The Global Scholar

2014 ◽  
pp. 612-622 ◽  
Author(s):  
Mei-Yan Lu ◽  
Michael T. Miller ◽  
Richard E. Newman
Keyword(s):  
Higher Education ◽  
Cultural Differences ◽  
Higher Education Institutions ◽  
College Faculty ◽  
Faculty Members ◽  
Cultural Dynamics ◽  
Institutional Integration ◽  
Technical Aspects ◽  
International Borders ◽  
Practical Analysis

This chapter addresses the challenges associated with college faculty members crossing international borders to be employed by higher education institutions. This process includes challenges associated with the technical aspects of recruiting and hiring faculty members of different nationalities and then the subsequent challenges of understanding cultural dynamics in the classroom and how faculty members can be prepared to deal with these cultural differences. The chapter includes a practical analysis of these issues and concludes with recommendations for the stronger institutional integration of transnational faculty to higher education institutions.

The Global Scholar

2018 ◽  
pp. 1672-1683
Author(s):  
Mei-Yan Lu ◽  
Michael T. Miller ◽  
Richard E. Newman
Keyword(s):  
Higher Education ◽  
Cultural Differences ◽  
Higher Education Institutions ◽  
College Faculty ◽  
Faculty Members ◽  
Cultural Dynamics ◽  
Institutional Integration ◽  
Technical Aspects ◽  
International Borders ◽  
Practical Analysis

This chapter addresses the challenges associated with college faculty members crossing international borders to be employed by higher education institutions. This process includes challenges associated with the technical aspects of recruiting and hiring faculty members of different nationalities and then the subsequent challenges of understanding cultural dynamics in the classroom and how faculty members can be prepared to deal with these cultural differences. The chapter includes a practical analysis of these issues and concludes with recommendations for the stronger institutional integration of transnational faculty to higher education institutions.

Quality Management and Academic Leadership

2020 ◽  
pp. 101-120
Author(s):  
Joseph Ezale Cobbinah ◽  
Samuel Agyemang
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Senior Faculty ◽  
Academic Leaders ◽  
Academic Leader ◽  
Effective Delivery ◽  
Quality In Higher Education

Quality management in higher education is one of the measures that institutions put in place to ensure that courses and programs that are offered meet international and accreditation standards. This chapter examines how academic leaders can promote and manage quality in higher education institutions. Higher education institutions and senior faculty members appear to improve performance by ensuring that quality assurance unit enforces effective delivery to increase students and parents' satisfaction. Promotion of quality and the management of quality is not about long service but an exhibition of effective leadership that will help higher education institutions to navigate through the turbulence of challenges facing higher education institutions today. To achieve this, the academic leader is supposed to assist institutions to pursue their vision and mission to enable them to effectively manage quality.

Digital Skills in Times of the COVID-19 Pandemic

2022 ◽  
pp. 400-421
Author(s):  
Cynthia M. Montaudon- Tomas ◽  
Ingrid N. Pinto-López ◽  
Anna Amsler
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Field Study ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Remote Work ◽  
Digital Competence ◽  
Digital Skills ◽  
Current Context ◽  
Digital Competencies

This chapter describes the digital competencies that have become essential in the workforce and how higher education institutions (HEIs) are trying to keep up in a moment in which faculty members have been acquiring digital skills alongside students. A field study was conducted with faculty from HEIs in Mexico to identify the differences between the digital skills that faculty possessed previous to the pandemic and those acquired as a result of remote work. It also analyzes the digital tools they have been provided with to perform their jobs, the training they have received, and the digital skills that they still lack to help students acquire the digital competencies demanded in the workforce. The objective is to identify areas of opportunity and create general guidelines that will help develop critical digital skills. A literature review of the most relevant aspects of digital dexterity and digital competence in higher education (HE) is presented. An analysis of the current context and how it is producing changes faster than before is also included.

Ideal Design and Content of Support Systems for Electronic Teaching Portfolios

2012 ◽  
pp. 182-195
Author(s):  
Royce Robertson
Keyword(s):  
Higher Education ◽  
Support System ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Holistic Approach ◽  
Faculty Members ◽  
Support Providers ◽  
Promotion And Tenure ◽  
Teaching Portfolio ◽  
Electronic Teaching

Today, higher education institutions need to prepare for technology integration into even the most sacred of rituals: promotion and tenure for faculty members. A holistic approach is necessary to extract the practices and dispositions of the faculty and support providers. This chapter aims to define the Electronic Teaching Portfolio and to describe some conditions to satisfy before implementing a support system. Furthermore, the chapter describes the design and content of an ideal support system that is feasible to implement, given that the institution is willing to commit necessary resources.

