Littérature scientifique sur le sujet « Universities and HEIs »
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Articles de revues sur le sujet "Universities and HEIs"
Zborovsky, G. E., et P. A. Ambarova. « Universities and Cities in Provincial Russia ». Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no 5 (15 juin 2019) : 37–51. http://dx.doi.org/10.31992/0869-3617-2019-28-5-37-51.
Texte intégralTsekhovoy, A. F., N. A. Nekrasova et A. D. Ospanova. « Development factors of project management in Kazakhstani universities ». Bulletin of "Turan" University, no 1 (2 avril 2023) : 362–75. http://dx.doi.org/10.46914/1562-2959-2023-1-1-362-375.
Texte intégralBriones, Jesus P., Joanna Paula E. Verano, Robert G. Uy, Erwinson B. Atanacio, Rey Fernan G. Refozar et 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 (27 juillet 2023) : 15–31. http://dx.doi.org/10.31098/ijebce.v3i2.1446.
Texte intégralSörensen, Isabel, Silke Fürst, Daniel Vogler et Mike S. Schäfer. « Higher Education Institutions on Facebook, Instagram, and Twitter : Comparing Swiss Universities’ Social Media Communication ». Media and Communication 11, no 1 (27 mars 2023) : 264–77. http://dx.doi.org/10.17645/mac.v11i1.6069.
Texte intégralOrzhel, Olena, et Kateryna Tryma. « ON THE GROWING SOCIAL ROLE OF UNIVERSITIES UNDER KNOWLEDGE SOCIETY ». SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (20 mai 2020) : 182. http://dx.doi.org/10.17770/sie2020vol2.5093.
Texte intégralAli, Mohammed Banu, Trevor Wood-Harper et Mostafa Mohamad. « Benefits and Challenges of Cloud Computing Adoption and Usage in Higher Education ». International Journal of Enterprise Information Systems 14, no 4 (octobre 2018) : 64–77. http://dx.doi.org/10.4018/ijeis.2018100105.
Texte intégralHolovko-Havrysheva, Oksana, Oksana Krayevska et Svitlana Sas. « Third Mission of Universities : Regulatory Frameworks in a Comparative Perspective ». Geopolitical, Social Security and Freedom Journal 6, no 1-2 (1 décembre 2023) : 149–73. http://dx.doi.org/10.2478/gssfj-2023-0011.
Texte intégralMisra, Debananda. « A path-dependent analysis of the effect of location on the development of new universities ». Higher Education 80, no 2 (7 décembre 2019) : 289–304. http://dx.doi.org/10.1007/s10734-019-00480-7.
Texte intégralZahid, Muhammad, Haseeb Ur Rahman, Wajahat Ali, Muhammad Nauman Habib et 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 (11 mai 2020) : 120–37. http://dx.doi.org/10.1108/ijshe-10-2019-0308.
Texte intégralWasilczuk, Julita E., et Magdalena Popowska. « CSR at HEIs : Between Ignorance, Awareness and Knowledge ». Problemy Zarządzania - Management Issues 20, no 1(95) (25 mai 2022) : 87–105. http://dx.doi.org/10.7172/1644-9584.95.4.
Texte intégralThèses sur le sujet "Universities and HEIs"
Begon, Camille. « L'innovation au-delà des agglomérations : exploration des bases de connaissances dans les espaces périphériques français ». Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ0006.
