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Journal articles on the topic 'Vice-Chancellors'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Scharfenkamp, Katrin, and Alexander Dilger. "The Higher the Better? A Comparative Analysis of Sociodemographic Characteristics and Human Capital of German Federal Government Members." German Politics and Society 32, no. 4 (December 1, 2014): 21–38. http://dx.doi.org/10.3167/gps.2014.320402.

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Are the highest politicians better qualified than their peers? In this article, we analyze differences between chancellors, vice chancellors, and ministers of the inner or residual cabinets of the German federal governments between 1949 and 2009 with respect to their social backgrounds and educational, economic, as well as political human capital. Different statistical methods reveal no clear primacy of chancellors or vice chancellors over other members of government. Interestingly, inner cabinets have higher qualifications than residual cabinets, as well as partly chancellors and vice chancellors.

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2

Aitkin, Don. "What Do Vice‐Chancellors Do?" Journal of Higher Education Policy and Management 20, no. 2 (November 1998): 117–28. http://dx.doi.org/10.1080/1360080980200201.

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3

Soh, Lisa H. C. "The Market For Australian Vice-Chancellors." Australian Journal of Management 32, no. 1 (June 2007): 29–55. http://dx.doi.org/10.1177/031289620703200103.

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4

McGourty, Christine. "Vice-chancellors' pay offer to staff rejected." Nature 337, no. 6205 (January 1989): 294. http://dx.doi.org/10.1038/337294e0.

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5

Morgan, Charles. "Australian vice-chancellors opposed to government reforms." Nature 332, no. 6165 (April 1988): 578. http://dx.doi.org/10.1038/332578b0.

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6

Sloper, D. W. "The work patterns of Australian vice-chancellors." Higher Education 31, no. 2 (March 1996): 205–31. http://dx.doi.org/10.1007/bf02390445.

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7

Lyken-Segosebe, Dawn, and John M. Braxton. "Towards a Scholarship of Practice for University Leadership in Southern Africa: The Two-Way Practitioner-Researcher Loop." International Journal of Higher Education 10, no. 1 (September 30, 2020): 93. http://dx.doi.org/10.5430/ijhe.v10n1p93.

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Vice chancellors of public universities in the Southern African Development Community (SADC) region face a myriad of challenges that require research- and data-driven decision-making. This paper presents a decision-making model for college and university leadership - The Two-Way Practitioner-Researcher Loop. This scholarship of practice has the twin goals of developing a knowledge base for college and university leadership and improving leadership practice in the university. The scholarship of practice comprises two “loops”. In the practitioner-to-researcher loop, vice chancellors develop practitioner-defined research agenda to be researched internally by Departments of Institutional Research and externally by members of Higher Education research communities. In the researcher-to-practitioner loop, research findings are communicated back to vice chancellors for immediate application to institutional planning, policy formulation, and decision making. This scholarship of practice develops a knowledge base comprised of both “knowledge for practice” and “knowledge in practice” at the level of university leadership. To build capacity for vice chancellors to craft research agenda and questions emanating from their “knowledge in practice”, we identify internal mechanisms and external associations, training programmes and other forums that provide leadership development and support for these university executives.

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8

Breakwell, Glynis M. "Leadership in education: the case of Vice‐Chancellors." Perspectives: Policy and Practice in Higher Education 10, no. 2 (April 2006): 52–58. http://dx.doi.org/10.1080/13603100600644555.

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9

Sloper, D. W. "A social characteristics profile of Australian vice-chancellors." Higher Education 14, no. 4 (August 1985): 355–86. http://dx.doi.org/10.1007/bf00136511.

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10

Sloper, D. W. "The Selection of Vice-Chancellors: The Australian Experience." Higher Education Quarterly 43, no. 3 (July 1989): 246–65. http://dx.doi.org/10.1111/j.1468-2273.1989.tb01510.x.

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11

Hadlington, Simon. "UK vice-chancellors propose part-taught PhD scheme." Nature 332, no. 6165 (April 1988): 577. http://dx.doi.org/10.1038/332577c0.

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12

Colquhoun, David. "Alternative Medicine: My Part in its Downfall." European Review 21, S1 (July 2013): S62—S67. http://dx.doi.org/10.1017/s1062798713000070.

