scholarly journals Talent retention strategies for female academics in the higher education sector

2021 ◽  
Vol 10 (7) ◽  
pp. 142-149
Author(s):  
Blessing Kanyumba ◽  
Melanie Lourens
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Education Sector ◽  
Retention Strategies ◽  
Institutions Of Higher Learning ◽  
Talent Retention ◽  
Strategic Goals ◽  
Sub Saharan

This study aimed at identifying talent retention strategies for female academics in the higher education sector, paying particular attention to the Sub-Saharan context. Higher education institutions rely on the knowledge, abilities, and skills of their academics in order to keep abreast of the changing nature of higher education globally. These institutions of higher learning are required to be competitive and achieve their strategic goals in order to remain relevant in the sector. Studies have shown that female academics are leaving the higher education sector for the private sector for numerous reasons, including better salaries and further development. Additionally, some female academics are emigrating to European countries in search of greener pastures. Therefore, higher education institutions have to ensure that talent retention strategies are implemented to retain female academics, as well as to facilitate their progress to top leadership positions. The study utilized four crucial retention strategies identified in Kenya by Mutiria, Rukangu and Kubaison in 2015. These retention strategies include compensation and benefits, formal succession planning, training and development and career development opportunities. A quantitative research design was adopted for this study, whereby online questionnaires were completed by 112 female academics at a Sub-Saharan university. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27 for Windows. The results revealed a significant relationship between the four identified strategies and retention. Thus, institutions of higher learning should effectively implement these strategies in order to retain talented female academics, considering the dynamics in the sector.

PENDIDIKAN ETIKA REKA BENTUK DALAM PROGRAM INDUSTRI KREATIF DI INSTITUSI PENGAJIAN TINGGI MALAYSIA [DESIGN ETHICS EDUCATION FOR CREATIVE INDUSTRIES PROGRAMMES IN MALAYSIAN HIGHER EDUCATION INSTITUTIONS]

2022 ◽  
pp. 118-134
Author(s):  
MOHD AFIQ RIDHWAN TARMIZU ◽  
BALAMURALITHARA BALAKRISHAN ◽  
MUHAMMAD FADHIL WONG ABDULLAH
Keyword(s):  
Higher Education ◽  
Ethics Education ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Creative Industry ◽  
Ethical Aspects ◽  
Design Ethics ◽  
Ethical Education ◽  
Institutions Of Higher Learning ◽  
Industry Professionals

Nowadays, the creative industry is rapidly developing with various technologies and creativity moving forward. However, problems and issues involving ethical aspects are still often seen on social media, television and print media, it clearly shows the lack of values and ethical aspects of the individual in the production of designs. Therefore, this study is conducted to propose the guidelines on ethical education design for creative industry programs in the institutions of higher learning. The objective of this study is to evaluate students' behavior towards design ethics among students of higher education institutions, evaluate teaching practices implemented by educators of higher education institutions as well as to assess challenges related to design ethics faced by creative industry professionals in submitting proposal regarding ethical education guidelines for creative industry programs. This study uses quantitative method which is the survey method in which questionnaires are distributed to respondents. For the sampling of studies, which is stratified sampling that refers to individual specific characteristic features in terms of his/her involvement in the creative industry. The numbers of respondents were 164 for the students, 108 respondents for the teaching staff and 89 respondents were from creative industry professionals. The findings of this study that are based on the mean value and standard deviation from the data collected through the survey study, show that students' behavior on ethical aspects is an important aspect of design ethics. Meanwhile, for the lecturers, the teaching practices implemented show that ethical aspects are a crucial element in the teaching sessions. Next, for the creative industry professionals, ethical aspects are considered as an important element in facing the challenges regarding design ethics. This is explained through the findings of students, lecturers and creative industry professionals through high recorded mean value. Therefore, it is clear that ethical aspects are a vital element to these three groups. Thus, a guideline on ethical education design for creative industry programs in institutions of higher learning is produced through the findings. Hence, this study provides a module on design ethics education that can be practiced in creative industry programs in Institutions of Higher Learning in Malaysia.

scholarly journals Discovering Higher Education Institutions before Solerno

10.28945/3892 ◽  
2017 ◽  
Vol 2 ◽  
pp. 195-205
Author(s):  
Crystal R Chambers
Keyword(s):  
Higher Education ◽  
Western Europe ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Future Research ◽  
History Of Higher Education ◽  
Communities Of Learners ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
Education Coursework

Aim/Purpose: The purpose of this manuscript is to bring communities of learners before Solerno, Bologna, and Paris from the margin to the center of history of higher education discourse. Background: Most history of higher education coursework in the global west begins with institutions of higher learning in western Europe – Solerno, Bologna, and Paris. However, this tradition discounts the histories of higher education particularly of institutions in the global east, which predate European models Methodology: The author brings these communities of learners from the margins to the center of higher education histories by way of historical overview. Contribution: In so doing, the author informs scholar instructors of ancient higher education from a more globalized perspective. Findings: The major finding of this work is that there is a history of higher education prior to the rise of institutions in the global west. Recommendations for Practitioners: From this work, history of higher education coursework in the global west should be adjusted to include acknowledgement as well as greater exploration of ancient higher education institutions as part of our collective global under-standing of the history of higher education. Future Research: This work more broadly identifies for open exploration of ancient higher education institutions.

