The Absent Presence of Aeromobility: A Case of Australian Academic Air Travel Practices and University Policy

Mobilities scholarship has paid considerable attention to the forms of presence enabled by air travel in hypermobile organisations (Elliott & Urry, 2010; Strengers, 2015; Storme et al., 2017). However, there has been less focus on the absences that these presences simultaneously generate. This chapter develops the concept of ‘absent presences’ enabled through the practices and policies of academic hypermobility. The chapter draws on qualitative interviews with 24 Australian-based academics, alongside a review of university policies that are relevant to air travel. We use these data to explore ‘absent presence’ in academic air travel. First, we suggest that there is an assumption in academia that embodied presence is required for authentic modes of knowledge sharing and networking, primarily at conferences and meetings. Yet this type of presence abroad requires that one is absent from home for extended periods. Second, we show how absent presence exists in academic policies concerning air travel. In university strategic plans, air travel is present as a means and measure of academic success. In university sustainability policies, however, air travel’s environmental impacts are often absent from consideration. We conclude by discussing the implications of absent presence in academic work life, as well as university policy and practice more broadly.

University Governance in the context of Vietnam’s Educational Innovation

University governance brings about the success of a university. Renovation of management in the direction of university governance will exert important influences to improve the training quality of the higher education system. The article presents the theoretical basis and research process related to university governance activities to promote education innovation. The study combined qualitative and quantitative research; the survey sample was 120 people, of which 44 were managers and 76 were lecturers and staff working at Saigon University. The article proposes university governance related to such elements as planning for the development of resources in the university, policy mechanisms, organization and leadership, and monitoring. The article clarifies the relationship between the components of university governance activities in the direction of a system approach to help universities manage their activities towards sustainable university governance.

Publication practices in the Humanities

This paper is a case study of research publication practices at the Faculty of Arts and Humanities at Linnaeus University, a young, mid-sized university in the south-east of Sweden. Research output was measured from publications in the local institutional repository following the guidelines of local research policy as defined in university documentation. The data collection comprised 3,316 metadata records of publications self-registered by authors affiliated with the faculty during the period of 2010–2018. A statistical analysis of research output was conducted, focusing on preferred publication types, disciplinary specificity, level of co-authorship, and the language of the publication as registered in the local repository. The analysis focused on two main research questions: 1) how do the local research practices stand in relation to traditional publication patterns in the humanities? 2) how do the observed publication patterns relate to local university policy on publication and research evaluation? The empirical results suggest a limited correlation between publication practices and research incentives from university management, a finding that is corroborated by previous research on the scholarly character of the humanities and university policies. Overall, traditional humanities publication patterns were largely maintained throughout the period under investigation.

THE CRISIS IN THE HIGHER EDUCATION SYSTEM OF CONTEMPORARY UKRAINE IN THE CONTEXT OF NATIONAL SECURITY CHALLENGES

The article analyzes the state of the art in the Ukrainian higher education system and education reform during the post-Maidan period. Political, economic factors of university reform are examined in detail for an insight into the transformations over the last years. Special attention is paid to the close correlation between the institutional dynamics of higher education and political factors – the ideology of reform and the government policy in higher education, the political line-up in the parliament and MPs’ views on education and research. The author finds that modernization in higher education during this period was largely correlated with the dynamics of the political transformation of the government. Two periods in university policy are singled out: the reform period (from mid-2014 to mid-2016) and the stabilization period (2016–2019). The author elicits that the current crisis in the Ukrainian higher education system is caused by the attempt to implement neoliberal approaches toward university policy, while failing to address and even exacerbating unresolved post-Soviet problems. The decline in the quality of higher education has a negative impact on Ukraine's economic competitiveness, the reproduction of the nation's intellectual resources and human capital, as well as social cohesion. It may also trigger new humanitarian security challenges. In the second part of the article, the author focuses on the macroeconomic conditions for the development of higher education in 2014–2019, the dynamics of public funding and the structure of education expenditures. The analysis finds that during this period, the share of higher education expenditures in the structure of total public expenditures also decreased, and the rationale of the government was motivated by neoliberal approaches. Particular attention is paid to the analysis of science and research funding in Ukraine. Currently, academic research is in deep crisis, and the system of public funding of Research and Development is inefficient. University research remains underfunded, which results in the further deterioration of the already low research and innovation capacity of national universities. The level of public funding for science in 2014–2019 was the lowest in twenty years and amounted to 0.2–0.25 % of GDP, which did not cover even the minimum needs of the industry. The critical state of affairs in science and research is potentially a national security challenge, as it undermines opportunities for the technological modernization of the national economy, the development of innovative industries, and contributes to the leaking of intellectual resources from Ukraine.

