scholarly journals Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

2016 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Kennedy Musamali ◽  
Barbara N. Martin
Keyword(s):  
Higher Education ◽  
United States ◽  
Conceptual Framework ◽  
Leadership Practices ◽  
Cultural Intelligence ◽  
Effective Leadership ◽  
Educational Leaders ◽  
The United States ◽  
Effective Leadership Practices ◽  
The Relationship

<p>Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct cultures, Kenya and the United States. Kouzes and Posner’s (2002) conceptual framework was used to examine effective leadership practices while the cultural intelligence conceptual framework developed by Earley and Ang (2003) was utilized to assess the influence of culture on effective leadership. A significant correlation was found between effective leadership practices and cultural intelligence. The results have implication for leadership practices in higher education settings across cultures.</p>

scholarly journals Examining effective leadership practices across cultures : a comparative study of higher education leaders in Kenya and the United States

2015 ◽  
Author(s):  
◽  
Kennedy A. Musamali
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Effective Leadership ◽  
The United States ◽  
Research Approach ◽  
Cultural Competencies ◽  
Higher Education Leaders ◽  
Effective Leadership Practices ◽  
The Relationship

While many studies have examined effective leadership, few studies have examined effective leadership practices in higher educational settings (Braun, Nazlic, Weisweiler, Pawlowska, Peus and Frey, 2009; Bryman, 2007; Spendlove, 2007; Vilkinas and Ladyshewsky, 2011). In addition, far fewer studies have examined the relationship between cultural competencies and effective leadership skills in higher education (Smith and Hughey, 2006; Tang et al., 2011; Walker and Dimmock, 1999). In this study, a quantitative research approach was used to compare educational leaders from top ranked public universities in the midwestern state of Missouri in the United States to their counterparts in Kenya. The aim of the study was to examine whether there were any significant differences in how effective leadership was practiced in these two cultures. This study also examined the relationship between effective leadership and cultural competencies. Knowledge gained from the study was expected to facilitate a better understanding of effective leadership practices across cultures and provide insight on ways to advance, train, and develop cross-cultural leadership competencies in higher education settings."

Examining the Relationship Between Food Insecurity and Academic Performance: Implications for Diversity and Equity in Higher Education

2021 ◽  
pp. 152102512110538
Author(s):  
Heather Mechler ◽  
Kathryn Coakley ◽  
Marygold Walsh-Dilley ◽  
Sarita Cargas
Keyword(s):  
Higher Education ◽  
United States ◽  
Food Insecurity ◽  
Educational Equity ◽  
The United States ◽  
Cross Sectional Study ◽  
Drop Out ◽  
Cross Sectional ◽  
Professional Students ◽  
The Relationship

In recent years, researchers have increasingly focused on the experience of food insecurity among students at higher education institutions. Most of the literature has focused on undergraduates in the eastern and midwestern regions of the United States. This cross-sectional study of undergraduate, graduate, and professional students at a Minority Institution in the southwestern United States is the first of its kind to explore food insecurity among diverse students that also includes data on gender identity and sexual orientation. When holding other factors constant, food-insecure students were far more likely to fail or withdraw from a course or to drop out entirely. We explore the role that higher education can play in ensuring students’ basic needs and implications for educational equity.

Globalization, Cross Border Education, and Student Migration

2015 ◽  
pp. 397-442
Author(s):  
Ryan Vance Guffey
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Mobility ◽  
The United States ◽  
Institutional Characteristics ◽  
Cross Border ◽  
Education Environment ◽  
Perceived Importance ◽  
Push And Pull ◽  
The Relationship

Presently, there are more than two million students studying outside their home countries and the total number is expected to grow to eight million by 2025. This trend has inspired research into the “push” and “pull” factors that drive student mobility within the global higher education environment. However, despite the growing presence of cross border student enrollments throughout the United States, which is also the number one location for cross border students to study in the world, limited efforts have been made to identify what characteristics motivate particular groups of cross border students to leave their home countries to attend particular types of higher education in the United States. This chapter addresses that gap in the literature. In response, this study sought to build upon existing global higher education literature by determining the relationship between the perceived importance of institutional characteristics and cross border students' age, gender, and country of origin.

Non-Citizen Mexican Youth in US Higher Education: A Closer Look at the Relationship between State Tuition Policies and College Enrollment

2016 ◽  
Vol 50 (4) ◽  
pp. 864-889 ◽  
Author(s):  
Robert Bozick ◽  
Trey Miller ◽  
Matheu Kaneshiro
Keyword(s):  
Higher Education ◽  
United States ◽  
Current Population Survey ◽  
Population Survey ◽  
College Enrollment ◽  
The United States ◽  
State Policies ◽  
Lower Probability ◽  
Undocumented Youth ◽  
The Relationship

This paper examines state policies that extend or deny in-state tuition to children of undocumented immigrants in the United States. Using the Current Population Survey (1997–2010), we assess changes in college enrollment among Mexican-born non-citizens — a proxy for the undocumented population. In contrast to previous analyses, we find that policies extending in-state tuition to undocumented youth do not directly affect rates of college enrollment. However, we find that Mexican-born non-citizen youth residing in states that deny in-state tuition have a 12.1 percentage point lower probability of being enrolled in college than their peers living in states with no such policies.

