The Influence of Culture in IT Governance Implementation

2019 ◽  
Vol 10 (4) ◽  
pp. 55-68
Author(s):  
Isaías Scalabrin Bianchi ◽  
Rui Dinis Sousa ◽  
Ruben Pereira ◽  
Steven De Haes
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
It Governance ◽  
Uncertainty Avoidance ◽  
Business Value ◽  
Implementation Success ◽  
It Investments ◽  
The One ◽  
Future Work ◽  
Over Time

IT governance calls for the definition and implementation of formal mechanisms at the highest level in the organization taking into account structures, processes and relational mechanisms for the creation of business value from IT investments. Several factors can influence IT Governance implementation success. Culture is one of these factors and the one this research will focus on. Seen as probably the most difficult factors to change since it is grounded on practices performed over time, it should receive special attention. This article aims to analyze how culture can influence IT Governance implementation of structure, process and relational mechanisms in the context of higher education. Ten case studies in universities from three different countries: Brazil, Portugal and Netherlands were carried out. The purpose is the identification of relevant differences in IT Governance implementation among organizations from the following cultures: uncertainty avoidance and individualism. This article concludes by presenting key contributions, limitations and future work.

scholarly journals O movimento do acesso ao ensino superior em Portugal de 1960 a 2017: Uma análise ecológica

2019 ◽  
Vol 27 ◽  
pp. 146
Author(s):  
Leanete Thomas Dotta ◽  
Amélia Lopes ◽  
Carlinda Leite
Keyword(s):  
Higher Education ◽  
Social Dimension ◽  
Ecological Perspective ◽  
Economic Sector ◽  
Access To Higher Education ◽  
Level Of Education ◽  
The Social ◽  
The One ◽  
Access Policies ◽  
Over Time

Globally, the expansion of investments in the field of higher education, which stems from both the demands of the economic sector and the growing appreciation of the social dimension of knowledge, implies mobilization within the scope of access to this level of education. If, on the one hand, access policies play a central role, on the other hand, the interactions of individuals in the different environments of which they are part cannot be disregarded. The aim of this paper, from a socio-ecological perspective, was to analyse the movements of access to higher education in Portugal from 1960 to 2017. The interpretation of data on access and legislation on higher education in that period, in relation to the literature review outcomes, made it possible to identify moments of expansion and retraction of access to higher education in Portugal. It was at the confluence of a set of more or less favorable factors that the distinct movements of access originated over time. This confluence of factors led individuals to shape and reshape their aspirations concerning their entry to higher education. 

scholarly journals Contribución de la educación superior a los Objetivos de Desarrollo Sostenible desde la docencia

2020 ◽  
pp. 89
Author(s):  
Débora Isabel Ramos Torres
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Case Studies ◽  
International Association ◽  
Global Alliance ◽  
The Sustainable Development ◽  
World Survey ◽  
Development Goals ◽  
Teaching Function ◽  
The One

The Sustainable Development Goals (SDGs) have become entrenched in higher education institutions (HEIs) for their commitment to training people with relevant key competencies to address them. The article examines how teaching has been configured as the dimension with the greatest potential to incorporate sustainable development and how, together with research, it is considered one of the main areas of contribution to the achievement of the SDGs, concretized in the integration of these objectives to the study plans of the official degrees that, as a training action, are carried out. From the review of the Report of the Second World Survey of the International Association of Universities on Higher Education, Research and Sustainable Development, the annual Report of the Agreement on the SDGs of the Global Alliance and the Dossier of the Spanish Network for Development Sustainable, each SDG analyzes the relevant actions of integration of these Global Objectives in the teaching function and references to experiences as case studies. The analysis of the results shows a high variability between the universities regarding the degree of approach of each of the SDGs and the tendency to identify as well-established work, the one carried out with SDG 4, as a priority from teaching. The case studies analyzed show a significant differentiation regarding the types of actions they carry out and their trends. The use of surveys such as those analyzed are insufficient to observe the development of integration in the curricula, more experiences such as that developed by REDS are needed, as well as online platforms in which teachers present their experiences of curricular redesigns and incorporation from the SDGs to the curricula and mapping of the new degrees that are emerging.   

