Academic literature on the topic 'Responsibility of the head of higher education institution'
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Journal articles on the topic "Responsibility of the head of higher education institution"
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Baboval, Nadiia. "Management of educational services provision in Ukraine’s higher institutions." Herald of Ternopil National Economic University, no. 2(84) (May 31, 2017): 126–34. http://dx.doi.org/10.35774/visnyk2017.02.126.
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The article considers the key issues of modernizing quality management systems and ways to address problems related to developing, updating and improving quality management systems for providing educational services by higher institutions of Ukraine. Theoretical aspects associated with management of educational services provision in higher institutions of Ukraine are discussed. It is found that public administration should be based on mechanisms and incentives that will affect the performance of higher institutions, force them to improve the quality of educational services and bear responsibility for their activities. It is proved that in the context of reforming higher education, the quality of management is of vital importance as a factor of systems organization of the university, which ensures its success, competitiveness, and preconditions for its development. A well-judged analysis of the environment of higher institutions and an impartial assessment of their activities allow university authorities to make the best possible choice towards developing universities in a market-driven economy. Using the PDCA methodology will be positively related to a series of measures to improve quality management for provision educational services by higher institutions. The PDCA methodology acts as an algorithm for decisions made by the head of the university aimed at managing the whole process and achieving goals.
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Serdyuk, Liliya. "The President of Ukraine as a multifaceted state and legal phenomenon: doctrinal approaches to understanding." Naukovyy Visnyk Dnipropetrovs'kogo Derzhavnogo Universytetu Vnutrishnikh Sprav 4, no. 4 (December 29, 2020): 106–10. http://dx.doi.org/10.31733/2078-3566-2020-4-106-110.
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In preparing this article the author has set out to substantiate the thesis about the multifaceted phenomenon of the President of Ukraine as a phenomenon of state and legal reality, which necessarily requires enrichment of the content of the same concept. The analysis of scientists’ judgments revealing the content of the concept under study, gives grounds to conclude that the President of Ukraine is a complex socio-legal phenomenon, and therefore a comprehensive picture of this phenomenon can be obtained only as a result of its multifaceted consideration: - from the point of view of the theory of the mechanism of the state, the President of Ukraine is an important element of the state apparatus - a single, elected, supreme body of the state, which has general competence. This aspect is somewhat contradictory regarding that state bodies are usually established as legal entities that cannot be said about the head of the Ukrainian state; - in terms of a certain constitutional and legal status he/she is the head of the state and acts on its behalf. A significant clarification of this judgment is the thesis about the President of Ukraine as a legal form of the head of state, who is elected by the people and receives power for a fixed term by delegation. As for the recognition of his/her highest official, we consider the relevant judgment to some extent conditional and evaluative, because in the national legal doctrine and current legislation the issue of the hierarchical system of officials in Ukraine is not yet developed; - from the point of view of ontology (of his/her being, existence) the President of Ukraine is an individual who has reached at least 35 years of age. A significant shortcoming of the current legislation is a rather limited, in our opinion, set of requirements for a candidate for this elected position, and in the future, in case of winning the election, describe the current head of state. The legislator did not envisage as a condition for the emergence of constitutional and legal relations, within which a citizen of Ukraine can be elected President of Ukraine, or the fact of higher education (in epistemological terms, the President of Ukraine must be an active subject of knowledge, because it is cognitive capabilities provide him/her to gain higher education; it should be noted that the President is both an object of knowledge of the social sciences, most of which study the impact of this institution on various social processes and are designed to increase its effectiveness in a constantly changing environment. At the same time some them (history, history of the state and law) explore his/her personality, achievements, personal role in society, neither he/she has significant experience of professional activity, nor the recognition of a high level of his/her competence as a professional in general, nor he/she has high moral qualities; - in terms of the system of constitutional law the President of Ukraine is a constitutional and legal institution, the rules of which determine: 1) the place and role of the head of state in the state mechanism and its relationship with other state bodies; 2) the procedure for substituting this position; 3) functions and powers of the head of state; 4) his/her responsibility for treason or other crime; - in terms of doctrine and practice of public administration, the head of state is one of the most im-portant elements of the modern system of public administration. He/she converges large volumes of infor-mation flows from other elements of this system. Analysis of information, development of management decisions and control over their implementation - these are the main President’s functions in this system; - in terms of the attitude to this constitutional and legal institution and the personality of the head of state by society and government institutions, the President of Ukraine is an honorary title protected by law and retained for his/her life, unless the President of Ukraine was removed from office by impeachment.
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Machado, Diego De Queiroz, Fátima Regina Ney Matos, Augusto Marcos Carvalho de Sena, and Ana Silvia Rocha Ipiranga. "Quadro de análise da sustentabilidade para instituições de ensino superior: Aplicação em um estudo de caso." education policy analysis archives 24 (November 14, 2016): 115. http://dx.doi.org/10.14507/epaa.24.2499.
