ◽  
Author(s):  
◽  
Sunildutt Kheru
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Financial Reporting ◽  
Mixed Methods Research ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Public Higher Education ◽  
Financial Reporting Standards ◽  
Useful Life ◽  
Asset Classes

Property, plant and equipment (PPE) constitute a significant portion of total assets of South African public higher education institutions. It is therefore important to keep proper records of the assets and to account for them accurately in the Annual Financial Statements. The aim of this study therefore was to investigate the accounting treatment of property, plant and equipment at public higher education institutions (PHEIs) in South Africa. The following objectives were addressed in this study, to: determine how assets are classified; find out how asset transactions are recorded; and to determine the accounting treatment of assets in terms of cost, depreciation, impairment and disposal. Based on the International Financial Reporting Standards, this study used a mixed-methods research approach to collect data regarding the accounting treatment of PPE at the 23 PHEIs in South Africa. Analysis of results indicated that some institutions: apply different useful lives for the same asset classes; use threshold amounts for the recording and depreciating of assets; use the same value for the recording and depreciating of assets while others record at one value but depreciate at a higher value; and depreciate PPE at different rates as they apply varying useful life to different asset classes. This study also found that while some institutions do impairment testing on an annual basis, others do not, as they do not have a policy in place for impairment testing. Given that the activities or business of educational institutions are similar in nature, this study recommends that PHEIs need to apply consistent recording of assets in terms of their useful life as the useful life of an asset has direct correlation with the surplus or deficit of an institution. This study makes further recommendations regarding the accounting treatment of PPE at PHEIs in South Africa based on the findings of this study. Suggestions for further research are also presented.

scholarly journals Information-communications Competencies of Teachers as a Requirement of Contemporary Teaching and the Lifelong Learning Concept

2021 ◽  
pp. 273-298
Author(s):  
Merjem Sušić
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Research Work ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Scientific Research Work ◽  
Role Of Teachers ◽  
Learning Concept

This article aimed to make a theoretical review of the importance of ICT education of teachers in service of preparation for more efficient performances required by their profession in the context of general globalization changes they are exposed to. In that sense, a review of the advantages of ICT utilization and the requirements of lifelong learning which sets informatical skills as an imperative had been presented, emphasizing the role of teachers, since it requires working on self-improvement, as well as directing others towards competent, critically observed and purposeful usage of modern technological achievements. Some of the priorities for the development of higher education in B&H have been presented, where in the context of scientific research work for the 2016-2026 period, providing all of the public higher education institutions with ICT equipment is planned, which indicates that the teachers working in these institutions must possess the competencies for their utilization, especially because institutions of higher education should play the role of one of the main promoters of lifelong learning.

Policy analysis using sensemaking : implementation of an ambiguous policy mandate in institutions of public higher education

2018 ◽  
Author(s):  
◽  
Michelle Branton
Keyword(s):  
Higher Education ◽  
Policy Analysis ◽  
Implementation Process ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
University Of Missouri ◽  
Implementation Challenges ◽  
Two Year College ◽  
Internal Pressures ◽  
Policy Mandate

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Institutions of higher education are facing educational policy reform and implementation challenges. In response to external and internal pressures to increase timely graduation rates, state lawmakers in Missouri adopted the Complete College America agenda and enacted laws impacting institutions of higher education. This study utilized a qualitative case study designed to explore policy analysis using sensemaking of leaders at two institutions of public higher education - a two-year college and a four-year university - responsible for implementation of the new policy mandate in their institutions. This study drew on the theoretical framework of Weick's (1995) seven sensemaking properties, and reports findings drawn from interviews, observations, and document analysis that sought to investigate leaders' sensemaking experiences implementing the 15-to-Finish Initiative at their institution. Qualitative findings revealed that sensemaking plays a crucial role in the implementation process of leaders implementing a new policy mandate.

Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Brian A Peters ◽  
Ginger Burks Draughon
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
United States Government ◽  
Public Higher Education ◽  
Performance Based Funding ◽  
Part Time Students ◽  
Bachelor's Degrees ◽  
Part Time ◽  
And Performance

Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.

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