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Universities in the UK have been offering ‘bachelor of science’ degrees in preposterous made-up pseudoscience. The Freedom of Information Act made it possible to winkle out some of the nonsense taught on these courses. When this was exposed on blogs and in the mainstream media, vice-chancellors were embarrassed into closing many of the courses. The fact that it had to be done this way reflects badly on the integrity of the vice-chancellors involved. And the total failure of every regulatory agency to achieve this reveals the bad value that they give.

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13

Palfreyman, David. "Recruitment and Selection of Vice‐Chancellors for Australian Universities." Perspectives: Policy and Practice in Higher Education 14, no. 4 (October 2010): 133–35. http://dx.doi.org/10.1080/13603100902808775.

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14

Laszlo, J., V. Sivarajasingam, and G. R. Ogden. "A virus, the vice chancellors and principles of vaccination." British Dental Journal 180, no. 4 (February 1996): 124–26. http://dx.doi.org/10.1038/sj.bdj.4808994.

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15

SLOPER, D. W. "AUSTRALIAN VICE‐CHANCELLORS: INCUMBENCY PATTERNS IN AN EMERGING SYSTEM." Journal of Educational Administration 25, no. 2 (February 1987): 269–93. http://dx.doi.org/10.1108/eb009936.

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16

Baimbridge, Mark, and Claire Simpson. "Rewards to academia: the remuneration of vice chancellors and principals." Applied Economics 28, no. 6 (June 1996): 631–39. http://dx.doi.org/10.1080/000368496328371.

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17

O'Meara, Bernard, and Stanley Petzall. "The social characteristics and demographics of Australian Vice‐Chancellors, 1960‐2000." Journal of Educational Administration 45, no. 5 (August 21, 2007): 621–34. http://dx.doi.org/10.1108/09578230710778231.

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18

Marshall, Neil. "The Australian Vice-Chancellors' Committee: From Gentlemen's Club to Political Lobby." Higher Education Quarterly 49, no. 1 (January 1995): 37–58. http://dx.doi.org/10.1111/j.1468-2273.1995.tb01664.x.

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19

Rwothumio, Joseph, Wilson Okaka, Stephen Kambaza, and Eugene Kyomukama. "Influence of Performance Appraisal in Determining Academic Staff Performance in Public Universities in Uganda." International Journal of Advanced Research 3, no. 1 (February 25, 2021): 20–32. http://dx.doi.org/10.37284/ijar.3.1.281.

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In an effort by public universities to improve the performance of lecturers in Uganda, universities are implementing annual performance appraisal. Despite this move, ineffective teaching, low research and publication continue to prevail, making it difficult for public universities to produce the needed human resources for national development. This study investigated the relationship between performance appraisal and teaching and research outputs of academic staff in selected public universities. A mixed method design using convergent parallel approach was employed to collect and analyse data from a population of 4 Vice-Chancellors, 4 Directors of Human Resources and 1127 full-time academic staff. Four universities were selected using purposive sampling based on the year of establishment before 2011. The academic staff was selected by the use of the stratified random sampling technique. A total sample of 299 participants was involved made up of 291 academic staff, 4 directors of human resources and 4 Vice-chancellors in the study. Data collection employed the use of semi-structured questionnaires for the academic staff and interview guides for the Vice-Chancellors and Directors of Human Resources. Analysis of quantitative data collected was done using Pearson’s Correlation, linear regression and factor analysis. Qualitative data was analysed based on thematic content analysis. Results indicated that a moderate positive relationship existed between performance appraisal and academic staff teaching output in public universities (r = 0.452, p < 0.01) and a moderately positive relationship existed between performance appraisal and academic staff research output (r = 0.379, p < 0.01). It was recommended that Ugandan public universities need to revise the existing performance appraisal system to make it more relevant to the key work roles of academic staff of teaching and research outputs.

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20

Sellar, F. Keith. "International research: Project Columbus." Industry and Higher Education 3, no. 4 (December 1989): 241–42. http://dx.doi.org/10.1177/095042228900300419.

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In 1983 the Standing Conference of Rectors, Presidents and Vice-Chancellors of the European Universities (CRE) entered into a transatlantic dialogue with representatives of the Latin American rectors. This resulted in meetings in 1987/88, at which it was agreed that a structured form of extensive cooperation between universities in both continents on research into higher education should be initiated.

