Brand Governance of Universities Looking from the Level of Academic Review

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Luu Thi Mai Anh ◽  
Nguyen Thi Minh Phuong ◽  
Dao Thi Thanh Huyen
Keyword(s):  
Teaching Quality ◽  
Governance Mechanism ◽  
Integrated Education ◽  
Training And Research ◽  
Development Goals ◽  
Academic Review ◽  
The University ◽  
Quantitative Indicators ◽  
Brand Governance ◽  
University Brand

Brand governance of university is considered as a whole of solutions and resources to locate the university brand through quality accreditation, university ranking, and evaluation of stakeholders... A quality university brand must have high academic ratings and reputation. In the general trend, the universities can choose a set of quantitative indicators in the QS-starred rankings for internal evaluation to build strategies for developing internationalization of universities, improving teaching quality, training, and research, forming a university governance mechanism according to the goals, identifying opportunities to be compared with schools ranked at the top in the QS rankings. The results of the QS star-ranked university rankings are expected to be (i) a stimulus for universities to set development goals and improve the quality of comprehensive education in the context of integrated education; (ii) brings many advantages for universities to assert prestige/reputation in the international arena.

scholarly journals Understanding Postgraduate Student Preferences for University Choice in Zambia: The Case of ZCAS University

2020 ◽  
Vol 10 (2(V)) ◽  
pp. 18-30
Author(s):  
Kelvin Mukolo Kayombo ◽  
Gwebente Mudenda ◽  
Burton Mweemba ◽  
Janis Nduli
Keyword(s):  
Information Sources ◽  
Teaching Quality ◽  
Student Choice ◽  
Primary Data ◽  
Postgraduate Student ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Primary Data Analysis ◽  
The University ◽  
University Brand

The aim of this study was to ascertain the university brand model that characterizes postgraduate student choice of ZCAS University. The brand model comprises brand attributes that attract postgraduate students to the university, the information sources they consult, who influences their decisions and what makes the university unique. The study was qualitative in design, while sampling of research participants was done purposively. Three focus group discussions involving seventeen first years part time and open distance e-learning postgraduate students, and five semi-structured interviews with marketing and recruitment staff at ZCAS University were used to collect data on the brand model. Thematic analysis and content analysis were then used as the primary data analysis techniques. Results of the study revealed that reputation, teaching quality, student support, fees and facilities were the top five ZCAS University brand traits that underpin postgraduate students’ choice of the university. With respect to competitive advantage, facilities, teaching quality reputation and accreditations are perceived to be the university’s primary unique characteristics. The study further identified friends, self, workmate and family as the greatest influencers of postgraduate student choice of the university; while websites, social media, print media and television are believed to be the most consulted information sources by prospective postgraduate students.

scholarly journals Assessing the United Nation’s Sustainable Development Goals in academic libraries

2021 ◽  
pp. 096100062110055
Author(s):  
Clare Thorpe ◽  
Lyndelle Gunton
Keyword(s):  
Sustainable Development ◽  
Academic Libraries ◽  
Sustainable Development Goals ◽  
Societal Implications ◽  
2030 Agenda ◽  
Development Goals ◽  
Library Staff ◽  
Stretch Targets ◽  
The University ◽  
Mapping Exercise

The United Nation’s 2030 Agenda for Sustainable Development identifies 17 goals as a shared blueprint for peace, prosperity, people and the planet. Australian academic libraries have started documenting and planning how academic libraries contribute to the Sustainable Development Goals (SDGs), including the identification of assessment frameworks and key performance indicators. In 2019, the University of Southern Queensland (USQ) Library stepped through an exercise of understanding how our day-to-day work and annual planning targets mapped to the SDGs. The article is a case study. The authors outline how an academic library’s services, projects and action plans were mapped to the SDGs and how the mapping exercise was communicated to the community. The article will situate this activity among the broader approaches being taken by the Australian library community, including the 2030 stretch targets for Australian libraries. USQ Library staff found that existing services, collections and projects correlated to eight of the 17 SDGs. Activities were mapped to these eight goals and reported to senior executive of the University. The mapping exercise increased the awareness of library staff about the broader cultural and societal implications of their roles. The communication strategy led to conversations that increased university leaders’ awareness of the SDGs and the value and impact of USQ Library in improving access to information as well as the library’s role in transforming the lives of USQ students and community. By undertaking an exercise to map collections, services and projects to the SDGs, USQ Library has been able to demonstrate how their knowledge and information infrastructures which enable student achievement and research excellence. The SDGs can be used by university libraries as a benchmarking tool and as a challenge to set stretch targets aligned with the United Nation’s 2030 agenda.

