A Conceptual Paper on Organizational Stressors Among Higher Education Deans

This is a conceptual paper to study the effects of organizational stressors that may impede the psychological, physiological and behavioral-interpersonal wellbeing of an organizational member. The study reviews literatures on what effects will general stress alter and degrade the psychological, physiological and behavioral-interpersonal wellbeing of an individual exposed to stressors. The final part of this study’s analysis is what constitutes as organizational stressors among studies that focuses specifically on higher education deans. The factors outlined in the paper were analyzed using the theoretical framework of Managerial Stress Cycle (Gmelch, 1991) and Administrative Stress Index (Gmelch, 1982). A conceptual integrative model was developed in regard to these two frameworks. Both these models are appropriate for this inquiry because, it allows the reader to understand what are the effects of organizational stressors towards psychological and physiological health and its consequences. A number of databases such as ebcohost, springer link, science direct, Jstor and emerald were used to acquire literature on the topics. Conclusions from the literature states that health ailments stemming from stressors are evident and may function as a catalyst towards more dangerous diseases. Higher education dean’s experiences with organizational stressors also seem to be evolving, incorporating new contemporary issues not seen in the past.

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Higher authority organizational stressors among higher education deans: a multiple case study

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-01-2017-0008 ◽

2018 ◽

Vol 10 (3) ◽

pp. 333-343 ◽

Cited By ~ 3

Author(s):

Alfred Huan Zhi Chan ◽

Mohd Dahlan Malek ◽

Ferlis Bahari

Keyword(s):

Higher Education ◽

Multiple Case Study ◽

Education Institution ◽

Higher Education Management ◽

Case Study Methodology ◽

Content Type ◽

Organizational Stressors ◽

Multiple Case ◽

Education Deans

Purpose The purpose of this paper is to identify higher authority organizational stressors encountered by higher education deans. Design/methodology/approach This current research employed a qualitative approach utilizing a contextual paradigm with a multiple case study methodology. Findings Out of ten investigated deans in a public higher education institution in Malaysia, nine reported experiences of organizational stressor elements arising from higher authority. Three non-overlapping subthemes were systematically discovered. Practical implications Successful identification of these higher authority organizational stressors has implications for higher education management policies. Policies that reduce or eliminate these stressors may create a positive and progressive environment for deans and the higher education field. Originality/value This study will thus serve to promote a deeper understanding of higher authority organizational stressors encountered by higher education deans.

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Cross-culture outcomes of a brazilian professor Fulbright in the USA

Revista de Educação do Cogeime ◽

10.15599/0104-4834/cogeime.v26n50p115-123 ◽

2017 ◽

Vol 26 (50) ◽

pp. 115

Author(s):

Marcelo Da Silva Leite ◽

Celeste Gaia

Keyword(s):

Higher Education ◽

Low Cost ◽

Cross Culture ◽

College And University ◽

Governmental Agencies ◽

The Past ◽

University Curriculum ◽

Fulbright Scholar ◽

The Usa ◽

Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education. Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

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Predicting sustainable consumption of package-free bath products among students in higher education institutions

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-01-2021-0017 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Alvin Patrick M. Valentin

Keyword(s):

Higher Education ◽

Structural Equation ◽

Environmental Behavior ◽

Higher Education Institutions ◽

The Philippines ◽

Integrative Model ◽

Purchase Behavior ◽

Equation Modeling ◽

Content Type ◽

Intention To Purchase

Purpose This study aims to examine the applicability of an extended version of the theory of planned behavior (TPB) in predicting pro-environmental behavior, specifically the purchase behavior (PB) of package-free bath products, among students in higher education institutions (HEIs). Design/methodology/approach Using a non-experimental survey research design, this study empirically tested an extended TPB model through structural equation modeling. The dataset was obtained through a survey of undergraduate students in three HEIs in the Philippines. Findings Environmental knowledge (EK) predicted attitudes toward purchasing package-free bath products. Attitudes, subjective norms and pro-environmental self-identity (PSI) predicted intention to purchase package-free bath products. Furthermore, the intention to purchase package-free bath products and perceived behavioral control predicted PB of the said item. Research limitations/implications The results imply that the addition of EK and PSI to the TPB is applicable in predicting pro-environmental behavior, specifically the purchase of package-free bath products. Practical implications The results showed how HEIs can encourage their students to purchase package-free bath products. Social implications The results highlight how social and economic factors play a role in promoting or inhibiting pro-environmental behavior among HEI students. Originality/value The findings support the inclusion of EK and PSI to the TPB for an integrative model that aims to improve the prediction of the purchase of package-free bath products.

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Learning from Experience

Industry and Higher Education ◽

10.1177/095042229100500305 ◽

1991 ◽

Vol 5 (3) ◽

pp. 155-158

Author(s):

Norman Evans

Keyword(s):

Higher Education ◽

Professional Training ◽

Credit Rating ◽

Learning From Experience ◽

The Past ◽

The Uk ◽

Academic Qualifications

The integration of in-house professional training with academic awards systems has developed rapidly in the UK over the past few years. The author sets out the basic rationale for credit rating of in-house company training for academic qualifications, maps the development of the trend in the UK, and argues that the benefits of this kind of collaboration between business and higher education can be substantial and wide-ranging for both parties.

