scholarly journals A internacionalização das instituições de ensino superior sob a luz da teoria de Uppsala: estudo de casos em escolas de negócios

2021 ◽  
Vol 20 (1) ◽  
pp. e18153
Author(s):  
Patricia Mara Simões Andrade ◽  
Marcello Romani-Dias ◽  
Caio Sousa
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Method ◽  
Higher Education Institutions ◽  
Internationalization Process ◽  
Structured Interviews ◽  
Uppsala Model ◽  
Classic Approach ◽  
Initial Categorization ◽  
Current Reality

Objective: Propose an unprecedented initial categorization structure on the internationalization process of Brazilian HEIs, according to the Uppsala model Methodology: With the qualitative method, semi-structured interviews were conducted with representatives of the HEIs, reviewing and articulating the literature with content analysis on all data obtained.Originality: The study links a classic approach to internationalization with the current reality of higher education institutions. Thus, it is expected that there will be a new conception on how HEIs can optimize their strategies for international insertion.Main results: The internationalization of HEI can be analyzed by three main categorized elements, they are: i) the drivers; ii) enablers and, iii) obstacles to the internationalization of HEIs, each with their own specific characteristics. Theoretical Contributions: The research presents a conceptual categorization for the essential factors of the internationalization of HEI's, this articulation allows advancing in the literature on internationalization and also on the management models of higher education institutions.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Examining Public Organization Communication Misalignments During COVID-19 Through the Lens of Higher Education

2021 ◽  
pp. 009539972110269
Author(s):  
Darrell Lovell ◽  
Stephanie Dolamore ◽  
Haley Collins
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Organizational Communication ◽  
Higher Education Institutions ◽  
Public Organization ◽  
Remote Communication ◽  
Quality Feedback ◽  
Fertile Ground ◽  
Administrative Communication ◽  
Feedback Channels

COVID-19 is forcing alterations to administrative communication. Higher education institutions transitioning online during the pandemic offers a fertile ground to analyze what happens to organizational communication within administration when the mode is primarily remote. Using a content analysis of emails and participant interviews, this work finds that while administrators intend to communicate empathy, messages fall short of fostering connection with faculty due to failing to cultivate buyin through quality feedback channels. The takeaways of this study of remote communication is that despite its mode, communication must be two way, and the authenticity of organizational communication becomes more important under pressure-filled circumstances.

scholarly journals How Higher Education Institutions Are Driving to Digital Transformation: A Case Study

2021 ◽  
Vol 11 (10) ◽  
pp. 636
Author(s):  
Andreia Filipa Teixeira ◽  
Maria José Angélico Gonçalves ◽  
Maria de Lourdes Machado Taylor
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Metropolitan Area ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Positive Influence ◽  
Digital Transformation ◽  
Structured Interviews ◽  
Business World ◽  
Digital Development

In recent years, the rapid development of technological innovation has transformed the business world. Digital transformation improves the economic positioning of companies, contributing to society and the environment, but beyond technological evolution, it also brings social and cultural changes. With the new trends, companies saw the need to train people with digital skills and higher education institutions (HEIs) were forced to change their teaching methods to keep up with the new demands of the labour market. In this context, it is intended to identify the influence that HEIs play in the digital development of regions, in this case, the influence of Public Polytechnic Institutes of Porto in the development of the Metropolitan Area of Porto. The methodology adopted to answer the objectives of this study and research questions formulated, was an exploratory study, using semi-structured interviews and questionnaires. The results obtained allowed us to verify the positive influence of HEIs in the digital development of the Metropolitan Area of Porto. As well as identify the motivations that lead companies to participate in digital transformation initiatives, identify the skills needed to meet the demands of the labour market and identify the efforts made by HEIs to keep up with the digital evolution of society.

scholarly journals The Integration of Experiential Learning in Higher Education Institutions—An Assessment of the Romanian Universities

2020 ◽  
pp. 283-297
Author(s):  
Mihaela V. Cărăuşan
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Public Administration ◽  
Higher Education Institutions ◽  
Future Generations ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Market Requirements ◽  
Policy Statements ◽  
Research Questions

Abstract This paper presents how Romanian educational strategies are aligned with the policy statements of international organisations for future generations. The research hypothesis is that Romanian higher education institutions (HEI) are not ready to fulfil the needs of future generations. The paper reviews the educational competences of fourteen faculties of public administration and management from nine universities (state and private). The analysis is based on Kolb’s experiential learning cycle elements, and we identified whether educational competences referred directly to them or not. Our findings concentrate on the lack of recognition of experiential learning methods and the gap between the labour market requirements and the educational competences acquired in Romanian HEI. The methodology used to respond to the research questions mixes qualitative (strategies and literature review, structured interviews) and quantitative approaches (assessment of the curricula and information presented in the admission process by Faculties of Public Administration and Management).

