Evaluating the Application of Leadership and Governance in Higher Education Institutions

2022 ◽  
pp. 189-203
Author(s):  
Marwan Mohamed Abdeldayem ◽  
Saeed Hameed Aldulaimi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Higher Education Governance ◽  
Educational Institutions ◽  
Education Governance ◽  
Comparative Methodology ◽  
Governance In Higher Education ◽  
The Uk

This chapter aims to evaluate the application of leadership and governance in higher education (HE) organizations in the Kingdom of Bahrain and the UK. The method of the study relies on reading lists of governance standards from several advanced educational institutions and uses a “comparative methodology” based on the collected data from both counties. This research reviews the various models of “the higher education governance” and analyzes the strengths and weaknesses of each model. The study employs the three principles of UNDP (transparency, participation, and accountability) to assess application of leadership and governance in higher education institutions. The findings of this study reveal that Arab universities need to perceive the significance of clarifying the reason for governance. The study likewise distinguishes the significance of relating their job and commitment to the procedure of change to the learning-based economy and world informatics. Further, it features the need of broadening the cooperation of stakeholders in the key basic leadership.

scholarly journals Corporate Governance Practices in Higher Education Institutions: The UK vs Bahrain

2018 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Marwan M. Abdeldayem ◽  
Saeed H. Aldulaimi
Keyword(s):  
Higher Education ◽  
Arab World ◽  
Educational Institutions ◽  
Education Governance ◽  
Academic Management ◽  
Governance Practices ◽  
Governance In Higher Education ◽  
The Uk ◽  
Higher Education Organizations ◽  
Different Cultures

This research aims to investigate the application of leadership and governance in higher education organizations in the Kingdom of Bahrain and the UK. The study also intends to gather evidences on the practices of academic management in different cultures. The methods of the study relies on reading lists of governance standards from several advanced educational institutions and uses a “comparative methodology” based on the data from the Kingdom of Bahrain and The UK. This research reviews the various models of “the higher education governance” and discuss the strengths and weaknesses of each model. The study employs the three principles of UNDP (Transparency, Participation and Accountability) to assess application of leadership and governance in higher education institutions.The findings of this study reveal that Arab universities need to perceive the significance of clarifying the reason for governance. The examination likewise distinguishes the significance of relating their job and commitment to the procedure of change to the learning based economy and world informatics. Also, it features the need of broadening the cooperation of stakeholders in the key basic leadership.The importance of this study lies in examining whether the governance standards are associated with practical application in universities. Also it examines whether there is an influence of the culture and social aspects on the application and understanding of these standards. The significance of receiving administration measures in the Arab world lies in its possibility to change the HE organizations’ practices, and increment their ability for greatness and aggressiveness. Thus, ensures the autonomy of advanced education alongside its quality and viability particularly with respect to their yield and status locally and internationally. 

Impediments and Imperatives in Restructuring Higher Education

1996 ◽  
Vol 32 (1_suppl) ◽  
pp. 705-719 ◽  
Author(s):  
Roger Benjamin ◽  
Stephen J. Carroll
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Higher Education Governance ◽  
Effective Response ◽  
Education Governance ◽  
Basic Assumptions

There are ominous signs that America's higher education sector is declining. However, why have higher education institutions and their leaders had such difficulty in addressing the problems the sectorfaces? We argue that basic assumptions built into the governance of higher education obstruct an effective response. After presenting the assumptions, we make a case for redesigning the structure of higher education governance.

scholarly journals Quality Assurance of Higher Education Governance and Management: An Exploration of the Minimum Imperative for the Envisioned African Common Higher Education Space

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Lazarus Nabaho ◽  
Wilberforce Turyasingura ◽  
Alfred Kenneth Kiiza ◽  
Felix Andama ◽  
Adrian Beinebyabo
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Good Governance ◽  
Higher Education Institutions ◽  
Higher Education Governance ◽  
Education Governance ◽  
Role Of The State ◽  
African Higher Education ◽  
Management Architecture ◽  
Standards And Guidelines

In 2018, as part of the African higher education harmonisation drive, the African Union Commission (AUC) issued the African Standards and Guidelines for Quality Assurance in Higher Education (ASG-QA). Within the ASG-QA, the AUC commits to promoting good governance and management in higher education institutions and provides governance and management as the second standard. However, there is a dearth of knowledge about the governance and management architecture for higher education institutions in the African higher education landscape that is either implicit or explicit in the ASG-QA. Against the above backdrop—using the ASG-QA as a source of data and content analysis as a data analysis method—the paper examines the governance and management imperative for higher education institutions in the African higher education landscape from the perspective of the AUC. Six themes relating to Africa’s higher education governance and management landscape emerged from the data: the role of the state (or government) in higher education, the internal governance framework, focus on quality and quality enhancement, observance of values of higher education, adherence to the principles of good governance, and capable leadership. The findings suggest that the governance and management architecture under the ASG-QA leans more towards providing common standards for quality assessment of governance and management than creating an identical national higher education governance and management ecosystem across Africa.

scholarly journals Tracing accountability in higher education

2021 ◽  
pp. 003452372199314
Author(s):  
Nikos Macheridis ◽  
Alexander Paulsson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Higher Education Governance ◽  
Institutional Changes ◽  
Education Governance ◽  
The Past ◽  
Do So

Drawing upon earlier studies of reforms and institutional changes in higher education, the purpose of this paper is to trace how the understanding of accountability has changed over the past twenty years and how it is understood to have impacted on higher education institutions. We do so by reviewing more than 350 papers and by asking three questions: Who answers to whom? For what are they answering? And how to assess those accountability arrangements? With these three questions as guides, our results indicate that higher education institutions have been undergoing processes of what we term accountabilization. These results contribute to the scholarship on higher education governance by conceptualizing the processes of accountabilization.

Implementing TQM practices in Pakistani Higher Education Institutions

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizwan Ahmed ◽  
Syed Iftikhar Ali
Keyword(s):  
Higher Education ◽  
Process Control ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Evaluation Process ◽  
Theoretical Framework ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Main Factors ◽  
Measurement And Evaluation

<span>Implementing TQM practices at the Higher Educational Institutions of Pakistan,<span> especially at the business schools, is relatively a new concept and it is in its initial stages.<span> The theoretical framework of this study is based upon the instrument that measures the<span> extent of TQM implementation in Higher Education Institutions. Based upon literature<span> review, the framework having 14 dimensions is used in this study. Exploratory Factor<span> Analysis (EFA) extracted 13 factors as the determinants of TQM Implementation in<span> business schools of Pakistan such as Stakeholders’ Focus, Recognition and Reward,<span> Measurement and Evaluation, Process Control and Improvement, Resources, Leadership,<span> Empowerment are some of the main factors as each of these factors are explaining more<span> than 5% of the variation in the data<br /><br class="Apple-interchange-newline" /></span></span></span></span></span></span></span></span></span></span>

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

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