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This study analyzed the sustainable activities of a higher education institution, considering its economic, social and environmental dimensions (triple bottom line), from the application of a new framework of analysis. Therefore, we chose to use the case study methodology, held in an HEI, the University of Fortaleza (Unifor), selected as a case for this research by the various awards received in recent years for its targeted actions and projects for sustainability . The sources used include HEI data, documentary evidence related to the university, and semi-structured interviews conducted with vice-deans, directors and heads of university divisions, and the data organized and analyzed with the aid of analysis software of qualitative data NVivo (version 10) and the application of the content analysis technique. As a result, the highlights in terms of major sustainable capacity were the activities related to the economic consequences of activities, social responsibility projects and relationships with stakeholders. In contrast, the activities within the environmental dimension, environmental management and environmental education, had the lowest level of development with sustainable capacity. Thus, the implementation of the new framework of analysis has highlighted the university’s actual development stage around their sustainable activities, highlighting such a framework as an alternative to analysis frameworks already developed in this area.
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Rahayuningsih, Fransisca. "Grand Design Pembinaan SDM Kearsipan di Lembaga Pendidikan Tinggi (Studi Dokumen Peraturan Kepala Arsip Nasional Republik Indonesia Nomor 12 Tahun 2017 Tentang Grand Design Pembinaan Sumber Daya Manusia Kearsipan)." Ilmu Informasi Perpustakaan dan Kearsipan 9, no. 1 (December 31, 2020): 49. http://dx.doi.org/10.24036/112101-0934.
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Law of Republic of Indonesia Number 43/2009 concerning archives mandates that the university archival implementation is the responsibility of the university itself. Therefor the preparation of competent human resource in archives is very important It is predicted that there are universities or higher education institutions that have not yet been fully considered the importance of archivist competency. This research aims to determine the grand design of developing competency on archival human resources. This research uses qualitative approach. The data resources used is The Regulation of The Head of Indonesian National Archives number 12 year of 2017 concerning the grand design of archival human resources development. The grand design of archival human resources development includes archival human resources development strategy; the pattern and implementation of archival human resources development; performance and funding targets. The strategy of archival human resources development is held through improving performance management and improving the quality of archival human resources. The pattern of competency-based archival human resources development is implemented to develop integrated competency management from recruitment, selection, training dan development, assessment, remuneration, and career. Fostering process of archival human resources is carried out through the stages of planning, organizing, implementing and monitoring. ANRI construct the performance target of archiving human resources development which is measured and evaluated periodically at the end of the current year. The fund resource of archival human resources development comes from the state budget which is carried out in accordance with statutory provisions. Funding for developing archival human resources can also be done through financial support from local governments, state-owned business entities/local-owned business entities and state universities. The The urgency of this research is to find out a grand design of a systematic well-planned archival human resources development that having major impact on developing universities as an educational institution for young generation.
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O.A., Mkrtichian. "RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 61–67. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-10.
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In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.
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Pallavi, D. R., M. Ramachandran, and Chinnasamy Sathiyaraj. "An Empirical Study On Effectiveness of E-Learning Over Conventional Class Room Learning – A Case Study with Respect to Online Degree Programmes in Higher Education." Recent trends in Management and Commerce 3, no. 1 (March 1, 2022): 25–33. http://dx.doi.org/10.46632/rmc/3/1/5.