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

2019 ◽  
Vol 35 (4) ◽  
pp. 235-250
Author(s):  
Samar Aad Makhoul
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Student Attrition ◽  
Faculty Members ◽  
Faculty Retention ◽  
Regional Accreditation ◽  
Learning Enhancement ◽  
Attrition Rates ◽  
Content Type

Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.

scholarly journals NORMALIZATION AND DETERMINATION OF THE EDUCATIONAL LOAD OF TEACHERS AS A METHOD FOR OPTIMIZING THE CALCULATION OF PAYMENT OF TS

2019 ◽  
Vol 2019 (3) ◽  
pp. 36-40 ◽  
Author(s):  
Ангелина Малюкина ◽  
Angelina Malyukina ◽  
Татьяна Геращенкова ◽  
Tatyana Gerashchenkova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Teaching Staff ◽  
Innovative Development ◽  
Optimal Amount ◽  
Teaching Load ◽  
The University

This article discusses the problems associated with the effectiveness of standardization and determination of all types of work of the teaching staff. The problem in this case lies not only in determining the optimal amount of funding for the university, but also in the search for approaches to its justification. Moreover, the literacy of these decisions directly affects the innovative development of higher education institutions and the calculation of salaries of faculty members. The influence of this factor on the payroll calculation of teaching staff, as well as the optimization of this process, is shown. The calculation of wages is influenced by a lot of factors that must be considered. Work on improving the system of standardization of the teaching load of a teacher should continue and develop.

scholarly journals Mission Unaccomplished: Beyond “Talk[ing] a Good Game” To Promote Diversity and Inclusion

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Tara Lehan ◽  
Heather Hussey ◽  
Ashley Babcock
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Standpoint Theory ◽  
Faculty Members ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Step Process ◽  
Staff Members ◽  
Diversity And Inclusion

Guided by feminist standpoint theory and scholars’ calls to move beyond merely counting individuals to understand the extent to which higher education institutions are diverse, the authors invited faculty members, staff members, and administrators from minoritized groups to describe their perceptions and experiences, including those associated with diversity and inclusion efforts at their institutions. In association with various dynamics, these individuals frequently described such initiatives as mostly talk with little to no meaningful objectives and outcomes. Based on these findings, we provide a three-step process that can be followed to disrupt and dismantle systems of (dis)advantage to promote greater diversity and inclusion.

scholarly journals Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Engin Karadag ◽  
Ahmet Su ◽  
Hatice Ergin-Kocaturk
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Satisfaction ◽  
Hierarchical Linear Modeling ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Linear Modeling ◽  
Education Systems ◽  
Face To Face ◽  
Academic Activities

AbstractCOVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

scholarly journals Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Abdullah Selvitopu ◽  
Metin Kaya
Keyword(s):  
Higher Education ◽  
Organizational Support ◽  
Higher Education Institutions ◽  
Geographical Location ◽  
Internal Communication ◽  
Faculty Members ◽  
Alumni Relations ◽  
Strategic Plans ◽  
Turkish Higher Education ◽  
Analytical Tools

As strengths and weaknesses are regarded as internal features of an organization, the present study focused on strengths and weaknesses of Turkish public universities by analyzing the SWOTs (Strengths, Weaknesses, Opportunities, Threats) of twenty higher education institutions. By applying qualitative content analytical tools, we tried to make some comparisons, twenty universities, ten ranked at the top and ten at the bottom of the URAP list, were chosen to analyze the strengths and weaknesses. Findings show that all universities top or bottom ones have internal strengths and weaknesses on their own. The strengths of universities differ according to their size, field of service, structure, history and geographical locations. Top universities which are in big size, have a deeply rooted history and situated in a better geographical location can enjoy the strengths as qualified faculty members, organizational culture, internationalization process, infrastructure and good alumni relations. On the other hand, bottom universities which have not got those advantages deal with other strengths such as young faculty members, organizational support and internal communication. As for the weaknesses, top universities need more budget and acceptable rate of faculty member and student. Bottom ones need more qualified faculty members, students and staff. As they are located in disadvantageous regions, they are in need of some promotions to attract faculties, staff, national and international students. In addition, they also should be aware of the contributions of good alumni relations.

scholarly journals National Education Policy 2020 - Mentoring of Faculty Members towards Excellence in Higher Education Institutions

2021 ◽  
Vol 9 (2) ◽  
pp. 85-95
Author(s):  
Badrilal Gupta ◽  
Pratibha Bundela Gupta
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Institutions ◽  
Academic Research ◽  
Educational Leaders ◽  
Faculty Members ◽  
National Education ◽  
National Education Policy

A mentoring approach towards excellence is proposed in this paper. This approach should be followed to develop educational leaders and faculty members to prepare HEIs to build capacity and capability to implement the provisions of the national education policy (NEP) 2020. The approach includes designing the mentoring programme at the institute level, selection and orientation of mentors, selection and orientation of mentees, mentoring process, mentees and mentors’ outcomes, and ultimate outcomes of the mentoring programme-academic, research, and excellence. The authors have noted recommendations to make the mentoring programme successful.

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