Performance-Based Rank and Remuneration University Policy for Increased Motivation and Quality

Motivation plays an immense role and is one of the key factors for successful and qualitative performance in all spheres of personal and professional engagement of individuals. Therefore, educational institutions, including academia, pay special attention to finding tools for motivating students, but also for motivation of their academic staff. Increased motivation has shown to lead to better performance and better performance inevitably contributes to quality enhancement at both individual and institutional level. The aim of this paper is to present an institutional Ranking and Remuneration (R&R) Policy based on Key Performance Indicators (KPIs) in four areas identified as the most crucial for successful operation of a higher education institution: teaching and learning, research, staff digital profile, service to society and project-based activities. Southeast European University (SEEU) in North Macedonia has developed KPIs in these four areas through an inclusive and transparent process based on its unique Total Quality Management (TQM) approach. The policy has been created after many consultations, trials and simulations and its main objective is to enhance institutional academic productivity and effectiveness through a human resource vibration that starts from individual evaluation, motivation and performance differentiation and leads to stimulation for achieving excellence. It is at an initial stage and if tested well in practice, it can serve as a model for other higher education institutions in the country and wider.

Research on key influencing factors of university students' digital competence in blended teaching

Understanding the current state of information and communication technology (ICT) use in teaching situations will help schools better develop students' 21st-century skills to meet the digital age's challenges and opportunities. The purpose of this paper is to provide reference for colleges and universities to formulate the framework and implementation strategies of digital literacy education, by analysing the key factors that influence the digital literacy education of college students. Firstly, based on literature research and activity theory, this paper integrates and refines the influencing factors of digital literacy education of college students from five dimensions, and analyses the key factors affecting digital literacy education. Then, experts were invited to fill in the questionnaire to obtain sample data, and the interaction between the factors was analysed by using the decision-making trial and evaluation laboratory method to identify the key influencing factors. The results show that university policy, cultural environment, ICT infrastructure, teaching management and evaluation system are the five key influencing factors. Keywords: ICT, digital literacy education, university students, activity theory, DEMATEL

Exploring Anti-Democratic Practices in University Policy-Steerage, Management and Governance in Malawi: A Critical Theory Approach

<p><b>This thesis draws on Critical Theory as advanced by Critical Theorists in the tradition of the Frankfurt School to explore the nature of anti-democratic practices within policy-steerage, management and governance of university education in Malawi. The thesis critiques instrumental use of reason and neopatrimonial aspects that permeate policy-steerage, management and governance of the university sector in Malawi, and suggests ways of emancipation or social change.</b></p> <p>Two philosophical ideas inform analysis of this emancipatory project: dialectical reasoning as advanced by the first generation Critical Theorists such as Horkheimer, Adorno and Marcuse and communicative rationality, which is complemented by the theory of the lifeworld as advanced by the second generation Critical Theorist, Habermas. Dialectical reasoning entails understanding things as they are now and what they might be in future, as such, it is a useful idea for emancipation in that it fosters constant questioning (reflexivity) on the part of actors to make things better. Communicative rationality entails that actors seek to reach common understanding and coordinate actions by reasoned arguments, consensus and cooperation rather than instrumental reasoning and is useful for attaining social change (Habermas, 1984, 1987). Data sources comprise global policy debates, policy documents and interviews with selected government policymakers, Malawian civil society, university administrators and leaders of university staff and student unions.</p> <p>The thesis reveals that at international policy-steerage level, university policy-making in Malawi is chiefly orchestrated by the World Bank using its economic power and the global-neoliberal logic. In this logic, Malawi follows the dictates of the powerful World Bank. Thus, the argument presented is that the World Bank’s university policy-steerage in Malawi follows instrumental rationality and is anti-democratic. Instrumental reasoning refers to the deliberate use of the power of reason for social control or manipulation. At university level, the thesis reveals a rivalry relationship among stakeholders which leads to constrained collegial governance. The thesis shows that the neopatrimonial attitude of presidentialism or the big-man syndrome, which permeates the management and governance of universities in Malawi, perpetuates instrumental use of reason and renders the system anti-democratic. At Malawi Government university policy-steerage level, the thesis shows problems associated with the usage of power by state presidents who are also chancellors of public universities. At this level, policy-steerage is interventionist and characterised by both neopatrimonial aspects of the big-man syndrome and patron-client relationships that lead to instrumental use of reason.</p> <p>Based on this Critical Theory analysis, a theory of university management and governance for Malawian universities is presented aimed at achieving emancipation. To achieve social change there is a need to challenge instrumental ways of reasoning and neopatrimonial aspects by employing dialectical reasoning and communicative rationality.</p>

Exploring Anti-Democratic Practices in University Policy-Steerage, Management and Governance in Malawi: A Critical Theory Approach

