Post-COVID Lesson Learned

2022 ◽  
pp. 159-174
Author(s):  
Julie Hernandez ◽  
Jason Thompson ◽  
Talia Mark Brookshire
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Strategic Plan ◽  
Lessons Learned ◽  
Equity And Inclusion

Reimagining diversity, equity, and inclusion (DEI) became a high priority and central in WGU's strategic plan including successes, lessons learned, and opportunities to make an even greater impact for faculty, staff, students, and communities. In this chapter, per the authors, WGU's wins, lessons learned, and opportunities to make an even greater impact for faculty, staff, students, and stakeholders are explored. Higher education institutions and businesses alike realized an inclusive workplace where employees feel they can be their authentic selves was necessary to attract the best talent and foster greater innovation. Although WGU was more uniquely positioned to host DEI initiatives, strategies, and trainings virtually, there were still many lessons to be learned.

The Roles of Lifelong Learning and Knowledge Management in Global Higher Education

2016 ◽  
pp. 71-100 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Organizational Performance ◽  
Lifelong Learning ◽  
Higher Education Institutions ◽  
Strategic Plan ◽  
Digital Age ◽  
Educational Performance ◽  
Strategic Goals

This chapter reveals the roles of lifelong learning and knowledge management (KM) in global higher education, thus explaining the theoretical and practical concepts of lifelong learning and KM; the application of KM; and the significance of lifelong learning and KM in global higher education. The utilization of lifelong learning and KM is necessary for higher education institutions (HEIs) that seek to serve students and faculties, increase educational performance, strengthen competitiveness, and achieve continuous success in global higher education. Therefore, it is essential for HEIs to examine their lifelong learning applications, develop a strategic plan to regularly check their practical advancements, and immediately respond to lifelong learning and KM needs of customers in modern HEIs. Applying lifelong learning and KM in global higher education will significantly enhance organizational performance and reach strategic goals in the digital age.

scholarly journals A Study of Quality Assessment in Higher Education within the Context of Sustainable Development: A Case Study from Czech Republic

2020 ◽  
Vol 12 (11) ◽  
pp. 4769 ◽  
Author(s):  
David Vykydal ◽  
Martin Folta ◽  
Jaroslav Nenadál
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Quality Management ◽  
Management System ◽  
Quality Management System ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Success Factor

Quality has become an increasingly important and critical success factor at higher education institutions, particularly universities. Numerous discussions have been held about education quality in the context of sustainable development. However, the quality of that education strongly depends on the overall quality of the management system which operates at schools. The principal aim of this article is to present the approaches to the quality management systems’ development and their assessment at universities, and share some lessons learned from this area of research. Some possibilities of the ISO 9001 standard’s implementation, as well as the application of excellence models as a response to community demands, will be discussed, especially in the context of the recently-introduced Act No. 111/1998 Coll on Higher Education Institutions, which requires quality assurance and quality evaluation. A case study from The VSB-Technical University of Ostrava shows approaches, results and effects of the quality management system implementation.

scholarly journals Higher Education and Multinational Corporations Linkages: Establishing a Mutual Bond. Lessons for China from Redemocratized Hungary

2003 ◽  
Vol 1 (2) ◽  
pp. 321-331 ◽  
Author(s):  
Kassie Freeman
Keyword(s):  
Higher Education ◽  
Multinational Corporations ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Economic Changes ◽  
The Relationship

This article examines several issues related to the relationship between higher education institutions and multinational corporations in countries such as Hungary that are undergoing historic economic and political shifts and to discuss implications from the findings for China. The findings suggest that, although Hungary and China differ culturally and in the shift in their political and economic changes, China can benefit from the lessons learned in Hungary.

scholarly journals Circular Economy in higher education ınstitutions: lessons learned from Brazıl-Colombıa network

2019 ◽  
Vol 16 (1) ◽  
pp. 88-95 ◽  
Author(s):  
Úrsula Maruyama ◽  
Paloma Martinez Sanchez ◽  
Aline Guimarães Monteiro Trigo ◽  
Wladmir Henriques Motta
Keyword(s):  
Higher Education ◽  
Circular Economy ◽  
Practical Implication ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Ecosystem Dynamics ◽  
University Campuses ◽  
Strategic Plans ◽  
Private And Public ◽  
The Difference