scholarly journals Applying Responsible Ownership to Advance SDGs and the ESG Framework, Resulting in the Issuance of Green Bonds

2021 ◽  
Vol 13 (13) ◽  
pp. 7331
Author(s):  
Gudrun Erla Jonsdottir ◽  
Throstur Olaf Sigurjonsson ◽  
Ahmad Rahnema Alavi ◽  
Jordan Mitchell
Keyword(s):  
Collective Action ◽  
Governance Mechanism ◽  
Theoretical Contribution ◽  
Energy Company ◽  
Ownership Strategy ◽  
Development Goals ◽  
Virtuous Cycle ◽  
Responsible Ownership ◽  
Social Causes

This study aimed to contribute to the strand of literature encompassing governance, sustainability, and stakeholder theory by addressing an inchoate element of responsible ownership: collective action by different stakeholders. Our study’s originality rests on the introduction of an ownership strategy as a governance mechanism for collective action and responsible ownership in order to implement the United Nations Sustainable Development Goals (SDGs) and an environmental, social, and governance (ESG) framework. Using a twofold empirical methodology—studying of archival data and qualitative case work—we provide empirical evidence from a case study of a Nordic energy company showing that applying an ownership strategy helped to strengthen the approach to SDGs and ESG while leading to positive benefits: in this case, the issuance of green bonds. Our theoretical contribution is the addressing of a gap in the literature exploring how an ownership strategy can be a uniting point for collective action, based on the hypothesis that an ownership strategy provides an important reinforcement of a “virtuous cycle”. Policymakers who are interested in promoting long-term commitment of different stakeholders with a focus on sustainability and improved agency should encourage the formulation of an ownership strategy that explains the owners’ commitment to the environment, social causes, and/or governance guidelines. Therein lies the practical contribution of this work. In this study, we found that an ownership strategy with these elements helped to strengthen the firm’s commitment to SDGs and ESG.

scholarly journals Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

2021 ◽  
Vol 13 (4) ◽  
pp. 1828
Author(s):  
Elisa Chaleta ◽  
Margarida Saraiva ◽  
Fátima Leal ◽  
Isabel Fialho ◽  
António Borralho
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
The Other ◽  
Potential Contribution ◽  
Decent Work ◽  
Development Goals ◽  
The University

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review

2021 ◽  
Author(s):  
Antonio Miñán-Espigares ◽  
Claudia-Amanda Juárez-Romero
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Situated Learning ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Teaching Innovation ◽  
The Sustainable Development ◽  
Development Goals ◽  
The University ◽  
Quality Learning

The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.

scholarly journals Representing “University Education” in the Horizon of the Concept of Sustainable Development and Security Discourse

2021 ◽  
Vol 295 ◽  
pp. 05003
Author(s):  
Konstantin Maltsev ◽  
Larisa Binkovskaya ◽  
Anni Maltseva
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
Sustainable Development Goals ◽  
Global Perspective ◽  
University Education ◽  
Economic Paradigm ◽  
Security Discourse ◽  
Development Goals ◽  
The University

The relevance of linking the concept of sustainable development and the security discourse reveals the possibility of believing that education is a prerequisite for ensuring that “sustainable development” goals become a reality. The university has a twofold task: first, to produce knowledge that meets the demands of our time, i.e. technical knowledge, and second, to form human capital, to train specialists capable of the practical application of instrumental knowledge. The initial orientation of the concept of “sustainable development” towards a global perspective: the representation of reality in an economic paradigm, i.e., totally determined by the “logic of capital”, “monocausal economic logic”, determines the criteria by which the quality of human capital, its price, and efficiency of production of a standardized product are evaluated, the production of which is undertaken by the university-corporation that has replaced the classical “university of reason”, whose ontic foundations - the “Hegelian science”, the romantic “education of humanity” - are no longer valid in what is called modernity. The article demonstrates how modernity, constituted concerning a certain self-representation of the New European subject and presented in the liberal economic paradigm, predetermines both the goal-setting in determined by its representation of the development and the content and methods of the reform of the university. It is concluded that “sustainable development”, “security” and “university-corporation” are essentially connected with the representation of reality in the liberal version of the economic paradigm.

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