<p><b>This thesis draws on Critical Theory as advanced by Critical Theorists in the tradition of the Frankfurt School to explore the nature of anti-democratic practices within policy-steerage, management and governance of university education in Malawi. The thesis critiques instrumental use of reason and neopatrimonial aspects that permeate policy-steerage, management and governance of the university sector in Malawi, and suggests ways of emancipation or social change.</b></p> <p>Two philosophical ideas inform analysis of this emancipatory project: dialectical reasoning as advanced by the first generation Critical Theorists such as Horkheimer, Adorno and Marcuse and communicative rationality, which is complemented by the theory of the lifeworld as advanced by the second generation Critical Theorist, Habermas. Dialectical reasoning entails understanding things as they are now and what they might be in future, as such, it is a useful idea for emancipation in that it fosters constant questioning (reflexivity) on the part of actors to make things better. Communicative rationality entails that actors seek to reach common understanding and coordinate actions by reasoned arguments, consensus and cooperation rather than instrumental reasoning and is useful for attaining social change (Habermas, 1984, 1987). Data sources comprise global policy debates, policy documents and interviews with selected government policymakers, Malawian civil society, university administrators and leaders of university staff and student unions.</p> <p>The thesis reveals that at international policy-steerage level, university policy-making in Malawi is chiefly orchestrated by the World Bank using its economic power and the global-neoliberal logic. In this logic, Malawi follows the dictates of the powerful World Bank. Thus, the argument presented is that the World Bank’s university policy-steerage in Malawi follows instrumental rationality and is anti-democratic. Instrumental reasoning refers to the deliberate use of the power of reason for social control or manipulation. At university level, the thesis reveals a rivalry relationship among stakeholders which leads to constrained collegial governance. The thesis shows that the neopatrimonial attitude of presidentialism or the big-man syndrome, which permeates the management and governance of universities in Malawi, perpetuates instrumental use of reason and renders the system anti-democratic. At Malawi Government university policy-steerage level, the thesis shows problems associated with the usage of power by state presidents who are also chancellors of public universities. At this level, policy-steerage is interventionist and characterised by both neopatrimonial aspects of the big-man syndrome and patron-client relationships that lead to instrumental use of reason.</p> <p>Based on this Critical Theory analysis, a theory of university management and governance for Malawian universities is presented aimed at achieving emancipation. To achieve social change there is a need to challenge instrumental ways of reasoning and neopatrimonial aspects by employing dialectical reasoning and communicative rationality.</p>

Research-led teaching in higher education: Perspectives of Cambodian and New Zealand academics

<p>Research and teaching are the core mission of most universities in the "knowledge society" during the 21st century. However, the exact nature of the connection between research and teaching is not obvious. The purpose of this study was, therefore, to contribute to the debate by investigating how research was used to inform teaching and to benefit student learning. The study also intended to identify the benefits and drawbacks of Research-Led Teaching (RLT) for academics as well as to examine what scholars considered to be the main supports and challenges academics experienced while practicing RLT. A qualitative single-case study was employed for this study. The perceptions and experiences from twelve academics from a university in Cambodia and another in New Zealand (NZ) were collected using semi-structure interviews. Official documents such as university policy, position descriptions from each university and course outlines or syllabi from each participant were collected for the purpose of document analysis. This study provided an understanding of RLT and the current practices of academics. Four conceptualizations of RLT emerged: teaching informed by academics' own research; teaching informed by other people's recent research; teaching that promoted student engagement in research; and teaching informed by academics' performance research. The findings indicated that the benefits of RLT outweigh the drawbacks. The lack of support was the main challenge for Cambodian participants. However, some participants suggested personal commitment, and institution accountability were important factors that support RLT. Perceptions and experiences that academics in Cambodian and NZ tertiary education have about the practices of RLT provide a useful basis for consideration of possible changes and how to implement such changes. Recommendations to enhance the practice of RLT include the emphasis of RLT in position descriptions and strategies to promote the implementation of RLT in institutions to ensure the improvement of student learning. Academic professional development and university supports are also needed for enhancing RLT practices.</p>

Research-led teaching in higher education: Perspectives of Cambodian and New Zealand academics

<p>Research and teaching are the core mission of most universities in the "knowledge society" during the 21st century. However, the exact nature of the connection between research and teaching is not obvious. The purpose of this study was, therefore, to contribute to the debate by investigating how research was used to inform teaching and to benefit student learning. The study also intended to identify the benefits and drawbacks of Research-Led Teaching (RLT) for academics as well as to examine what scholars considered to be the main supports and challenges academics experienced while practicing RLT. A qualitative single-case study was employed for this study. The perceptions and experiences from twelve academics from a university in Cambodia and another in New Zealand (NZ) were collected using semi-structure interviews. Official documents such as university policy, position descriptions from each university and course outlines or syllabi from each participant were collected for the purpose of document analysis. This study provided an understanding of RLT and the current practices of academics. Four conceptualizations of RLT emerged: teaching informed by academics' own research; teaching informed by other people's recent research; teaching that promoted student engagement in research; and teaching informed by academics' performance research. The findings indicated that the benefits of RLT outweigh the drawbacks. The lack of support was the main challenge for Cambodian participants. However, some participants suggested personal commitment, and institution accountability were important factors that support RLT. Perceptions and experiences that academics in Cambodian and NZ tertiary education have about the practices of RLT provide a useful basis for consideration of possible changes and how to implement such changes. Recommendations to enhance the practice of RLT include the emphasis of RLT in position descriptions and strategies to promote the implementation of RLT in institutions to ensure the improvement of student learning. Academic professional development and university supports are also needed for enhancing RLT practices.</p>