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Learning and teaching domains is going on major higher education companies of e-learning Ideas and practices changes due to quick acceptance. Many universities all over the world are now begins to offer Internet based courses that complement classroom-based courses. Online courses offer learners various such as benefits facilities, Teachers and other close to students to serve flexibility and opportunities from various schools or around the world. The education system and mode of education is changing over the period of time. In instructional technology Innovations often are implemented in traditional ways. TV significantly changes the way people learn, and it stays that way Existing instruction by providing a speaking head as an instructional tool built into the paradigm for sending information to students. Active learning, Cooperative learning, Project-based teaching and despite such educational innovations contextual face-to-face instruction in learning changed character, online courses tend develop more traditional concepts Learning. Mostly an online course primary objective is to transfer information from the Instructor to the student accessing information to students and expecting them Prove their learning in an exam. The development of online instruction programs for online course developers raise an interesting question. Online study designers follow traditional method or incorporate online programs innovative approaches. Primary factors behind the use of online learning improve the quality of education, and also improve the cost effectiveness of education by reducing costs. With face-to-face Online learning is used successfully with positive effects in career and education. A geographically distributed team within an organization can simultaneously train their skills through online sites and gain greater Competitiveness. Online learning can be beneficial because Students at their own pace can learn through online products. Virtual classrooms are available anywhere with Internet connection, take advantage of this great way to travel. Gurukul system of education changed to imparting knowledge in a class room setting followed by hybrid learning and at present one new way of learning has emerged as a full-fledged mode to earn a degree i.e. online learning. Online learning comprises of both hybrid/ bended learning (comprises traditional face-to face classes, learning over the internet and learning supported by other technologies) and purely online learning is competing course delivery through internet. Due to its flexible and user friendly features, on-line learning has been gaining attention from learners and education institutions. Learning is self-phased and effectiveness of learning is achieved if it fulfils the learners’ expectation in imparting knowledge, uninterrupted support from the instructor whenever needed, disbursement of the learning materials, communication and motivation. The objectives of this paper are to study the effectiveness of elearning compared to conventional classroom learning. The study also shows that major portion of learners cannot set time for study, homework and assignments completion. The institutions along with the routine learning can also include sessions for motivation, sense of accountability and responsibility which may enhance discipline among learners. Significant portion of learners feel that online learning will not enhance sense of belongingness. The institutions can create provision at the campus for the e-learners to meet up occasionally for the interaction between learners and faculties. A portion of E-learners feel that the learning material in e-learning is not effective as that of conventional mode.
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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai, and Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya." Journal of Education and Practice 4, no. 3 (October 15, 2020): 26. http://dx.doi.org/10.47941/jep.458.
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Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.
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V. Madera, Marlita. "Sustaining Higher Education Institutions: Enhancing School Climate, Leadership and Faculty-Efficacy." International Multidisciplinary Research Journal 3, no. 2 (June 16, 2021): 216–25. http://dx.doi.org/10.54476/iimrj303.
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The study sought to analyze school climate, leadership, and faculty-efficacy towards sustaining effectiveness in the private Higher Education Institutions (HEIs) in the City of Meycauayan, Bulacan for the School Year 2015-2016 using descriptive method and questionnaires as specific techniques.The study was geared to describe the school climate of the HEIs as perceived by the faculty and school heads. It investigated the leadership of the heads in terms of School Management Team (SMT) composition, significant responsibility, and involvement in school tasks. It was undertaken to find out the faculty’s efficacy level in student engagement, classroom management, and instructional practice. It intended to explore the significant difference between the perceptions of school heads and faculty in school climate as to school staff’s relationship, capacity to provide quality instruction, and school climate issues. Major findings revealed that HEIs fostered good relationship status. Heads and the faculty perceived that HEIs’ capacity in providing quality instruction is only “moderately good.” The findings showed that HEIs utilized SMT composition and a School Governing Board (SGB). Heads’ major tasks include determining course content both national and regional curricula, appointing, or hiring teacher, and establishing student disciplinary policies and procedures. Heads allocated most of their time in administrative duties, like curriculum and teaching-related tasks while least of their time was spent on interactions with students, parents, local, regional, and business industries. On faculty-efficacy, the data confirmed that teachers were “highly efficacious” in student engagement and “very highly efficacious” in instructional practice and classroom management. The perceptions of the heads and faculty on school climate as to relationships among school staff do not differ significantly. In contrast, the perceptions of heads and faculty differ significantly on the school climate in terms of school’s capacity to provide quality instruction school climate issues.
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Umar, Tariq. "Developing an Integrated Sustainability Management Approach for Higher Education Institutions." International Journal of Social Ecology and Sustainable Development 13, no. 1 (January 2022): 1–19. http://dx.doi.org/10.4018/ijsesd.289216.
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The Higher Education Institutions' (HEIs) around the world have to pay the main role in achieving the UN Sustainable Development Goals for that HEIs need to be sustainable first. This article aims to describe a sustainability framework and suggest the process to use the proposed framework. A qualitative research method consists of a systematic review, semi-structured interviews and email interviews was adopted to achieve the aims and objectives of this research. The data was collected from 39 papers extracted from four main databases. This was further subjected to semi-structured interviews held with a total of 11 sustainability experts. A framework for sustainability in HEIs consisting of three main components related to the environment, Social responsibility and teaching and research is finally developed and validated through email interviews held with 19 heads of different HEIs around the world. Each of the main sustainability components is divided into sub-factors. Longitudinal studies are recommended to evaluate the impact of the proposed framework on HEIs sustainability.
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Rumambi, Hedy D., Revleen M. Kaparang, Jerry S. Lintong, Joseph N. Tangon, and Johanis Ohoitimur. "Social Responsibility of Higher Education Institutions: A New Insight into Stakeholders." GATR GLOBAL JOURNAL OF BUSINESS AND SOCIAL SCIENCE REVIEW 7, no. 3 (September 26, 2019): 185–93. http://dx.doi.org/10.35609/gjbssr.2019.7.3(3).
