To see the other types of publications on this topic, follow the link: Universities and HEIs.
Journal articles on the topic 'Universities and HEIs'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Universities and HEIs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Zborovsky, G. E., and P. A. Ambarova. "Universities and Cities in Provincial Russia." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 37–51. http://dx.doi.org/10.31992/0869-3617-2019-28-5-37-51.
Full textAbstract:
The analysis of higher education (HE) inRussiafocuses on the complicated issues of the relationships between higher education institutions (HEIs) and provincial cities. The authors characterize different typologies of Russian HEIs and cities. It is suggested to distinguish between the HEIs related to the core of HE, semi-periphery, and to the periphery. The situation of peripheral HEIs that are located mainly in provincial cities seems to be the most complicated. Recently, about 300 HEIs and more than 800 branches of universities, a significant part of which belongs to the peripheral group, ceased to exist autonomously. Today the fate of some other provincial HEIs is yet to be defined. Meanwhile, the future of the young people is also tied to the HEIs’s destiny as well as the future of the cities’ population, where they are located. The analysis of the materials based on the authors’ empirical research conducted in the Ural Federal District (UFD) revealed that the elimination of autonomous universities, their transformation into branches and weakening in such a way of the HE in the medium, big and even large cities of the Russian province lead to stagnation and depression of these cities. One of the main factors of this situation is the mass educational migration of young people. The study discusses certain ideas for positive solution of these problems regarding the relationship of provincial Russian universities and cities, which could lead to their preservation and development.
2
Tsekhovoy, A. F., N. A. Nekrasova, and A. D. Ospanova. "Development factors of project management in Kazakhstani universities." Bulletin of "Turan" University, no. 1 (April 2, 2023): 362–75. http://dx.doi.org/10.46914/1562-2959-2023-1-1-362-375.
Full textAbstract:
The trend of growing interest in project management as a tool to improve the competitiveness of organisations refers in full extent to Higher Education Institutions (HEIs), which due to their educational function should ensure the advanced implementation of project management in the management processes of their own activities. The state policy in the field of project management promotion defines new challenges for effective management and for the education sector. The large-scale modernization of public administration of the Republic of Kazakhstan based on project management, in turn, poses the task of modernizing the management systems of HEIs. In addition, the changed conditions of the geopolitical situation dictate the necessity of applying modern management technologies. The purpose of the research is to study the peculiarities of project management development in HEIs in Kazakhstan. General scientific methods – analysis, synthesis, generalization are used as research methods. The results of the study contribute to the study of aspects of project management implementation and the development of technology of project management implementation in HEIs. For a comprehensive study of the subject of research, it is important to systematize the elements affecting the functioning of HEIs in Kazakhstan, in two planes: internal and external. In order to solve this issue, the external and internal factors of project management development in HEIs of Kazakhstan are formulated, the generalization of experience on interaction with HEIs of Union of Project Managers of the Republic of Kazakhstan is presented, the experience of Kazakh National Agrarian Research University is highlighted. The tasks for HEIs, the main directions of interaction between the universities and the professional project community are determined. The identification of external and internal factors affecting the activities of HEIs in Kazakhstan will allow adjusting the objectives of the university development.
3
Briones, Jesus P., Joanna Paula E. Verano, Robert G. Uy, Erwinson B. Atanacio, Rey Fernan G. Refozar, and Zosimo D. Maglangit Jr. "Entrepreneurship Practices of Higher Education Institutions in Region IV-A, Philippines." International Journal of Entrepreneurship, Business and Creative Economy 3, no. 2 (July 27, 2023): 15–31. http://dx.doi.org/10.31098/ijebce.v3i2.1446.
Full textAbstract:
This study investigated the entrepreneurship practices (EPs) of higher education institutions (HEIs) in Region IV-A, Philippines. This descriptive-quantitative research used an adapted questionnaire which was based on the HEInnovate framework for entrepreneurial universities covering the eight dimensions. The data were gathered from 137 business educators who were affiliated with HEIs located in the five provinces of Region IV-A. Findings revealed that HEIs in the region are in their transformative stage of becoming entrepreneurial universities subject to improvements in five HEInnovate framework dimensions for entrepreneurial universities. Moreover, the study also proved that profile indicators utilized in the study are not factors for the variation of EPs among the subject-HEIs. The roadmap strategy proposed by the researchers is recommended to serve as a guide for the subject-HEIs in drawing up their plans and programs in their journey to become entrepreneurial universities.
4
Sörensen, Isabel, Silke Fürst, Daniel Vogler, and Mike S. Schäfer. "Higher Education Institutions on Facebook, Instagram, and Twitter: Comparing Swiss Universities’ Social Media Communication." Media and Communication 11, no. 1 (March 27, 2023): 264–77. http://dx.doi.org/10.17645/mac.v11i1.6069.
Full textAbstract:
Public communication has become more important to higher education institutions (HEIs), with many HEIs using social media to communicate with stakeholders. However, scholarship on the subject is scarce and mainly based on single-platform studies and small datasets. Therefore, we conducted a cross-platform study to examine the communication of all Swiss HEIs on Facebook, Instagram, and Twitter. The results were based on two datasets: an automated analysis on data for all Swiss HEIs (<em>n</em> = 42) and their social media accounts from 2004 to 2021 (337,232 posts from 207 accounts), and a manual content analysis on 1,500 posts per platform. By including all HEIs in one country, this study allowed for a comparison of the results by HEI type: universities of applied sciences, universities of teacher education, and research universities. Results show that, in recent years, HEI communication increased on Instagram, but not on Facebook or Twitter. Twitter was used the most by research universities, while most Instagram and Facebook posts were from universities of applied sciences. Universities of teacher education were least active across all platforms. The content of communication across all HEI types was primarily self-referential. Our analysis of how well HEIs used the affordances of social media communication relative to hypertextuality and multimodality revealed a generally high level of adaption. Moreover, our data showed no substantial impact of the Covid-19 pandemic on posting activities and engagement with social media posts by HEIs for the two first years of the pandemic.
5
Orzhel, Olena, and Kateryna Tryma. "ON THE GROWING SOCIAL ROLE OF UNIVERSITIES UNDER KNOWLEDGE SOCIETY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 182. http://dx.doi.org/10.17770/sie2020vol2.5093.
Full textAbstract:
The paper intends to investigate the social role of higher education institutions (HEIs) under knowledge society. As knowledge becomes the main asset and driver of social-economic transformations in the 21st century, HEIs are positioned as centres where knowledge is generated, accumulated, disseminated and applied. With emergence of knowledge society, university mission “to contribute to the public good” is becoming more visible and tangible in HEIs’ operations. Responding to community needs or societal demand, HEIs will liaise and/or compete domestically and internationally with other state and non-state actors: non-governmental organizations (NGOs), authorities, interest groups, local communities. Both competition and cooperation may produce win-win effect, or end up with win-lose or lose-lose result.Case study method will be used to research different cooperation patterns between HEIs and other actors. In more detail, relationship between HEIs and NGOs will be explored to test the hypothesis that NGOs, who have been leaders in societal change over the last three - four decades, are losing primacy to HEIs. We will examine the social role of HEIs and their cooperation with civil society in situation of emergency, when societal demand for knowledge, expertise and response to crisis is high. In detail, we intend to look at Mariupol State University – a HEI with strong community ties and reputation of a civic university – in order to examine its community service and interaction with municipal knowledge hubs during hybrid war unleashed in 2014. Therefore, the aim of this research paper is to investigate whether and how under knowledge society the social role of HEIs changes in emergency situations and outline their possible contribution to problem-solving in cooperation with other partners, first of all NGOs. Key words: higher education institutions, non-state actors, non-governmental organizations, knowledge hub, knowledge economy.
6
Ali, Mohammed Banu, Trevor Wood-Harper, and Mostafa Mohamad. "Benefits and Challenges of Cloud Computing Adoption and Usage in Higher Education." International Journal of Enterprise Information Systems 14, no. 4 (October 2018): 64–77. http://dx.doi.org/10.4018/ijeis.2018100105.
Full textAbstract:
The aim of this article was to provide evidence pertaining to cloud computing (CC) adoption in education, namely higher education institutions (HEIs) or Universities. A systematic literature review (SLR) of empirical studies exploring the current CC adoption levels in HEIs and the benefits and challenges for using CC in HEIs was performed. A total of 20 papers were included in the SLR. It was discovered that a number of universities have a keen interest in using CC in their institution, and the evidence indicates a high level of successful CC adoption in the HEIs reviewed in the SLR. In conclusion, the SLR identified a clear literature gap in this research area: there exists limited empirical studies focusing on CC utilisation in HEIs.
