scholarly journals Building ethical leadership through training and development approach at a higher education institution in South Africa

2020 ◽  
Vol 18 (1) ◽  
pp. 405-414 ◽  
Author(s):  
Anrusha Bhana ◽  
Sachin Suknunan
Keyword(s):  
Higher Education ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Education Institution ◽  
Training And Development ◽  
Theory And Practice ◽  
Executive Management ◽  
Higher Education Institution ◽  
Qualitative Approaches ◽  
Management Leadership

The research has shown that many leaders lack ethical practice, but training and development geared towards ethical leadership can serve to bridge this gap in theory and practice. This paper focuses primarily on the key aspect of training and development to promote more ethical leadership within a higher education institution setting. The data were drawn from a mixed-method study adopting both quantitative and qualitative approaches. Simple random sampling constituted a sample of 312 academic and administrative staff members at the institution. The purposeful sampling for the qualitative component was a realized sample of 3 executive management leadership and 9 line management leadership participants, indicating a total response rate of 67%. The results for executive management leadership reflect poor leadership style from the employees’ perspective in relation to respect and fairness, transparency, behavior, and other ethical leadership-related items (of M = 2.74, SD = 0.033). In addition, there was a clear need for leadership to attend ongoing training courses (M = 4.20, SD = 0.904). From the qualitative perspective, more than 50% of the leadership respondents indicated no appropriate university leadership programmes or ethical leadership programs. Therefore, the investment in training and development can promote more ethical leadership style, which in turn can have a positive impact on employees (M = 4.43, SD = 0.740). In light of this, the results provide a strong inclination towards more training and development programs to ensure that leaders develop ethical considerations in their role as leaders.

scholarly journals The Relationship between Ethical Leadership Styles and Employees Effective Work Practices

2020 ◽  
Vol 9 (4) ◽  
pp. 128
Author(s):  
Anrusha Bhana ◽  
Mohamed Saheed Bayat
Keyword(s):  
Higher Education ◽  
South African ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Education Institution ◽  
Management Leadership ◽  
African Higher Education ◽  
South African Higher Education ◽  
The Relationship ◽  
Line Management

South African Higher ]Education Institutions are diverse, highly debated by academia as well as the portfolio committee on higher education and structured with a strong focus on the customer being students, with a negligible concern for the academic and professional employees. The revolutionary changes at Higher Education Institution have gestured the importance of both leadership and employees to support the transformational strategy at these institutions. Higher Education transformation has a lot to do with leadership - not the leadership of the Vice-chancellor, but the leadership of a collective of people, executive management leadership, line management leadership, academics and administration, and other stakeholders (MacGregor, 2015:28; 2012). The aim of the study was to examine the relationship between the ethical leadership style of line management leadership, and academic and administrative at a South African Higher Education Institution in KwaZulu-Natal. Data analysis utilized a quantitative method with an academic sample size of 165 (52.9%) and administrative sample size of 147 (47.1%). The study used descriptive and linear regression analysis to examine the two variables. The descriptive findings revealed that ethical leadership style was not present at the line management leadership level. The inferential analysis findings exhibited a significant strong linear relationship of 74.7% between line management leadership and employee items. Data analysis revealed that line management leadership style had an impact on employees’ performance and behavior at the institution. Thus, it is imperative to have a fully engaged workforce in order for an institution to achieve greater levels of innovation, intrapreneurship, design thinking and financial management.

scholarly journals The impact of ethical leadership on employee engagement within a South African public higher education institution

2019 ◽  
Vol 17 (4) ◽  
pp. 314-324
Author(s):  
Anrusha Bhana ◽  
Sachin Suknunan
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
South African ◽  
Employee Engagement ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Education Institution ◽  
Mean Value ◽  
Higher Education Institution ◽  
The Impact

