scholarly journals Analysis of Impact Factors of the Quality Accreditation on Design and Improvement Curriculum in the University

2021 ◽  
Vol 13 (4) ◽  
pp. 1
Author(s):  
Nguyen Duc Hanh ◽  
Pham Van Thuan ◽  
Vu Quynh Loan
Keyword(s):  
Higher Education ◽  
Educational Program ◽  
Teaching Method ◽  
Faculty Perceptions ◽  
Impact Factors ◽  
Education Leaders ◽  
The Difference ◽  
Higher Education Leaders ◽  
The University

Studies here are the to determine effects of the quality accreditation to a training program on aim, teaching method, test and assessment methods and content, outcomes to students. Consider the fields and the professions, skills and attitudes that the curriculum must address to support graduate outcomes for students. Analyze the challenges for higher education leaders to appropriate industry requirements and the effects on faculty perceptions and capacity to design a transformative educational program for students. Comparing the difference between a curriculum only has concentrated on meeting requirements and follows quality accreditation standards with a curriculum focus to experiment for students. A case study for universities in Australia and Vietnam have been considered, compared and recommended.

scholarly journals Internationalizing higher education: from grand plans to evolving responses

2016 ◽  
Vol 29 (6) ◽  
pp. 889-902 ◽  
Author(s):  
Sefika Mertkan ◽  
Ilkay Gilanlioglu ◽  
Simon McGrath
Keyword(s):  
Higher Education ◽  
Dynamic Change ◽  
Institutional Transformation ◽  
Levels Of Analysis ◽  
Content Type ◽  
Reciprocal Influence ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Different Levels

Purpose The purpose of this paper is to explore the complexity of developing into an international institution from the perspective of higher education leaders through the case study of one institution engaged in institutional transformation. Design/methodology/approach This study employs the qualitative approach and involves in-depth interviews with key institutional managers. Findings Findings suggest internationalization is a dynamic change process that goes beyond the rational and predictive elements of internationalization and cannot be confined to the rational planning and grand plans solely at institutional level. Reciprocal influence of different levels of analysis – institution, society and the nation – needs to be acknowledged and internationalization efforts need to go beyond the confines of the institution and extend into the society and the nation as a whole. Originality/value Internationalization of higher education has been widely examined, but the reciprocal influence of different levels of analysis on the internationalization efforts of higher education institutions is thin to which this paper contributes.

Help Me Understand

2019 ◽  
pp. 338-359
Author(s):  
Carolyn N. Stevenson
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Career Advancement ◽  
Communication Style ◽  
Mentoring Programs ◽  
Education Leaders ◽  
The Common ◽  
Higher Education Leaders ◽  
Generational Group

Higher education leaders need to identify differences among generations of employees and students and develop a strategic plan for managing and motivating across the generations. This case study addresses the following question: “How do higher education leaders lead and motivate multigenerational employees and online students?” An understanding of the common characteristics of each generational group is the first step for developing a strategy for motivating all employees and students in higher education. Communication, mentoring programs, training, respect, and opportunities for career advancement are components valued by all. It is important for higher education leaders to understand the values, work ethic, and communication style of the different generations. The implications for higher education leaders lie in establishing an organizational culture that promotes satisfaction for all individuals in the higher education setting.

scholarly journals Minorities in Higher Education in the United States: Their Status and Disparities in Student and Faculty Representation in a Midwest Research I University

2018 ◽  
Vol 9 (1) ◽  
pp. 68
Author(s):  
Shatomi Luster-Edward ◽  
Barbara N. Martin
Keyword(s):  
Higher Education ◽  
The United States ◽  
Minority Faculty ◽  
Student Body ◽  
Higher Education System ◽  
Policies And Procedures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
The University ◽  
Organizational Value

This paper investigated diversity disparity in high education relating to faculty and the student body. The research identified the perceived leadership behaviors, policies, and procedures determined by minority faculty and students contributing to minority populations disparities within the University. The conclusions suggested higher education leaders should embrace and encourage differences and implement strategies that will adequately support inclusive policies within the higher education system to increase the organizational value of diversity through equitable populations.

scholarly journals Faculty Development and Dissemination of Knowledge on Active Learning by Higher Education Leaders