7
Holovko-Havrysheva, Oksana, Oksana Krayevska, and Svitlana Sas. "Third Mission of Universities: Regulatory Frameworks in a Comparative Perspective." Geopolitical, Social Security and Freedom Journal 6, no. 1-2 (December 1, 2023): 149–73. http://dx.doi.org/10.2478/gssfj-2023-0011.
Full textAbstract:
Abstract This contribution focuses on the EU, national and institutional practices of HEIs’ third mission regulation with a particular attention to the experiences of Ukrainian HEIs, which they developed in response to the challenges caused by the ongoing Russian aggression against Ukraine. It is argued that currently the regulatory frameworks for the third mission are more established at the intra-institutional level about ensuring the entrepreneurial aspects of the HEIs engagement, whereas the third mission social engagement models still remain on margins of the university life.
8
Misra, Debananda. "A path-dependent analysis of the effect of location on the development of new universities." Higher Education 80, no. 2 (December 7, 2019): 289–304. http://dx.doi.org/10.1007/s10734-019-00480-7.
Full textAbstract:
AbstractThis article examines the effect of location on the development of new universities. The study was conducted in seven new higher education institutions (HEIs) established in India during 1996–2008. I collected the data by conducting semi-structured interviews with 73 faculty members in the HEIs and from official documents, media reports and opinion pieces about the HEIs. Using the conceptual framework of path dependency, I investigated the tensions and challenges faced by the HEIs in their initial years. I find the placement of the HEIs in their respective locations to be a contingent event that can make the development of HEIs path dependent. I find that the initial conditions and decisions of the HEIs were influenced by the location and led to reactive sequential events in their initial years with effects that were hard to shake off, making their development path dependent. I show that having to develop their infrastructure and constrained by resources, the HEIs started their academic programmes first, followed by their research activities, and outreach and regional engagement.
9
Zahid, Muhammad, Haseeb Ur Rahman, Wajahat Ali, Muhammad Nauman Habib, and Fazaila Shad. "Integration, implementation and reporting outlooks of sustainability in higher education institutions (HEIs): index and case base validation." International Journal of Sustainability in Higher Education 22, no. 1 (May 11, 2020): 120–37. http://dx.doi.org/10.1108/ijshe-10-2019-0308.
Full textAbstract:
Purpose The integration of sustainability is more matured in the corporate sector. However, the topic received less attention in higher education institutions (HEIs). Therefore, this study aims to conceptualize an integration framework and proposes sustainability integration and implementation index in the HEIs. Design/methodology/approach The index was developed from previous literature. For the implementation of the index, three universities were selected. The required data collected from websites, internal documents and interviews with the high officials of these universities. Findings Sample universities have somehow inclination toward the broad agenda of sustainable development, but still, they lack integration, implementation and reporting of their sustainable practices. Moreover, the departments have positive and practical intent toward sustainability especially regarding the environment, designing curriculum, teaching, research activities and volunteerism. However, in assessment, the social and economic contributions of these universities revealed to be somewhat mild. The findings also evidenced heterogeneity among the sample institutions to follow the said agenda which reflects a lack of awareness and policy or a centralized or regulatory push from the top. Research limitations/implications The study is limited to three universities in Khyber Pakhtunkhwa, Pakistan. Hence, in the future, the framework and index may be tested in other universities of the country or region. Nevertheless, the study carries theoretical significance in the literature of sustainability. Practical implications The study has practical implications for academia, regulatory bodies and universities to integrate, implement and report sustainability in HEIs. Originality/value The study proposes and validates the sustainability integration and implementation index in HEIs. The index is unique and has originality or value particularly for HEIs of the developing countries.
10
Wasilczuk, Julita E., and Magdalena Popowska. "CSR at HEIs: Between Ignorance, Awareness and Knowledge." Problemy Zarządzania - Management Issues 20, no. 1(95) (May 25, 2022): 87–105. http://dx.doi.org/10.7172/1644-9584.95.4.
Full textAbstract:
Purpose: This paper focuses on CSR education in the Higher Education Institutions. It analyzes current approaches to this education and the enhancements already deployed in the international perspective. The main aim is to conceptualize on CSRS education forms within the context of technology-oriented HEIs and propose the model for this education. This model has also been partially verified using the cases of four technical universities. Design/methodology/approach: This research uses qualitative and quantitative research methods. The literature review is applied to trace HEIs’ educational and organizational CSR commitment methods. Based on this review, we proposed a model of CSRS education in HEIs. Using this model, we checked to what extent its elements are used in four technical universities from: Latvia, Lithuania, Ukraine and Poland. For this purpose, educational programs at universities were analyzed. We also confronted the activity of these universities with the students’ knowledge about CSRS. The results of the survey conducted among 3,424 students from these universities contributed to elaborating on this aspect. Findings: The results confirm that students are ignorant of CSR, even those studying at business faculties. What is surprising, even those students who are business owners do not demonstrate a high level of knowledge about CSR. Universities, on the other hand, do not offer the possibility of eliminating this ignorance. Meanwhile, we believe they can do so not only through the standing-alone CSRS education but also by including CSR in other courses and by giving a good example. Research limitations/implications: Due to language barriers, the submitted model was only partially verified at selected universities. We are also aware that the described situation may be one-sided as the four cases presented in this study are homogeneous, as they represent technical universities, so only one profile among a variety of universities’ profiles (technical versus humanities versus economic). Moreover, the conducted research covered students and universities from Central and Eastern Europe, which might also have an impact on the obtained results. Originality/value: Bearing in mind the current level of implementation of education in the area of CSR and the results of the research carried out, we propose a model of education that includes three pillars: a good example of a university (socially responsible university), responsible managers education (RME) and raising awareness among students of non-business faculties (ASR). At the same time, we indicated a large gap between the educational needs in the area of CSRS and the offer of four technical universities.
11
Kruja, Drita, Huong Ha, and Elvira Tabaku. "Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania." International Journal of Quality and Service Sciences 13, no. 3 (August 4, 2021): 359–80. http://dx.doi.org/10.1108/ijqss-05-2020-0077.
Full textAbstract:
Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.
12
De la Poza, Elena, Paloma Merello, Antonio Barberá, and Alberto Celani. "Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability." Sustainability 13, no. 4 (February 13, 2021): 2038. http://dx.doi.org/10.3390/su13042038.
Full textAbstract:
Higher education institutions (HEIs) have voiced growing concerns about sustainability issues since Agenda 2030 was approved, but this is not enough for societal stakeholders seeking and delivering innovation and excellence. The 17 Sustainable Development Goals (SDGs) were adopted by all UN Member States in 2015 as a universal call to action, and pose a challenge for HEIs as for the efforts made to fulfill them and knowing how to assess their performance. However, the metric management system implemented by HEIs quickly led to rankings emerging, which compare HEIs to metrics not related to the sustainability dimensions of the 17 SDGs. The main aim of the paper is to assess the level of reporting and alignment of SDG achievements with the overall the Times Higher Education (THE) ranking score. For this purpose, our study (i) models and quantifies the impact of HEIs’ disclosure of SDG information on HEIs’ overall THE Impact Rankings score, (ii) analyzes whether the best ranked universities are indeed significantly related to different SDGs than other not-so-well-ranked ones, and (iii) models the differences in the overall score and its alignment with distinct SDGs by dimensions, subjects, and geographical regions. In order to do so, a descriptive analysis, non-parametric tests, and linear and logistic regression analyses were performed. Our results reveal that the overall ranking is related to the reporting of HEIs’ SDG achievements. Moreover, the more positive actions related to health, education, industry, responsible consumption and production, climate action, and partnerships there were, the higher the position of HEIs in the general ranking was. However, we found differences between top-ranking universities and others in geographical location, disclosed information, and impact. Thus, the best-ranked universities are more committed to transferring knowledge to industry to satisfy its needs (SDG9), support strong institutions in their countries, and promote peace and justice (SDG16). Finally, SDG9 and SDG17 are the most relevant and constant SDGs when modeling the alignment of SDGs with HEIs’ dimensions (teaching, research, citations, industry income, international outlook) and subjects (technological and social sciences and humanities). HEIs integrating SDG actions into the strategic management of universities and, consequently, reporting their SDG performance to promote sustainability and contribute to sustainable development, is advisable.
