scholarly journals СТРАТЕГІЯ РОЗВИТКУ ЯК КЛЮЧОВИЙ ФАКТОР ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ДІЯЛЬНОСТІ УНІВЕРСИТЕТУ

2021 ◽  
pp. 8-17
Author(s):  
Талят Е. Бєлялов
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Program Implementation ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Development Program ◽  
Innovation Process ◽  
Competitive Strategies ◽  
Technological Mode

The article seeks to search for new pathways to increase the performance efficiency of higher education institutions. In particular, it is argued that the key point in shaping a new role of universities in society, which assumes building a development strategy, is the idea of a "technological mode". The social innovation process paradigm is being realized through technological change accompanied by the emergence of products with new functional properties to meet new demands. The role of higher education institutions within a certain technological mode is not limited to traditional issues of workforce training for the economy, it should be also focused towards developing organizational and economic innovations to reduce the implementation cycle and building an innovation-driven management system in an organization. Modern universities not only maintain but also expand their role in the transition to the sixth technological mode of the economy, as they are viewed as the few institutional societal structures that are capable to build relevant competencies for a successive technological mode in the process of their educational, research and innovative activities. The paradigm to enhance the research potential of universities should rely upon a fundamentally new development strategy for higher education institutions which can ensure their active participation in the new technological mode on a regular, sustainable basis and thus realize the new role of universities in society. Insights into development strategies of domestic universities have revealed that on the whole they are quite typical consisting of following sections: general provisions, mission, strategic goal and objectives of university development, program activities and stages of their implementation, financial support for the program; expected outcomes and program implementation risks. The research findings on higher education practices in Ukraine demonstrate that they are based on competitive strategies which are viewed as a set of actions to meet the overall goals of HEIs with due regard to education and labour market demands. It is argued that a robust development strategy and its consistent implementation might become a driving factor to boost the efficiency of higher education institutions.

scholarly journals СТРАТЕГІЯ РОЗВИТКУ ЯК КЛЮЧОВИЙ ФАКТОР ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ДІЯЛЬНОСТІ УНІВЕРСИТЕТУ

2021 ◽  
pp. 8-17
Author(s):  
Талят Е. Бєлялов
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Program Implementation ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Development Program ◽  
Innovation Process ◽  
Competitive Strategies ◽  
Technological Mode

The article seeks to search for new pathways to increase the performance efficiency of higher education institutions. In particular, it is argued that the key point in shaping a new role of universities in society, which assumes building a development strategy, is the idea of a "technological mode". The social innovation process paradigm is being realized through technological change accompanied by the emergence of products with new functional properties to meet new demands. The role of higher education institutions within a certain technological mode is not limited to traditional issues of workforce training for the economy, it should be also focused towards developing organizational and economic innovations to reduce the implementation cycle and building an innovation-driven management system in an organization. Modern universities not only maintain but also expand their role in the transition to the sixth technological mode of the economy, as they are viewed as the few institutional societal structures that are capable to build relevant competencies for a successive technological mode in the process of their educational, research and innovative activities. The paradigm to enhance the research potential of universities should rely upon a fundamentally new development strategy for higher education institutions which can ensure their active participation in the new technological mode on a regular, sustainable basis and thus realize the new role of universities in society. Insights into development strategies of domestic universities have revealed that on the whole they are quite typical consisting of following sections: general provisions, mission, strategic goal and objectives of university development, program activities and stages of their implementation, financial support for the program; expected outcomes and program implementation risks. The research findings on higher education practices in Ukraine demonstrate that they are based on competitive strategies which are viewed as a set of actions to meet the overall goals of HEIs with due regard to education and labour market demands. It is argued that a robust development strategy and its consistent implementation might become a driving factor to boost the efficiency of higher education institutions.

scholarly journals Integrating Social Innovation into the Curriculum of Higher Education Institutions in Latin America: Insights from the Students4Change Project

2021 ◽  
Vol 13 (10) ◽  
pp. 5378
Author(s):  
Alfonso Unceta ◽  
Igone Guerra ◽  
Xabier Barandiaran
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Social Entrepreneurship ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
American Universities ◽  
Support Strategies ◽  
Social Innovations ◽  
Latin American Universities