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21

Deem, Rosemary, and Rachel Johnson. "‘Risking the University? Learning to be a Manager-Academic in UK Universities’." Sociological Research Online 8, no. 3 (August 2003): 17–31. http://dx.doi.org/10.5153/sro.819.

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The paper explores the extent to which Heads of Department and Pro-Vice Chancellors, or manager-academics, in UK universities are aware of and prepared for the so-called ‘risk society’. It draws on a research project funded by the Economic and Social Research Council concerned with the management of UK universities and the extent of permeation within universities of recent ideologies about new practices for managing public services. Recent debates in social theory about the concept of a risk society and risk cultures, and how these might be applied to higher education, are considered. Key features of a rapidly changing environment for the conduct and management of academic work are also outlined. The focus and methodology of the ESRC research project are explained. Interview data from Head of Department and Pro-Vice Chancellors are then used to illustrate a range of responses to notions of risk made by manager-academics. Finally, the paper examines how the learning of manager-academics could be better supported, in order that post-holders can acquire the flexibility and reflexivity which living in a risk society and culture seems to demand.

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22

Arogundade, B. Babatope, and Olufunmilola Olorunsola E. "Empowering the Vice-Chancellors for Effective Management of Climatic Change in Nigerian Universities." Kuwait Chapter of Arabian Journal of Business and Management Review 3, no. 1 (September 2013): 28–34. http://dx.doi.org/10.12816/0001279.

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23

Bosetti, Lynn, and Keith Walker. "Perspectives of UK Vice-Chancellors on Leading Universities in a Knowledge-Based Economy." Higher Education Quarterly 64, no. 1 (January 2010): 4–21. http://dx.doi.org/10.1111/j.1468-2273.2009.00424.x.

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24

Selvi, Selvi, and Umin Kango. "Implementation of Public Service Agency for Good University Governance." Asia Pacific Journal of Management and Education 3, no. 3 (November 20, 2020): 73–84. http://dx.doi.org/10.32535/apjme.v3i3.970.

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This study aims to analyze the extent to which the implementation of the concept of Public Service Agency at Gorontalo State University to realize its Good University Governance, and to determine the policy/model/framework of its management under the agency mandate. This study population is the heads in the work units of Gorontalo State University, such as vice chancellors, deans, vice deans, heads of institutions, heads of main offices, and several lecturers and or employees. This study used all populations as the samples and the descriptive statistical approach for its data analysis. The findings contended that all stakeholders of State University of Gorontalo generally understood the implementation of Public Service Agency for Good University Governance.

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25

Andoh, Harris, and Jamil Salmi. "The Internationalization Agenda of African Universities in the Next Decade." International Higher Education, no. 99 (September 17, 2019): 21–23. http://dx.doi.org/10.6017/ihe.2019.99.11663.

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Since the late 2000s, a growing number of African universities have put the international dimension at the heart of their strategic agenda. Flagship and national universities have created offices for deputy vice chancellors or directors, directorates, and centres for internationalization and strategic partnerships, and moved from a narrow focus on student mobility programs to research partnerships with universities in industrial countries as a way of building their capacity and improving their position on the global stage.

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26

Sūnelaitytė, Agnė, and Vilma Žydžiūnaitė. "CONSIDERATIONS ON INTELLECTUAL LEADERSHIP IN HIGHER EDUCATION: CONCEPT ANALYSIS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 277. http://dx.doi.org/10.17770/sie2014vol1.771.

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In the article here will be discussed the concept of intellectual leadership and the role of academic personell as intelectual leaders. The core issue in this concept analysis is the fact that many researchers choose intellectuals as the subject for their researches, and many choose leadership, but only few tried to meaningfully relate these two terms. Leadership in university is widely analysed by scholars, who tried to substantiate leadership in university with managerial and entrepreneurial theories. Increasingly growing research in the field of leadership and management in educational institutions is often focused on formal roles of University’s chancellors, vice-chancellors, deans and other managers and more on intellectual capital and property development. Yet there is still lack of theoretical and empirical research concerning the intellectual leadership, and academic personell as intellectual leaders’ role in university. Here universities have to re-consider the development of culture, traditions, and the environment, which would be advantageous to individuals who seeks to foster their creativeness and knowledge.