13
Rubens, Arthur, Francesca Spigarelli, Alessio Cavicchi, and Chiara Rinaldi. "Universities’ third mission and the entrepreneurial university and the challenges they bring to higher education institutions." Journal of Enterprising Communities: People and Places in the Global Economy 11, no. 03 (July 10, 2017): 354–72. http://dx.doi.org/10.1108/jec-01-2017-0006.
Full textAbstract:
Purpose Over the past few decades, higher education institutions (HEIs) have become key players in regional economic development and knowledge transfer, which has led to a third mission for HEIs and the entrepreneurial university. The purpose of this paper is to assess the challenges of HEIs in fulfilling the third mission for economic development and the changing role of being an entrepreneurial university, and the changes that need to be implemented to fulfill this new mission. Design/methodology/approach The authors have drawn on current literature to examine academic entrepreneurism and the entrepreneurial university, and how universities are fulfilling their third mission. Findings The findings from our review of the literature demonstrated the varied economic and social benefit of universities conducting external third mission/entrepreneurial activities in the community, as well as how the changing role and expectations of universities to become more entrepreneurial, has not only changed the expectations and role of university administrators, faculty and staff but also the business community which they serve. The review also showed the varied challenges for universities in fulfilling the third mission of economic development. Research limitations/implications Although ample literature and cases about universities’ third mission of economic development and the new entrepreneurial university (especially with research universities) were available, literature or research was limited on the specific challenges and obstacles faced by administrators, faculty and departments in fulfilling this mission, and few studies recommended changes that needed to be implemented in HEIs to support this new mission. Practical/implications The paper supports the potential role that HEIs play in implementing economic development in their communities or region. The paper also highlights some of the necessary resources and policy changes that policymakers and university administrators need to implement to reward and recognize faculty in conducting outreach activities as part of the university’s third mission. Originality/value The findings from this study highlight the challenges and barriers for faculty, staff and HEIs in fulfilling the third mission and becoming an entrepreneurial university.
14
Farinha, Carla Sofia, Ulisses Azeiteiro, and Sandra Sofia Caeiro. "Education for sustainable development in Portuguese universities." International Journal of Sustainability in Higher Education 19, no. 5 (July 2, 2018): 912–41. http://dx.doi.org/10.1108/ijshe-09-2017-0168.
Full textAbstract:
Purpose This paper aims to determine, from key actors’ perspective, how sustainability has been integrated into the policies and strategies of higher education institutions (HEIs), particularly Portuguese public universities, within the framework of the United Nations Decade of Education for Sustainable Development (UN DESD) 2005-2014. Design/methodology/approach Semi-structured exploratory interviews were conducted after gathering a sample of 15 key actors in decision-making processes who designed and implemented Portuguese education for sustainable development (ESD). Seven interviews with the key actors were undertaken and analyzed, leading to other plans, policies and programs that were not publicly accessible. Findings The main findings are the lack of commitment from governmental institutions to implementing ESD at the university level and how few documents are partially linked to sustainable development, according to the key actors’ opinions. Nevertheless, Portuguese universities’ autonomy and their social responsibility have lead them to develop several initiatives and policies toward ESD. Research limitations/implications Convenience sample does not allow results to be generalized to all Portuguese HEIs. Future investigation will be undertaken, including the analysis of plans, policies and strategies at university level, and a questionnaire survey will be applied to those responsible for implementing sustainability in Portuguese universities. Practical implications This study provides findings, conclusions and recommendations that ultimately motivate HEIs to achieve sustainable development and to be more effective in integrating sustainability into their policies and strategies. Originality/value The paper contributes to the literature by reflecting the lack of integration of policies and strategies in HEIs in a southern European country (Portugal), within the framework and goals of the UN DESD 2005-2014, and by explaining similar patterns probably existing in other countries.
15
Barbosa Soares, Cícero Allan, Jeniffer De Nadae, Diego Coelho Do Nascimento, Paulo Renato Alves Firmino, and Sandra Naomi Morioka. "Photovoltaic solar energy and sustainability in higher education institutions: a multiple case study." Revista Gestão da Produção Operações e Sistemas 18 (February 6, 2023): e02939. http://dx.doi.org/10.15675/gepros.v18i00.2939.
Full textAbstract:
Purpose: to identify which Higher Education Institutions (HEIs) in the Metropolitan Region of Cariri (MRC) use photovoltaic solar energy, then analyze the sustainability measures used by the HEIs, correlating them with the Sustainable Development Goals (SDG).
Design/methodology/approach: a case study, where the secondary data source and the data analysis technique is bibliographic and documentary.
Findings: four HEIs use photovoltaic solar energy (22.22%) in the MRC from a total of 18 HEIs, revealing a predominance of public HEIs (75%) over private HEIs (25%). The systems are new and have been installed within the last five years. The simple average payback found is 4.9 years. The study showed that in other universities worldwide, this period varies from 3 to 14.29 years. Average monthly energy generation ranges from 18,000 kWh to almost 115,000 kWh. Sustainable Development Goal 7 was observed in all the HEIs in the study, with 1 of the HEIs using measures found in all the SDGs.
Research, practical and social implications: Results reveal that the major motivation for implementing photovoltaic solar energy in these HEIs is environmental and social, and not economic, also revealing the predominance of public HEIs over private HEIs. Since it is a region with a high potential to use renewable energy, the results found are also intended to encourage debate among the other HEIs identified in the study and for them to adopt this solution.
Originality/value: HEIs has an enormous capacity to have a positive influence on society and is a bridge between research, practice, and knowledge dissemination. The MRC has a large educational structure, with 18 HEIs, and can significantly contribute to meeting the SDG. This article demonstrates the structure and impacts of adopting sustainability measures in these HEIs.
Keywords: Sustainable Development; Universities; Renewable Energy; SDG.
16
Zaibunnisa Siddiqi, Shahzad Nasim, Sarmad Aftab Lashari, Nazia Abdul Rehman, and Syed Asad Abbas Rizvi. "Appraisal System and Employee Performance: A Qualitative Study in The Education Sector." International Journal of Social Science & Entrepreneurship 4, no. 2 (April 30, 2024): 33–51. http://dx.doi.org/10.58661/ijsse.v4i2.238.
Full textAbstract:
Higher education institutions offer the advanced training required for a wide range of professions, including educators, physicians, nurses, engineers, humanists, business owners, and social scientists. In addition, HEIs also provide the high-level skills required for every labor market. Faculty members in HEIs are the source of delivering better education. Hence, the study aims to increase faculty members' performance in HEIs. This study uses the qualitative research approach to investigate the relationship between performance appraisal and faculty members' performance in higher education institutions (HEIs). The research data is collected from the faculty members of the HEIs, and the content analysis of the interviews is utilized as the primary data analysis method. The study's findings indicate the positive effects of the performance appraisal system in universities on the performance of faculty members and universities. The research highlights the importance of implementing an effective performance appraisal system that promotes faculty members' professional growth and contributes to the institution's overall success.
17
Atif, Noorajan, and Mohammad Wisal. "Assessing Soft Skills Integration in Higher Education (A Survey of Afghan Universities and Higher Education Institutions)." Academic Journal of Research and Scientific Publishing 6, no. 62 (June 5, 2024): 05–19. http://dx.doi.org/10.52132/ajrsp.e.2024.62.1.
Full textAbstract:
This article presents a comprehensive study that investigates the extent to which Afghan Universities and Higher Education Institutions prioritize the integration of soft skills within curricula, pedagogy, and educational programs, ensuring alignment with the demands of the 21st-century career market. A survey design has been used to collect the data from 35 different departments of 20 universities and higher education institutions in Afghanistan. The findings of the study revealed several important insights. There is a significant misalignment between the curriculum implemented in Afghan Universities and HEIs and the job market demands. The study found that Afghan Universities and HEIs do not pay sufficient attention to the development and fostering of soft skills in students through their educational programs and pedagogy. The study revealed that respondents also expressed concerns regarding the ability of universities and HEIs to effectively nurture and develop soft skills. They identified some key contributing reasons for their concerns such as outdated curriculum and pedagogy, and lack of professionalism. The researchers recommend that universities and higher education institutions strengthen the integration of soft skills into their educational programs to better prepare students for the professional world. and Prioritizing the integration of soft skills alongside technical knowledge.
18
Ibrahim, Yasmin, Anita Howarth, and Ian Stone. "Lecture Capture Policies: A Survey of British Universities." Postdigital Science and Education 3, no. 1 (February 3, 2020): 144–61. http://dx.doi.org/10.1007/s42438-020-00102-x.