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Objective - Are stakeholders within the institution as actors, or are they also the goals of the institution's social responsibility? This study aims to provide new insight into the role of stakeholders in the implementation of social responsibility in Higher Education Institutions (HEI). Institutions have a certain level of social responsibility, which is inherent to its existence. To exist, an institution relies on the presence of stakeholders. Stakeholders are considered as the key to an institution's legitimacy. The relationship between an institution and its stakeholders can be described as a social contract. Methodology/Technique – Using a qualitative approach, this study identifies the relevant stakeholders in HEI’s and categorizes their roles and interests. The concept of HEI social dimension is used to analyze and interpret the data. The results indicate that HEI stakeholders consist of three levels, namely: primary (including management, lecturers, students, administrative staff, security officers, technicians, cleaning services, and the natural environment of the institution), secondary (including the local community, industries, alumni organizations, the government, accreditation agency, and the natural environment around the institution), and tertiary level (including society in general and nature). Finding & Novelty - The results suggest that the primary stakeholders become moral actors who carry out the institution's commitment to implement social responsibility. This finding implies that primary stakeholders become the executor and the goal of HEI social responsibility. Therefore, the institution's social responsibilities activities are aimed at the life and development of the institution itself. Social responsibility is carried out from the inside to the outside in a circular and continuous manner. Type of Paper: Empirical. Keywords: Social Responsibility; Higher Education Institution; Stakeholders; Social Dimension of HEI. Reference to this paper should be made as follows: Rumambi, H. D; Kaparang, R. M; Lintong J. S; Tangon, J.N; O, Johanis. 2019. Social Responsibility of Higher Education Institutions: A New Insight into Stakeholders, Global J. Bus. Soc. Sci. Review 7 (3): 185 – 193. https://doi.org/10.35609/gjbssr.2019.7.3(3) JEL Classification: M13, M14, M19.
Dissertations / Theses on the topic "Responsibility of the head of higher education institution"
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Furlet, N. Ya, and Н. Я. Фурлет. "Head of institution of higher education – subject of labor law." Thesis, Yaroslav Mudryi National Law University, 2018. http://openarchive.nure.ua/handle/document/7788.
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Thesis for a degree of Candidate of Science in Law, specialty 12.00.05 «Labor law; social security law». – Yaroslav Mudryi National Law University, Ministry of Education and Science of Ukraine. – Kharkiv, 2018.The dissertation is devoted to the systematic and detailed analysis of the legal essence, content and features of the status of the head of a higher education institution as a subject of labor law, as well as actual problems of practical nature and the search for solutions to them. In the scientific work the legal characterization of the activity of the head of a higher education institution as a form of realization of labor rights for the fulfillment of official duties, as well as a specific kind of labor activity was carried out. Defined the notion and essential features of the labor-legal status of the head of a higher education institution, in particular, the nature of the legal relationships that the composition is established between the head of a higher education institution (as an employee) and the founder of a higher education institution (as an employer). Features of the emergence and termination of labor relations with the head of the higher education institution are highlighted, and the gaps and conflicts in the normative and legal regulation of labor relations with the head of higher education institution are identified. Specific suggestions and recommendations for improving the legal regulation of the status of the head of a higher education institution as a subject of labor law have been formed.
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Cekic, Osman. "Responsibility center management and cultural change at a public higher education institution." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330774.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008.Title from PDF t.p. (viewed on Jul 20, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3875. Adviser: Douglas M. Priest.
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Filosof, Jana. "Making the general particular : practising corporate social responsibility in a UK Higher Education Institution." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/20189.
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This research deals with the ways Corporate Social Responsibility is interpreted in a UK Higher Education Institution. It evolved from my initial curiosity about Corporate Social Responsibility (CSR), especially the way it is taken up in daily practices. Drawing on the pragmatic tradition of John Dewey (1859-1952), Charles Sanders Peirce (1839-1914) and George Herbert Mead (1863-1931), which gives primacy to experience, I am paying attention to my daily interactions with others. I explore what is, rather what should be. I also draw on analogies from complexity sciences, as well as on insights from sociology, psychology, anthropology and philosophy, to reflect on how the everyday practice of CSR is evolving in the interactions of interdependent players. Reflecting on the assumptions that underpin my thinking about organisations and about research, and tracing my evolving beliefs and perceptions, I have become aware of my participation in the processes that sustain and at the same time disrupt the 'community engagement' narrative of my organisation. Iterating my reflective narratives reveals how change in practice and in ideas evolves. This research was prompted by my introduction to CSR early in my academic career. The idea of organisations being responsible to their stakeholders fitted with my personal values. The more I read about the topic, the more uncomfortable I became - CSR had usually been presented in vague, general and idealised terms. So, when faced with setting up a Unit that would address the CSR of my organisation, I was left with no manual for getting on with my work. Reflecting on the feeling of helplessness, revealed my assumption that such guidance should exist, and that CSR practitioners must know how to practice the generalised idea of CSR. Exposing this and other emotions, I demonstrate how assumptions and beliefs arise in society and in the individual simultaneously. This research contributes to knowledge in this field by establishing CSR not just as an abstract idea, but as a practice within an organisation. Many authors have called for exploring CSR at the individual level, yet this call seems to remain unanswered. My research addresses this gap in literature and explores CSR from my perspective as a practitioner, thus contributing to the nascent body of literature that focuses on individual and local practice. Exploring interdependence and the emergence of CSR meant understanding that my actions have consequences, and at the same time, neither I nor any one individually can control those 2 consequences. The outcomes of our working together are at times intended and at times unintended. But they are inevitably unpredictable, because they arise in complex webs of interactions. Thinking reflexively about practising CSR has had a significant impact on my practice. I believe that my reflections will resonate with other practitioners, thus contributing to their practice.