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27

Jega, Attahiru M. "Unions and Conflict Management in Nigeria’s Tertiary Institutions." Issue: A Journal of Opinion 24, no. 1 (1996): 61–63. http://dx.doi.org/10.1017/s1548450500004984.

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The persistent, if not chronic crisis in the Nigerian education sector in general, and in the tertiary institutions in particular, has created the impression that unions are largely responsible for creating, rather than managing or regulating conflicts. Unions and their leaders are perceived as the incorrigible trouble makers, hell-bent on causing mischief and in giving perpetual headaches to the administrators of their respective institutions as well as the government, the funder of these institutions. This negative perception has been nurtured and sustained by the Nigerian State, especially under military rule, and then reinforced by intolerant and insecure administrators who see enmity and confrontation in any voice of dissent or critical appraisal. The most cogent and somewhat recent articulation of this perspective, for example, has been advanced by Mr. Ben Nwabueze, then Secretary for Education who, while addressing a gathering of Vice Chancellors and Pro-Chancellors of Nigerian universities, averred that unionism has done nothing but cause senseless distress in, and destruction of, our tertiary institutions.

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Jega, Attahiru M. "Unions and Conflict Management in Nigeria’s Tertiary Institutions." Issue: A Journal of Opinion 24, no. 1 (1996): 61–63. http://dx.doi.org/10.1017/s0047160700502200.

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The persistent, if not chronic crisis in the Nigerian education sector in general, and in the tertiary institutions in particular, has created the impression that unions are largely responsible for creating, rather than managing or regulating conflicts. Unions and their leaders are perceived as the incorrigible trouble makers, hell-bent on causing mischief and in giving perpetual headaches to the administrators of their respective institutions as well as the government, the funder of these institutions. This negative perception has been nurtured and sustained by the Nigerian State, especially under military rule, and then reinforced by intolerant and insecure administrators who see enmity and confrontation in any voice of dissent or critical appraisal. The most cogent and somewhat recent articulation of this perspective, for example, has been advanced by Mr. Ben Nwabueze, then Secretary for Education who, while addressing a gathering of Vice Chancellors and Pro-Chancellors of Nigerian universities, averred that unionism has done nothing but cause senseless distress in, and destruction of, our tertiary institutions.

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29

Tharmalingam, Selvarajah, and Ali M. Al-Wedyan. "Pronominalization of Social Actors on Universities’ Websites: Effectiveness and Constitutiveness from a Critical Discourse Analysis Perspective." International Journal of Linguistics 8, no. 4 (August 23, 2016): 184. http://dx.doi.org/10.5296/ijl.v8i4.9639.

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<p class="1"><span lang="EN-GB">Discursive construction of staff identities at universities’ websites is deliberately created to categorically identify the staff according to their positions. The constructions of these identities are normally implicit in nature. The study attempts to identify the power relations with regard to the ‘WE’ and ‘I’ dichotomy in discourse from a Critical Discourse Analysis (CDA) perspective. In addition, corpus techniques also aided this study to find the collocates of these two pronouns. Transitivity analysis was conducted to categorise processes associated with each pronoun. So, the processes associated with each pronoun are a way of identifying the role played at the institution level. The focus was on specific personal pronouns ‘We’ and ‘I’ for their use, mainly, as inclusive and exclusive strategies. The data was collected from international universities’ websites. The text was selected from the ‘welcome note/letter’ by Rectors, Vice Rectors, Chancellors, Vice Chancellors, and Presidents. The universities selected for this study are from various geographical areas, namely; Universiti Science Malaysia (USM) in Malaysia, Yarmouk University (YU) in Jordan, and University of Birmingham (UB) in the United Kingdom. The analysis indicates that the use of the pronouns has a social and administrative hierarchical significance. The social actors are represented according to the specified role to play in their respective institutions.</span></p>

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30

Peterson, Helen. "Exit the king. Enter the maid." Gender in Management: An International Journal 30, no. 5 (July 6, 2015): 343–57. http://dx.doi.org/10.1108/gm-09-2013-0113.