Full textAbstract:
AbstractThe integration of digital and convergent technologies into the classroom poses policy level challenges for universities, as these constitute a wider process of digitalization and marketization of the higher education institutions (HEIs) ranging from open access publishing to augmenting pedagogy through learning platforms. Digital technologies not only augment teaching and learning, they present HEIs with a multitude of challenges from copyright of third-party materials to performance rights. This paper surveyed lecture capture policies in 149 British universities in 2015–2016. As mobile and capture technologies become part of the classroom and extend their construction beyond the physical realms, this paper assesses the policy challenges that have emerged with the incorporation of lecture capture technologies into HEIs. Lecture capture is part of the ‘digitalization’ of the HEI sector, illuminating both the investments into digital modes of delivery and dissemination and in tandem the numerous challenges (structural, pedagogic, legal and ethical) that face the sector today through the increasing incorporation of technologies into everyday teaching practices, policy and delivery.
19
Khasanov, Alisher. "TRANSITION TO AUTONOMOUS MANAGEMENT OF PUBLIC UNIVERSITIES IN UZBEKISTAN – CHALLENGES AND OPPORTUNITIES." American Journal Of Social Sciences And Humanity Research 03, no. 03 (March 1, 2023): 38–42. http://dx.doi.org/10.37547/ajsshr/volume03issue03-09.
Full textAbstract:
The paper looks at the reforms in higher education of Republic of Uzbekistan. In particular what measures have been taken to award a greater degree of academic and financial independence to move from centralized to autonomous management of HEIs. There are number of law and regulations have been put in place to support this change. The concept of corporate governance in higher education must be studied and implemented to ensure effective management of HEIs with the aim to improve and develop academic quality and strategic development.
20
Meçe, Elinda Kajo, Enida Sheme, Evis Trandafili, Carlos Juiz, Beatriz Gómez, and Ricardo Colomo-Palacios. "Governing IT in HEIs: Systematic Mapping Review." Business Systems Research Journal 11, no. 3 (November 1, 2020): 93–109. http://dx.doi.org/10.2478/bsrj-2020-0029.
Full textAbstract:
AbstractBackgroundHigher Education Institutions (HEIs) are aware of the immense importance of achieving their strategic objectives to increase their impact on the society and to be competitive. As a board responsibility, information technology governance (ITG) plays an important role in the overall HEIs performance. Numerous HEIs are making great efforts to properly govern information technology (IT) by using ITG frameworks.ObjectivesThis study investigates the overall adoption of ITG frameworks in different HEIs through a systematic mapping review.MethodWe analyzed forty relevant papers, filtered from 6 selected online libraries, and answered six research questions on ITG implementations at universities worldwide.ResultsThe results show an increasing number of publications on ITG usage in HEIs in the last decade. The largest number of applications is described in Asian countries, while the most popular used frameworks are COBIT, ISO versions, and in-house developed frameworks. Finally, we describe the top challenges and benefits of ITG implementation mentioned in research papers.ConclusionThis paper provides a deep insight into the level of integration of ITG in universities worldwide. The results will be presented to the involved stakeholders at our university to increase the awareness of ITG in HEIs and help its implementation process.
21
Wagg, Sharon, and Pam McKinney. "Information literacy outreach between universities and schools." Journal of Information Literacy 14, no. 2 (November 29, 2020): 44. http://dx.doi.org/10.11645/14.2.2692.
Full textAbstract:
Research shows that students starting higher education (HE) often lack an essential level of information literacy (IL). To address this issue, a growing number of Higher Education Institutions (HEIs) engage with schools through Information Literacy Outreach Programmes (ILOPs). This paper explores the forces and motivations behind how and why HEIs engage with schools through ILOPs, and discusses their impact on beneficiaries.
Using a UK research-led university in the North of England as a single case study (hitherto XXXX), this research project adopted a qualitative case study approach and used Situational Analysis to explore and analyse the data collected. Data collection involved semi-structured interviews with key staff that participated in the IL outreach programme, and a model was developed to illustrate diagrammatically the key outcomes and phases of the IL Outreach Programme.
Key findings revealed that the IL Outreach Programme at XXXX is an effective mechanism for bridging the social worlds of schools and HE; for creating partnerships and knowledge sharing between institutions; for breaking down social barriers and inequalities; and for developing critically aware, independent learners.
The significance of this paper is that it helps us understand the impact of IL outreach programmes, and how such programmes provide schools and HEIs with an opportunity to work collaboratively and share knowledge and best practice. It also provides a valuable addition to IL literature.
22
Rodrigues, Carlos, Artur da Rosa Pires, and Eduardo de Castro. "Innovative Universities and Regional Institutional Capacity Building." Industry and Higher Education 15, no. 4 (August 2001): 251–55. http://dx.doi.org/10.5367/000000001101295740.
Full textAbstract:
This paper explores the experience of the University of Aveiro in attempting to promote a favourable environment for innovation in the Portuguese industrial region in which it is located. The authors first discuss the barriers faced by peripheral regions in their attempts to establish the continuous interactive process that feeds innovation. They then highlight the role played in such regions by higher education institutions (HEIs) as the main sources of knowledge, and as crucial agents in fostering the social learning processes needed to sustain regional competitiveness. Against this background, the organizational challenges and requirements associated with the role of HEIs in peripheral regions are explored. Finally, the authors emphasize the need for specifically designed intermediate structures linking academia and society and, using the case of Aveiro, examine the process of institutional innovation and learning.
23
Schäfer, Mike, and Daniel Vogler. "The public face of universities." EU Research Winter 2022, no. 33 (December 2022): 49–51. http://dx.doi.org/10.56181/hbzg5257.
Full textAbstract:
Universities and other Higher Education Institutions are devoting an increasing amount of resources to communication as they seek to highlight their achievements, attract students and demonstrate their wider relevance in today’s knowledge economy. We spoke to Professor Mike S. Schäfer and Dr Daniel Vogler about their research into the way HEIs communicate with the broader public.
24
Matshonisa Seeletse, Solly, and Joel Lehlaba Thabane. "Foremost causes of high academic turnover rate at some South African universities." Environmental Economics 7, no. 2 (June 3, 2016): 106–14. http://dx.doi.org/10.21511/ee.07(2).2016.11.
Full textAbstract:
The paper focuses on experiences of resigning academics in higher education institutions (HEIs) of South Africa. The concern was the huge monetary cost involved, and student delays due to these resignations. The networks of the researchers benefitted this study by being alerted to resignations of academics in HEIs and arranging some of the interviews that were held. In some cases, exit interviews were also used. The study shows that these HEIs are negligent by failing to develop the appropriate policies for the new dispensation, and the bad practices of appointing managers. In addition, the improperly appointed managers lack skill and knowledge in management. As a result they discriminate, victimize and make job unbearable for some employees. Some of these employees who end up rising. Moreover, the decisions taken by the improperly appointed managers are also not monitored. Hence,the poor decisions made are not being over-ruled. The recommendations are that policies should be designed to align with the laws stated, and suitably experienced and qualified officials be appointed to enforce the policies. Also, interventions are needed regarding the powers given to improperly appointed managers
25
Albanese, Marina, Francesco Busato, Gianluigi Cisco, Saverio Di Giorno, and Concetta Grasso. "OVERCOMING OBSTACLES: HIGHER EDUCATION INSTITUTIONS AND THE SDGS IN THE EU – A CLUSTER ANALYSIS." EARTH & PLANETARY INSIGHTS - Scientific Peer-Reviewed Journal of the SWS Scholarly Society 1, no. 1 (July 7, 2024): 49–70. http://dx.doi.org/10.35603/epi24.1.05.
Full textAbstract:
The aim of this study is to classify Higher Education Institutions (HEIs) in the European Union (EU) based on the financial and knowledge barriers they face in im- plementing sustainable practices. The data was collected from European universities through the European Deans Council for Sustainable Development (DECODE) sustain- ability project. Hierarchical cluster analysis was used to group countries based on their sustainability barriers, and each cluster was analyzed based on the socio-economic struc- ture of the countries and the management organization of the universities. The findings suggest that countries with low scores on both the knowledge and financial side exhibit similarities and those facing higher financial barriers also tend to experience lower levels of knowledge barriers. The study provides valuable insights into the challenges and needs of HEIs in each country regarding Sustainable Development Goals (SDGs). This research can guide policymakers and universities in developing effective strategies to overcome financial and knowledge barriers and promote sustainability practices in HEIs.
26
Adhikari, Dev Raj, and Bijaya Bikram Shah. "The state of the art in the incorporation of sustainable development goals in Nepalese Universities." International Journal of Sustainability in Higher Education 22, no. 6 (July 26, 2021): 1373–401. http://dx.doi.org/10.1108/ijshe-11-2020-0460.
