Whakatipu te Pā Harakeke: What are the success factors that normalise the use of Māori language within the whānau?

Community Members ◽

Critical Success ◽

Support Resources ◽

Key Factor ◽

Kaupapa Māori ◽

Family Language ◽

Language Revitalisation

Despite the language revitalisation efforts of kōhanga reo and kura kaupapa Māori, the Māori language is still endangered. The population of highly proficient speakers is dwindling (Statistics New Zealand, 2013). The Māori language is not a language of everyday use across a range of settings (Te Puni Kōkiri, 2008). Language experts have identified intergenerational transmission as the principal means of evaluating the vitality of a language and a key factor in reversing language shift (Fishman, 1991; Spolsky, 2004). This requires re-establishing the Māori language in the home. Although there is evidence of the re-emergence of intergenerational Māori language transmission, this is at the initial stages and is not yet the norm in Māori society. The process of transferring the Māori language from generation to generation depends on decisions by parents to learn and use te reo Māori on an everyday basis in their interactions with their children. Whilst educational institutions can support whānau and communities, they cannot take their place (Fishman, 1991). Community support is vital because a living language requires a pool of active speakers, in particular those who speak the language to younger community members. This thesis examines the efforts of eight whānau who have contributed to the revitalisation of the Māori language by ensuring the language is transmitted intergenerationally to their children. All but one of the parents learnt Māori as a second language in their adult years. Six critical success factors emerged from the findings that can be utilised by language planners and parents wanting to normalise the use of Māori within the whānau. The factors include critical awareness, family language policy, Poureo, support, resources and increasing parental language skills.

Identifying critical success factors for sustainable growth of Indian banking sector using interpretive structural modeling (ISM)

International Journal of Social Economics ◽

10.1108/ijse-10-2017-0436 ◽

2018 ◽

Vol 45 (8) ◽

pp. 1189-1204 ◽

Cited By ~ 3

Author(s):

Mohd Shamshad ◽

Mohd Sarim ◽

Asif Akhtar ◽

Mosab I. Tabash

Keyword(s):

Critical Success Factors ◽

Success Factors ◽

Banking Sector ◽

Sustainable Growth ◽

Interpretive Structural Modeling ◽

Content Type ◽

Critical Success ◽

Key Factor ◽

Indian Banks ◽

Comprehensive Framework

PurposeThe purpose of this paper is to identify the critical success factors for sustainable growth of the Indian banking sector and develop a model for Indian banks by using interpretive structural modelling (ISM). It suggests some of the critical measures of sustainability for Indian banks.Design/methodology/approachThis paper aims to establish a relationship among the factors of sustainable banking through the opinion of experts from the banking sector. ISM approach is applied to bring down the complexity of relationship among factors. ISM ranked the factors as per their ability to facilitate and dependence on other factors and helps to develop a comprehensive, systematic model based on the relationship amongst those factors. After developing the model, second reviews by the experts are conducted for their comments and thus, the final model comes into existence.FindingsLegal and environmental compliance is determined as the key factor which is driving the other factors of sustainable banking. It will surely going to pose a challenge for business concerns for initiating various sustainable steps that will be a motivational factor for generating business opportunities and sustainable collaboration.Practical implicationsThe study provides a comprehensive framework of sustainable banking which can be applied to various Indian banks. It helps to develop coherence between conventional and sustainable dimensions of banking.Originality/valueThe ISM is applied for the first time in case of sustainability in the banking sector to bring about a model for sustainable banking in India.

The design of information technology strategic plans in educational institutions

International Journal Artificial Intelligent and Informatics ◽

10.33292/ijarlit.v1i1.2 ◽

2018 ◽

Vol 1 (1) ◽

pp. 26

Author(s):

Dwi Astuti ◽

Wing Wahyu Winarno ◽

Amir Fatah Sofyan

Keyword(s):