Ethical leadership has become a fundamental building block amongst the corporate organizations globally. However, minimal research evidence was found from a higher education institution (HEI) perspective, including the evidence from a South African higher education setting. Due to the lack of research linking the ethical leadership`s style and employee`s engagement (EE) at higher education institutions, it becomes important to find out if ethical leadership can positively promote the EE, which, in turn, can promote various other benefits at the institutions. Therefore, this study aims to examine this from the perspective of ethical leadership style and its impact on the EE. This study focused on a large HEI (Higher Education institution) based in KwaZulu-Natal (South Africa). Quantitative data collection employed the probability sampling targeting 420 employees. Questionnaires were used as data collection tools and obtained a response rate of 312 (74%). The results show that the average mean value for EE (M = 2.87) was weak in comparison to the measurement standard of 3.00, which implied a lack of EE between leadership and employees. In addition, the results indicate that ethical leadership can positively influence the EE (M = 4.27), thus, indicating the need for more ethical leadership at this institution. Furthermore, the current lack of employee`s engagement by leaders that do not exhibit the ethical leadership style can result in employees` disengagement at the institution.

scholarly journals Stress, Leadership Style and Internal Communication Among Teachers of a Higher Education Institution

2018 ◽  
Vol 27 (4) ◽  
pp. 518
Author(s):  
Maurício Benício Valadão ◽  
Valdir Inácio Do Prado Júnior ◽  
Sebastião Benício Costa Neto
Keyword(s):  
Higher Education ◽  
Leadership Style ◽  
Education Institution ◽  
Internal Communication ◽  
Private Institution ◽  
Higher Education Institution ◽  
The City ◽  
Do So

This article aimed to understand the relation stress, leadership style and internal communication between management and teachers of a higher education private institution in the city of Goiânia-GO. To achieve this, the exploratory method was used, relying on the contribution of such teachers in a focal group. Through the results found, it is understood that the institution must elaborate a number of considerations towards the relation stress and internal communication. To do so, it is highlighted: the comprehension that the lack of a well structured internal communication fosters stress; and the use of strategies that contribute to the implementation of an effective internal communication. Estresse, Estilo de Liderança e Comunicação Interna entre Docentes de uma Instituição de Ensino Superior Este artigo buscou compreender a relação estresse, estilo de liderança e comunicação interna entre chefia e docentes de uma instituição de ensino superior privada na cidade Goiânia-GO. Para a sua consecução foi utilizado o método exploratório, contando com a contribuição dos docentes em um grupo focal. Por meio dos resultados encontrados, entende-se que a instituição deve elaborar um conjunto de considerações acerca da relação estresse e comunicação interna. Para tanto, destacam-se: a compreensão de que a falta de uma comunicação interna bem estruturada fomenta o estresse; e a utilização de estratégias que contribuam para a implementação de uma comunicação interna efetiva.

scholarly journals Enhancing Learning for Early Years Foundation Degree Students: Empowerment through Heutagogy and Reflecting on the Notion of Knowledgeable Others

2019 ◽  
Vol 72 (1) ◽  
pp. 24-44
Author(s):  
Eleonora Teszenyi ◽  
Cristina Devecchi ◽  
Tanya Richardson
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Education Institution ◽  
Theory And Practice ◽  
Early Years ◽  
Small Scale ◽  
Higher Education Institution ◽  
Student Autonomy ◽  
Education Community ◽  
Direct Input

AbstractThis paper reports on a small-scale practitioner enquiry undertaken with 17 work-based learners studying on a two-year Early Years Foundation Degree programme in a higher education institution in England. The first aim of the enquiry was to identify the perspectives of a cohort of work-based Early Years Foundation Degree students on teaching strategies they experienced at a higher education institution in the English midlands. The second aim was to identify how the findings could be applied to curricular and andragogic enhancements for future students. Beliefs and attitudes questionnaires were administered to the students half way through their programme. Findings indicate that students valued strategies that included the direct input of the lecturers they regarded as ‘more knowledgeable others’ (Vygotsky, 1978), yet they rated peer support as less effective for their learning. Findings indicate that early years students’ applications of learned theory to work-based practice may need to go beyond a singular notion of ‘communities of practice’ (Lave & Wenger, 1991). Although these students are positioned and position themselves as more knowledgeable others in their own workplace communities, they regard themselves as lacking knowledge in their higher education community. As members of these various communities, they straddle heutagogic and andragogic approaches in their respective communities of practice. In recognition of this, the paper argues that not only should higher education lecturers working with work-based students adopt andragogic strategies but they should also promote heutagogic approaches that increase student autonomy. They should also communicate explicitly to their students the value of such strategies for learning in the field, both in theory and practice.