Full textAbstract:
Purpose This paper aims to assess the state of the art of quality of education, research and governance to incorporate sustainable development goal 4 (SDG 4) in Nepalese higher education institutions (HEIs). In particular, it raises questions to initiate a discourse on HEIs to achieve SDG 4. Design/methodology/approach The idea of undertaking this research is heavily borrowed from scientific literature and policy documents. It is an exploratory study that assesses the current status of quality of education, research and governance and suggests policy measures to inculcate SDGs culture in Nepalese HEIs. This study follows a qualitative approach. The analysis is based on the opinions of 113 HEIs stakeholders and high-ranked university officials. Discussions among stakeholders have been organized using online facilities such as Zoom and Team. Findings Nepalese universities had not incorporated SDGs in their policy, planning, budget and curriculum. The research finds that even after the government’s commitment to SDGs, HEIs are not honestly involved in academic discourse on these goals. From the conversation with university officials, it appears that Universities have understood it as a government policy for development, rather than incorporating it as their sectoral responsibility to ensure the quality of education for future generations. Practical implications This paper prescribes policies to inculcate SDGs culture practically throughout the university structure and operations and opens the floor to discourse on the sectoral role to reach SDG 4. Second, this research suggests activities and policies integrated toward the common good agenda. Originality/value The paper is the first of its type in the context of a least developed country, Nepal, to raise the issue of HEIs for SDGs. This paper also represents the situation of HEIs for SDGs of similar countries.
27
Bolotov, V. A., G. N. Motova, and V. G. Navodnov. "Global Aggregated Ranking of HEIs: Russian Footprint." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 3 (April 1, 2021): 9–25. http://dx.doi.org/10.31992/0869-3617-2021-30-3-9-25.
Full textAbstract:
The paper suggests a new approach to performance evaluation of universities in Russia and worldwide based on aggregation of the results of ten global rankings and the Database of External Quality Assurance Results (DEQAR). The method of league analysis (MetALeague) allows the authors to integrate the diverse results of ranking and evaluation regardless of considerable variations in ranking methodology and indicators. As a result of MetALeague integration, the Global Aggregated Ranking of higher education institutions has been made. The paper analyses the global rankings and the position of Russian HEIs in these rankings. The authors have also analyzed the positions of countries based on the number of HEIs included in the Global Aggregated Ranking. The due consideration of research results, according to the authors, can propel the leading Russian universities to higher positions in the global educational environment.
28
Yurchyshena, Liudmyla. "INTEGRAL ASSESSMENT OF THE FINANCIAL STABILITY OF UNIVERSITIES." Academic Review 2, no. 61 (July 5, 2024): 101–12. http://dx.doi.org/10.32342/2074-5354-2024-2-61-7.
Full textAbstract:
University management systematically faces the problem of objectively assessing the financial stability of higher education institutions (HEIs). This challenge arises due to the influence of external drivers, including the instability of institutional support, changes in approaches, reductions in budget funding, the consequences of the Covid-19 crisis, war, population migration abroad, destruction of the material and technical base of HEIs, a decrease in the solvency of the population, and the psychological status of employees. In the paradigm of this study, the financial stability of universities is investigated as their ability to form a positive financial space, create value propositions considering time demands, ensure income growth and diversification, rational distribution of resources, maintain liquidity and solvency, and respond flexibly and quickly to the challenges of the time. The purpose of the article is to methodologically justify and practically implement the integral assessment of the financial stability of universities based on the point method, utilizing both static and dynamic approaches. The information base of this study comprises data from the Unified State Electronic Database on Education as of October 1 of the reporting year, financial information, and rectors’ reports for the years 2017 to 2022, which were published on the websites of the Higher Education Institutions. The sample includes 35 HEIs of Ukraine, varying in types (classical, polytechnic, pedagogical, economic, and others), scale, and location. The main results of the study are as follows: - a three-criterion approach to determining the integral indicator of financial stability: the first criterion is contingent (scale), encompassing indicators demonstrating changes in student numbers according to public and private forms of education, the ratio of teacher supply to applicants, the level of budget allocations and private financing per student, and expenses for wages per student; the second criterion is cash flows, represented by liquidity indicators and a financial cushion; the third criterion is income and expenses, including indicators characterizing the change in income, their diversification, the level of income per 1 student and teacher, the share of marginal income, the ratio of income and expenses, the coefficient of coverage of fixed expenses by income; -the method of calculating the integral indicator of financial stability based on static and dynamic approaches was justified and tested using the example of 35 HEIs in Ukraine; - four types of financial stability of universities were established according to the maximum value of the integral indicator: stable (41–50 points), normal (31–40 points), risky (21–30 points), and crisis (20 or fewer points). The method of calculating the integral indicator of financial stability of universities proposed in the article is a tool for making tactical and strategic decisions by university management.
29
Tantanee, Sarintip, Phisut Apichayakul, Panu Buranajarukorn, Liwa Pardthaisong, Chanida Suwanprasit, Arisara Charoenpanyanet, and Phaothai Sin-Ampol. "Policies to Promote Research and Innovation in Developing Countries’ Universities: The Case of Thailand." Indian Journal of Public Administration 65, no. 3 (July 26, 2019): 718–32. http://dx.doi.org/10.1177/0019556119840956.
Full textAbstract:
Research and Innovation (R&I) has played an important role in constructing new knowledge in higher education institutions (HEIs) worldwide. There are both enabler and barrier factors on R&I capabilities in HEIs; therefore, this paper aims to investigate the importance, current contexts and gaps in R&I capacity building of Thai HEIs and the possibilities for improvement. Thirteen policymakers from HEI’s Authorities and Research Funding Agencies were interviewed in-depth. In addition, an online survey has been conducted with 172 university academic staff, who have been involved in R&I. The results show that the majority of respondents agree that R&I is very important; however, these activities have not been clearly supported by national policies. From the suggestions for improvement, the whole R&I supporting system, from the national to the HEIs levels, should be developed and improved through policy, skill acquisition and job opportunities, research grants and enhancing national and international collaborations.
30
Gohir, Tas, and Grier Palmer. "Technology Transfer in HEIs." Industry and Higher Education 19, no. 5 (October 2005): 345–61. http://dx.doi.org/10.5367/000000005775185895.
Full textAbstract:
The UK's bioscience research base is one of the country's genuine long-term economic assets. It is critically important for the UK not to repeat past mistakes, when financial exploitation of innovative and groundbreaking bioresearch went overseas. This study reviews commercialization from the Department of Biological Sciences at Warwick University as a microcosm of the current state of technology transfer in academia. Its technology transfer operation is typical of many other such organizations. Warwick University does, however, have the benefit of being in the ‘Ivy League’ of UK universities and is regarded as a beacon of entrepreneurial flair. If the power of academic entrepreneurship is to be fully unleashed anywhere, Warwick is as well placed as any to capitalize on the opportunities. While the purpose of the study has been to consider how Warwick's enormous entrepreneurial prowess can be harnessed for the greater commercialization of its bioscience research, many of the conclusions and recommendations are applicable to other departments and academic institutions worldwide.
31
Krupka, Mykhailo, and Svitlana Sas. "EFFICIENCY OF SCIENTIFIC AND INNOVATIVE ACTIVITY OF UKRAINIAN UNIVERSITIES IN THE CONTEXT OF FINANCIAL POTENTIAL REALIZATION AND ACADEMIC REPUTATION." Scientific Notes of Ostroh Academy National University, "Economics" Series 1, no. 22(50) (September 29, 2021): 55–65. http://dx.doi.org/10.25264/2311-5149-2021-22(50)-55-65.