Texte intégralIn the last decades, there has been a growing interest among researchers in studying the geography of innovation, leading to significant theoretical and empirical developments. One key perspective argues that the concentration of actors and activities within regions promotes interactions, knowledge exchange, and innovation. Agglomeration economies and geographical proximity are seen as crucial for innovation. While this perspective does not exclusively focus on urban areas, it underscores the importance of dense and clustered environments in fostering innovation. Consequently, the study of innovation in peripheral areas has been overlooked, resulting in an urban bias within economic geography research.This work aims to deepen our understanding of the role of space in innovation beyond agglomeration. Across four chapters, it concentrates on peripheral areas, and examines their relationships with innovation and regional development.Theoretically, this work proposes an original framework by combining two fields of literature that have rarely been connected before: innovative peripheries and differentiated knowledge bases. It broadens the analysis of innovation and periphery concepts. The literature on innovative peripheries advocates moving beyond the center-periphery dichotomy to grasp the concept of periphery. It highlights various geographical, economic, demographic, and knowledge factors in defining these areas. Meanwhile, by identifying three innovation-related knowledge bases - synthetic, analytical, and symbolic - the differentiated knowledge bases approach helps us better understand how the local context shapes knowledge creation. We consider these knowledge bases as preconditions for different types of innovation.Empirically, this work relies on a quantitative approach. We built a unique dataset containing detailed information on knowledge and socio-economic characteristics of peripheral and urban areas in France. In addition to traditional approaches based on patent data or R&D expenditures, we propose measuring knowledge using occupational data. This dataset, at a fine geographical scale, at the EPCI level, consists of 1,231 observations over the period 2015-2019. We exploit it through econometric studies that considers the influence of specific contexts.Chapter 1 of this thesis delves into the main theories, concepts, and studies regarding the role of space in innovation, laying the theoretical and empirical background for this work. Chapter 2 aims to enhance our understanding of the geography of innovation by studying knowledge concentration within French EPCIs. Then, we investigate the relationship between agglomeration economies and innovation activities in various regions. In chapter 3, we seek to better understand how this knowledge endowment affect the productivity of diverse types of territories. In chapter 4, we focus on universities, one of the main drivers of knowledge creation in regions, studying their differentiated relationship with economic development across regions and types of territories.Overall, this work aims to provide policymakers with diagnostic tools and recommendations for place-based innovation policies targeting the complexity of both urban and peripheral areas
Briedis, Timothy James. « ‘Education for liberation not for world domination’ : student protest in Australia, 1985-2006 ». Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20818.
Texte intégralGarud, Pranav. « Challenges to sustainabilityeducation in Swedish construction programmes : Using sustainability evaluation of university programmes and interviews with programme directors in Swedish universities ». Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-422298.
Texte intégralSnyders, Cindy. « South Africa's emergent developmental state and the challenges of capabilities development - are universities at the cutting edge of ICT ? » Thesis, 2015. http://hdl.handle.net/10539/18413.
Texte intégralThe manufacturing sector contributed to growth in the 20th century, which ultimately enhanced capabilities related to machinery and plants. However, towards the end of the 20th century, the manufacturing sector became less prominent as a catalyst for growth as the economy became increasingly bit-driven. A bit-driven or knowledge economy characterises the 21st century, where economic growth is created through the expansion of ideas and the enhancement of human capabilities (Evans, 2007). In order to analyse the requirements of economic growth in the 21st century, I relied on the New Growth theory and the capability approach of Amartya Sen. The capability approach reviews state policies in terms of its impact on developing its citizens’ capabilities, for instance, the ability to choose amongst Information and Communications Technology (ICT) courses at universities (Sen, 1990: 49). South Africa has several policies in place which acknowledge the importance of a knowledge-based economy. It has also referred to the efforts of the African National Congress (ANC) to build a Developmental State (DS). This research examined several policies aimed at creating a 21st century DS and asks whether they enhance the capabilities of citizens to partake in the knowledge economy. This paper looked at development during the industrialisation period (specifically after World War II). Here, economic growth was propelled through manufacturing. I drew on specific countries’ experiences such as Japan, Korea and Taiwan, which were 20th century DSs. However, as the 21st century approached, the industrial revolution was replaced with a knowledge-based economy (KBE). The 20th and 21st century DSs are linked in that the manufacturing sector in the latter DS needs the services sector as a catalyst for job creation and economic growth. Therefore the manufacturing industry needs to diversify to include the services sector (Zalk, 2014).
Farinha, Carla. « Assessment of sustainability implementation in public policies and strategies in portuguese public universities ». Doctoral thesis, 2020. http://hdl.handle.net/10400.2/9877.