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Purpose – The aims of this paper are twofold: first, to explore if and how management ideals are gendered within the context of Swedish higher education management and second, to investigate if and how the gendered character of these ideals has been challenged by new managerialism. Design/methodology/approach – The paper draws on qualitative semi-structured interviews with 22 women in senior academic management positions (Vice Chancellors, Pro Vice Chancellors, Deans and Pro deans) in ten Swedish higher education institutions. Discourse analysis is used to explore the constructions of the management ideal in the interviews. Findings – The paper identifies how the interviewed women managers constructed two different management ideals: one old-fashioned and traditional masculine ideal that was superseded by a feminine ideal that they identified themselves with. The masculine ideal was presented as being replaced by the feminine ideal due to the restructuring of higher education and the reforms in line with new managerialism. However, the feminine ideal was also associated with a number of professional challenges. Originality/value – The research study is limited to management in the higher education sector, but the results have general implications as it adds richness to our understanding of the gendered effects of new managerialism. However, the paper builds on a small qualitative study with women only interviews. The paper is therefore to be considered as explorative. More research is needed, especially including men.

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Herrera-Añazco, Percy, Germán Valenzuela-Rodríguez, Josmel Pacheco-Mendoza, and Germán Málaga. "Scientific production of Vice Chancellors for Research in Peruvian universities with a medical school." Medwave 17, no. 08 (October 29, 2017): e7074-e7074. http://dx.doi.org/10.5867/medwave.2017.08.7074.

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32

Wakeling, Simon, Valerie Spezi, Jenny Fry, Claire Creaser, Stephen Pinfield, and Peter Willett. "Academic communities." Journal of Documentation 75, no. 1 (January 14, 2019): 120–39. http://dx.doi.org/10.1108/jd-05-2018-0067.

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Purpose The purpose of this paper is to provide insights into publication practices from the perspective of academics working within four disciplinary communities: biosciences, astronomy/physics, education and history. The paper explores the ways in which these multiple overlapping communities intersect with the journal landscape and the implications for the adoption and use of new players in the scholarly communication system, particularly open-access mega-journals (OAMJs). OAMJs (e.g. PLOS ONE and Scientific Reports) are large, broad scope, open-access journals that base editorial decisions solely on the technical/scientific soundness of the article. Design/methodology/approach Focus groups with active researchers in these fields were held in five UK Higher Education Institutions across Great Britain, and were complemented by interviews with pro-vice-chancellors for research at each institution. Findings A strong finding to emerge from the data is the notion of researchers belonging to multiple overlapping communities, with some inherent tensions in meeting the requirements for these different audiences. Researcher perceptions of evaluation mechanisms were found to play a major role in attitudes towards OAMJs, and interviews with the pro-vice-chancellors for research indicate that there is a difference between researchers’ perceptions and the values embedded in institutional frameworks. Originality/value This is the first purely qualitative study relating to researcher perspectives on OAMJs. The findings of the paper will be of interest to publishers, policy-makers, research managers and academics.

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33

Shepherd, Sue. "Strengthening the university executive: The expanding roles and remit of deputy and pro-vice-chancellors." Higher Education Quarterly 72, no. 1 (November 15, 2017): 40–50. http://dx.doi.org/10.1111/hequ.12150.

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34

Tarbert, Heather, Kaihong Tee, and Robert Watson. "The Legitimacy of Pay and Performance Comparisons: An Analysis of UK University Vice Chancellors Pay Awards." British Journal of Industrial Relations 46, no. 4 (December 2008): 771–805. http://dx.doi.org/10.1111/j.1467-8543.2008.00689.x.

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35

Dooris, Mark, Sue Powell, and Alan Farrier. "Conceptualizing the ‘whole university’ approach: an international qualitative study." Health Promotion International 35, no. 4 (July 15, 2019): 730–40. http://dx.doi.org/10.1093/heapro/daz072.

