scholarly journals Empowerment in academia: non-academic professional staff's perspectives on employee empowerment

2017 ◽  
Author(s):  
◽  
Salome Chitorelidze
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Research Study ◽  
Higher Education Institutions ◽  
Employee Empowerment ◽  
Public And Private ◽  
The Public ◽  
Professional Employees ◽  
Definition Of

The concept of employee empowerment has long been heralded as advantageous to employees and organizations both in the public and private sectors. However, the concept still remains ambiguous because there is no settled idea about how it should be defined. Furthermore, employees' perspectives about employee empowerment are mostly overlooked in the existing body of research. It is particularly true about non-academic professional employees at higher education institutions and their views, concerns, or expectations with regard to empowerment. This qualitative study aimed to address the existing gaps in the literature on employee empowerment.It intended to explore non-academic professional staff's views about the definition and value of empowerment. The findings of this research study have useful implications for the definition of the concept and for academic institutions and their leaders about the role of empowerment.

scholarly journals Mentor or tormentor? A commentary on the fractured role of mentoring in paramedicine

2021 ◽  
Vol 18 ◽  
Author(s):  
Andrew Bell ◽  
Steve Whitfield
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public And Private ◽  
Specific Research ◽  
The Public ◽  
Healthcare Profession ◽  
Growing Pains ◽  
The Individual

The relatively quick evolution of paramedicine and the inevitable ‘growing pains’ associated with an evolving profession has seen mentoring and the role of the mentor become clouded in confusion, ineffective education and a lack of specific research. Paramedicine’s recent development as a registered profession has also seen mentoring explicitly outlined as being a capability expected of all registered paramedics. However, the paramedic-mentoring model in Australia seems to have been mostly left up to the individual paramedic to develop in isolation from adequate training and mentoring themselves. If paramedicine is to continue its evolution as a legitimate healthcare profession, the quality of clinical mentoring must be acknowledged as a significant factor by higher education institutions, and the public and private services who employ paramedics, and nurtured accordingly.

scholarly journals The Competencies and Knowledge Entrepreneurship relationship in Higher Education Institutes: Examining the Moderating Role of Organizational Climate

2020 ◽  
Vol V (I) ◽  
pp. 390-398
Author(s):  
Nida Kamal ◽  
Bakhtiar Ali ◽  
Hina Samdani
Keyword(s):  
Higher Education ◽  
Organizational Climate ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Future Research ◽  
Transfer Of Knowledge ◽  
Public And Private ◽  
Social Competencies ◽  
The Public

Higher education institutions, in the knowledge economy, have a significant role in encouraging innovation and ultimately accelerating economic growth by the creation and transfer of knowledge. This study concentrates on the construct of knowledge entrepreneurship in higher education institutions of the public and private sectors in Pakistan. It highlights the competencies required to enhance knowledge entrepreneurship in presence of an encouraging organizational climate. Using the dynamic capability theory, this study theorizes the essential role of Personal, Professional and social competencies of faculty members in Higher education institutions in creating and disseminating various forms of knowledge while the organization maintains support, encouragement, leadership and the vision to accomplish the same. Implications and areas for future research are highlighted for further expansion in literature.

scholarly journals VOICES EMPOWERED: IRANIAN WOMEN AND WEBLOGS

2020 ◽  
Author(s):  
Tannaz Zargarian
Keyword(s):  
Higher Education ◽  
Identity Transformation ◽  
Self Determination ◽  
The Internet ◽  
Iranian Women ◽  
Public And Private ◽  
Social Barriers ◽  
The Public ◽  
Definition Of ◽  
Masculine Culture

Access to the Internet in 1998 created a unique sphere encompassing both public and private characteristics while offering a new form of communication, identity, and political participation (Rheingold 2000). As a result, access to the Internet provided women with an alternative way of defying the traditional masculine culture through "connection and communication" and "identity transformation" (Nouraei-Simon 2005). The Internet ameliorated Iranian women's ability to contribute to the accelerating development of an online culture that offers a significant change to the definition of empowerment as it shifts the boundaries of the public and private realms, allowing Iranian women to seek self-determination despite Islamic ideology (Jones, 1997). This work shows how the weblog has become one of the key tools to challenge social barriers in the quest for Iranian women's rights (Sreberny & Khiabany, 2010). This paper will critically examine the use of weblogs by some Iranian women to break the gender oriented restrictive rules imposed upon them by the patriarchal elements in higher education by exploring how and in what ways women advocate for their own and others' rights and equality? This paper incorporates a critical textual analysis of primary and secondary academic sources. It integrates a critical feminist approach and have collected data from the work of female scholars, activists, bloggers, and filmmakers and have brought forth the unheard experiences of some Iranian women in higher education.

Is There a Future for Higher Education Institutions in the Knowledge Society?

