Strategic Management of Higher Education Institutions in a European Context

2022 ◽  
pp. 84-108
Author(s):  
Helena Kuusisto-Ek
Keyword(s):  
Higher Education ◽  
Strategic Management ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Strategic Leadership ◽  
Strategic Choices ◽  
Strategic Research ◽  
The Public ◽  
European Universities ◽  
Future Success

This chapter explores the strategic management of European universities and aims to provide an overall picture of the focus of contemporary strategic research. Twenty-five articles are examined using the public sector strategic research framework. The review provides a fragmented and multidimensional picture of the strategic management and leadership of universities. It can be viewed from several different perspectives, and therefore, the emphases are also different. Additionally, this is a challenge for strategic leadership when considering strategic choices in the higher education sector. This literature review suggests that the changing environment of the higher education sector highlights the need for new processes and frameworks for universities. Despite comprehensive strategy work, higher education institutions have been unable to meet the challenges related to change. A more comprehensive understanding of strategic management theories, frameworks, and tools would give universities a stronger understanding of strategic leadership and its implications for future success.

Drawing up codes of ethics of higher education institutions: evidence from Italian universities

2019 ◽  
Vol 33 (7) ◽  
pp. 1526-1538
Author(s):  
Giorgio Mion ◽  
Angelo Bonfanti
Keyword(s):  
Higher Education ◽  
Ethical Issues ◽  
Higher Education Institutions ◽  
Codes Of Ethics ◽  
Strategic Choices ◽  
Educational Management ◽  
Content Type ◽  
The Public ◽  
Academic Communities ◽  
Ethical Vision

Purpose Higher education institutions draw up codes of ethics, but in several countries there are no standards to follow. Most universities have autonomy and can freely draw up their codes of ethics in terms of structure and content. The purpose of this paper is to understand the main ethics issues that universities identify in their codes of ethics and what activities they implement to respond to these issues toward appropriate educational management of their institutions in ethical terms. Design/methodology/approach This study was performed through content analysis of codes of ethics of Italian public universities (64 codes), and may be considered a single in-depth case study. The main ethics issues and related activities were inductively codified in relation to the research purpose. The four constitutive aspects of business ethics (individual, managerial, organizational and societal ethics) proposed by Melé were chosen as the framework to investigate the main ethical needs and related activities implemented by universities to respond to these ethical issues. Findings This research has identified nine main ethical issues and related activities that contribute to guarantee the ethical compliance of universities under the four interrelated aspects different individual behaviors, managerial initiatives, organization strategies and responsibilities toward society. The analysis shows some relevant differences among Italian universities that have important implications in the ethical vision of academic communities and of managerial role in universities. Practical implications The research can help managers of higher education institutions to identify the main ethical issues to draw up codes of ethics and to formulate consistent development strategies that are able to improve the conditions of collaboration, work and productive participation in activities for all members of academic communities. Originality/value To the best of the authors’ knowledge, this is one of the first studies that connect codes of ethics and higher education. This research brings to light the main ethical issues and related activities that universities can consider to orient their strategic choices toward the public interest as well as educational management improvement.

A comparison of the cost of research in South Africa's public research and higher education institutions

2008 ◽  
Vol 104 (11/12) ◽  
Author(s):  
D.R. Walwyn
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Research ◽  
Pricing Policy ◽  
The Public ◽  
Annual Salary ◽  
Research Sector ◽  
Salary Survey ◽  
The Cost ◽  
Comparative Information

Despite the importance of labour and overhead costs to both funders and performers of research in South Africa, there is little published information on the remuneration structures for researchers, technician and research support staff. Moreover, there are widely different pricing practices and perceptions within the public research and higher education institutions, which in some cases do not reflect the underlying costs to the institution or the inherent value of the research. In this article, data from the 2004/5 Research and Development Survey have been used to generate comparative information on the cost of research in various performance sectors. It is shown that this cost is lowest in the higher education institutions, and highest in the business sector, although the differences in direct labour and overheads are not as large as may have been expected. The calculated cost of research is then compared with the gazetted rates for engineers, scientists and auditors performing work on behalf of the public sector, which in all cases are higher than the research sector. This analysis emphasizes the need within the public research and higher education institutions for the development of a common pricing policy and for an annual salary survey, in order to dispel some of the myths around the relative costs of research, the relative levels of overhead ratios and the apparent disparity in remuneration levels.

scholarly journals Family-Owned Private Higher Education Institutions in Africa

2018 ◽  
pp. 23
Author(s):  
Wondwosen Tamrat
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Global Presence ◽  
The Subject ◽  
Private Higher Education Institutions

Notwithstanding the dearth of research on the subject, the increasing global presence of family-owned institutions is introducing a special breed within the private higher education sector. This article broadly explores the nature, continental developments, and implications of this growing phenomenon across Africa.

scholarly journals Marketingovo strategické riadenie verejných vysokých škôl

2020 ◽  
pp. 129-134
Author(s):  
Martin Halmo
Keyword(s):  
Higher Education ◽  
Strategic Management ◽  
Slovak Republic ◽  
Higher Education Institutions ◽  
Current Situation ◽  
Public Higher Education ◽  
Alternative Management ◽  
Higher Education Act ◽  
Education Act ◽  
The University

In the Slovak Republic, on the basis of legislative conditions, the Higher Education Act does not give the possibility to direct the management of public higher education institutions towards the fulfillment of their goals and thus to adapt effectively to the current situation and challenges. This is characterized by processes and structures that are duplicate, problematic or ambivalent, which ultimately prevents public higher education institutions from autonomously receiving and fulfilling their mission. It is therefore important that alternative management trends are introduced into the governance structures to help the development of public higher education institutions. We consider the use of marketing strategic management as such an element. Thus, the use of this type of management can ultimately benefit the university in the form of the required number of pupils. It can also contribute to improving the quality and supply of education, information and information.