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Abstract Focusing on the conceptualization of a whole university approach, this paper reports on an international qualitative study that explored vice-chancellors’ and network members’ understanding of and commitment to Health Promoting Universities, examined perspectives on leadership and investigated the Okanagan Charter’s potential to catalyse whole university leadership and change. A multi-method qualitative approach was used: semi-structured interviews and focus groups were conducted face-to-face with vice-chancellors (n = 12) and Health Promoting University co-ordinators who were members of the UK Healthy Universities Network (n = 8); telephone interviews were conducted with a mix of UK and non-UK Health Promoting University co-ordinators (n = 5) and two online questionnaires were distributed to non-UK network co-ordinators (n = 6) and non-UK Health Promoting University co-ordinators (n = 10). Through thematic analysis, a number of key themes emerged that build a new conceptualization of the whole university approach (see Figure 1): building a broad understanding and framing of health; developing a supportive ethos and culture; embedding health into the university and joining up areas of work; focusing on the whole population and facing challenges and seizing opportunities. The study elicited rich and wide-ranging views from multiple stakeholders from universities and networks across four continents, confirming Health Promoting Universities as a truly global movement. Looking ahead, there are clear opportunities and challenges. First, the media narrative of a student mental health ‘crisis’ has focused universities’ attention on ‘health’, but from a single issue ‘illness’ perspective. This risks detracting from the whole system Health Promoting Universities approach. Second, even with the Okanagan Charter inspiring individuals and universities, there are still major challenges in translating the rhetoric of whole system approaches into meaningful action within large, complex and culturally diverse organizations.

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Butler-Henderson, Kerryn, Alisa Percy, and Jo-Anne Kelder. "Editorial 18:3 Celebrating women in higher education on International Women’s Day." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 2–5. http://dx.doi.org/10.53761/1.18.3.1.

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We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.

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37

O’Meara, Bernard, and Stanley Petzall. "Vice Chancellors for the 21st Century? A Study of Contemporary Recruitment and Selection Practices in Australian Universities." Management Research News 28, no. 6 (June 2005): 18–35. http://dx.doi.org/10.1108/01409170510784850.

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38

Cahyati, Ari Dewi, Nurma Risa, Nizarul Alim, and Prasetyono Prasetyono. "Formulation of Accountability of Islamic University in Islamic Values Perspective." Global Review of Islamic Economics and Business 7, no. 1 (May 4, 2019): 028. http://dx.doi.org/10.14421/grieb.2019.071-03.

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Islamic University as a sharia non-profit institution needs to implement accountability to stakeholders. The purpose of this study is to formulate accountability models in the perspective of Islamic values at Islamic University 45. This study uses a qualitative paradigm approach. Data collection techniques were carried out by in depth interviews and Focus Group Discussion (FGD). Informants of this study were university stakeholders consisting of: Lecturers, Head of Departments, Deans, vice chancellor, Chancellors, Foundations, Graduates, Students, Government (Grant providers) and surrounding communities. The results of the study is divided Islamic accountability in 2 (two) dimensions, and Abd Allah, which Khalifatulfiilardis consisted of legal accountability, economic accountability, social accountability to society and the environment, and accountability to Allah.

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Pilbeam, Colin. "Pursuing financial stability: a resource dependence perspective on interactions between pro-vice chancellors in a network of universities." Studies in Higher Education 37, no. 4 (June 2012): 415–29. http://dx.doi.org/10.1080/03075079.2010.520696.

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40

O'Meara, Bernard, and Stanley Petzall. "How important is the role of the chancellor in the appointment of Australian vice‐chancellors and university governance?" International Journal of Educational Management 21, no. 3 (April 3, 2007): 213–31. http://dx.doi.org/10.1108/09513540710738665.

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41

Peterson, Helen. "“Unfair to women”? Equal representation policies in Swedish academia." Equality, Diversity and Inclusion: An International Journal 34, no. 1 (February 9, 2015): 55–66. http://dx.doi.org/10.1108/edi-09-2013-0070.

