scholarly journals The un-acknowledged relationship between shared parental leave, breastfeeding and workplace support in UK Universities

2021 ◽  
pp. 1-7
Author(s):  
Dr. Ernestine Gheyoh Ndzi ◽  
Dr. Anjali Raj Westwood
Keyword(s):  
Higher Education ◽  
Return To Work ◽  
Gender Equality ◽  
Causal Relationship ◽  
Parental Leave ◽  
Higher Education Institutions ◽  
Breastfeeding Support ◽  
Workplace Support ◽  
The Creation ◽  
Uk Higher Education

Gender equality is integral to a universities’ strategy and agenda. However, there is a gap when looking through the lens of shared parental leave (SPL) or breastfeeding. This research investigates the causal relationship between SPL, breastfeeding, and workplace support. A survey targeting women working in UK Higher Education Institutions was conducted between February and July 2021, and 49 completed responses were recorded. Women reported knowledge of SPL but not all workplaces were offering SPL, it wasn’t easily accessible and often too complex to understand. Breastfeeding policies and workplace resources were minimal. Lack of breastfeeding support on return to work affected women’s decision to take SPL. Recommendations include the creation of more accessible policies (SPL and breastfeeding), providing examples of parents who have utilized SPL, dissemination of information on SPL and breastfeeding when women announce their pregnancy and on return to work, and adequate resources in the workplace to support breastfeeding mothers.

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.

Information Literacy

2011 ◽  
pp. 1091-1092
Author(s):  
Elaine Magusin
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Information Literacy Instruction ◽  
Information Literacy Skills ◽  
The Creation

Information literacy is essential in the creation of lifelong learners. As educators struggle continually to ensure that students are able to successfully navigate the plethora of information available, and be able to think critically about this information, it is logical to consider information literacy skills instruction as a method of helping meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and what benefits it offers to students, educators, and higher education institutions as a whole.

Information Literacy

2011 ◽  
pp. 1178-1182
Author(s):  
Elaine Fabbro
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Research Libraries ◽  
Information Literacy Skills ◽  
The Creation ◽  
Need For Information

The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education defines information literacy as the ability to recognize the need for information, and be able to locate, evaluate, and use the information effectively (2000, p.2). Information literacy is essential in the creation of lifelong learners (Wallis, 2005, p. 221). Educators struggle continually to ensure that students are not only able to successfully navigate through the plethora of information available, but that they are able to think critically about information, and put it to use in all aspects of their lives. Information literacy skills instruction can serve as a method to help meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and the benefits it offers to students, educators, and higher education institutions as a whole.

Sustainability governing entities in higher education throughout Chile

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Claudia Mac-lean ◽  
Luis Santiago Vargas ◽  
Gonzalo Uribe ◽  
Cristian Aldea ◽  
Lorna Lares ◽  
...  
Keyword(s):  
Higher Education ◽  
Survey Design ◽  
Higher Education Institutions ◽  
Methodological Approach ◽  
Organizational Structures ◽  
Campus Network ◽  
Content Type ◽  
Aggregated Data ◽  
The Creation ◽  
Global And Local

Purpose The purpose of this paper is to provide a panoramic and systematic view of 10 Sustainable Campus Network (SCN) universities’ internal entities in charge of the sustainability effort – such as offices, committees, units, programs, or other, showing how some institutions have gained increasing deployment and momentum. However, their appearance and growth pathways have had significant disparities. Design/methodology/approach Global and local agendas have had a strong influence on Chilean higher education institutions. A relevant signal has been the creation of the SCN, formed by 21 Chilean universities, whose vision is to help shape a fair and environmentally healthy civilization contributing from the higher education realm. This work adopts a survey design methodological approach. It describes the following resulting components obtained from the aggregated data: (a) emergence processes and environments, (b) governance models and operational mechanisms, (c) networks and collaboration, and (d) final products generated, for sustainability governing entities within universities in Chile. Findings The main findings indicate that at the institutional level, the Cleaner Production Agreement for higher education institutions and the creation of the SCN have been key drivers in the formalization of several entities leading the sustainability efforts within Chilean universities. Also, regarding the degree of commitment to sustainability, the most active internal stakeholder corresponds to students. Originality/value The present work represents a pioneering effort in the Chilean context to identify and systematize the challenges, organizational structures, and key accomplishments of sustainability governing entities in higher education nationwide.

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