2012 ◽  
Vol 20 (2) ◽  
pp. 195-202 ◽  
Author(s):  
John Brennan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Social Institutions ◽  
Institutions Of Higher Education ◽  
Education Systems ◽  
Private Benefits ◽  
Public And Private ◽  
Higher Education Systems

The paper considers the growing diversity of higher education systems and institutions by exploring three main trends of expansion, differentiation and globalisation together with linked features concerning new forms of governance and more responsive relationships with other social institutions. At the heart of this expansion and differentiation are a number of tensions concerning the role of modern higher education systems: to do with balancing autonomy and responsiveness, reproductive and transformative functions, public and private benefits, economic and broader socio-political agendas. The paper goes on to ask whether future knowledge societies will continue to need separate institutions of ‘higher’ education and, if the answer is yes, what form these will take.

scholarly journals The Formation of Lecturer’s Professional Image in Higher Education Institution

2019 ◽  
Vol 6 (11) ◽  
Author(s):  
Viktoriia Luhova ◽  
Hanna Chumak
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Normative Documents ◽  
Teacher Professional ◽  
Professional Image ◽  
Characteristic Features ◽  
Definition Of

The article is devoted to the research of modern approaches definition the essence of the lecturer’s professional image and factors of its formation in higher education institutions. The essence  concept of the lecturer’s professional image is revealed The characteristic features of the lecturer’s professional image are presented. It is determined that the lecturer’s professional image is a certain image of the teacher's personality, which is formed by him consciously or unconsciously in the process of interpersonal interaction with colleagues, students, leadership, society. The preconditions formation of lecturer’s professional image are considered. It is formed as a result of the interaction of the teacher's personality (the totality of his motives, interests, orientation, socio-psychological features, the I-concept, the available knowledge, skills and abilities), the requirements of the profession (necessary for the social role of the teacher of knowledge, skills and abilities, psychological qualities and peculiarities of the teacher's behavior) and the target audience. The role of self-presentation in shaping a professional image is revealed. The approaches of domestic and foreign scientists to the definition of components of the teacher's image are investigated. The components of the professional image of the teacher, which are external (greedy), reputation, competence, communication, personal, are substantiated. The necessity of declaring requirements to the lecturer’s professional image  in normative documents of higher education institutions is proved. The article analyzes the existence of a normative provision for the formation of a teacher's image in higher education institutions in Ukraine. The lack of documentation in most higher education institutions that regulates the ethical behavior of the teacher and his image is revealed. The ethical codes of the teacher and their analogues concerning the availability of requirements concerning the components of the image of scientific and pedagogical workers are considered. A number of drawbacks have been identified, namely: mainly the codes reflect the requirements for teacher professional skills and ethical academic behavior, and the appearance of teachers in most documents is devoted insufficient attention. This requires continuation of work in this direction, which consists in the elaboration of an improved draft Code of Professional Ethics and Organizational Culture of Workers.

scholarly journals The Contribution of Higher Education Institutions to the SDGs. An Evaluation of Sustainability Reporting Practices

2021 ◽  
Vol 11 (3) ◽  
pp. 97
Author(s):  
Fabio Caputo ◽  
Lorenzo Ligorio ◽  
Simone Pizzi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Sustainability Reporting ◽  
Three Dimensions ◽  
Public And Private ◽  
Level Of Involvement ◽  
The Public ◽  
Reporting Practices ◽  
Agenda 2030 ◽  
Sustainability Reports

The introduction of Agenda 2030 has impacted the public and private sectors. Agenda 2030 is a document that aims to promote collaboration and partnership between countries and the population for the achievement of 17 SDGs, which cover all the three dimensions of sustainability: environmental, social, and economic. Within the public organizations, higher education institutions (HEIs) have shown certain attention on the topic. In particular, for many HEIs, the publication of sustainability reports has represented an instrument to disclose and publicize their commitment to the 17 Sustainable Development Goals (SDGs). To shed light on the highly fragmented panorama of the disclosure of SDGs in the context of HEIs, the present study employed a content analysis on publicly available sustainability reports published only by the HEIs that adopted the GRI Standards as reporting guidelines. The results show the centrality of the social and environmental issues within the disclosed information. Moreover, the provision of a thematic analysis on the SDGs disclosure sections revealed the interest of the sampled HEIs in increasing the level of involvement of their stakeholders.