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Yu, Kam Wan Anora. "Being, becoming and belonging : identity ambiguity or identity demystification? : a narrative inquiry into the professional identities of an associate department head of a higher education institution in Hong Kong." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730879.
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Сергієнко, А. М. "Розробка та впровадження соціально-значущих проектів в контексті забезпечення корпоративної соціальної відповідальності (на прикладі Сумського державного університету)." Master's thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/71835.
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У кваліфікаційній роботі розглянуто корпоративну соціальну відповідальність (КСВ) закладів вищої освіти (ЗВО) та інших організацій, досліджено принципи та методи оцінки КСВ, проаналізовано особливості управління соціально-значущими проектами. Значну увагу приділено аналізу ефективності КСВ вітчизняних та зарубіжних університетів. Проаналізовано соціально-значущий проект «Фестиваль науки, освіти і культури «СумДУ – сумчанам»», проведено моделювання основних елементів системи його планування та управління. Розроблено пропозиції щодо модернізації проекту, підвищення якості та популяризації фестивалю серед жителів міста Суми.В квалификационной работе рассмотрена корпоративная социальная ответственность (КСО) учреждений высшего образования (УВО) и других организаций, исследованы принципы и методы оценки КСО, проанализированы особенности управления социально-значимыми проектами. Значительное внимание уделено анализу эффективности КСО отечественных и зарубежных университетов. Проанализирован социально-значимый проект «Фестиваль науки, образования и культуры «СумГУ - сумчанам»», проведено моделирование основных элементов системы его планирования и управления. Разработаны предложения по модернизации проекта, повышению качества и популяризации фестиваля среди жителей города Сумы.
Corporate social responsibility (CSR) of higher education institutions (HEI) and other organizations is considered in the qualification work. The principles and methods of CSR evaluation are researched, peculiarities of management of socially significant projects are analyzed. Considerable attention is paid to the analysis of the effectiveness of CSR at domestic and foreign universities. The socially significant project "SSU Festival of Science, Education and Culture" was analyzed. The simulation of the main elements of its planning and management system was carried out. Proposals for modernization of the project, improvement of quality and popularization of the festival among the residents of Sumy were developed.
Books on the topic "Responsibility of the head of higher education institution"
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Cheng, Margauerita M., and Sameer S. Somal. The Psychology of Women Investors. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190269999.003.0013.
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The role of financial decision maker in a household has evolved over time. Decades ago, women held traditional roles of caregiver, housekeeper, and wife. Today, more women are pursuing higher education and female professionals and entrepreneurs are making great strides in business. Women are taking on more responsibility, such as managing family life, careers, and education. Understanding what women customers’ value helps to bridge the gap between financial literacy and application. Training and mentoring women should be a priority agenda for every financial institution. Women expect customized service and clear communication from financial experts. This chapter discusses the financial, psychological, and personal needs of women clients. It also explains how financial advisors should communicate with women to create favorable client experience.
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Holness, Lyn. Growing the next generation of researchers: A handbook for emerging researchers and their mentors. UCT Press, 2022. http://dx.doi.org/10.15641/1-77582-197-7.
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This book arises out of 12 years' experience with the University of Cape Town's Emerging Researcher Programme, through which upwards of the 650 early-career academics have passed. It identifies and promotes awareness of contemporary challenges in the local and global higher education context; explains the intrinsic nature of academia worldwide; and provides strategies for individual growth that result in sustained, high-quality research output. It also addresses institutional leadership whose responsibility it is to create an environment conducive to the flourishing of research and researchers. Unlike texts from the Global North, this book seeks to reflect a southern perspective, relevant to academics within and beyond the borders of South Africa. At the same time, it recognises that the experience of being an academic differs between countries, institutions and even within a single institution.
