scholarly journals MODELLING THE STAKEHOLDER ENVIRONMENT AND DECISION PROCESS IN THE U.S. HIGHER EDUCATION SYSTEM

2021 ◽  
Vol 19 (01) ◽  
pp. 131-149
Author(s):  
Ann Saurbier
Keyword(s):  
Higher Education ◽  
Decision Process ◽  
Process Model ◽  
Higher Education Institutions ◽  
The United States ◽  
Accreditation Process ◽  
American Higher Education ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Stakeholder Environment

Purpose – As higher education continues to be buffeted by challenges, college and university leaders must find a way to respond to these environmental forces. In the United States, accreditation plays an increasing role in the quality control and improvement process. The goal of this research is to gain a deeper understanding of this decision environment, and the stakeholders within that system, such that American higher education institutions may set and achieve goals more effectively. Research methodology – Grounded theory is utilized to create a conceptual framework depicting the American higher education stakeholder system. In addition to placing the actors within the system, this research is also designed to generate a stakeholder-focused institutional decision process model. Findings – When viewed in a systemic context, the accreditation process assumes a unique placement among the other critical stakeholders. With this understanding, higher education leaders may better understand, balance, and integrate the concerns of their various stakeholders, in a stakeholder-focused decision process. Research limitations – While integrating multiple theories, to depict the American higher education stakeholder system and a stakeholder-focused decision process, this research does not operationalize or undertake the empirical testing of these theoretical models. Practical implications – The influence of the dynamic external environment and the accreditation process combine to create extremely challenging decision-making conditions for higher education leaders. The ability to improve and balance the quality and ethical nature of decisions that impact their various stakeholders may assist these leaders in more accurately meeting both their institutional goals and the public good goals of higher education. Originality/Value – This study specifically seeks to integrate multiple theoretical constructs within the American higher education environment and accreditation process. The creation of a theoretical model that depicts not only the stakeholder environment but also a stakeholder-focused decision process may assist all higher education institutions.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Tackling the Emerging New Norms in Higher Education in Post-Recession America

2017 ◽  
pp. 46-62
Author(s):  
Wayne Perry Webster ◽  
Zach P. Messitte
Keyword(s):  
Higher Education ◽  
The United States ◽  
Private Higher Education ◽  
Private Institutions ◽  
Prospective Students ◽  
Public And Private ◽  
Cost Structures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
New Situation

This chapter will examine emerging new norms across higher education in the United States following the recession of 2008-09. Colleges and universities face an environment increasingly made up of prospective students and their families shopping and bargaining for the best college deal; institutions are struggling to control student costs by raising discount rates; administrators are seeking to find new sources of revenue and programmatic niches; and faculty are increasingly focused on how to make their curriculum more unique and relevant. Finally, higher education leaders should closely examine long-held recruitment and financial aid strategies, cost structures, academic calendars and mission to meet the new situation. This chapter will summarize the development of the new landscape in public and private higher education, including the growing similarities facing public and private institutions including their common efforts to keep higher education affordable and accessible, and conclude with recommendations for administrators as they navigate their way through the new norm.

Framing Your Future Through Employee Engagement

2022 ◽  
pp. 94-110
Author(s):  
Matthew Williwam Hurtienne
Keyword(s):  
Higher Education ◽  
Employee Engagement ◽  
Higher Education Institutions ◽  
Organizational Level ◽  
Institutions Of Higher Education ◽  
Change Models ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
University Leaders

There are many diverse demands and pressures on institutions of higher education. We are now at a time where innovation is required for many higher education institutions' survival and sustainability. However, university leaders should not look to old archaic change models to determine a way forward. Institutional leaders should look for methods to engage all generations of their workforce and decrease the level of resistance to the proposed change. This chapter looks at employee engagement and provides a model that higher education leaders can deploy to stimulate employee engagement and innovation. Framing Your Future is a model that can easily be deployed at a team, department, or even organizational level.

scholarly journals Global Higher Education: Examining Response to the COVID-19 Pandemic Using Agility and Adaptability

2021 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Thomas J. McCormack ◽  
Pamela A. Lemoine ◽  
Robert E. Waller ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Global Pandemic ◽  
Education Leaders ◽  
Higher Education Leaders

Global higher education institutions are significantly impacted by a key component of chaos during challenging times: the ability to effectively respond to ambiguity and uncertainty. Today’s COVID-19 global pandemic created a challenge so quickly that higher education leaders had little opportunity to assess, evaluate and make informed judgments. The dynamics of the situation presented more complexities than ever previously faced. Global higher education institutions with the ability to manage ambiguity and uncertainty can successfully survive. Conversely, the inability to cope with change could lead to failure. 