Barriers for Quality Management Implementation in Higher Education

2020 ◽  
pp. 132-151
Author(s):  
Mufaro Dzingirai
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Management Strategies ◽  
Implementation Process ◽  
Higher Learning ◽  
Education Sector ◽  
Future Research ◽  
Successful Implementation ◽  
Common Phenomenon ◽  
Institutions Of Higher Learning

To survive in a highly-competitive higher education sector, institutions of higher learning are focusing on quality management principles. Therefore, a strong need emerges for a deeper understanding of quality management. Despite a substantial, growing interest from scholars, policymakers, and educationalists in quality management as a common phenomenon in higher education, many obstacles remain in the implementation process. This chapter captures the worldwide quality issues and a controversy related to implementation of quality management in higher education, identifies the barriers for successful implementation of quality management in higher education, reviews the key barriers that deter the efforts to effectively execute quality management in higher education so that quality management strategies can be formulated by the top management and policymakers accordingly, and presents directions for future research.

scholarly journals Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho

2021 ◽  
Vol 11 (2) ◽  
pp. 319
Author(s):  
Mamoeletsi Limakatso Mojalefa
Keyword(s):  
Higher Education ◽  
Collective Bargaining ◽  
Working Conditions ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Institutions Of Higher Learning ◽  
National University ◽  
Higher Institutions

Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.

scholarly journals Interfaces entre avaliação institucional e gestão de instituições de ensino superior: um estudo a partir do Sinaes - Interfaces between institutional evaluation and management of higher education institutions: a study from Sinaes

2016 ◽  
pp. 21
Author(s):  
Felipe Barbosa Ferronato
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Assessment Model ◽  
Assessment Process ◽  
Central Position ◽  
Critical Approach ◽  
Institutional Evaluation ◽  
Institutions Of Higher Learning

Este artigo se relaciona com a dissertação intitulada Interfaces entre avaliação institucional e gestão de instituições de ensino superior: um estudo a partir do Sinaes. A lei n. 10.861 de 2004, que instituiu o Sistema Nacional de Avaliação da Educação Superior - Sinaes - e suas adaptações posteriores apresenta um modelo implícito de administração destinado às instituições de ensino superior ao indicar ações e estratégias para a gestão, compondo indicadores para a avaliação final. Com a institucionalização do Sinaes a avaliação passou a ocupar centralidade na política de regulação da oferta, qualidade e expansão da educação superior a partir de indicadores. A questão desta pesquisa se concentrou na centralidade ocupada pela avaliação como fornecedora de indicadores para fins de regulação. O objetivo central foi identificar e analisar as interfaces das dimensões do Sinaes com as dimensões da Administração, tomando como amparo teórico a teoria de gestão de Drucker (2012). A pesquisa é de natureza qualitativa e abordagem dialético-crítica, sem desconsiderar os aspectos quantitativos no processo de análise e discussão. Foi utilizada a pesquisa documental (Laville; Dione, 2009), considerando como material de análise instrumentos legais, impressos e eletrônicos, informações e dados consultados no MEC/Inep. Demonstrou-se que há uma nítida e forte relação do modelo avaliativo proposto pelo MEC, por meio do Sinaes, com a dimensão administrativa das instituições de ensino superior. As dimensões do processo de avaliação vão encontro das características do modelo de gestão (Drucker, 2012), principalmente, pelo foco das ações e estratégias no planejamento e nos resultados, sendo a avaliação inerente à administração, mas evidenciando a preocupação com o caráter humano que perpassa essas entidades, pois a realização de qualquer administração depende de resultados e são os resultados que transformam a gestão.Palavras-chave: administração, avaliação, gestão, Sinaes, regulação. INTERFACES BETWEEN INSTITUTIONAL EVALUATION AND MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS: A STUDY FROM SINAESAbstact This article is related to the dissertation entitled Interfaces between the institutional assessment and management of institutions of higher learning: a study of the Sinaes. Law 10,861 of 2004, which established the National System for Assessment of Higher Education - Sinaes - and its subsequent adaptations present an implicit model of administration aimed at institutions of higher learning, by indicating actions and strategies for their management, composing indicators for final assessment. With the institutionalization of the Sinaes, the assessment came to occupy a central position in the policy for regulating the supply, quality and expansion of higher education based on indicators. The question of this study is focused on the centrality occupied by the assessment as a supplier of indicators for purposes of regulation. The central objective is to identify and analyze the interfaces of the dimensions of the Sinaes with the dimensions of the public administration, based on the management theory of Drucker (2012). The study is qualitative in nature, with a dialectic-critical approach, without neglecting the quantitative aspects in the process of analysis and discussion. Documental research was used (Laville & Dione, 2009), considering as material for analysis legal instruments, in printed and electronic form, as well as information and data obtained from consulting the Ministry of Education/National Institute of Educational Studies - MEC/Inep. The results demonstrate a clear relationship between the assessment model proposed by the MEC, through the Sinaes, and the administrative dimension of the institutions of higher learning. The dimensions of the assessment process are in line with the characteristics of the management model considered (Drucker, 2012), mainly the focus on actions and strategies for planning and their results. This assessment is inherent in public administration, but there is worry over the human character of these entities, because the performance of any management act depends on results, and it is the results that transform management. Key-words: administration, assessment, management, Sinaes, regulation.