Texte intégralWorldwide higher education institutions have the responsibility to implement Education for Sustainable Development (ESD) in its multiple ways. The aim of this research is to assess how ESD was integrated into universities in Portugal through their policies and strategies within the framework of the goals of the Decade of Education for Sustainable Development 2005-2014 (UN DESD 2005-2014). Despite some recent studies, this is an underexplored research field in Portugal. This research was mainly based on a qualitative approach and a detailed content analysis method regarding policies, plans and programmes either from the Government or the Ministry of Science, Technology, and Higher Education (MCTES) as well as universities´ plans and reports through the decade 2005-2014. Semi structured interviews were conducted to the government bodies and major key actors in the Portuguese universities, i.e., from Portuguese University Council of Rectors (CRUP), as well as, with each sustainability relevant role actor at each university. Results showed that ESD implementation at universities in Portugal is still in its early stages of development and that there is an insufficiency of national integrated strategies or policies. Public Portuguese universities have their own strategies or policies on ESD, leading them to progress with several timely initiatives and practices that resulted from their proactiveness and rhythm rather than from governmental commission. Except for some actions concerning outreach and collaboration, research or education, these initiatives seem to have been taken in isolation from each other and were not holistically integrated, despite some pro-active sustainability implementation actions and best practices. Nevertheless, universities face barriers and challenges in implementing SD that need to be expanded, namely in the promotion of student and staff sustainability awareness, as well as in the development of transdisciplinary courses for students. This study intends to define a country profile of ESD implementation in universities and to show how to move forward through the proposal of the platform Sustainability4U1 where a think tank of initiatives is put forward. Future investigation will be undertaken as the platform Sustainability4U may be used as a support to widen transfer of knowledge and sharing of (best) practices not only between Portuguese universities, but also at European and international levels based on Portugal´s case study. Similar regions or profiles may learn from this experience, gaining from the way the barriers were overcome.
Patel, Naziyabanu Mohmedsalim. « Towards an e-learning adoption framework for rural-based higher education institutions in South Africa ». Diss., 2018. http://hdl.handle.net/11602/1363.
Texte intégralDepartment of Business Information Systems
The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning.
NRF
Livres sur le sujet "Universities and HEIs"
Liddle, Joyce, et Gareth David Addidle. The Role of Universities and HEIs in the Vulnerability Agenda. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89086-5.
Texte intégralEthiopia) National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia (6th 2008 Addis Ababa. Proceedings of the Sixth National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia : Nurturing the Teaching-Research Nexus in Private Higher Education Institutions (HEIs). Addis Ababa, Ethiopia : St. Mary's University College, 2008.
Trouver le texte intégralAssociates, John Minter, dir. Library management ratios : Public doctoral research universities : Fall 1985 HEGIS survey of library statistics. Boulder, CO : John Minter Associates, 1987.
Trouver le texte intégralWhitby, Zoe. Heist research bursary : Multimedia and interactive promotion in higher and further education. (Leeds) : Heist Research, 1994.
Trouver le texte intégralGreaves, Nicola. Heist research bursary : Alumni publications in UK higher education institutions. (leeds) : Heist Research, 1994.
Trouver le texte intégralBignell, Chris. Heist research bursary : Media alumni networks in the UK and the US. (Leeds) : Heist Research, 1994.
Trouver le texte intégralBradshaw, Serena. Heist research bursary : Do alumni relations in smaller US universities/colleges provide a more suitable model for the new UK university sector ? (Leeds) : Heist Research, 1994.
Trouver le texte intégralLiddle, Joyce, et Gareth Addidle. Role of Universities and HEIs in the Vulnerability Agenda. Springer International Publishing AG, 2021.
Trouver le texte intégralBellosta-López, Pablo, Priscila de Brito Silva, Palle S. Jensen, Morten S. Hoegh, Thorvaldur S. Palsson, Steffan Wittrup Mc Phee Christensen, Julia Blasco-Abadía et al. Recommendations for implementation of the topic musculoskeletal disorders in the occupational health and safety postgraduate programmes at European Universities. Prevent4Work, 2021. http://dx.doi.org/10.54391/123456789/672.
Texte intégralJones, Emily. The New Conservatism, c.1885–1914. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198799429.003.0006.
Texte intégralChapitres de livres sur le sujet "Universities and HEIs"
Hentschke, Guilbert C. « Monetizing and Growing the Assets of Higher Education Institutions ». Dans International Experience in Developing the Financial Resources of Universities, 17–35. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78893-3_2.
Texte intégralLiddle, Joyce, et Gareth David Addidle. « Conclusion : Future Role of Universities in Vulnerability ». Dans The Role of Universities and HEIs in the Vulnerability Agenda, 97–107. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89086-5_7.
Texte intégralLiddle, Joyce, et Gareth David Addidle. « The Changing Role of Universities in Society : Key Influences ». Dans The Role of Universities and HEIs in the Vulnerability Agenda, 33–51. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89086-5_3.