scholarly journals Characterizing Ethical Decision-Making and Its Influences: Examining Higher Education Leaders in the United States

2015 ◽  
Vol 6 (2) ◽  
pp. 50-73
Author(s):  
Tara Shollenberger
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
The United States ◽  
Ethical Decisions ◽  
Education Leaders ◽  
Diverse Student ◽  
Higher Education Leaders ◽  
Delphi Research

The ethical decision-making (EDM) process that leaders should follow to avoid scandals and unethical behavior is often overlooked. In addition, visit few studies have focused on EDM within higher education. Yet, educational leaders have an ethical responsibility due in part to increasingly diverse student populations enrolled that is having an impact on the growth of educational institutions. This exploratory study used the Delphi research technique to identify an EDM definition that leaders use to make ethical decisions and identify the environmental factors that influence their decisions as well as an EDM model within the U.S.

scholarly journals White Higher Education Leaders on the Complexities of Whiteness and Anti-Racist Leadership

JCSCORE ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 46-82
Author(s):  
Dustin Evatt-Young ◽  
Brandy Bryson
Keyword(s):  
Higher Education ◽  
White Supremacy ◽  
Phenomenological Study ◽  
Higher Education Institutions ◽  
Racial Equity ◽  
Global Pandemic ◽  
Strategic Plans ◽  
Education Leaders ◽  
Racialized Violence ◽  
Higher Education Leaders

In the midst of a global pandemic, racialized violence, and civil unrest, higher education leaders are faced with a difficult reality as their constituents call for meaningful engagemen­­­t and leadership. While many higher education institutions claim to value racial equity and inclusion and have identified them as hallmarks in their mission statements or strategic plans, a culture of whiteness and everyday white supremacy continue to plague higher education institutions. Given the limited research that examines White higher education leaders’ perspectives on race, racism and anti-racist leadership efforts, this critical phenomenological study explores how ten White higher education leaders navigate racial equity efforts at their institutions and the role their racial identity plays in the process. Specifically, this study examines the complexities and intricacies of whiteness in higher education and offers insight into the development of anti-racist policies, practices, and tools for White higher education leaders to begin thinking about their work in relation to their whiteness.

scholarly journals The Impact of COVID-19 on the Internationalization of Higher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Simon Kanjera
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Decision Makers ◽  
Internationalization Of Higher Education ◽  
Student Management ◽  
Education Leaders ◽  
New Challenges ◽  
Higher Education Leaders ◽  
The Impact

The COVID-19 pandemic has posed new challenges to global higher education, and higher education institutions have made innovations in teaching methods, student management and evaluation mechanisms. At a time when huge efforts have been made to transform and improve higher education in Africa, the COVID-19 pandemic could destabilize the higher education sector with serious consequences. This paper focuses on some of these implications in order to enable higher education leaders, decision makers, and other stakeholders to reflect and prepare adequately to address these issues.

scholarly journals Minorities in Higher Education in the United States: Their Status and Disparities in Student and Faculty Representation in a Midwest Research I University

2018 ◽  
Vol 9 (1) ◽  
pp. 68
Author(s):  
Shatomi Luster-Edward ◽  
Barbara N. Martin
Keyword(s):  
Higher Education ◽  
The United States ◽  
Minority Faculty ◽  
Student Body ◽  
Higher Education System ◽  
Policies And Procedures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
The University ◽  
Organizational Value

This paper investigated diversity disparity in high education relating to faculty and the student body. The research identified the perceived leadership behaviors, policies, and procedures determined by minority faculty and students contributing to minority populations disparities within the University. The conclusions suggested higher education leaders should embrace and encourage differences and implement strategies that will adequately support inclusive policies within the higher education system to increase the organizational value of diversity through equitable populations.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

Book Review: The Shaping of American Higher Education

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Gary H. Knock
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Early History ◽  
Quarter Century ◽  
American Higher Education ◽  
History Of ◽  
Broad Understanding

In the introduction of this book, Arthur Cohen states that The Shaping of American Higher Education is less a history than a synthesis. While accurate, this depiction in no way detracts from the value of the book. This work synthesizes the first three centuries of development of high-er education in the United States. A number of books detail the early history of the American collegiate system; however, this book also pro-vides an up-to-date account of developments and context for under-standing the transformation of American higher education in the last quarter century. A broad understanding of the book’s subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

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