scholarly journals Integrating Mini-MOOCs into Study Programs in Higher Education during COVID-19. Five Pilot Case Studies in Context of the Open Virtual Mobility Project

2020 ◽  
pp. 299-310
Author(s):  
Ilona Buchem ◽  
Francesca Amenduni ◽  
Vlad Michaescu ◽  
Diana Andone ◽  
Gemma Tur ◽  
...  
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Strategic Partnership ◽  
Small Scale ◽  
Study Programs ◽  
Virtual Mobility ◽  
Specific Competency ◽  
The One ◽  
Development Assessment ◽  
Mobility Skills

This paper describes five different pilot case studies which show how mini-MOOCs were integrated into study programs in higher education during COVID-19. The pilot case studies were conducted in five different countries (Germany, Italy, Spain, Romania and Slovenia) in the first quarter of 2020 as part of the Open Virtual Mobility project. Open Virtual Mobility project (OpenVM) is a three year (2017-2020) strategic partnership for innovation and the exchange of good practices founded by the European Erasmus+ program of the European Commission. One of the key outcomes of the Open Virtual Mobility project is the Open Virtual Mobility Learning Hub (OpenVM Learning Hub), an online learning environment for the development, assessment and recognition of virtual mobility skills in higher education. The OpenVM Learning Hub hosts a set of eight mini-MOOCs, each dedicated to a specific competency cluster. Based on small-scale pilots at the universities in the five countries, this paper describes the design of OpenVM mini-MOOC, spotlights different educational approaches for integrating MOOCs into study programs during COVID-19 and highlights diverse objectives, attitudes and expectations of educators who piloted the integration of the mini-MOOCs during the pandemic. The paper explores differences in integration of traditional MOOCs and mini-MOOCs and concludes with recommendations for embedding mini-MOOCs into academic programs in view of rapid (digital) transformations in higher education such as the one caused by COVID-19.

scholarly journals EUROPEAN ACCREDITATION AGENCY’S VIEW ON KAZAKHSTAN’S ENGINEERING AND INFORMATION TECHNOLOGY HIGHER EDUCATION

2020 ◽  
Vol 1 ◽  
pp. 15
Author(s):  
Andreas Ahrens ◽  
Martin Foerster ◽  
Jelena Zascerinska ◽  
Iring Wasser
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Exploratory Study ◽  
Structured Interview ◽  
Highly Qualified ◽  
European Accreditation ◽  
Interpretive Paradigm ◽  
Fourth Component ◽  
The One ◽  
Future Work

In the era of digital economy, there is an urgent need in highly qualified engineering and Information Technology (IT) specialists in Kazakhstan. The aim of the research is to analyse the needs of higher education in the field of engineering and IT in Kazakhstan underpinning elaboration of implications for higher education in the field of engineering and IT in Kazakhstan. The empirical study was carried out in October 2019. Exploratory study was implemented. Interpretive paradigm was employed in the present work. Non-structured interview served as the basis for data collection. Content analysis was performed for data analysis. Findings of theoretical analysis allow extending three-component model on needs analysis, namely experts’ perspective, educators’ perspective, and students’ perspective by the fourth component, namely community perspective. Implications for higher education in Kazakhstan are formulated as following: universities delivering higher education in the field of engineering and IT in Kazakhstan need to balance academic and practical components in their study programmes; interaction between educators and students, on the one side, as well as enterprises, companies and industry, on the other side, should be enhanced in higher education in the field of engineering and IT in Kazakhstan. Directions of future work are proposed. 