Book chapters on the topic "Responsibility of the head of higher education institution"
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Dahbi, Mohammed, and Hassane Darhmaoui. "University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility." In Knowledge Studies in Higher Education, 181–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_12.
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AbstractUniversity Social Responsibility (USR) has been addressed in the academic literature and in professional educational meetings only in the last 10–15 years, but it is far from being unanimously accepted as part of a university’s mission. A university is all about serving society anyway; its mission has always been to educate people, to train professionals, and to prepare young men and women for their roles as good citizens of their countries and of the world. So, what other social role is a university to serve that it does not? This issue becomes more acute and compelling when society’s expectations of service from higher education institutions has to do with K-12 school education, as is the situation for the Covid-19 pandemic. The chapter considers the case of Al Akhawayn University (AUI) in Ifrane, Morocco (AUI), a university that has been established by the State as the first public, autonomous, non-governmental institution of higher education in the country. We describe several social roles that the university has taken on in its host region as well as nationally, most notably during the Covid-19 pandemic, and we argue that AUI has been able to do so because of its autonomy and its special legal status. We claim that non-autonomous state universities are not able to use the full potential of their sophisticated faculty and staff to contribute to the development of the country, and we call for the transformation of state universities into autonomous institutions that are able to serve their full Social Actor role and comply with their University Social Responsibility duties.
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Dahbi, Mohammed, and Hassane Darhmaoui. "University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility." In Knowledge Studies in Higher Education, 181–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_12.
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AbstractUniversity Social Responsibility (USR) has been addressed in the academic literature and in professional educational meetings only in the last 10–15 years, but it is far from being unanimously accepted as part of a university’s mission. A university is all about serving society anyway; its mission has always been to educate people, to train professionals, and to prepare young men and women for their roles as good citizens of their countries and of the world. So, what other social role is a university to serve that it does not? This issue becomes more acute and compelling when society’s expectations of service from higher education institutions has to do with K-12 school education, as is the situation for the Covid-19 pandemic. The chapter considers the case of Al Akhawayn University (AUI) in Ifrane, Morocco (AUI), a university that has been established by the State as the first public, autonomous, non-governmental institution of higher education in the country. We describe several social roles that the university has taken on in its host region as well as nationally, most notably during the Covid-19 pandemic, and we argue that AUI has been able to do so because of its autonomy and its special legal status. We claim that non-autonomous state universities are not able to use the full potential of their sophisticated faculty and staff to contribute to the development of the country, and we call for the transformation of state universities into autonomous institutions that are able to serve their full Social Actor role and comply with their University Social Responsibility duties.
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Aissa, Mohamed, Mouza Al-Kalbani, Saleh Al-Hatali, and Ahmad BinTouq. "Novice Learning Programming Languages in Omani Higher Education Institution (Nizwa University) Issues, Challenges and Solutions." In Sustainable Development and Social Responsibility—Volume 2, 143–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32902-0_18.
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Thomas, Liz. "Towards Equity: Developing a National Approach to Improving Social Justice through Higher Education in England." In Equity Policies in Global Higher Education, 89–115. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_5.
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AbstractEngland presents an interesting case study of a country that has attempted to improve social justice within a neo-liberal higher education system. Expansion of the higher education sector did not achieve equality, and there has been recognition of the need to also consider equality of outcomes, especially success within higher education. England has achieved only a small differential between students from the highest and lowest socio-economic groups for continuation and completion, and has utilised national policy tools to achieve this. Research about student retention and success tends to focus on changing either the student or the institution, but England has used a combination of national policy tools to stimulate institutional responsibility for success and to promote institutional change. This has contributed to greater equity, shifting from the focus from fairness in participation to inclusion. Challenges still remain however, with regards to improving access in general and to the most selective universities in particular, levelling the attainment between groups, and achieving equity in terms of labour market and postgraduate outcomes. Moving forward, these three issues should be the priorities for English higher education policy makers.
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Halatsyn, Kateryna, and Alla Feshchuk. "SIMULATION OF PROFESSIONAL SITUATIONS AT ENGLISH CLASSES FOR STUDENTS OF TECHNICAL SPECIALTIES." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-17.