Factors Affecting Internationalization Degree of Higher Education Institutions in Portugal and Spain

2018 ◽  
pp. 348-377
Author(s):  
Marina Amorim Sousa ◽  
Tomás Bañegil Palacios ◽  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Higher Education Institutions ◽  
Organizational Level ◽  
Levels Of Analysis ◽  
Internationalization Process ◽  
Mean Values ◽  
Factors Affecting ◽  
The Mean ◽  
Degree Of Internationalization

The aim of this study is to evaluate the degree of internationalization of Iberian Higher Education Institutions (HEIs) and the factors that influence their internationalization process. The study begins with the contextualization of the HEI internationalization process through a brief historical synthesis and the establishment of the levels of analysis of this process, to focus, in more detail, the organizational level. To this end, it is supported in an organization dimensions model to define the components of the internationalization process and the data collection by questionnaire. The results were processed for each of its components, and the degree of internationalization was obtained by calculating the mean values of the components total. The study concludes that the Iberian HEIs have an interesting level of internationalization, which is higher for institutions with more than 5.000 students, with simultaneous focus on teaching and research, conferring the master's and doctor's degrees.

Framework for the Structuring of Distance Education in Higher Education Institutions in the COVID-19 Pandemic Process

2022 ◽  
pp. 315-329
Author(s):  
Ali Kürşat Erümit ◽  
İsmail Çetin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Content Analysis ◽  
Normal Process ◽  
Structured Interviews ◽  
Technical Problems ◽  
Assessment And Evaluation ◽  
Process Communication ◽  
Communication Problems ◽  
Problems And Solutions

The aim of this study is to examine the structure, tasks, and resources of distance education centers of Turkey universities to determine the changes occurring in the centers during the pandemic process by interviews with center employees and to create the framework for the tasks and responsibilities of centers. For this purpose, the organizational structure, tasks, and resources of distance education centers were examined by websites and a variety of documents by content analysis. Then, new tasks, problems, and solutions in the COVID-19 pandemic process were examined with semi-structured interviews with center employees, and changes in the structuring of center were determined. According to results, it is seen that there are more support requests coming to the assessment and evaluation unit than the normal process, communication problems with instructors, slowing and delayed question checks, and technical problems.

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

2019 ◽  
Vol 27 (4) ◽  
pp. 465-492
Author(s):  
Azilah Anis ◽  
Rafikul Islam
Keyword(s):  
Higher Education ◽  
Hierarchical Model ◽  
Critical Success Factors ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Quality Education ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Content Type ◽  
Critical Success

Purpose The purpose of this paper is to develop a hierarchical model to rank the challenges faced by the private Malaysian higher education institutions (HEIs) in the provision of quality education and subsequently their corresponding critical success factors (CSFs) to address those challenges. Design/methodology/approach A sequential mix method was adopted in this study. Semi-structured interviews with 29 participants were initially conducted to identify the challenges and CSFs. This was followed by a questionnaire survey involving 158 respondents to prioritise the identified findings. Thematic analysis was conducted in the qualitative stage, uncovering the challenges and their corresponding CSFs. Data for both stages were accumulated from internal and external stakeholders of Malaysian private HEIs. Finally, the four stages of the analytic hierarchy process (AHP) were applied to rank the challenges and CSFs. Findings The qualitative stage identified eight challenges, i.e. “academics”, “facilities”, “students”, “programmes and curriculum”, “competition”, “accreditation”, “finance” and “research” together with their corresponding CSFs. The AHP enables the ranking of these challenges. “Finance” has been found to be the most crucial challenge and “high competency in managing the institution’s finance” as the most important CSF to address this challenge. Research limitations/implications As the study restricted its focus on Malaysian private HEIs, the results may not be generalised for public HEIs and foreign private HEIs operating in Malaysia. Originality/value The hierarchical model developed in this study is deemed important for implementation to resolve the prioritised challenges. It spells out the specific areas in which the resources of Malaysian private HEIs need to be prudently disbursed and properly managed.