THE RELATIONSHIP BETWEEN INSTITUTIONS OF HIGHER EDUCATION AND SMALL BUSINESS IN THE UNITED STATES

1994 ◽  
Vol 02 (03) ◽  
pp. 771-798 ◽  
Author(s):  
JAIME R SILVA CASTAN
Keyword(s):  
Higher Education ◽  
United States ◽  
Small Business ◽  
Small Businesses ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Business Sector ◽  
Media Attention ◽  
Advantageous Position ◽  
The Relationship

In recent years, a number of trends have concurrently contributed to promote collaboration between institutions of higher education and small businesses in the United States. These trends include academic institutions’ need for new sources of revenue, students’ growing interest in careers in business, increased media attention to entrepreneurship and small business, and industrialists’ search for a competitively advantageous position. The outcome of these relationships has been positive for both parties. The purpose of this paper, therefore, is to examine the diverse relationships between colleges and universities and the small business sector that currently exist in the United States. The findings of this paper focus on (1) how the relationships between U.S. institutions of higher education and small businesses have been institutionalized, (2) types of research methodologies used in the analysis of these relationships, and (3) the identification of specific areas for further research.

scholarly journals The origin of teaching as a profession in Japan: A transnational analysis of the relationship between professionalism and nationalism in the 19th century

2018 ◽  
Vol 5 (2) ◽  
pp. 35
Author(s):  
Aki Sakuma
Keyword(s):  
United States ◽  
19Th Century ◽  
Educational Leaders ◽  
Japanese Version ◽  
The United States ◽  
European American ◽  
The West ◽  
The 19Th Century ◽  
The Relationship ◽  
Historical Origins

How was the concept of «teaching as a profession» advocated in the 19th century? In this study, this question is analysed by focusing on how the Japanese version of the concept was imported from the West and subsequently transformed in this non-Christian setting. It was formulated not only by a national action to create a strong centralized nation-state in Asia, but also through the transnational interaction of European, American, and Japanese educational leaders. First, the author argues that, the early Japanese concept of «teaching as a profession» is explored by examining the ideas of Mori Arinori, the first Minister of Education. Mori claimed that, in order to safeguard children’s morality, teaching should be a holy-calling profession in Japan. For him, this meant educating the subsequent generations to be obedient to their holy nation. Second, Mori’s images of education are shown to be consistent with those in the United States, where he had studied as a diplomat. These images were shared not only by US leaders such as Horace Mann, but also with Prussian and French leaders of the era. In both countries, both the holy-calling theory and the profession theory included nationalism, whose ultimate aim was education for the nation. However, while the sacredness of the republican polity was based on the ideals of individualism and liberty in the United States, the sacredness of the imperial polity in Japan was promoted by the Emperor the apotheosis of the imperial line, unbroken for ages eternal. These historical origins of the concept of teaching suggest why the professionalisation of teaching in Japan has been advanced by forces that hoist the flag of national particularism, and by a government that supports this view. This implies that teaching professionalism does not always connote democracy or the human rights of children/teachers.

scholarly journals Assessing How Perceived Inclusion Affects Minority Employees’ Organizational Satisfaction in higher Education Institutions in the U.S.

2021 ◽  
Vol 6 (5) ◽  
pp. 78-86
Author(s):  
Abdelfatah S. Arman
Keyword(s):  
Higher Education ◽  
United States ◽  
Minority Groups ◽  
Higher Education Institutions ◽  
The United States ◽  
Black College ◽  
Organizational Satisfaction ◽  
Higher Education Organizations ◽  
The Relationship ◽  
The U.S

In the present study, the author examines how perceived inclusion affects minority employees’ organizational satisfaction in higher education institutions in the United States. A quantitative exploratory approach was used for this study. The methodology involves measuring the relationship between minority status and job satisfaction for employees in higher education institutions in the U.S. if any, and the relationship between minority employees’ status and their perception of inclusion in their workgroups. Data was collected using an online panel survey of higher education employees in the United States using Amazon's Mechanical Turk (MTurk); a crowdsourcing platform. A sample size of (N = 1,898) subjects were sought to complete the online survey. The present study’s results illustrate a new finding which was that when comparing minority groups engaged in higher education organizations with their minority peers employed at a Historically Black College or University (HBCU) or other minority-serving institutions, minority individuals employed in higher education institutions felt less included and satisfied than the ones involved in HBCU or other minority catering organizations. Findings demonstrate there is a statistically significant positive correlation between inclusion and workplace satisfaction. The results also show there are differences in inclusion by demographic status, sexual orientation, disability status, religion, and type of workplace. The study’s results reveal that minority groups employed in higher education organizations have a low sense of belonging, which may result in dissatisfaction with the workplace and eventually force them to quit their jobs.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

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