Information System ◽

Value Chain ◽

Success Factors ◽

Strategic Plan ◽

Private University ◽

Application Development ◽

Critical Success ◽

Strategic Plans ◽

Strategic Plan, which is usually taken from Vision, Mission, Objectives, Policies, Programs and activities that are oriented towards the goal for a certain period relating to the main tasks and functions of the Agency / Institution, prepared by consider the developments of strategic environment, the sustainability of organization without strategic plan will not be directed and guaranteed because there are no management guidelines and system improvements in order to increase the competition with other business actors. STMIK Bina Patria is a private university (PTS), but it does not have an information system (SI) strategic plan. The information system contributes to improve the quality of students’ services, operational efficiency, and students’ satisfaction. With SI / IT, the monitoring, coordination, and decision can be performed effectively. The goal can be achieved if the organization has a clear plan. And, researchers make an IT strategic plan for STMIK Bina Patria according to the TOGAF Framework with data analysis methods of Value Chain, Critical Success Factors, and SWOT. The analysis results showed that by the availability of 4 applications, 3 applications do not require any improvement, namely SI-KEU, E-LEARNING and E-JOURNAL. In contrast, an application which is SI-AKAD requires additional features. There were 5 proposed applications to be built, namely SI-PMB, SI-ALUMNI, SI-MUTU, SI-PERPUST and SI-DASHBOARD. All of application proposals are mapped into the application development roadmap within the next 5 years.

Critical Success Factors for IT Projects

Project Management for Modern Information Systems ◽

10.4018/978-1-59140-693-8.ch002 ◽

2006 ◽

pp. 18-28

Author(s):

Daniel M. Brandon

Keyword(s):

Critical Success Factors ◽

Success Factors ◽

Comprehensive Model ◽

It Projects ◽

Performance Control ◽

Critical Success ◽

Management Plans ◽

Key Factor ◽

And Performance ◽

It Success

A key factor leading to the continued failure in IT projects is the lack of identification and appreciation for all the major components of project success. Critical success factors are those things that must be done or handled properly for a project to be successful. A comprehensive model of critical success factors for IT projects permits the development of better management plans, processes, and metrics, particularly for risk, quality, and performance control. In this chapter, general critical IT success factors are identified and techniques for the management of those factors are introduced; later chapters then detail those techniques.

Information and Communication Technologies in the Educational Process

10.4018/978-1-7998-8816-1.ch016 ◽

2022 ◽

pp. 329-363

Author(s):

Michelle Merlino Lins Campos Ramos ◽

Helder Gomes Costa ◽

Glaucia da Costa Azevedo

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

Success Factors ◽

New Technologies ◽

Communication Technologies ◽

Educational Process ◽

Critical Success ◽

Information And Communication ◽

Complex Scenario

The study aimed to map the critical success factors for the adoption of information and communication technologies (ICTs) in the educational process of educational institutions. Problems related to the adoption of ICT in the educational system stem from the need to adapt to the use of new technologies in the internal processes of institutions and in teaching and learning processes, common to different profiles of educational institutions including of engineering courses with them specificities. To meet the objective, a review of the existing bibliography in the Scopus database was carried out to highlight articles relevant to the topic. Based on the review, 31 articles identified the main factors and effects that influence and impact the process of implementation and continued use of ICTs. The survey generated a broader view of the challenges faced in different dimensions, from SWOT framework, involving different stakeholders. It is suggested in future studies to engineering analyze deeper the complex scenario that involves the theme.

Total Quality Management in Higher Education: A Review

International Journal of Human Resource Studies ◽

10.5296/ijhrs.v4i3.6368 ◽

2014 ◽

Vol 4 (3) ◽

pp. 294 ◽

Cited By ~ 3

Author(s):

Mohammed Hasan. In'airat ◽

Amer Hani Al- Kassem

Keyword(s):

Higher Education ◽

Quality Management ◽

Total Quality Management ◽

Success Factors ◽

Total Quality ◽

Higher Education System ◽

Critical Success ◽

Quality Program ◽

Vision Application

Total Quality Management (TQM) is a perception, which educational institutions can only attain through long period of planning, by the formulation and execution of annual quality program, which substantially moves towards the accomplishment of the vision. Application of TQM concepts is one of such degree, which will go a long way in reviving the higher education system. This study endeavors to analyze TQM in higher education and outline the literature on Critical Success Factors (CSF) and its execution in all areas. The study concludes the CSF and its execution in higher education institutions. Some institutions already enjoyed the advantages of TQM methods in their programs with determination and strict adoption of the system to achieve their goals. The insight of this review is giving feedbacks of the recent studies on how TQM system will be able to utilize different instruments and hypothesis to legitimize employees, create a positive friendly environment and highlight the necessity of the students to bring out the best in them.