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Charting a course to an emerging field of 'research engagement studies': A conceptual meta-synthesis

Research for All ◽

10.18546/rfa.02.2.02 ◽

2018 ◽

Vol 2 (2) ◽

pp. 185-229 ◽

Cited By ~ 8

Author(s):

Jude Fransman

Keyword(s):

Higher Education ◽

International Development ◽

Higher Education Policy ◽

Policy And Practice ◽

Research Engagement ◽

The Past ◽

Narrow Definition ◽

Definition Of ◽

The Uk ◽

Education Science

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

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The Growing Accountability Agenda: Progress or Mixed Blessing?

International Higher Education ◽

10.6017/ihe.2008.50.8000 ◽

2015 ◽

Cited By ~ 1

Author(s):

Jamil Salmi

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Teaching And Research ◽

The Past ◽

Public Resources ◽

The World ◽

Mixed Blessing ◽

University Leaders ◽

Accountability Practices

In the past decade, however, accountability has become a major concern in most parts of the world. Governments, parliaments, and society at large are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. The universal push for increased accountability has made the role of university leaders much more demanding. The successful evolution of higher education institutions will hinge on finding an appropriate balance between credible accountability practices and favorable autonomy conditions.

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Higher education after neoliberalism: Student activism as a guiding light

Policy Futures in Education ◽

10.1177/1478210318767459 ◽

2018 ◽

Vol 18 (1) ◽

pp. 90-116 ◽

Cited By ~ 4

Author(s):

Rose M Cole ◽

Walter F Heinecke

Keyword(s):

Higher Education ◽

College Student ◽

Student Activism ◽

Social Imaginary ◽

Racial Justice ◽

Creative Imagination ◽

Student Activists ◽

The Past ◽

College Student Activism ◽

Almost All

Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.

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Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm

Australian Journal of Education ◽

10.1177/0004944118808364 ◽

2018 ◽

Vol 62 (3) ◽

pp. 276-288 ◽

Cited By ~ 5

Author(s):

Linda Payi Ford ◽

Kathy Gotha Guthadjaka ◽

James Walung Daymangu ◽

Bettina Danganbar ◽

Colin Baker ◽

...

Keyword(s):

Higher Education ◽

Northern Territory ◽

Cultural Knowledge ◽

Women's Leadership ◽

Indigenous Research ◽

Paradigm Shifts ◽

Aboriginal Communities ◽

The Past ◽

Aboriginal Women ◽

Leadership In Higher Education

This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.

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EuroPACE: The Lessons Learned So Far

Industry and Higher Education ◽

10.1177/095042229400800103 ◽

1994 ◽

Vol 8 (1) ◽

pp. 19-28 ◽

Cited By ~ 1

Author(s):

William A. Weimer

Keyword(s):

Higher Education ◽

Continuing Education ◽

Planning Process ◽

Lessons Learned ◽

The Past ◽

History Of ◽

Education Projects ◽

European Programme

One of the most significant cooperative industry–higher education projects in Europe during the past decade has been EuroPACE, the European Programme of Advanced Continuing Education. In January 1993, EuroPACE ceased its broadcasts and re-entered the planning process. By the time this article has been published, EuroPACE should again be broadcasting, but with a somewhat different format and content. In this article, Bill Weimer presents a brief history of the first five years of EuroPACE and analyses the project. He examines key assumptions and decisions made, points out those which now appear to have been in error, and lists the lessons learned. Many of the assumptions and decisions made were correct; some of these are also discussed. This article will contribute the experience and lessons learned by EuroPACE to other joint industry–higher education projects. It may help them to avoid making some of the same mistakes.

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Transforming finnish higher education: institutional mergers and conflicting academic identities

Revista de Investigación Educativa ◽

10.6018/rie.35.2.295831 ◽

2017 ◽

Vol 35 (2) ◽

pp. 307 ◽

Cited By ~ 2

Author(s):

Jani Ursin

Keyword(s):

Higher Education ◽

Education System ◽

Structural Development ◽

Ministry Of Education ◽

Font Size ◽

Higher Education System ◽

Academic Identities ◽

The Past ◽

Institutional Mergers ◽

Finnish Higher Education

As in many other European countries also Finnish higher education system has witnessed several reforms over the past decade many of which originate in efforts to make more competitive and affordable higher education system. The aim of this paper is to describe the changes and institutional mergers in particular that have taken place in Finnish higher education and explore what kind of academic identities are constructed amid changes in Finnish higher education. The paper shows that the mergers followed the objectives set by the Finnish Ministry of Education and Culture for the structural development of the higher education system and that the creation of a joint culture for merged institutions was important yet challenging. The paper also argues that due to these external changes in Finnish higher education there is a tendency to move from a traditional notion of an academic toward more hybrid and dynamic understanding of what it is being an academic in the 21st century.

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