Full textAbstract:
The main features of the modern educational and scientific space are the rapid realization of knowledge, the ability to effectively operate scientific results, the development of new technologies and their spread in the world, the competition for intellectual and financial resources. Under such conditions, the ability of universities not only to disseminate but also to create new knowledge through research, to ensure their social and economic efficiency, are the main criteria of global competitiveness. Transforming the domestic science, education and production, defining strategic guidelines for innovative development, ensuring economic growth and the most effective distribution of available resources, especially through the improvement of the universities efficiency in the context of their intellectual, financial potential and academic reputation realization are important tasks of the state on the way to building a competitive national economy. The purpose of the article is to identify and evaluate the relationship between the results of research activities at Ukrainian universities, their financial potential and academic reputation. In accordance with the objectives, the article describes the existing sources and organization of academic research financing at Ukrainian state higher education institutions (HEIs), the scientific and innovative activity efficiency indicators are systematized, the comparative analysis of results of research work of universities of Ukraine taking into account sources and volumes of their financing is carried out and the interrelation between these indicators of scientific and innovative activity is estimated. The object of the study are the classical universities of Ukraine, which occupy leading positions in the national rankings of HEIs, in particular the ranking of universities according to Scopus. Analyzing with the help of information posted on the websites of the HEIs, the sample indicators of scientific and innovative activities of universities, their staffing and financial support, it was found that not always the scale of HEIs in its quantitative dimension affects efficiency. The analysis showed that there is no direct relationship between the financial potential of universities and the achievement of the highest scientific results. Thus, the amount of funding for scientific activities has a significant impact on the level of achievement of HEIs and its employees, but is not always used effectively. Important in the market environment is effective financial management, diversification of funding sources, targeted use of financial resources provided for research and innovation of universities, which in globalization allows to ensure a high level of research, an important place of Ukrainian universities in world science and international rankings, their competitiveness, among others, as well as the innovative development of the country as a whole.
32
Simion, Petronela Cristina, Mirona Ana Maria Popescu, Iustina-Cristina Costea-Marcu, and Georgiana Moiceanu. "Analyzing the Abandonment Rates in Romanian HEIs." Proceedings of the International Conference on Business Excellence 18, no. 1 (June 1, 2024): 3267–76. http://dx.doi.org/10.2478/picbe-2024-0266.
Full textAbstract:
Abstract The advancement of technology, the changing and competitive business environment has an impact also on higher education. Potential students are faced with a multitude of choices, without always having the proper guidance to choose a path that is suitable for each of them. Their sometimes-uninformed decision, along with other factors may lead to the phenomenon of dropout. This has a negative impact on universities environment in terms of programs, to society and economy, all being linked in a way. The issue of dropout in higher education is a complex one, a challenging one these days and therefore research on this subject to address it properly are essential. In this article it is presented the current situation on Romanian universities and their dropout rates. Also, an analysis of scientific papers and sources is carried out to identify and document the key factors that contribute to the student’s choice of abandoning their university studies.
33
Sułkowski, Łukasz, Sylwia Przytuła, Colin Borg, and Konrad Kulikowski. "Performance Appraisal in Universities—Assessing the Tension in Public Service Motivation (PSM)." Education Sciences 10, no. 7 (July 1, 2020): 174. http://dx.doi.org/10.3390/educsci10070174.
Full textAbstract:
Performance appraisal (PA) has become a prominent feature on the agenda of higher education institutions (HEIs). However, the traditional culture of the typical university is based on individual commitment, scientific teamwork, dedication to public service and intrinsic motivation of the academic staff, all of which are the essential components of public service motivation (PSM). By interviewing key informants from three public universities, the purpose of our research was to identify various tensions between PA and PSM, by asking what is the impact of PA on PSM of academics in public HEIs. Our findings have shown that the purposefulness of PA activities may not be fully understood by public HEI management and academics. The existing tensions between PA normative aims of motivation and fair evaluation and its descriptive effects of increasing bureaucracy and dissatisfaction might undermine PSM, an essential driving force that motivates academics to work in public HEIs.
34
Segundo, Julio, Mariluz Fernandez-Alles, Maria Velez, and Jose M. Sanchez. "Unicanvas: Exploring a tool for strategic management." Open Research Europe 4 (April 11, 2024): 64. http://dx.doi.org/10.12688/openreseurope.17233.1.
Full textAbstract:
Purpose This research proposes an adapted version of Business Model Canvas (BMC) as a strategic instrument for Higher Education Institutions (HEIs). University-Model Canvas (Unicanvas) is intended to be a critical visual and dynamic tool for addressing the challenges faced by entrepreneurial universities in their quintuple helix model. Research methods/Approach Considering the new challenges facing HEIs, transfer knowledge, corporate social responsibility, internationalization, digitalization, sustainability, and the critical role of universities in innovation and regional development, we adapt the strategic building blocks of the BMC in the context of universities. Findings and implications Departing from BMC, we propose 10 strategic building blocks against the nine BMCs, including an achievement box. The new challenges HEIs face, the expansion of university outputs, and new societal demands highlight the opportunity to use this tool instead of traditional and static strategic planning models to discuss and concretise their differentiated way of competing. The use of this participative, dynamic, intuitive, and flexible strategic tool will facilitate the holistic strategic management of these institutions in their current new challenges.
35
Neves, Clarissa Eckert Baeta, and Maria Ligia de Oliveira Barbosa. "Internationalization of higher education in Brazil: advances, obstacles, and challenges." Sociologias 22, no. 54 (August 2020): 144–75. http://dx.doi.org/10.1590/15174522-99656.
Full textAbstract:
Abstract In recent years, in Brazil, the theme of the internationalization of universities has become part of the agenda of academic leaders, main funding agencies and representative entities of public and private HEIs. This article aims to analyze the experience of HEIs and funding agencies in Brazil regarding the issue of internationalization. Starting from the process of traditional international academic cooperation, we seek to observe advances of Brazilian universities towards the definition of broader and more complex institutional strategies and objectives regarding internationalization. Drawing on concepts of the internationalization process, we briefly depict the main features of the Brazilian higher education and postgraduate system, analyzing cooperation and international influences within it. Then, we discuss the internationalization policies implemented by central government agencies and the involvement of HEIs in institutional internationalization actions. It is observed that the internationalization of Brazilian higher education system is still incipient and that HEIs are scarcely proactive in the development of institutional policies to receive and in leveraging the opportunities offered in the process.
36
Salnikova, Natalia. "QUALITY ASSURANCE IN DEPARTMENTAL HEIs: THE INFLUENCE OF INTERNATIONAL ORGANIZATIONS." Law Journal of Donbass 75, no. 2 (2021): 182–91. http://dx.doi.org/10.32366/2523-4269-2021-75-2-182-191.
Full textAbstract:
The development of the quality of higher education is a priority for the modern state policy of Ukraine. To implement the quality standards of higher education adopted in the European Higher Education Area, Ukrainian departmental universities are adapting the European experience, forming an internal quality assurance system. Departmental universities have been establishing an internal system of quality assurance since 2016. At this stage, the relevant provisions on the level of the universities have been developed to regulate the distribution of powers between different departments of the HEI. Another direction of quality assurance is cooperation with external stakeholders, in particular public organizations of various levels. Based on the analysis of examples of interaction between departmental higher education institutions of Ukraine and international non-governmental organizations available on the websites of relevant institutions, a conclusion was made about the discrete nature of cooperation and the lack of public information about the cooperation. According to information on the sites the universities and international NGOs cooperate in the form of joint public events of academic character, they organise training, conferences and round tables. International non-governmental organizations have great potential to ensure the quality of specialized higher education, in particular, in the joint development and revision of educational programs with universities, educational activities involving international experts, conducting international seminars and workshops, joint projects. Moreover, non-governmental organizations can provide educational services of non-formal education; to carry out projects addressed to local communities in partnership with higher education institutions. The author considers non-governmental organizations to be an important mechanism for articulating public interests and requests of citizens and local communities which is critically important for the departmental universities. To realize this potential of cooperation, it is necessary to establish additional documents (regulations, concepts), which will detail the mechanism of cooperation between the departmental university and the non-governmental organization
37
Abdahir, Mohamad Riza, Wan Sabri Wan Hussin, and Ratneswary Rasiah. "New Business Venture into Private Higher Education in Malaysia through Dynamic Capabilities." Asian Journal of University Education 17, no. 4 (November 25, 2021): 117. http://dx.doi.org/10.24191/ajue.v17i4.16191.
Full textAbstract:
Abstract: Higher education institutions (HEIs) are traditionally seen as society's robust institutions but are currently experiencing new difficulties as a result of shifts in both government and society's expectations of their roles as education providers. There is a global call for new models and practices which need HEIs in the private sector to develop what was once business-oriented management competencies. Hence this study addressed the global call for HEIs in Malaysia to be more entrepreneurial and explored the experiences of entrepreneurs who had ventured into the education industry with the aims of business diversification, capacity building, lifelong education and nation-building. The qualitative study explored the context of private universities in Malaysia which included the socio-historical background and experience of seven founders, and their management approaches in establishing their HEIs as successful, sustainable and respectable education providers. A grounded theory approach was adopted to gather data through in-depth interviews with the participants. Their emic perspectives of the challenges and opportunities experienced while managing their respective universities was analysed thematically. The findings revealed that new ventures into private higher education must be spearheaded by individuals with entrepreneurial leadership who would be able to develop and enhance the dynamic capabilities necessary for successfully managing a university. These leaders must also capitalize on the opportunities available and form a team of agile and resilient staff who can withstand and manage changes in the environment. The study also provides a guideline for managing private universities in a more cost-effective manner.