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The paper reveals the role and importance of modeling of professional situations at English classes in higher technical education institutions. The professional situation is defined as purposeful modeling of professionally similar circumstances in the process of learning English and conditions of solving engineering and business tasks, making professional decisions, achieving a successful result of business communication. The purpose of the paper is to analyze the content and requirements for modeling of professional situations in the process of studying English by the future specialists in engineering. Realization of the purpose demands performance of the following tasks: 1) define the essence of modeling of professional situations; 2) substantiate the conditions for effective modeling of professional situations at English classes in higher technical educational institutions; 3) offer examples of modeling professional situations at English classes in higher technical educational institutions. In the process of scientific research the methods of analysis, synthesis, generalization, systematization, inference, observation have been used. The components of the professional educational situation and the factors that need to be taken into account in the process of its use are identified. The examples of modeling professional situations during the study of the discipline “Practical Course of Foreign language for Business Communication” in higher technical education institutions are given. The forms of modeling of professional situations (individual, pair, group) which are directed on the formation of competences of professional English communication according to various roles of professional activity (head –subordinate, subordinate – subordinate, subordinate – collective) are defined. Special emphasis is focused on the examples of modeling of professional situations through the use of game modeling (role-playing games: controlled, improvised), method of case study and discussion. The requirements to be met in the process of modeling of professional situations: compliance with certain goals (formation of knowledge on the topic, development of ability to analyze complex problems; education of a sense of responsibility for their decisions, moral and personal qualities, etc.); compliance with the level of complexity of students’ learning opportunities; illustration of typical situations from the real facts of professional activity; use of discussion method; variability of decisions of a situation are pointed out.
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Kantola, Mauri, Juha Kettunen, and Satu Helmi. "Strategic Regional Networks in Higher Education." In Advances in Electronic Government, Digital Divide, and Regional Development, 177–86. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-846-9.ch013.
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The purpose of this study is to present a framework, which can be used to analyze the regional dimension of the institutional performance in higher education. This chapter combines strategic planning and corporate social responsibility reporting. The strategic planning of a higher education institution defines strategic objectives, which take into account educational policy, national and regional networked strategies, and the regional demand for labor. The evaluation of the external impact of an institution means that a general conceptual framework must describe the outreach and engagement of the institution with the region. The framework presented in this study includes the elements of the networked knowledge society, strategic management, global reporting initiative and quality assurance. The empirical part of this study is based on the network study of the Turku University of Applied Sciences. The framework can be used in decision making when an institution is invited to join local, national and international networks.
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Kettunen, Juha, Jouni Hautala, and Mauri Kantola. "Information Environments of Middle Managers in Higher Education." In Encyclopedia of Information Communication Technology, 436–42. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch058.
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The importance of middle managers is frequently noted in the context of strategic management and other key decisions (Floyd & Wooldridge, 1996; Gold, 1998; Kettunen, 2002). The role of the middle managers can, however, be much greater because they are responsible with other creative individuals for the innovations of their subunits. They assume the responsibility for developing many information systems to serve the processes of the organisation. There has been some criticism of the limited scope of information system innovation research (Lyytinen & Rose, 2003a, 2003b). The purpose of this article is to show that the information systems of an education institution can be classified according to the information environments (IEs) and other characteristics such as the organisational levels. The analysis reveals the creative class of a higher education institution (HEI) which assumes responsibility for developing the information systems in cooperation with the other units of the institution and networks. The empirical case of this article illustrates the information environments and information systems of the Turku University of Applied Sciences (TUAS). It is argued that technology and behaviour are not dichotomous in an information environment; they are inseparable. The analysis helps education management to develop the institution’s information systems in an innovative way.
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Coffey, Lauren Pieper, and Jorge Pazmiño. "Developing Prepared, Engaged Citizens Through High-Impact Student Employment Experiences." In The Proper Role of Higher Education in a Democratic Society, 98–115. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7744-8.ch006.
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The rising cost of higher education has created a culture where student employment has become a necessity for students with unmet need. The institution itself often serves as the largest student employer annually on most college and university campuses. In addition to nurturing a student's intellectual breadth, campuses in today's competitive landscape must also prepare students for careers and civic life. Student employment programs help mitigate financial barriers to earning a college degree and, when reimagined, can help all students develop professional skills post-graduation, while also strengthening a student's sense of community and civic responsibility.
Conference papers on the topic "Responsibility of the head of higher education institution"
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Joao, Isabel M., and Joao M. Silva. "Student engagement with statistical design of experiments by active learning projects." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2650.
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This paper illustrates the use of design of experiments in an active learning environment in a new Master course in Quality and Environmental Engineering at a higher education institution in Portugal. The study took place in the unit of Advanced Techniques for Quality. The aim of this work is to explain how in an active learning environment the students worked on projects designed to use fractional factorial designs in order to improve a system including the impact that the approach had on students. Twelve master students took part of the classroom projects. Three groups of students worked on projects, created and developed by them contributing to increase their commitment and enthusiasm. In a classroom session the students made a presentation and the results were discussed. Each group also produced a video with the planning and execution of the fractional factorial designs which was helpful to start the debate. The active learning approach required that the students developed their own projects and decide when and how to do the experiments. Taking the responsibility of their activities was very enriching forcing the students to think about the things they did and questioning some of their own decisions.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Hagerer, Ilse. "How academic reforms change the organizational design of universities." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2825.