scholarly journals Introduction to academic traditions as psycho-pedagogic factor of adaptation of first year students

2019 ◽  
pp. 147-150
Author(s):  
Vladimir V. Iokhvidov ◽  
Marina Ye. Genadis ◽  
Eleonora G. Tszyu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Education Institution ◽  
Theory And Practice ◽  
First Year ◽  
Higher Education Institution ◽  
First Year Students ◽  
Situational Anxiety ◽  
Pedagogic Theory ◽  
Made In

The article is made in the framework of the study of psychological and pedagogic factors of adaptation of students who have started to attend a higher education institution. These include ceremony of initiation in the student life, that is still little considered in pedagogic theory and practice. In our research we realised identification implicitly of the academic traditions presented in activity of higher education institution.. On an experimental basis, it is proved that the organised introduction of students into academic traditions leads to an improvement, compared with students with whom such work is not carried out, adaptation to environment of a higher education institution, situational anxiety, subjective satisfaction with learning at a higher education institution, and academic success.

The Role of the Leadership Style in Creating Conflict and Tension in a Higher Education Institution

2016 ◽  
pp. 233-247
Author(s):  
Grace C. Khoury ◽  
Beverley McNally
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Leadership Styles ◽  
Leadership Style ◽  
Cultural Change ◽  
Development Program ◽  
Education Institution ◽  
Workplace Stress ◽  
Higher Education Institution ◽  
High Conflict

This chapter examines the influence of context on leadership styles in a higher education institution. Specifically, the enactment of leadership, the consequence of differing leadership styles, and the resultant interpersonal conflict. Informed by the empirical literature examining the Middle East, workplace stress and conflict, leadership and interpersonal communication, the chapter highlights the consequences of a high-conflict external context and the resultant constraints on human resource policies and practices. The recommendations include establishing a leadership development program aimed at creating an awareness of different leadership styles and the leadership of diverse groups. This includes the implementation of a cultural change program, programs to support the empowerment of minority groups, management education focusing on conflict resolution. The chapter adds to the body of literature by addressing the challenges confronting leadership in a high conflict context.

scholarly journals Students’ perceptions on the effectiveness of product placements: A case study of a private higher education institution in Durban

2020 ◽  
Vol 11 (02) ◽  
pp. 79-88
Author(s):  
A. Koopman ◽  
◽  
S. Perumal ◽  
K. Perumal ◽  
M. Williamson ◽  
...  
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Education Institution ◽  
Product Placement ◽  
Theory And Practice ◽  
Private Higher Education ◽  
Research Approach ◽  
Higher Education Institution ◽  
Product Placements

The aim of the study was to investigate students’ perceptions of the effectiveness of product placements and to determine whether they are aware of product placements, whether they pay any attention to product placements and whether the exposure to product placements has influenced their purchasing behaviour in any way. This study adopted a quantitative research approach and employed the case study design; hence, the main focus of this study is on how students, based at private higher institution in Durban, perceive the effectiveness of product placement. The study was conducted at a private higher education institution with an estimated population of 1000; the sample size was 135. The form of non-probability convenience sampling method was employed. Although the form of non-probability sampling techniques is not common in quantitative studies, sufficient representation was ensured. Hence, the research results were able to be generalised from a sample to a population. Quantitative data was collected using the questionnaire method. SPSS statistical package was used to capture numerical data. The study also employed both descriptive and inferential statistics in order to infer the sample results to the entire population. The quantitative data analysis results indicated that product placements are similar to traditional advertising in terms of capturing the audience’s attention, developing positive feelings towards the product and recall when faced with a purchase decision. The study has also contributed immensely to the digital and social media advertising theory and practice.