Goal: this paper goal is presenting sustainability experiences using Life Cycle Assessment perspective in two Latin America higher education institutions (HEI). What similarities do these HEI have in common regarding sustainability? What are the major challenges they face? In which way is Circular Economy effective on university campuses? Since universities face challenges posed by a changing and competitive environment, there ought to be sustainable management that is more appropriate to higher education institutions’ real environment, which is characterized by complexity, paradoxes, ambiguities, and conflicts. Methodology/Approach: Multiple Case Study. A resilience threshold of global ecosystem should be considered. Ecosystem dynamics require effort in mapping its functions. Results: the results considered that the difference between environmental approach failure and success lies in knowing how to realign their strategic plans. Limitations of the investigation: comparing private and public HEI and different levels of education (technical, undergraduate and graduate courses). Practical implication: the practical implication leads to an understanding that Circular Economy in HEI can be perceived as a guideline to innovation towards a more sustainable economy. Originality/value: the originality/value of this work is the ability of enabling scientists to empathize with both Brazıl and Colombia’s LCA perspectives in HEI.

scholarly journals IT Security In The Higher Education Institutions

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Dave E. Marcial
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Strategic Plan ◽  
The Philippines ◽  
It Security ◽  
Privacy Risk ◽  
Level Of Confidence

This paper investigates the level of prioritization and degree of implementation of IT security in higher education institutions (HEIs) in the Philippines. A total of 95 HEIs in the Philippines were evaluated in the study. The study reveals that the level of prioritization of IT security in the Philippines HEIs is high. This signifies that IT security is prioritized and there is need to be done in the next 3 years in these HEIs. The degree of implementation of IT security in the HEIs is moderately implemented indicating that although this component is in the strategic plan of the HEIs, little or no action has been undertaken in this regard. The study further reveals that the level of prioritization of IT security has a significant correlation at 0.01 level of confidence with the degree of implementation of IT security in the HEIs in the Philippines. Keywords : security, privacy, risk, IT in education

Comprehensive quality assessment of Czech higher education institutions

2015 ◽  
Vol 7 (2/3) ◽  
pp. 138-151 ◽  
Author(s):  
Jaroslav Nenadál
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Lessons Learned ◽  
Assessment Methodology ◽  
Pilot Testing ◽  
Content Type ◽  
Assessment Approach

Purpose – The paper aims to sum up the principal and original set of information related to the special project covered by Czech Ministry of Education, Youth and Sports, which was oriented to quality assurance and assessment at Czech higher education institutions. It brings main results and lessons learned from comprehensive quality assessment methodology pilot testing. Design/methodology/approach – Brainstorming conferences, seminars, comparative analysis, interviews, design review and validation were used by the expert team to develop and to test the comprehensive quality assessment methodology. Findings – The EFQM Excellence Model is the most comprehensive tool for quality assurance and quality assessment. It is pragmatic and practical, but it is necessary to adapt this model for effective use at Czech higher education institutions as a set of assessment criteria. The comprehensive quality assessment approach does not only examine what universities and other higher schools have achieved in the past (through lagging indicators), but it also includes assessment of their potential for the future through the so-called leading indicators. Research limitations/implications – The pilot testing of designed methodology of comprehensive quality assessment was performed within 12 Czech higher education institutions, but the lessons learned have common validity for any Czech higher education institution. Originality/value – The proposed methodology of comprehensive quality assessment is a quite new approach from the point of Czech higher education institutions view. It offers new and efficient tool for next higher schools and universities development.

scholarly journals Humanizing the Localizing Sustainable Development Goals (SDGs) in Education and Research at Higher Education Institutions (HEIs)

2021 ◽  
Vol 1 ◽  
Author(s):  
Mohd Fadhil Md Din ◽  
Wahid Omar ◽  
Shazwin Taib ◽  
Shamsul Sarip ◽  
Santhana Krishnan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
Action Plan ◽  
Value Added ◽  
Strategic Plan ◽  
Core Values ◽  
Critical Element ◽  
Development Goals

