scholarly journals How to Boost Faculty Research Performance in HEI’s to Improve Intellectual Property by Integrating it with Faculty Compensation – A “Theory of Accountability” based Framework

2018 ◽  
pp. 129-150 ◽  
Author(s):  
P. S. Aithal
Keyword(s):  
Higher Education ◽  
Intellectual Property ◽  
Higher Education Institutions ◽  
Research Performance ◽  
Faculty Members ◽  
Faculty Compensation ◽  
Financial Autonomy ◽  
Improved Model ◽  
Tangible Asset ◽  
The Brain

The objective of campus based higher education is now shifting from mass education to customized education and in such model involving students in research by faculty members is an essential part. Such research focused higher education model not only benefits the students but also provides an opportunity for the institution to create intellectual property in its name. To encourage faculty members to be involved in research and publications, higher education institutions (HEIs) are trying to find various strategies. Faculty compensation is one of the important strategies in higher education institutions as faculty members are the brain of the system and creators of an intellectual asset to the institution. Making faculty compensation dynamic is a very attractive and effective way in order to involve faculty members in research and publications. In this paper, we have studied the changing objectives of autonomous HEIs like private universities towards developing Intellectual property by shifting their focus towards research and publications using their financial autonomy. As a part of such initiatives, an improved model of faculty compensation is proposed based on Annual Performance Based Component (APBC) and discussed how it adds value to the HEIs by inspiring the faculty member’s involvement and accountability to create a tangible asset of intangible intellectual property. The paper also discusses the cases of pessimistic expectations, most-likely expectations, and optimistic expectations of faculty performance and its financial implications on the institution by simulating these estimates.

The Global Scholar

2014 ◽  
pp. 612-622 ◽  
Author(s):  
Mei-Yan Lu ◽  
Michael T. Miller ◽  
Richard E. Newman
Keyword(s):  
Higher Education ◽  
Cultural Differences ◽  
Higher Education Institutions ◽  
College Faculty ◽  
Faculty Members ◽  
Cultural Dynamics ◽  
Institutional Integration ◽  
Technical Aspects ◽  
International Borders ◽  
Practical Analysis

This chapter addresses the challenges associated with college faculty members crossing international borders to be employed by higher education institutions. This process includes challenges associated with the technical aspects of recruiting and hiring faculty members of different nationalities and then the subsequent challenges of understanding cultural dynamics in the classroom and how faculty members can be prepared to deal with these cultural differences. The chapter includes a practical analysis of these issues and concludes with recommendations for the stronger institutional integration of transnational faculty to higher education institutions.

The Impact of Online Learning on Global Intellectual Property Issues

2017 ◽  
pp. 279-311
Author(s):  
Pamela A. Lemoine ◽  
P. Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Intellectual Property ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Economic Value ◽  
The United States ◽  
Global Context ◽  
Course Materials ◽  
Income Dispersion

Intellectual Property (IP) has long been an issue of debate among higher education institutions in the United States and other countries. However, determining ownership and the income dispersion of creative works is still a relatively new phenomenon which compounds delivery of education in a virtual world that knows no boundaries. Intellectual Property (IP) issues are numerous and often complex in higher education because colleges and universities are major suppliers and consumers of online learning, particularly in a global context. Many higher education institutions claim ownership of the materials created by faculty for online courses, and often the courses themselves; many more are plagiarized or used without the author's permission as a result of teaching in an online environment. In addition, global copyright laws are very unclear regarding the ownership of works created in an electronic environment. In the past, instructors created materials have been considered the intellectual property of the creator. The potential economic value of multimedia and online course materials has raised the stakes for higher education institutions and prompted them to critically examine how online learning has opened old wounds regarding the ownership of intellectual property.

Quality Management and Academic Leadership

2020 ◽  
pp. 101-120
Author(s):  
Joseph Ezale Cobbinah ◽  
Samuel Agyemang
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Senior Faculty ◽  
Academic Leaders ◽  
Academic Leader ◽  
Effective Delivery ◽  
Quality In Higher Education

Quality management in higher education is one of the measures that institutions put in place to ensure that courses and programs that are offered meet international and accreditation standards. This chapter examines how academic leaders can promote and manage quality in higher education institutions. Higher education institutions and senior faculty members appear to improve performance by ensuring that quality assurance unit enforces effective delivery to increase students and parents' satisfaction. Promotion of quality and the management of quality is not about long service but an exhibition of effective leadership that will help higher education institutions to navigate through the turbulence of challenges facing higher education institutions today. To achieve this, the academic leader is supposed to assist institutions to pursue their vision and mission to enable them to effectively manage quality.

Digital Skills in Times of the COVID-19 Pandemic

2022 ◽  
pp. 400-421
Author(s):  
Cynthia M. Montaudon- Tomas ◽  
Ingrid N. Pinto-López ◽  
Anna Amsler
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Field Study ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Remote Work ◽  
Digital Competence ◽  
Digital Skills ◽  
Current Context ◽  
Digital Competencies

This chapter describes the digital competencies that have become essential in the workforce and how higher education institutions (HEIs) are trying to keep up in a moment in which faculty members have been acquiring digital skills alongside students. A field study was conducted with faculty from HEIs in Mexico to identify the differences between the digital skills that faculty possessed previous to the pandemic and those acquired as a result of remote work. It also analyzes the digital tools they have been provided with to perform their jobs, the training they have received, and the digital skills that they still lack to help students acquire the digital competencies demanded in the workforce. The objective is to identify areas of opportunity and create general guidelines that will help develop critical digital skills. A literature review of the most relevant aspects of digital dexterity and digital competence in higher education (HE) is presented. An analysis of the current context and how it is producing changes faster than before is also included.

Ideal Design and Content of Support Systems for Electronic Teaching Portfolios

2012 ◽  
pp. 182-195
Author(s):  
Royce Robertson
Keyword(s):  
Higher Education ◽  
Support System ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Holistic Approach ◽  
Faculty Members ◽  
Support Providers ◽  
Promotion And Tenure ◽  
Teaching Portfolio ◽  
Electronic Teaching

Today, higher education institutions need to prepare for technology integration into even the most sacred of rituals: promotion and tenure for faculty members. A holistic approach is necessary to extract the practices and dispositions of the faculty and support providers. This chapter aims to define the Electronic Teaching Portfolio and to describe some conditions to satisfy before implementing a support system. Furthermore, the chapter describes the design and content of an ideal support system that is feasible to implement, given that the institution is willing to commit necessary resources.

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

2019 ◽  
Vol 35 (4) ◽  
pp. 235-250
Author(s):  
Samar Aad Makhoul
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Student Attrition ◽  
Faculty Members ◽  
Faculty Retention ◽  
Regional Accreditation ◽  
Learning Enhancement ◽  
Attrition Rates ◽  
Content Type

Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.

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