IT Governance in Higher Education Institutions in Abu Dhabi, UAE

2013 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Racha Ajami ◽  
Nabeel Al-Qirim
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Services Quality ◽  
Higher Education Institutions ◽  
It Governance ◽  
Education Institution ◽  
Business Strategies ◽  
Complex Information ◽  
Governance In Higher Education ◽  
Over Time

With IT affecting all aspects of university’s/school’s academic and professional affairs, an efficient IT governance (ITG) is required to assure that all kinds of expensive and complex information technology is appropriately governed. Despite the importance of IT; there has been limited research looking at how ITG is implemented in higher education institution or how to harness its benefits. This research focuses on how ITG is adopted and implemented in higher education institutions in UAE by considering the case of two different universities. The research proposes a theoretical framework derived from COBIT and Six Sigma to help in governing IT in higher education institutions. The framework will help in directing different processes toward evaluating any decision concerning the alignment and compatibility of IT with the overall strategies and goals of higher education institutions. This is achieved to increase services quality over time, aligning and supporting business strategies, and controlling and minimizing IT risks in order to increase stakeholder’s value and reducing cost.

scholarly journals Trigger Warnings: History, Theory, Context, edited by Emily J. M. Knox

2019 ◽  
Vol 3 (2-3) ◽  
pp. 12
Author(s):  
Martin Garnar
Keyword(s):  
Higher Education ◽  
Popular Culture ◽  
Case Studies ◽  
Negative Impact ◽  
Educational Process ◽  
Intellectual Freedom ◽  
Multiple Viewpoints ◽  
Controversial Topic ◽  
The One ◽  
Trigger Warnings

Since its emergence as a complicated and controversial topic in higher education, trigger warnings have spread beyond academia into popular culture. To be “triggered” has entered the vernacular, and usually with negative connotations about the sensibilities of the one being triggered. Emily Knox’s timely book provides multiple viewpoints on trigger warnings within the context of how trauma and its aftereffects impact the educational process, while also exploring the potentially negative impact of trigger warnings on intellectual freedom. Through a combination of theoretical essays, historical examinations, and case studies, this collection of essays provides a variety of perspectives that, in combination, will challenge any reader’s preconceptions about the topic.

scholarly journals Beyond listening: the value of co-research in the co-construction of narratives

2021 ◽  
pp. 146879412199960
Author(s):  
Sandra Lyndon ◽  
Becky Edwards
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Case Studies ◽  
Qualitative Interviews ◽  
Research Process ◽  
Listening Guide ◽  
Working Together ◽  
The Relationship ◽  
Over Time

In this article, we discuss how co-research – two researchers working together at each stage of the research process – can be used to analyse narratives created from qualitative interviews (drawing on Brown and Gilligan’s Listening Guide). We argue that co-research affords a richness and depth of analysis and propagates multiple, layered interpretations through a process of co-reflection. To illustrate our approach, we present an analysis of two case studies from the ‘From Adversity to University’ project, a longitudinal qualitative study evaluating the effectiveness of a bridging module as a way into higher education for students who have been affected by homelessness in England. We co-reflect on how our participants, our relationship with our participants and our relationship with each other as researchers has changed over time. We conclude that a co-researcher approach to analysing narratives is textually and emotionally enriching, as the co-constructed multiple interpretations transform not just the analysis of the text but also the relationship between researchers and their participants in new and unexpected ways.

Makkah: City of self-identity and inspiration

2021 ◽  
Vol 20 (1) ◽  
pp. 7-28
Author(s):  
Faredah Mohsen Al-Murahhem
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Architectural Heritage ◽  
Self Identity ◽  
The One ◽  
Makkah City ◽  
Personal Understanding ◽  
The City ◽  
Female Experience

This study highlights the duty of individuals and the community, rather than organizations, to preserve a city’s heritage and identity. It underlines important facts about Makkah as one of the world’s major historical and religious cities. The analysis reflects upon an academic journey to appreciate and conserve the city’s identity. It is a story of ‘Being Inspired and Being an Inspiration’ through education. On the one hand, ‘Being Inspired’ stresses a personal understanding of preserving the identity of Makkah and its architectural heritage. It is a narrative of the female view and experience through culture, architecture and art. Diversely, ‘Being an Inspiration’ is demonstrated via academic case studies and chronological documentation that mirrors historical stages of the city. It is a pioneering piece about the female experience, documenting the story of one of the first female graduates of architecture in Saudi, and the outcomes of teaching and identity in higher education.

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