In the last two decades, social innovation (SI) and social entrepreneurship (SE) have gained relevance and interest within the framework of academia at international level. Higher education institutions (HEIs) are key players in promoting innovation and social entrepreneurship initiatives that respond to multifaceted challenges. They support strategies on the basis of the strengthening of participation, collaboration, and cooperation with society and its local communities. However, the approach of Latin American universities to SI and SE has been very uneven in the way they have understood them, integrated them into academic programmes, and transferred knowledge to society. On the basis of the experience of the Students4Change project, we sought to understand the role of Latin American HEIs in promoting social innovations by analysing the experiences of 10 participating universities to formalise a pedagogical programme on SI and SE in their institutions. The results suggest that there is still a need to formalise an academic syllabus that is specifically designed to promote social innovations and to train universities in this endeavour. This paper contributes to the identification of the main levers of change, strengths, and challenges that Latin American universities face to institutionalise SI and SE in their contexts.

scholarly journals Sustainable leadership in higher education institutions: social innovation as a mechanism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qaisar Iqbal ◽  
Katarzyna Piwowar-Sulej
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Equation Modeling ◽  
Current Evidence ◽  
Sustainable Leadership ◽  
Content Type ◽  
Sustainable Performance

Purpose Considering the vital role of higher education institutions (HEIs) in accomplishing sustainable development goals, this study aims to examine how and when sustainable leadership (SL) influences sustainable performance by examining social innovation (SI) as a mediating mechanism and managerial discretion (MD) as a boundary condition based on upper echelon theory. Design/methodology/approach This study is cross-sectional in nature. The authors adopted a cluster-sampling approach to collect data from 500 employees of HEIs in Pakistan and China. The response rate for this study was 52.63%. As the proposed model is complex, the authors used structural equation modeling (SEM) to analyze the research hypothesis. Findings The empirical findings confirm the presence of SI as a competitive partial mediator between SL and sustainable performance. Nevertheless, the findings of this study do not suggest a higher positive effect of SL on SI in the presence of high MD. Research limitations/implications The study evaluated the role of SL and SI in fostering sustainable performance from the perspective of employees in HEIs in China and Pakistan. Before the empirical evidence can be generalized, there is a need to conduct similar studies in other parts of Asia and Western countries as well. Practical implications This study presents implications for higher education leaders and policymakers at the national level to foster the sustainable performance of their institutions. Social implications The current evidence reveals the effectiveness of SL in achieving the social goals of HEIs through SI. The recommendations presented in this study can have an impact on society, providing it with a sustainable future. Originality/value This study is the first of its kind to examine the mediating role of SI on the relationship between SL and sustainable performance. The present study also provides pioneering empirical evidence about the negative effects of MD in the context of HEIs.

scholarly journals Mediating role of employee motivation for training, commitment, retention, and performance in higher education institutions

2021 ◽  
Vol 19 (3) ◽  
pp. 95-106
Author(s):  
Bhawna Chahar ◽  
Samax Rana Jain ◽  
Vinod Hatwal
Keyword(s):  
Higher Education ◽  
Work Motivation ◽  
Higher Education Institutions ◽  
Development Program ◽  
Faculty Members ◽  
Faculty Development Program ◽  
Faculty Motivation ◽  
And Performance ◽  
The Relationship

The motivation of the individuals working in higher education institutions has been a topic of great interest for managers and researchers for a long while. This study has been taken to estimate the importance of faculty development program (FDP) as perceived by a faculty member, the role of FDP on faculty motivation and faculty performance, exploring whether faculty motivation mediates the relationship between FDP and employee performance. To achieve the stated aim, data has been collected from 311 faculty members associated with government and private sector institutions of higher education in Uttarakhand State (India). Important factors that motivate faculty to participate in FDP and its influence on faculty motivation and performance were analyzed using factor analysis, regression analysis, and Sobel test to establish the relationship. The findings indicate that FDP has a positive effect on the teaching of faculty, enhances their skills, helps control their emotions, and strengthens their capacity to perform academic and administrative duties. Moreover, FDP enhances work motivation and, in turn, helps faculty in improving their performances. To strengthen faculty motivation, the emphasis must be put on improving faculty recognition and reputation, making work more challenging and exciting, providing better career advancement prospects, and focus more on appropriate salary and compensation benefits for faculty members.