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Purpose – The purpose of this paper is to highlight how women managers in Swedish higher education (HE) both support and resist policies about equal representation, and to discuss which factors influenced if, and how, these managers took on the role as change agents for gender equality. Design/methodology/approach – The paper draws on qualitative semi-structured interviews with 22 women in senior academic management positions (vice-chancellors, pro vice-chancellors, deans and pro deans) in ten Swedish HE institutions. Findings – The paper highlights how these women situated themselves in an academic context where gender relations were changing. They supported equal representation policies in their everyday managerial practice and also by accepting management positions that they were nominated and elected to on the basis of such policies. However, they also resisted these policies when they experienced a need to “protect” women from being exploited “in the name of gender equality”. Research limitations/implications – The paper addresses the call for research on the role of women managers in promoting, or preventing, change towards more gender balanced organizations. The paper builds on a small qualitative study with women only interviews. The study is therefore to be considered as explorative. Practical implications – The paper makes a contribution to the research literature in the area of gender and change in academic organizations. The findings highlight how policies have different consequences in different settings and that people use their own (different) experiences when interpreting the effects of these policies. The findings thus show the varying impacts equal representation policies can have on women. Originality/value – The discussion in the paper is situated in a unique empirical context characterized by demographic feminization and organizational restructuring. Most international literature on women in HE and in HE management is based on US or UK contexts. Swedish HE therefore provides an interesting setting. The analysis also addresses the call for more research that takes into account the multifaceted character of HE and that discusses disciplinary differences.

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Makulilo, Alex B. "Between “Free Use” and Denial of Access: A Critical Analysis of the Copyright Licensing Scheme for Scholarly Materials in Higher Education in Tanzania." African Review 48, no. 1 (March 23, 2021): 196–214. http://dx.doi.org/10.1163/1821889x-12340032.

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Abstract Over the past ten years universities in Tanzania through the Committee of Vice Chancellors, Principals of Public and Private Universities in Tanzania (CVCPT), have been in dispute with the Copyright Society of Tanzania (COSOTA) over the exploitation of literary copyright protected works. This long-standing dispute has centered on a controversial copyright licensing of reproduction and rental rights scheme issued by COSOTA. On the one hand, universities claim reproduction and rental rights for educational purposes are exempted from the requirement of license under the doctrine of “free use” while the licensing body refutes such claim. This article is set to critically discuss this tension and suggest how the dispute may be resolved. The present analysis is governed by the international and national legal framework on copyright exemptions and limitations.

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Clark, C. A. "The response of the Committee of Vice-Chancellors and Principals to the Department for Education's Review of Higher Education." Minerva 33, no. 3 (1995): 279–89. http://dx.doi.org/10.1007/bf01117504.

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Rwothumio, Joseph, Daniel Mange Mbirithi, and Wilfrida Itolondo. "Role of Financial Rewards in Enhancing Academic Staff Performance in Public Universities in Uganda." East African Journal of Interdisciplinary Studies 2, no. 1 (December 16, 2020): 207–23. http://dx.doi.org/10.37284/eajis.2.1.256.

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This article examined the financial reward practice implemented by universities to improve on the performance of lecturers in Uganda’s public universities. The main objectives of the research were to investigate the relationship between financial reward and teaching and research outputs of academic staff in selected public universities. A mixed method design using convergent parallel approach was employed to collect and analyse data obtained from the study. A sample of 299 participants was drawn from academic staff, directors of human resources, and Vice chancellors. Results indicated a weak positive relationship between financial reward and academic staff teaching output in public universities (r=0.282, p<0.01). There existed further a weak positive relationship between financial reward and academic staff research output (r=0.211, p<0.01). It would suffice to effect appropriate financial rewards to academic staff based on a living wage.

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Gilani, Uzma Syeda, and Umar Ali Khan. "A Comparative and Narrative Analysis: Executive Leader as Team Builder at the University Level." Global Social Sciences Review IV, no. III (September 30, 2019): 39–47. http://dx.doi.org/10.31703/gssr.2019(iv-iii).06.

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This study was to compare and narrate the difference in the role of team building, through self-assessed inventory by VC (Executive Leader), observation sheet filled by co-workers as well as the narrated view of executive leaders regarding team-building of the newly established University of the region. Concurrent triangulation mixed-method design was followed. Vice-Chancellors of all Public universities of Khyber Pakhtunkhwa, Pakistan constitutes the population of the study. According to the design, the same sampling technique was used. Four ViceChancellors of newly established Universities and five observers among their co-workers of each VC were taken as respondents of the study. There were significant differences among the self-assessed views of VCs regarding team building and views of their coworkers and narrative views of executive leaders at newly established universities. For team leadership, egalitarian style, knowledge of emotional intelligence and target-oriented communication are recommended

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Shepherd, Sue. "Why are there so few female leaders in higher education." Management in Education 31, no. 2 (April 2017): 82–87. http://dx.doi.org/10.1177/0892020617696631.