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

Democratic Traditions of the European Universities as the Development Assurance of Ukrainian Higher Education Institutions in Interwar Period

2021 ◽  
pp. 163
Author(s):  
BOHDAN ANDRUSYSHYN ◽  
OLHA TOKARCHUK
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Sovereign State ◽  
Postgraduate Students ◽  
Legal Thought ◽  
European Universities ◽  
Political Views ◽  
Level Of Training ◽  
The Individual ◽  
Legal Staff

The article deals with the study of the Ukrainian scientists’ activities in one of the largest and most notable centres of Ukrainian political emigration since the early twenties of the 20th century – in the Prague one. It has been pointed out that the Ukrainian intellectuals in foreign countries did not abandon their thoughts about the restoration of a united sovereign state. The Ukrainian state and legal thought development were associated both with the functioning of the Ukrainian Free University as well as other higher education institutions and with the broad involving of European democratic traditions during the emigration period. The professors had to solve such important and difficult tasks as: to create independent university courses on many disciplines for Law Department which programmes had already been significantly expanded in Prague. Having a complicated scientific and methodological work the Ukrainian scientists performed a responsible task successfully; dozens of legal courses were compiled and partially published, most of the specializedcourses differed in originality and made a significant contribution to the development of legal thought and science. Regarding the teaching activity of scientists in emigration, and in the past many of them were lawyers-practitioners and statesmen, we should note that their reports and lecture materials are characterized by deep preparation, content, thoughtfulness and consistency of the basic idea development. The training of Ukrainian youth in higher education institutions in Czechoslovakia was completely saturated not only with European worldview and methodological approaches, but also retained progressive national-state traditions. The forced situation, in which legal scientists got, brought them to such a theoretical and practical level of training of legal staff, to which we are only approaching today. This stage was viewed by young people as temporary and did not even imagine that they would remain in the West forever; prepared to “return home not empty-handed”. Thus, modern legal education and science need advanced more thorough research on the legal refinement of legal scholars in exile. University students and postgraduate students should take an active part in events where scientists and students of law faculties of Ukrainian higher schools in Europe are popularized. It is advisable to organize discussions about state-legal, socio-political views, cultural activities of figures. It is also necessary to intensify the individual search for the scientific activities of Ukrainian emigration in certain areas of law.

Quality Assurance and Institutional Research for University Strategic Management

2020 ◽  
pp. 287-308
Author(s):  
Ngepathimo Kadhila ◽  
Gilbert Likando
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Management ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Evidence Based ◽  
Institutional Research ◽  
The World ◽  
The University ◽  
Evidence Based Decision Making

Strategic management in higher education (HE) has become data-reliant. Most higher education institutions (HEIs) all over the world have implemented quality assurance (QA) and institutional research (IR) with the purpose of generating data that that would assist in evidence-based decision making for better strategic management. However, data generated through QA and IR processes have to be integrated and streamlined in order to successfully inform strategic management. One of the challenges facing higher education institutions is to integrate the data generated by QA and IR processes effectively. This chapter examines examples of good practice for integrating the data generated by these processes for use as tools to inform strategic management, using the University of Namibia as a reference point. The chapter offers suggestions on how higher education institutions may be assisted to overcome challenges when integrating the outcomes of QA and IR processes in order to close the quality loop through effective strategic management.

Perspectives From a Multicultural Affairs Office Professional

2021 ◽  
pp. 240-259
Author(s):  
Tristen Brenaé Johnson
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
State University ◽  
The Public ◽  
Cultural Centers ◽  
Diversity And Inclusion ◽  
Public Recognition ◽  
Black Cultural Centers ◽  
Multicultural Affairs

The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

Challenges Facing African Universities: Selected Issues

2004 ◽  
Vol 47 (1) ◽  
pp. 1-59 ◽  
Author(s):  
Akilagpa Sawyerr
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
University Education ◽  
Strategic Choices ◽  
Education Systems ◽  
African Countries ◽  
Knowledge Resources ◽  
Higher Education System ◽  
The Public ◽  
Higher Education Systems

Abstract:With notable exceptions, modern university education in Africa is a phenomenon of the last half century. Universities were established either immediately before or within a decade after political independence in most African countries. Since then, both the number of institutions and enrollment have expanded rapidly and continuously across the continent. The coverage of university education, nevertheless, remains inadequate for the needs of the knowledge society. With the relative decline of state support during the severe economic crisis of the 1980s, Africa's universities suffered substantial deterioration: overcrowding, infrastructure deficiencies, and inadequate access to international knowledge resources. These deficiencies led to problems of access, equity, quality, and relevance, and to an aging faculty. At the same time, higher education systems were complicated by the diversification of categories of student, types of institutions, and the kinds of knowledge demanded. In the resulting situation of institutional complexity and policy dynamism, Africa's universities were compelled to develop strategies for coping and innovation. The result has been a halt in the decline in many instances, and revival and growth in several others. Accompanying these positive results, however, have been new forms of social exclusion as well as a loss of focus on the public purpose of universities as institutions concentrate mainly on increasing institutional incomes and producing graduates for the labor market. To address these and other problems, it is necessary to insist on the irreducible responsibility of the state for the maintenance of the higher education system and the need for a proper focus on the public purposes of higher education. Systems-level policy frameworks need to be negotiated and established to guide the strategic choices that have to be made by all players in the education sector.

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