Keywords: Dynamic Capability, Entrepreneurial Universities, Higher Education Institutions, Leadership
38
Pałasz, Michał. "Wyścig do marki uczelni przyjaznej dla klimatu. Studium Uniwersytetu Jagiellońskiego w rankingach szkół wyższych odpowiedzialnych środowiskowo." Zarządzanie w Kulturze 24, no. 4 (April 24, 2024): 317–50. http://dx.doi.org/10.4467/20843976zk.23.021.19364.
Full textAbstract:
The paper addresses the issue of the potential impact of a university’s presence in the rankings of climate friendly HEIs on its brand and activities, filling a research gap in this area. It starts with a discussion of the concepts of a brand, its personality and strength, presenting selected brand rankings as well as criteria for rankings of climate friendly universities, having outlined the specificity of a climate responsible HEI brand. Afterwards it presents answers to the research questions which were obtained using the desk research method obtained using the desk research method: how the Jagiellonian University is currently performing in the rankings of climate friendly universities and what aspirational reference points can be identified for it. The subjects of the study were three leading rankings published in 2023, which assessed HEIs in terms of their climate actions and the position of the Jagiellonian University in them – both globally and in relation to groups of universities from Poland, Central Europe, European Union and the UNA Europa network. As a result of benchmarking, groups of HEIs brands were mapped as they could constitute reference points for the activities of the Jagiellonian University and other Polish universities. The impact of climate friendly HEIs rankings on the brand and activities of a university is based not only on the need to meet participation criteria, but also on creating social pressure related to comparing brands, and on the need to ensure the coherence of the brand of a climate friendly university on the principle of positive feedback loop.
39
Yurchyshena, Liudmyla. "КЛАСТЕРИЗАЦІЯ УНІВЕРСИТЕТІВ ТА ОБҐРУНТУВАННЯ ЕКОНОМІЧНОЇ МОДЕЛІ ЇХ РОЗВИТКУ." Educational Analytics of Ukraine, no. 3 (2023): 73–86. http://dx.doi.org/10.32987/2617-8532-2023-3-73-86.
Full textAbstract:
The destruction of infrastructure, migration of teachers, students and potential applicants abroad, chaotic and unpredictable decisions on further cooperation with higher education institutions (HEIs), and cuts in budget funding for higher education are factors that make universities vulnerable. Understanding the real sustainability potential of universities and the key components of the economic model of development is a tool for making management decisions to ensure their sustainability. The purpose of the article is to substantiate the methodological tools and test the methods of clustering universities to identify the key components and indicators of the economic model of development. In the course of the study, on the basis of a panel sample of 35 HEIs, using a dynamic approach, three groups of indicators for building clusters were calculated: scale indicators determined by changes in the contingent; financial indicators characterizing university revenues and expenditures in relation to other indicators; indicators of external competitiveness assessment. The clustering of universities was carried out in the RapidMiner Studio software product using the Auto Model tool, employing the k-Means method, which made it possible to combine universities into relatively homogeneous groups according to the selected indicators and the rates of their changes. Main scientific results are as follows: methodological tools for clustering universities and substantiating economic development models have been identified; clustering of universities by scale, financial indicators and external competitiveness assessment has been carried out; models of university development have been identified and substantiated depending on the value of key indicators; the main components (enrollment, income and expenditures) and indicators of the economic model of their development are identified, the change of which is decisive for assignment to a particular cluster and is a tool for making management decisions to ensure the sustainability potential of HEIs.
40
Aleixo, Ana Marta, Ulisses Azeiteiro, and Susana Leal. "The implementation of sustainability practices in Portuguese higher education institutions." International Journal of Sustainability in Higher Education 19, no. 1 (January 2, 2018): 146–78. http://dx.doi.org/10.1108/ijshe-02-2017-0016.
Full textAbstract:
Purpose The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs). Design/methodology/approach A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained. Findings Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation of SD practices. Only 11 per cent of HEIs are innovators in the implementation of SD practices, and a majority of HEIs have implemented less than 34 per cent of the SD practices studied. Research limitations/implications This research has a national scope, and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. Practical implications This study provides valuable insights and theoretical and methodological guidance for future implementation processes supporting the transition to sustainability in HEIs. Originality/value This is the first study conducted in Portuguese HEIs with the aim of determining their efforts to implement and promote sustainability.
41
Haniya, Osama K., and Hamdan Said. "Influential factors contributing to the understanding of international students’ choice of Malaysian higher education institutions: Qualitative study with a focus on expected benefits." Tuning Journal for Higher Education 9, no. 2 (May 28, 2022): 63–97. http://dx.doi.org/10.18543/tjhe.1966.
Full textAbstract:
This research aimed to identify the influential factors contributing to the international students’ choice of Malaysian Higher Education Institutions (HEIs), focusing on the expected benefits. Additionally, the study contributes to the development of the higher education sector in Malaysia by providing recommendations to the HEIs based on the students’ perceptions. To achieve this purpose, the researchers utilized a qualitative approach through interviews where the study targeted the international students in Malaysia; 18 students were interviewed until saturation was reached. The thematic analysis was utilized to analyze the interviews where five major influential factors were highlighted and investigated: reliability, assurance, tangibility, empathy, and responsiveness. The results showed that the Malaysian universities provide higher than average services to international students, which met most of their expectations; this is clear through the international students’ answers to questions under different constructs such as reliability, assurance, tangibles, empathy, and responsibility. The international students believe that the brand image and reputation of HEIs have a positive impact on their choice and expectations, and they believe that Malaysian HEIs are among the world’s top universities. The study contributes to Malaysian HEIs in terms of the students’ feedback that could be an advantage for existing efforts to develop the academic services of the country.
Received: 17 January 2021Accepted: 18 February 2022
42
Lopes, Jacqueline Bailão da Silva, and Thiago Almeida Vieira. "Sustainable University: From the Worldwide Conception to the Brazilian Amazonia." Sustainability 13, no. 19 (September 30, 2021): 10875. http://dx.doi.org/10.3390/su131910875.
Full textAbstract:
Higher Education as a transforming instrument in societies raises the need for universities and Higher Education Institutions (HEIs) as a whole to be leaders in the current paradigm of the time. The objectives of this study are to verify and analyze the movement and actions around the world that drove and started the conceptual model of Sustainable University (SU), as well as these ideas that started in Brazil and their implications for the reality of the Brazilian Amazon Region. A timeline has been sketched and provides additional theoretical insights into universities’ involvement in events before and after the sustainable development process. The methodological procedures were based on a wide literature review in scientific databases that gather journals with satisfactory impact factors; with the refinement of the searches, 87 scientific articles supported the analysis of this study. The results show that universities have played a prominent role on the world stage since 1950, in the post-war period. In the 1970s, HEIs sought to engage in the design of the new paradigm, and in the 1980s it is enunciated as Sustainable Development and conceptualized by the Sustainability approach. Universities, which had been active in discussions and events related to sustainability from the late 1980s onwards, began to organize themselves more effectively and promote sustainable initiatives to become examples of sustainability. Currently, many HEIs from countries in Europe and North America stand out in the initiatives. In Brazil, according to a global classifier, some HEIs seek to align themselves towards the SU model. Until 2019, no university in the Brazilian Amazon region had integrated the ranking, but in 2020, two appear in the list. It appears that information on the sustainability of universities inserted in the context of the Brazilian Amazon is still incipient.
43
Kovalchuk, Vitalii M. "Analyzing the Communication Environment of Higher Education Institutions." Business Inform 11, no. 538 (2022): 284–92. http://dx.doi.org/10.32983/2222-4459-2022-11-284-292.