scholarly journals Experiences of Student Nurses on the Use of the Two-Week Block System at the Satellite Campus of a Higher Education Institution in Namibia

2020 ◽  
Vol 9 (3) ◽  
pp. 222
Author(s):  
Gelasius Panduleni Shatimwene ◽  
Daniel Opotamutale Ashipala ◽  
Esther Kamenye
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Student Nurses ◽  
Education Institution ◽  
Theory And Practice ◽  
Higher Education Institution ◽  
Teaching System ◽  
Block System ◽  
Satellite Campus

Clinical Training is intended to prepare nursing students for future nursing practice in both private and public facilities. As do many nursing training institutions globally, this Higher Education Institution (HEI) uses the two-week block system as a teaching system. However, despite the two-week block system, it would appear that, due to the increased number of nursing students, the aligning of practical exposure with theoretical instruction is becoming difficult in balancing theory and practice for both student and academics. Such alignment requires institutions of higher learning to establish which teaching systems are likely to promote the correlation between theory and practice. The experiences of students may be used to identify positive learning environment for students. This study aimed to explore and understand the personal experiences of student nurses studying at Higher Education Institution HEI in Namibia in relation to the use of the two-week block system. The objectives of the study included exploring and describing the experiences of student nurses regarding the two-week block system at the HEI with a view to ascertaining the negative impact, if any, of such a teaching system on their studies. A study employed a qualitative approach which comprised an explorative and descriptive research design, using purposive sampling. The research population in the study consisted of first to fourth year, undergraduate nursing students who were studying at a satellite campus of a HEI in Namibia. The requisite data was collected from four focus group discussions which were each conducted with six to seven participants. The transcribed interviews and narratives from the research notes were then organised into main themes and sub-themes. Three main themes and nine sub-themes were identified. The findings of the study indicated that two-week block system was associated with challenges as was evidenced by the following themes that had emerged from the study, namely, different experiences of the two-week block system, various effects of the two-week block system and recommendations to School of Nursing (SoN).The study recommended that the HEI extend the two-week block system to a one-month block system in order to give the students sufficient time in which to put the theory they have learnt into practice.

scholarly journals Ascertaining the Curriculum Relevance of the Graduate School through Tracer Study in a Philippine Private Higher Education Institution

2017 ◽  
Vol 28 (1) ◽  
Author(s):  
David Cababaro Bueno
Keyword(s):  
Higher Education ◽  
Graduate School ◽  
Effective Means ◽  
Education Institution ◽  
The Philippines ◽  
Educational Process ◽  
Theory And Practice ◽  
Private Higher Education ◽  
Higher Education Institution ◽  
Related Factors

Graduate education is part of the most effective means of developing capacities related to doing research that will improve educational theory and practice in the many different aspects of the educational process. Thus, the study traced the employability and productivity of the graduates of a Private Higher Education Institution (PHEI)-graduate school from 2010 – 2015 in the Philippines to further improve its curricular offerings. The descriptive-survey design was used. The majority of the graduates of the Doctor of Education (Ed.D.), Master of Arts (MA), Master of Business Administration (MBA) and Master of Project Management (MPM) programs are employed in a regular or permanent status. They are now occupying supervisory and managerial positions and highly satisfied with their basic salary. The graduate curricula are responding to the needs of various industries. Administration and governance, curriculum and instruction, research, professional and cognate courses, student services, library, internet laboratory, interdisciplinary learning, and teaching/ learning environment are the school-related factors relevant to the current employment of the graduates. Communication, human relations, entrepreneurial, information technology, problem-solving, critical thinking, and research skills are considered relevant skills learned. Love of God, honesty, punctuality, obedience to superior, perseverance, creativity, professional integrity, unity, fairness, love for others, nationalism and being eco-friendly are the values evidently manifested in their workplaces. Thus, the graduate school is continuously nurturing and embracing the quality of education.

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