scholarly journals Socioeconomic Implications of Examination Fraud and Assessment Irregularities in South Africa’s Higher Education Sector: A Futuristic View

2020 ◽  
Vol 10 (3(S)) ◽  
pp. 39-46
Author(s):  
Chux Gervase Iwu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Nation Building ◽  
High Standard ◽  
Higher Learning ◽  
Education Sector ◽  
Documentary Evidence ◽  
Institutions Of Higher Learning

This paper, based on scholarly as well as documentary evidence, intends to highlight thesocioeconomic implications of fraud and assessment irregularities in South Africa’s higher education. Highereducation institutions serve nation building purposes and as such it is expected that what they produceshould be of high standard in order to further this purpose. Lately, owing to the rise in assessmentmalpractices across South African institutions of higher learning, calls have been made by business andsociety for ways to deal with this. This paper asks a few questions related to what constitutes fraud andassessment irregularities and the sources of these. The paper also points out what these portend for highereducation in South Africa while at the same suggesting some recommendations. This paper contributes to theliterature on the growing concerns of educators and researchers regarding high levels of examinationmalpractice and assessment irregularities within higher education sector globally, but in particular SouthAfrica.

Information Technology Education

2018 ◽  
pp. 196-245
Author(s):  
Marilyn Fernandez
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Technical Education ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Public And Private ◽  
Information Technology Education ◽  
Institutions Of Higher Learning ◽  
It Culture ◽  
Perfect Storm

The seeds of the Merit-Caste debate in the merit IT culture making project are sown early in secondary and higher technical education. The ‘blood sport’ in technical education has been fuelled by another perfect storm of events; the growing popularity of technical education and jobs, expansion of IT educational options through government resourced technical institutions, grievances about the never-ending shelf life of reservations, and perception of limited ‘unreserved seats’ in quality institutions of higher learning coupled with the expensive privatized options have added fuel to the antagonistic competition. In the final analyses, just as both public and private technical higher education institutions are the sites where IT merit is culturally constructed, they also become ideal sites for deconstructing the merit culture making project and revealing the project’s caste foundations.

scholarly journals The Needs, Issues and Challenges in Implementing Instructional Design and Strategies in Higher Education Institutions

2018 ◽  
pp. 508-514
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Lesson Design ◽  
Public And Private ◽  
Level Of Involvement ◽  
Institutions Of Higher Learning ◽  
High Level ◽  
University Lecturers

Instructional strategies refer to the approach an instructor may take to achieve objectives and learning outcomes. The aim of this study is to identify the current training needs for Instructional Design and Strategies (IDS) in the context of the Malaysian Higher Education institutions. The objectives of the study are to identify: the lecturers’ needs in respect of knowledge and skills to support their involvement in IDS; and the issues and challenges related to the implementation of IDS in higher education. This study employs a descriptive approach involving the use of a survey questionnaire to collect data. A total of 135 respondents participated in the study. They are university lecturers in institutions of higher learning in Malaysia, both public and private, from various disciplines and with varied experiences. A majority of the respondents perceived high level of awareness of the basic principles of course/lesson design. However, the level of involvement with IDS is limited by a lack of knowledge and practice. Hence, formal training of IDS is necessary for lecturers. Four main issues and challenges pertaining to the implementation of IDS in higher education were identified in this study. Recommendations were given in light of the problems emerged from the study.

Native Approaches to Decolonising Education in Institutions of Higher Learning

2000 ◽  
Vol 28 (2) ◽  
pp. 28-34 ◽  
Author(s):  
Polly Walke
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Higher Learning ◽  
Native Peoples ◽  
Institutions Of Higher Learning ◽  
The World

A growing number of Native scholars are involved in decolonising higher education through a range of processes designed to create space for Indigenous realities and Indigenous ways of managing knowledge. Basing their educational approaches on Indigenous ontologies and epistemologies, they are developing Indigenist approaches within higher education. Ward Churchill (1996:509), Cherokee scholar, explains that an Indigenist scholar is one who:Takes the rights of indigenous peoples as the highest priority …who draws on the traditions – the bodies of knowledge and corresponding codes of value – evolved over many thousands of years by native peoples the world over.

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