Academic Bullying: Taking the Hallway Chats to the Level of Formalized Policy

2019 ◽  
Vol 8 (4) ◽  
pp. 318-322 ◽  
Author(s):  
Karen S. Meaney ◽  
Sonya L. Armstrong
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Policy Development ◽  
Workplace Bullying ◽  
Higher Education Institutions ◽  
Institutional Policies ◽  
University Campuses ◽  
Policy Review ◽  
Academic Bullying ◽  
Adult Bullying

Bullying in any context adversely affects individuals and organizations. Although bullying is typically conceived of as an issue specific to children in schoolyards, adult bullying is widespread, and the literature on workplace bullying continues to emerge as a scholarly focus. More specifically, academic bullying in higher-education institutions has been identified as an area of particular interest. Considerable literature exists that addresses definitions, characteristics, and effects of faculty bullying; however, the literature is scant regarding effective practice and policy that explicitly aim to prevent academic bullying. Furthermore, although this is a topic often discussed informally on university campuses, it does not appear to be addressed explicitly in formalized institutional policies. In this manuscript, the authors provide the findings of the initial stages of a content analysis aimed at exploring extant policy at public doctoral-granting universities. Implications and recommendations for policy development based on the results of this policy review are provided.

Coaching and mentoring in higher education institutions: a case study in Oman

2020 ◽  
Vol 9 (3) ◽  
pp. 307-322
Author(s):  
Ahmed Nawaz Hakro ◽  
Priya Mathew
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Organizational Development ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Open Communication ◽  
Thick Description ◽  
Content Type ◽  
Study Approach

PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design/methodology/approachSemi-structured interviews and focus group discussions were used to collect feedback from the 15 participants of the programme. A case study approach was adopted in this study for an in-depth examination of the effectiveness of coaching interventions.FindingsThe findings suggest that coaching can be an effective approach, facilitating personal and professional development and also contributing to the achievement of organizational goals.Research limitations/implicationsAs a case study of a coaching programme in a single institution, the findings of the study are not generalizable to other contexts, though a “thick description” of the context in which the study took place will enable institutions in similar contexts to draw lessons from the experience.Practical implicationsThis study discusses the benefits of a coaching programme for an HEI in the Middle East. Suggestions to strengthen coaching include board level endorsement and sensitivity to cultural nuances in coaching relationships.Social implicationsOne of the effects of a coaching programme is the collegial atmosphere that it can foster. This can have wider impacts on the community as there is more open communication and trust engendered amongst employers and employees belonging to different cultural backgrounds.Originality/valueThis study is one of the first to report the findings of a systematically organized coaching programme in an HEI in the Middle East.

scholarly journals Reflections on public administration education with a case of Bangladesh

2020 ◽  
pp. 014473942092937
Author(s):  
Muhammad Azizuddin ◽  
Akram Hossain
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Study ◽  
Public Administration ◽  
Education System ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
National Development ◽  
Pedagogical Approach ◽  
Cultural Features

The paper aims to review public administration education in the higher education institutions in Bangladesh, and their role in ensuring modern public services. Most universities in the country offer public administration degrees; however, minimal contributions to nationbuilding have been observed. The study asks: what are the pitfalls behind this? How to address the limitations? This is a qualitative study with gleaned data, using inductive content analysis to investigate the phenomenon with three case universities indicating the link between curriculum and learning delivery at the universities in Bangladesh. The research finds that poor development-oriented public administration education has little correlation to national development. The education system is traditional, where typical cultural features are nonchalance and indifference towards domestic demands. The discipline cannot create a distinctive identity and position in academia, which has consequences for the advancement of the administrative system in a developing country like Bangladesh. A research-informed curriculum with innovative pedagogical approach might be an alternative. The paper enlightens both academics and practitioners, as literature on public administration education in Bangladesh has been scarce. It calls for higher education institutions to reassess public administration education, teaching methods and research for national development.

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