Texte intégralFormica, Piero, Urmas Varblane et Tõnis Mets. « Knowledge Transfer Mechanisms from Universities and Other HEIs to the Sector ». Dans Knowledge Matters, 21–51. London : Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582262_2.
Texte intégralKefalaki, Margarita. « The Use of Social Media in Higher Education. The Case of Greek Universities ». Dans Strategic Innovative Marketing and Tourism, 303–11. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51038-0_34.
Texte intégralFiţ, Cristina Ramona. « How Do Romanian Universities Promote Their Educational Offer and What Mechanisms Are Used to Attract International Students ? » Dans European Higher Education Area : Challenges for a New Decade, 31–52. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_3.
Texte intégralEscalante Semerena, Roberto. « The Promise of Education : The Future ». Dans The Promise of Higher Education, 321–23. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_48.
Texte intégralFitzky, Isabella, Christina Lang et Guido H. Baltes. « What Can SMEs Learn from Universities ? : Transferring Entrepreneurship Education Knowledge from the University to the Corporate World ». Dans FGF Studies in Small Business and Entrepreneurship, 199–221. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_14.
Texte intégralSerna Gómez, José Humberto, Flor Nancy Díaz-Piraquive, Yasser de Jesús Muriel-Perea et Alejandro Díaz Peláez. « Advances, Opportunities, and Challenges in the Digital Transformation of HEIs in Latin America ». Dans Radical Solutions for Digital Transformation in Latin American Universities, 55–75. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3941-8_4.
Texte intégralErkkilä, Tero, et Ossi Piironen. « What Counts as World Class ? Global University Rankings and Shifts in Institutional Strategies ». Dans Evaluating Education : Normative Systems and Institutional Practices, 171–96. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_11.
Texte intégralActes de conférences sur le sujet "Universities and HEIs"
Yurchyshena, Liudmyla. « Strategic financial planning of universities : challenges and opportunities ». Dans Conferinta stiintifica internationala "Strategii si politici de management in economia contemporana", editia VII. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/icspm2022.23.
Texte intégralCrucerescu, Cornelia. « Landmarks for the management information system of higher education institutions of Republic of Moldova ». Dans 4th Economic International Conference "Competitiveness and Sustainable Development". Technical University of Moldova, 2022. http://dx.doi.org/10.52326/csd2022.21.
Texte intégralSam, Sysoma. « The Study of ASEAN-Member Higher Education Institutions’ Adaptation Progress in Coping with the COVID-19 Pandemic : Practices and Case Study ». Dans ACBSP Region 10 Annual Conference 2023. CamEd Business School, 2023. http://dx.doi.org/10.62458/camed/oar/acbsp/137-146.
Texte intégralVisbal Cadavid, Delimiro Alberto, Mónica Martínez-Gómez et Rolando Escorcia-Caballero. « University performace through Multiple Factor Analysis ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9603.
Texte intégralCiachir, Lilian, Oana alexandra Vochin et Alexandru Motataianu. « FACING ETHICAL CHALLENGES IN THE PROVISION OF ELEARNING BY ROMANIAN HEIS ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-161.
Texte intégralStankevičienė, Jelena, et Lidija Kraujalienė. « COPRAS Approach for Efficiency Assessment of R&D Expenditures in Technology Transfer Process ». Dans Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.066.
Texte intégralMohee, Romeela, Rubina Devi Rampersad, Tomal Kumar Chadeea, Viswanaden Patten et Reena Ittea. « Strengthening and Sustaining Online and Blended Learning in the Aftermath of Covid-19 through Quality Assurance Measures : The Case of Public Higher Education Institutions in Mauritius ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2963.
Texte intégralAbelkalns, Ilvis, Agita Abele et Anna Liduma. « Mentoring to Support Athletes’ Dual Career ». Dans 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.41.
Texte intégralTsiklashvili, Natela, et Tamari Poladashvili. « Regional sustainable development through enhancing the regional graduates employability ; case of Georgia ». Dans 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.024.
Texte intégralGirdzijauskaitė, Eglė, Asta Radzevičienė et Artūras Jakubavičius. « TRANSITION OF ENTREPRENEURIAL UNIVERSITY : FROM LOCAL TO INTERNATIONAL ». Dans Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.65.
Texte intégralRapports d'organisations sur le sujet "Universities and HEIs"
Tusiime, Hilary Mukwenda, et Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, décembre 2023. http://dx.doi.org/10.14507/mcf-eli.j2.
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