ENTREPRENEURSHIP EDUCATION IN THE CONTEXT OF DEVELOPING COUNTRIES: STUDY OF THE STATUS AND THE MAIN BARRIERS IN MOZAMBICAN HIGHER EDUCATION INSTITUTIONS

2015 ◽  
Vol 20 (03) ◽  
pp. 1550020 ◽  
Author(s):  
DAMBUSSE B. LIBOMBO ◽  
ANABELA DINIS
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Business Community ◽  
Public And Private ◽  
Qualified Teachers ◽  
The Status

This study focuses on the issue of entrepreneurship education and the role of Higher Education Institutions (HEI) in the context of developing countries. More specifically it aims to understand how entrepreneurship education is being implemented in Mozambique and to identify the main barriers to the creation of companies promoted by/incubated in HEI with entrepreneurship education in their curricula. The paper includes theoretical discussion and the presentation of a case study. It begins with a literature review about the relationship between entrepreneurship and development followed by a discussion about entrepreneurship education in the context of developing countries and entrepreneurship education provided by HEI. The empirical study is focused in Mozambique. After a contextualization of entrepreneurship education in Mozambique, Mozambican HEI with entrepreneurship education are identified and their situation and difficulties concerning the implementation of entrepreneurship education are discussed. Data collection includes documental sources and interviews with HEI representatives of a sample of ten establishments of the universe of five public and private HEI with entrepreneurship education in Mozambique. Results indicate that lack of resources, trained/qualified teachers and cooperation networks with the business community and other relevant actors are the main barriers.

scholarly journals RESPONSABILIDADE SOCIOAMBIENTAL: uma comparação entre instituições de ensino superior = SOCIO-ENVIRONMENTAL RESPONSIBILITY: a comparison between higher education institutions

2021 ◽  
Vol 20 (2) ◽  
pp. 63
Author(s):  
Mayara Régia Sousa de Melo
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Environmental Responsibility ◽  
The Public ◽  
The Social ◽  
The Impact ◽  
External Community

A responsabilidade socioambiental é um conceito complementar e crescente em discussões, tanto no âmbito organizacional quanto educacional. A pesquisa é de caráter bibliográfico, cuja coleta de dados foi realizada por meio de revisão da literatura corrente sobre o tema estudado em periódicos como Google Acadêmico, Scielo e Capes, bem como em sites das próprias instituições de ensino objeto do estudo: Universidade Federal do Maranhão (UFMA), Universidade Estadual do Maranhão (UEMA), Faculdade Pitágoras, Centro Universitário do Maranhão (CEUMA), Faculdade ISL WYDEN, Universidade Dom Bosco (UNDB). O objetivo geral buscou identificar o impacto das ações de responsabilidade socioambiental para as comunidades circunvizinhas das respectivas instituições de ensino superior analisadas e os objetivos específicos visavam explorar ainda mais a problemática, por meio dos seguintes pontos: identificar as ações realizadas e fomentadas pelas instituições de ensino superior no âmbito da responsabilidade socioambiental; verificar a participação dos discentes nas ações realizadas e analisar os efeitos gerados nas comunidades beneficiadas. Foram identificadas ações sociais e projetos voltados para o tema de responsabilidade social e ambiental em todas as universidades comparadas, porém em algumas o grau de envolvimento dos discentes e da comunidade externa é mínimo, como no caso das universidades públicas analisadas, enquanto nas faculdades particulares o envolvimento da comunidade acadêmica e externa, em geral, é muito maior e contínuo. O impacto gerado nas comunidades é perceptível por meio das ações de responsabilidade social desenvolvidas pelas instituições, especialmente pela Universidade CEUMA, ISL Wyden e Faculdade Pitágoras, que englobam a participação ativa de seus discentes nas ações promovidas, maximizando o papel da aprendizagem prática e formação cívica.AbstractSocio-environmental responsibility is a complementary and growing concept indiscussions, both in the organizational and educational spheres. The research isbibliographic in nature, whose data collection was carried out by reviewing thecurrent literature on the topic studied in journals such as Google Scholar, Scielo and Capes, as well as on the websites of the educational institutions object of the study: Universidade Federal do Maranhão (UFMA), Universidade Estadual do Maranhão (UEMA), Faculdade Pitágoras, Centro Universitário do Maranhão (CEUMA), Faculdade ISL WYDEN, Universidade Dom Bosco (UNDB). The general objective sought to identify the impact of social and environmental responsibility actions for the surrounding communities of the respective higher education institutions analyzed and the specific objectives aimed to further explore the problem, through the following points: to identify the actions carried out and promoted by educational institutions superior in the scope of socio-environmental responsibility; verify the participation of students in the actions carried out and analyze the effects generated in the benefited communities. Social actions and projects focused on the theme of social and environmental responsibility were identified in all the universities compared, howeverin some the degree of involvement of students and the external community isminimal, as in the case of the public universities analyzed, while in private colleges the The involvement of the academic and external community, in general, is much greater and continuous. The impact generated in the communities is noticeable through the social responsibility actions developed by the institutions, especially by the CEUMA University, ISL Wyden and Faculdade Pitágoras, which include the active participation of their students in the actions promoted, maximizing the role of practical learning and civic training.

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