Full textAbstract:
The article analyzes the communication environment of higher education institutions (HEIs). It was found out that the development of the communication environment of higher education institutions should be aimed at increasing the share of students involved in academic mobility programs, which will allow to obtain in the future highly qualified specialists with international experience. It is specified that the current level of integration of digital technologies into the working and personal space of everyone, its daily growth puts forward new requirements for the mass communication means. One of the most influential factors in the level of communication of higher education institutions is the active promotion of all web resources of HEIs on the Internet, taking into account the specifics (professional, age, gender, etc.) of the target audience. Under these conditions, the relevance of the analysis of the communication environment of higher education institutions is growing. It is noted that the analysis of communication contacts of universities, academies, institutes with students, applicants and their parents and stakeholders using social networks indicates that all HEIs have pages on social networks Instagram and Facebook. The social network Twitter was not so popular with universities for communication. However, Ukrainian universities, which are considered «flagship ones», add all the possibilities to communication, which is why each of them has a sufficient number of followers in all popular social networks. It is concluded that today there is an unconditional relationship between the number of subscribers of HEIs in social networks and its rating indicators. Comparison of the quantitative characteristics of social network activity in the three separated groups of HEIs leads to the further conclusions. Leading universities in Ukraine do not ignore the possibilities provided by the latest technologies, the total number of followers in all social networks of each of them amounts to tens of thousands. The highest rates are in Kharkiv National University named after Karazin (over 20000 Instagram and Facebook and nearly 1000 on Twitter). The number of subscribers of all other HEIs differ insignificantly and is largely due to the number of students of the relevant institutions and in most cases does not exceed the mark of 3000-5000 participants.
44
Milenkova, Valentina, and Svetlana D. Hristova. "HIGHER EDUCATION IN BULGARIAN CONTEXT: PECULIARITIES AND CHALLENGES." SEEU Review 12, no. 2 (December 20, 2017): 135–72. http://dx.doi.org/10.1515/seeur-2017-0022.
Full textAbstract:
Abstract The objective of this article is to illustrate the issues and challenges which the higher education system in Bulgaria faces, with a particular accent on the phenomenon “education per kilogram”. The latter describes, in a popular language, the up-scaling of the university graduation, related to the mass proliferation of the higher education institutions (HEIs), the facilitated access to enrolment through paid tuitions, etc. The big quantity of HEIs in the country is in a mismatch with the low percentage of GDP which the government dedicates to education. The number of HEIs is also disproportionate against its population size - 54 HEIs in Bulgaria for population of 7.2 million. The research methodology includes a desktop study based on national statistical data and data from the governmentally-supported university rating system. An empirical survey, conducted among 250 tertiary education students enrolled in four Bulgarian universities, is a valuable contribution towards disclosing the pros and cons of the teaching practices in the tertiary education in the country. The first chapter describes at large the “education per kilogram” issue with regard to its possible origins, variations and consequences for the misbalance of labour market demand for certain qualifications and the universities supplies of qualified individuals. The second chapter reveals a comparative analysis by professional fields possible through the Ministry of Education and Science’s university rating system, i.e. students’ preferences for disciplines, universities and professions; the graduates’ professional fulfilment and how the income of the recent diploma-holders is a function of attending a particular HEI. The third chapter presents a sociological survey conducted among students in four Bulgarian universities which demonstrates learners’ attitudes towards various aspects of training, teaching methods and involvement in research assignments in the context of tertiary education. The main conclusion of the article is that the “universities per kilogram” trend brought about other corresponding characteristics, such as “students per kilogram”, “academic titles per kilogram”, etc. Hence, the large number of HEIs in Bulgaria has not led to improving the quality and efficiency of education, and yet does not respond adequately to the changing labour market demands for qualified professionals.
45
Zafar, Ayesha, Musa Mazhar, and Yahya Sultan Ijaz. "Application of marketing principles for HEIs: A perspective of Pakistani universities." Marketing Science & Inspirations 18, no. 1 (April 30, 2023): 36–55. http://dx.doi.org/10.46286/msi.2023.18.1.4.
Full textAbstract:
This study focuses on the application of marketing principles for higher education institutions (HEIs) in Pakistani universities. The study begins with a review of the current marketing practices in the higher education sector and analyzes the challenges faced by HEIs in attracting and retaining students. The research methodology includes a mix of qualitative and quantitative data collection techniques such as surveys and interviews with stakeholders. Based on the findings, marketing – recommendations are proposed that includes segmentation of target audiences, identification of unique selling propositions, development of communication channels, and implementation and evaluation of the marketing plan. It incorporates the use of digital marketing tools, such as search engine optimization and social media marketing, to increase HEIs's visibility and brand awareness. The final recommendations of the study suggest implementing certain marketing suggestions to ensure the successful execution of the marketing plan. These suggestions include the creation of a specialized marketing team, providing training to both staff and faculty members, and regularly monitoring and evaluating the efficacy of the marketing efforts. By implementing these marketing suggestions, HEIs can achieve its enrollment and revenue targets while also improving its image as a premier educational institution in Pakistan.
46
Ali, Hakim, and Bashir Hussain. "Student Evaluations of Teaching in Universities of Pakistan: Analysis from the Perspective of Closing the Feedback Loop." Review of Economics and Development Studies 4, no. 2 (December 30, 2018): 179–87. http://dx.doi.org/10.26710/reads.v4i2.402.
Full textAbstract:
Internationally, centralized systems for collecting students’ feedback have become an increasingly common practice in higher education institutions [HEIs] for monitoring quality of teaching as well as for professional development of faculty members. The collection, analysis and reporting of evaluation results are carried out systematically in many HEIs across the globe. However, how to effectively close the feedback loop with students as well as teachers on the results of student evaluations of teaching [SETs] remain an issue to be addressed. Consistent with global trend, HEIs in Pakistan are also supposed to conduct SETs. In this context, the main intention of this study was to determine whether the cycle of teaching evaluation process is completed, and feedback loop proceeds effectively towards closing around the SETs or not in Pakistani HEIs. To achieve the objective, the triangulation design was used in which an online search was carried out in 130 Pakistani HEIs’ official websites to collect qualitative data. Concurrently, a questionnaire comprising 13 close-ended items, with “yes-and-no” scale, was administered in online format to collect quantitative data from a sample of 507 faculty members and 110 administrators from 130 Pakistani HEIs. Based on content analysis of documents and descriptive analysis of participants’ responses, this paper concludes that universities in Pakistan are bound by HEC to collect feedback from students using central system of Quality Enhancement Cells, but limited attention has been placed to close the feedback loop with students and teachers to inform improvements. Finally, this paper recommends the need for universities in Pakistan to genuinely listen to students’ voices and to act on their feedback as part of quality assurance.
47
Brink, Roelien, Martie Mearns, and Tanya Du Plessis. "MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Mousaion: South African Journal of Information Studies 32, no. 3 (September 30, 2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1666.
Full textAbstract:
Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.
48
Fuchs, Paulo Guilherme, Carla Patrícia Finatto, Robert Samuel Birch, Ana Regina de Aguiar Dutra, and José Baltazar Salgueirinho Osório de Andrade Guerra. "Sustainable Development Goals (SDGs) in Latin-American Universities." Sustainability 15, no. 11 (May 25, 2023): 8556. http://dx.doi.org/10.3390/su15118556.
Full textAbstract:
Higher education institutions (HEIs) are notable promoters of sustainable development (SD). Thus, it is understood that the sustainable development goals 2015–2030 (SDGs) need to be substantially operationalized in these institutions. Based on this idea, the QualEnv (quality and environment) consortium of universities stands out for having as its main objective the increase in contribution to sustainable development (SD) by universities through the implementation of systematic environmental practices and quality processes in line with the SDGs. The objective of this article is to present how the QualEnv consortium of HEIs adopts the SDGs and demonstrates their contribution to SD. For this purpose, a qualitative analysis was performed based on documentary research, a systematic review of the literature, and notes collected from participant observations. The results show that the adoption of the SDGs in the QualEnv consortium was enhanced by the contribution of the social relations within the partnership, which promoted the exchange of experiences and synergy between participants that promoted improvements in the necessary strategies. Along with the highlighted actions and concentration of different axes with dispersed interventions, a potential for central cohesion and focus on evolution in each SDG was noted. The adoption of the same indicators involves the unification of the actions planned for the SD and the common objective of involving communities more consistently, which impacts mainly SDG 04. This article discusses the practical implications in HEIs and the need to integrate the SDGs into their activities, as it demonstrates how universities belonging to the QualEnv consortium have been creating their own strategies to achieve the 2030 agenda and adopt the SDGs.
49
Mandal, Sayantan. "Teaching in Indian Higher Education: Six Principles for Improvement." International Higher Education, no. 95 (September 11, 2018): 28. http://dx.doi.org/10.6017/ihe.2018.95.10694.
Full textAbstract:
While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.
50
Mandal, Sayantan. "Teaching in Indian Higher Education: Six Principles for Improvement." International Higher Education, no. 95 (September 11, 2018): 28–29. http://dx.doi.org/10.6017/ihe.2018.95.10730.
Full textAbstract:
While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.