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A significant gender imbalance remains at executive management level within higher education despite a number of initiatives to increase the number of women in the leadership pipeline and ensure they are better prepared for these roles. This article presents findings from a recent study on the appointment of deputy and pro vice-chancellors in pre-1992 English universities that provide fresh insights into why this might be the case. These findings challenge the notion of women’s missing agency - characterized by a lack of confidence or ambition and a tendency to opt out of applying for the top jobs – as an explanation for their continued underrepresentation. Rather, they highlight the importance of three structural factors associated with the selection process: mobility and external career capital, conservatism, and homosociability. An approach of ‘fixing’ the women is therefore unlikely to be sufficient in redressing the current gender imbalance within university executive management teams.

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Vernon, Keith. "‘We alone are passive’: the Committee of Vice-chancellors and Principals and the organisation of British universities,c.1918–1939." History of Education 43, no. 2 (February 6, 2014): 187–207. http://dx.doi.org/10.1080/0046760x.2014.880521.

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Tapper, Ted, and Brian Salter. "Who Will Speak for the Universities? The Committee of Vice-Chancellors and Principals in the Age of Mass Higher Education." Higher Education Quarterly 51, no. 2 (April 1997): 113–33. http://dx.doi.org/10.1111/1468-2273.00030.

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Sohrabi, Zohreh, Masoomeh Kheirkhah, Zohreh Vanaki, Kamran Soltani Arabshahi, Mohammad Mahdi Farshad, Fatemeh Farshad, and Mansoureh Ashgale Farahani. "Lived Experiences of Educational Leaders in Iranian Medical Education System: A Qualitative Study." Global Journal of Health Science 8, no. 7 (December 18, 2015): 251. http://dx.doi.org/10.5539/gjhs.v8n7p251.

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<p><strong>INTRODUCTION: </strong>High quality educational systems are necessary for sustainable development and responding to the needs of society. In the recent decades, concerns have increased on the quality of education and competency of graduates. Since graduates of medical education are directly involved with the health of society, the quality of this system is of high importance. Investigation in the lived experience of educational leaders in the medical education systems can help to promote its quality. The present research examines this issue in Iran.</p><p><strong>METHODOLOGY:</strong> The study was done using content-analysis qualitative approach and semi-structured interviews. The participants included 26 authorities including university chancellors and vice-chancellors, ministry heads and deputies, deans of medical and basic sciences departments, education expert, graduates, and students of medical fields. Sampling was done using purposive snowball method. Data were analyzed using conventional content analysis.</p><p><strong>FINDINGS:</strong> Five main categories and 14 sub-categories were extracted from data analysis including: quantity-orientation, ambiguity in the trainings, unsuitable educational environment, personalization of the educational management, and ineffective interpersonal relationship. The final theme was identified as “Education in shadow”.</p><p><strong>CONCLUSION:</strong> Personalization and inclusion of personal preferences in management styles, lack of suitable grounds, ambiguity in the structure and process of education has pushed medical education toward shadows and it is not the first priority; this can lead to incompetency of medical science graduates.</p>

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James, Alan. "Diplomacy." Review of International Studies 19, no. 1 (January 1, 1993): 91–100. http://dx.doi.org/10.1017/s026021050011736x.

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Chiefly for the wrong reasons, diplomacy has recently made some notable incursions into international relations programmes at British universities. For, in the field of money-spinning taught Master's degrees, this subject has been perceived as a crowd puller. Out there, beyond the European Community with its aggravatingly-low fee levels, are, it is calculated, many who will be attracted by an MA with 'diplomatic' in its title. With some ground, it is believed they see that sort of degree as a passport to a position in the much-sought-after diplomatic ranks. Furthermore, in the same regions lie beginning diplomats who could be said to need some vocational underpinning, not to mention those longer-employed in diplomacy who would benefit in mid-career from intellectual refreshment. The British Statue of Education beckons, its own distinctive torch held high aloft. And, to ensure that its light does not go unnoticed, Vice-Chancellors despatch glossy brochures to the British Council and their recruiting officers, hot foot, to distant parts.

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