TRANSFORMATION VARIABLES IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

European Journal of Education Studies ◽

10.46827/ejes.v8i12.4008 ◽

2021 ◽

Vol 8 (12) ◽

Author(s):

Yasni Nurul Huda Mohd Yassin ◽

Thahira Bibi TKM Thangal ◽

Mohd Sharial Bungsu ◽

Mohd Hassan Mohd Osman ◽

Akmal Aini Othman ◽

...

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Success Factors ◽

Research Field ◽

Education Sector ◽

Management Learning ◽

Critical Success ◽

Teaching And Learning Environment ◽

Financial Implication

The higher education sector faced increasingly tense to transform due to the digitization that reshapes the world in the 21st century to strengthen and improve the teaching and learning environment. The present critical success factors driven by global-profit-making reform institutions are affected by both external and internal issues. This systematic article review expounds on the instrumental transformation variables that influence higher education institutions globally. The exploration of these variables is not a new phenomenon in this research field and has long gained numerous scholars' attention. However, most of these past inquiries overlooked the effects of cultural and contextual components, where the higher education landscape perspectives are often underrepresented. Hence, this study aims to fill this gap by critically reviewing a considerable amount of past studies on the changes in Asian educational institutions. The Systematic Review approach was adopted for data analysis, accessing main journal databases and search engines through Elsevier, ResearchGate, Google Scholar, ScienceDirect, Web of Science, Scopus, Emerald and EBSCO. The search efforts resulted in a corpus of 33 articles were reviewed. As a result of the thematic analyses, eight main themes were formulated namely, Globalization, Income Generation and Financial Implication, Institutional Policies, Knowledge Management, Learning Innovation, Governance in Institutional Restructuring, Synergy, and Leadership as dominant variables for the higher education sector. Several recommendations were also presented for the reference of relevant parties and future scholars. Article visualizations:<img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" />

Critical Issues in E-Learning Project Management in the Context of Web Technologies Development

Project Management ◽

10.4018/978-1-5225-0196-1.ch097 ◽

2016 ◽

pp. 1952-1966

Author(s):

Darius Amilevičius

Keyword(s):

Project Management ◽

Success Factors ◽

Rapid Development ◽

Technological Factor ◽

Effective Learning ◽

Web Technologies ◽

Critical Success ◽

Critical Issues ◽

eLearning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), and to learning that is delivered entirely online. However, no matter what technology is used, learning is always the vital element. E-learning is no longer simply associated with distance or remote learning, but, instead, forms a part of a conscious choice of the best and most appropriate ways of promoting effective learning. The global demand for higher education continues to rise, and e-learning provides an alternative way for higher educational institutions to deliver knowledge to learners at a distance rather than in the traditional way. The success of e-learning starts and ends with project management. In this chapter, critical success factors of eLearning projects—organizational factor and technological factor—are considered as critical issues from the management perspective viewed in the context of the rapid development of Web technologies.

E-Learning as a Socio-Cultural System - Advances in Educational Technologies and Instructional Design ◽

Critical Issues in E-Learning Project Management in the Context of Web Technologies Development

10.4018/978-1-4666-6154-7.ch010 ◽

2014 ◽

pp. 172-186

Author(s):

Darius Amilevičius

Keyword(s):

Project Management ◽

Success Factors ◽

Rapid Development ◽

Technological Factor ◽

Effective Learning ◽

Web Technologies ◽

Critical Success ◽

Critical Issues ◽

eLearning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), and to learning that is delivered entirely online. However, no matter what technology is used, learning is always the vital element. E-learning is no longer simply associated with distance or remote learning, but, instead, forms a part of a conscious choice of the best and most appropriate ways of promoting effective learning. The global demand for higher education continues to rise, and e-learning provides an alternative way for higher educational institutions to deliver knowledge to learners at a distance rather than in the traditional way. The success of e-learning starts and ends with project management. In this chapter, critical success factors of eLearning projects—organizational factor and technological factor—are considered as critical issues from the management perspective viewed in the context of the rapid development of Web technologies.

E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

Education Sciences ◽

10.3390/educsci10090216 ◽

2020 ◽

Vol 10 (9) ◽

pp. 216 ◽

Cited By ~ 2

Author(s):

Ammar Y. Alqahtani ◽

Albraa A. Rajkhan

Keyword(s):

Critical Success Factors ◽

Success Factors ◽

Educational Institution ◽

Educational Process ◽

Learning Systems ◽

Learning System ◽

Process Data ◽

Critical Success ◽

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.