Preliminary actions taken by the Universiti Teknologi Malaysia (UTM) towards the value-added from the Sustainable Development Goals (SDGs) framework that may relevant in the current indicators, elements, values and impacts, and the also constructive analysis by different sectors at High Educational Institutions (HEIs). Typically, the instrumentation on performances of each element (or indicator) in research and education portfolios are majorly defined as Key Performance Index (KPI) and/or Key Achievement/Amal Index (KAIs). All of instrumentations suitable at the vertical strategic plan to disseminate the workload across stakeholders in the HEIs. A strategic plan by each university will represent the core values and relevancy of niche area in academic and research sectors. However, UTM already is identifying the most critical element, far beyond the KPI/KAI successful story which focusses under the Pelan Global Universiti (PGU I-III) to outstanding values of inclusiveness, synergy and visibility with the important Desired State 2020. The UTM core values will serve Integrity, Synergy, Excellent and Sustainability (ISES) in all operation/services throughout trustworthy engagement with stakeholders. Meantime, the action plan for enVision 2025 institualized the pragmatic roadmaps align with the SDGs at the global benchmark, in order to horizontally manage the great grassroots improvement and further develop unique vision to UTM; named as UTMDNA. This paper describes the proactive strategic plan by UTM management to advocate the next roadmap altogether with high impact sustainable education and research works. Most of the concurrent achievement, action-plan and long-term Industrial Revolution 4.0 (IR 4.0) is emphasized in the life-balance strategy framework. The second wave (2020 - 2030) of SDGs in UTM is among the most recent thoughts towards the sustainability requirements specially to serve the UN SDG and enVision 2025 (UTM). Therefore, Malaysian higher education institutions should take proactive steps in culturing SDG initiatives – guided but not bounded by the specific measures set-out in the UN Conference

scholarly journals A CONTENT ANALYSIS: THE VISION STATEMENTS OF HIGHER EDUCATION INSTITUTIONS IN INDONESIA

2020 ◽  
Vol 1 (3) ◽  
pp. 360-367
Author(s):  
Chit’Jna Amary Kumang ◽  
Eeng Ahman
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Quality Improvement ◽  
Text Analysis ◽  
Higher Education Institutions ◽  
Strategic Plan ◽  
Education Level ◽  
Web Based ◽  
Vision Statements ◽  
Official Site

This research is to find out the strategic plan of higher education institutions in Indonesia by analyzing the vision statements of the top 50 higher education institutions in Indonesia according to the Webometrics version in 2018. All vision statements were accessed through the official site of the higher education institutions and then the content analysis, segmentation based on the types of responsible authority (public-private) and the region (Java Island –outside Java Island) were conducted. The analysis of this study was conducted using Voyant Tools, a web-based application for conducting text analysis. The finding of this study was that there were 11 similar keywords used by nearly all higher education institutions. The visions made by the higher education institutions in Indonesia tend to expect quality improvement by targeting a better rank in the national and international scale education level and being future-oriented. It can be seen that 36% of the higher education institutions specifically make several targets in a particular period.

scholarly journals The COVID-19 Pandemic: Challenges Faced and Lessons Learned Regarding Distance Learning in Lebanese Higher Education Institutions

2020 ◽  
Vol 10 (10) ◽  
pp. 1259
Author(s):  
Maha Mouchantaf
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Language Teachers ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
The Impact

In the past few months, due to the Covid-19 (Coronavirus) outbreak, most educational establishments in Lebanon, including schools and higher education institutions, made the transition to distance learning. This research sought to explore the impact of the Covid-19 pandemic and the challenges that it currently poses to higher education. More specifically, it aimed to evaluate the views of language teachers with regards to online teaching to better understand both its advantages and disadvantages in comparison to face-to-face education. The study also offered insight on the educator’s feedback and their presented solutions that will lead to a better experience with online learning. A quantitative cross-sectional online survey was implemented for the purpose of this study.

Risks in Implementing EU-Funded Projects in Romanian Public Higher Education System

2016 ◽  
pp. 413-441
Author(s):  
Paul Rinderu ◽  
Catalin I. Voiculescu ◽  
Demetra Lupu Visanescu
Keyword(s):  
Higher Education ◽  
Organizational Structure ◽  
Education System ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Public Higher Education ◽  
Higher Education System ◽  
The Public ◽  
Systemic Risks

The current study, after shortly introducing the manner in which the National Strategic Reference Framework has being conceived for meeting the EU Regional and Cohesion objectives, presents in a concise manner the architecture of the Operational Programmes in Romania for the financing exercises 2007-2013 and 2014-2020. The first financing exercise has been critically analysed and a list of systemic risks is presented, in connection to the lessons learned for the new financing exercise. Further on, the paper presents the main directions under which the public higher education institutions accessed EU funds via various projects and identifies the main institutional risks for their implementation. The authors consider defining risk institutional profiles for a significant lot of public universities by introducing “soft” and “hard” sets of indicators. After assessing these profiles, recommendations for adapting the organizational structure will be depicted in order to help a softer implementation of the accessed projects.

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