scholarly journals The homelessness research and action collaborative: case studies of the social innovation process at a university research center

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jacen Greene
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Process Model ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Innovation Process ◽  
Social Value ◽  
Process Models ◽  
Research Projects ◽  
Content Type

Purpose This paper aims to determine whether a combined set of process models for university contributions to social innovation can be effectively used to describe how higher education institutions facilitate and disseminate research for social value. Design/methodology/approach The author applies Cunha and Benneworth’s (2013) social innovation process model, with additions from the Nichols et al. (2013) model of campus-community collaboration and the Jain et al. (2020) social value framework, to a pair of case studies at Portland State University about research projects on homelessness. Information was gathered through primary sources, observation and secondary texts. Findings Applying the models to the case studies provides additional detail on the types and value of Portland State University’s contributions to addressing homelessness through social innovation. The models are found to be effective in describing and providing guidance for social innovation research projects at other higher education institutions. Research limitations/implications The models may have widespread applicability in understanding or designing university contributions to social innovation, but additional case studies and analysis are needed to understand the full range of project types and institutional contexts to which they can be successfully applied. Originality/value The projects described in the paper’s case studies have not been analyzed elsewhere using social innovation frameworks and are valuable in their own right as social innovations worthy of replication. The findings of the paper extend the applicability of a process model for university contributions to social innovation.

scholarly journals The design and the implementation of the development strategy at public higher education institutions

Management ◽  
2012 ◽  
Vol 16 (2) ◽  
pp. 343-360 ◽  
Author(s):  
Joanna Wyrwa
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Education Institution ◽  
Public Higher Education ◽  
Higher Education Institution ◽  
The Development Strategy ◽  
Implementing Strategies

Abstract The design and the implementation of the development strategy at public higher education institutions This article focuses on identification of the model approach to designing and implementing a development strategy in a higher education institution. The main reason for taking up the topic of formulating and implementing development strategies in higher education institutions is the growing demand for developing a model of designing and implementing strategies in entities of this type. Higher education institutions are specific organizations, therefore it is not possible to apply methods of the strategic analysis, which were designed mainly for creating strategies of enterprises, in the direct way. The aim of the article is to emphasize the role of the strategic thinking in the context of the management of a higher education institution. Moreover, it is in this article on the basis of the GUS data that the information on higher education institutions, academic staff and students was summarized. It is in the study that the method of document analysis was applied. The structure according to forms, types of higher education institutions and numbers of students were analysed. The evaluation of discussed changes of discussed parameters over time was carried out.

scholarly journals OH MY GAD! A CASE STUDY ON THE IMPLEMENTATION OF GENDER AND DEVELOPMENT AMONG PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIS)

2021 ◽  
Vol 22 (1) ◽  
pp. 38-49
Author(s):  
TYRONE O. GIL JR.
Keyword(s):  
Higher Education ◽  
Program Implementation ◽  
Higher Education Institutions ◽  
Program Planning ◽  
Development Program ◽  
Private Higher Education ◽  
School Level ◽  
Gender And Development ◽  
Private Higher Education Institutions

The advancement towards gender equality had been made clear through the insertion of Gender and Development among the UNDP Goals. At the school level, certain measures had been implemented to answer the call for gender and development. This case study will examine the status of implementation of Gender and Development among private Higher Education Institutions (HEIs) in Tacloban City, Philippines, based on the mandated CHED Memorandum No. 1 s. 2015 on the Implementation of GAD among Higher Learning Institutions. With GAD focal persons as the primary participants, exhaustive data was gathered and analyzed. GAD programs, activities, and projects, program planning, implementation, and evaluation, problems encountered in the implementation, differing school policies were the emerging themes from the data. The study concluded that private HEIs must recognize a sustainable and meaningful GAD program, activities, and projects to be implemented in their respective schools. Keywords: Gender and development; Program implementation; Private HEIs; Philippines

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

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