2020 ◽  
Vol 2 (2) ◽  
pp. 54-70
Author(s):  
Kelber Tozini ◽  
Haylea Hubacz
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Faculty Development ◽  
Development Programs ◽  
Effective Dissemination ◽  
Phase Study ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Multi Phase

With faculty development programs being more present around higher education institutions worldwide, researchers question their effectiveness as how it benefits faculty members and students. For development programs to take place, effective dissemination processes must become a common practice, and be strongly encouraged by the leadership. This paper presents a case study on how dissemination of knowledge works after leaders of several Brazilian institutions that are part of a consortium attend a weeklong workshop on active learning methodologies. This study employed a mixed methods approach utilizing the review of program documentation, an online leader survey, and virtual interviews with select participants. This multi-phase study revealed several ways leaders disseminate knowledge within and outside their institutions - including internal and external communities of practice - and that in most cases the high administration is willing to invest on creating an environment which fosters the dissemination. However, some challenges still compromise the complete effectiveness of the dissemination, including the involvement of the leadership of the consortium post-program. This paper sheds light on the role of leaders in this process in addition to presenting a case study in Latin America, context that is still understudied.

Students as partners in university innovation and entrepreneurship

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Randolph Hall
Keyword(s):  
Higher Education ◽  
Entrepreneurship Training ◽  
Content Type ◽  
Business Plans ◽  
Start Up ◽  
Education Leaders ◽  
University Support ◽  
Higher Education Leaders ◽  
Entrepreneurial Training ◽  
The University

PurposeStudents are an essential part of university innovation. Through their training, research and energy, students acquire and transfer knowledge to industry, and they help establish new businesses and start-up companies. This paper investigates how universities might capture the entrepreneurial energies of students toward the goal of university improvement and transformation while also educating students to pursue their aspirations to create new businesses.Design/methodology/approachA framework is presented for integrating “Students as Partners” (SaP) with entrepreneurship training to achieve “inside innovation,” meaning innovation to advance the practices of the university. Students participating in Blackstone Launchpad at three American universities were surveyed as to how they perceive innovation culture and support at their universities.FindingsCommon services (help with business plans, market assessment and entrepreneurial training) had the biggest positive effect on satisfaction with university support. Nevertheless, many students had sought to apply their innovations inside their university and, in so doing, found navigating bureaucracy and knowing “whom to talk to” to be the biggest obstacles. Respondents were least likely to agree with the statement that their institution was willing to accept risks.Research limitations/implicationsSurvey included three universities. A larger sample would be useful for a broader assessment.Practical implicationsPartnered services, technology entrepreneurship, system add-ons and immersion are proposed as four strategies to overcome obstacles to make universities more innovative in their practices.Social implicationsThe paper proposes a culture change toward engaging student entrepreneurs in innovation within universities to improve higher education practices.Originality/valueA framework for how higher education leaders might use the SaP model to capture entrepreneurial energies of students for university improvement and transformation.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

scholarly journals Organizational Change Management in Higher Education through the Lens of Executive Coaches

2021 ◽  
Vol 11 (6) ◽  
pp. 269
Author(s):  
Dimitrios Vlachopoulos
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Organizational Change Management ◽  
Executive Coaches ◽  
Leadership In Higher Education ◽  
Education Leaders ◽  
Higher Education Leaders

This study investigated perceptions of organizational change management among executive coaches working with British higher-education leaders and factors that make leaders effective when managing change. This basic qualitative research used semi-structured interviews with eight executive coaches selected through purposeful sampling. As main challenges to efficient, inclusive change management, participants mentioned leaders’ lack of a strategic vision or plan, lack of leadership and future leader development programs, and lack of clarity in decision-making. They recognized that leaders’ academic and professional profiles are positively viewed and said that, with coaching and support in leadership and strategic planning, these people can inspire the academic community and promote positive change. Additional emphasis was given to the role of coaching in the development of key soft skills (honesty, responsibility, resiliency, creativity, proactivity, and empathy, among others), which are necessary for effective change management and leadership in higher education. The paper’s implications have two aspects. First, the lessons of the actual explicit content of the coaches’ observations (challenges to efficient change management and views of leaders); second, the implications of these observations (how coaching can help and what leaders need).

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