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The academic landscape is changing in the course of New Public Management (NPM). More duties are assigned to universities and as a result transferred to their faculties. Management knowledge is needed for solving the problem of higher requirements for deans in terms of distribution of resources, responsibility for personal and finances. Until now, deans do not necessarily have this knowledge. One crucial approach for this problem is professionalization, which can take shape in various forms, e. g. in establishing positions for a new occupational group of academia professionals. To reach the organization’s objective in an effective and efficient way, there is no best solution corresponding to the contingency approach, it rather depends on the framework requirements. The results of an empiric inquiry of framework requirements and deanery attributes on four German universities show that the infrastructures of the faculties as decentral units depend less on the size of the faculty, but very strong on university’s organizational setting. This becomes apparent by the fact that at an elite university with strong research activities and with the profile of an entrepreneurial university, but with small framework requirements in the faculties has established many positions of academia professionals. Smaller universities, but also big multi-discipline universities with scientific excellence don’t reach as many academia professionals in spite of having big framework requirements.
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Wright, Angela Siobhan. "The Challenge of Research Supervision: The Experience of Lecturers in Various Academic Disciplines." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11234.
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Research supervision is the highest level of teaching for academics. Yet, in many cases, academics are allocated supervision without any formal training. For many supervisors, their supervision approach will be a mirror of what they have experienced themselves at post-graduate levels. Many supervisors consider that this form of teaching is stressful and onerous due to the responsibility placed on it by the Higher Education Institution and the student ultimately. What can be done to support supervisors in their supervisory journey? There is a void in the academic literature on research supervision with scant aids available to the supervisor (Cullen, 2009). Brew and Boud (1995) outline the importance of instructor knowledge; however, supervisors only gain extensive supervisory experience over the years. The aim of this study is to better understand the supervisory process. Data was gathered from 12 lecturers engaged in supervision across various disciplines. Findings indicate that supervisors need to adopt and continually change to differing circumstances and different student personalities while supervising. It is essential that formal supervisory training be provided for all supervisors. The findings from this evaluation are novel and will be beneficial to research supervisors across various disciplines. Keywords: Research Supervision, Multi-Disciplinary, Reflection.
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Xu, Jiajun, Sasan Haghani, Giancarlo D'Orazio, and Carlos Velazquez. "Student Experiential Learning Through Design and Development of a Subsurface Melting Head for NASA RASCAL-Special Edition Competition." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23287.
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Abstract In order for students to enhance their understanding of engineering concepts, hands-on experience proves to be essential. Incorporating the design component in undergraduate engineering education has been an immediate and pressing concern for educators, professional societies, industrial employers and agencies concerned with national productivity and competitiveness. It is crucial to enhance undergraduate design and research experiences to meet both societal needs and the growing job-market demands. The University of the District of Columbia (UDC), the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), had recently modernized its undergraduate curricula in engineering to meet that need. This paper presents a case study of recent implementation of student experiential learning approach through undergraduate research experience course (MECH 302). This student group participated in the 2019 US National Aeronautics and Space Administration Revolutionary Aerospace Systems Concepts – Academic Linkages (RASC-AL) Challenge, in which they will develop concepts that may provide full or partial solutions to specific design problems and challenges currently facing human space exploration.
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Shiltsova, Julia Vyacheslavovna, Lyudmila Ivanovna Arkharova, and Larisa Mihajlovna Korchagina. "Psychological and pedagogical conditions for the support of gifted children on the experience of a private lyceum named after G.V. and N.G. Riumin of Ryazan." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75172.
Full textAbstract:
The experience of psychological and pedagogical support of gifted children, which consists mainly in the creation of certain conditions in a private educational institution is presented in the article. On the basis of a private lyceum named after G.V. and N.G. Riumin of Ryazan, created by the founder N.V. Riumin – candidate of psychological sciences and by its director L.I. Arkharova – candidate of pedagogical sciences, head of the Pedagogy and Teacher Education Department at FSBEI of HE " Ryazan State University named for S. Yesenin", the experience of cooperation of higher education and general education institutions in the formation and upbringing of gifted children has been studied. L.I. Arkharova’s psychological and pedagogical competencies and long experience enabled to create the conditions for attracting the best teachers of Ryazan. Being rather a small city, when the teachers of the FSBEI of HE " Ryazan State University named for S. Yesenin" know the best of the best by sight, teach the potential teachers a worthy education and “see” the situation from the inside, close cooperation and interaction can be observed. Entering the lyceum, children individually reveal their potential being surrounded by care, warmth, love and attention to the personality of everyone.