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Articoli di riviste sul tema "Universities"

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Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 29 luglio 2024

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1

Shashikiran, ND. "Universities!" Journal of Indian Society of Pedodontics and Preventive Dentistry 33, n. 2 (2015): 81. http://dx.doi.org/10.4103/0970-4388.155107.

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2

Mahdi, Nedhal Aziz, e Zeina Khdier Abass. "A University Control Systems Development Using the Strategic of Sustainability: Survey Study in the Iraqi Private Universities". International Journal of Professional Business Review 7, n. 4 (11 novembre 2022): e0618. http://dx.doi.org/10.26668/businessreview/2022.v7i4.e168.

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Purpose: The research aims to try to develop university monitoring systems based on sustainable development indicators, by formulating a proposed path for the possibility of integrating its dimensions within the strategy of the Iraqi private universities. Theoretical framework: The university's strategy is to fulfill its social responsibility towards society and the environment to achieve value for stakeholders associated with Iraqi universities in the long term. Design/methodology/approach: The research sample they are final statements and financial reports issued by the Board of Supreme Audit for the number of private Iraqi universities; there are 30 universities. As well as management reports issued by the concerned authorities for universities in Baghdad for the Iraqi private universities in the capital for the period (2016.2017). The questionnaire was used as research tool; Findings: Non-application of international accounting and auditing standards in private Iraqi universities, which highlights the lack of preparation of long-term reports in private Iraqi universities for sustainable development in future. Research, Practical & Social implications: the sustainability report represents a structured presentation of the economic, environmental and social performance of the economic unit, thus helping to maximize the long-term value of the unit. Originality/value: Presenting a proposed path for the Iraqi private universities to develop university control systems by integrating the university's strategy with the sustainability strategy
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3

Gea, Miguel. "MOOC at universities". Applied Technologies and Innovations 10, n. 2 (11 maggio 2014): 48–54. http://dx.doi.org/10.15208/ati.2014.08.

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Dator, Jim. "Universities without “quality” and quality without “universities”". On the Horizon 13, n. 4 (dicembre 2005): 199–215. http://dx.doi.org/10.1108/10748120510627321.

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5

Abd Elghany, Mona Mohamed, e Reem Aly Elharakany. "Questioning Facilities Management in Higher Education in Egyptian Context for Better Decision-Making Process of Funding Allocation". International Journal of Business and Management 12, n. 7 (6 giugno 2017): 129. http://dx.doi.org/10.5539/ijbm.v12n7p129.

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The quality of education is influenced by the managerialization of the universities, which refers to the introduction of substantial changes in the decision-making processes of the academic institutions, and the application of renewed information systems along with new managerial methodologies to restructure the organisational strategic relationships with stakeholders. This paper proposes a questionnaire to assess the importance of facilities in universities according to their financial budget consumed value. Semi Structured Interviews were conducted with the heads of logistic and financial departments in Egyptian universities, twenty public universities and twenty-three private universities, in order to identify criteria for the most significant university's facilities and appealing infrastructure that contributes to the quality of education.
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Thinh, Pham Van. "Elite Universities, Research Universities, Smart Universities – Progress, Features and Development Trend in Vietnam". European Modern Studies Journal 8, n. 2 (30 aprile 2024): 196–207. http://dx.doi.org/10.59573/emsj.8(2).2024.17.

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Elite universities, prime universities, research universities, and smart universities are concepts to refer to universities that make breakthroughs and stand at the top contributing to the process of university development and social development. In Vietnam, this topic has been receiving attention in academic elites and university administrators. A comprehensive understanding of the process, features and development trend of elite universities, research universities, and smart universities is essential for both researchers and managers. This article presents some key features of the birth context of smart universities, the connection and integration of the concepts of elite universities, prime universities and smart universities, and the features of smart universities on the aspects of its components and characteristics. The article also introduces some movements of Vietnamese higher education in the trend of developing smart education and building smart universities.
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Thabrani, Gesit, e Ratih Ramadini. "Pengaruh praktik total quality management dan knowledge management terhadap kinerja perguruan tinggi". Jurnal Kajian Manajemen dan Wirausaha 3, n. 2 (30 giugno 2021): 54. http://dx.doi.org/10.24036/jkmw02112850.

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This study aims to analyze the impact of total quality management practice on higher education performance is mediated by knowledge management of universities in Padang City. This type of the research is a descriptive causative approach. This research was carried out in study program at universitie in Padang City. The populations in this study were all study programs throught universities, both state universities, private universities, religion universities, and university with many faculties in the city of Padang. The sample used is 80 study programs at university collages with Probability sampling technique with the sampling method is using stratified proportionate random sampling. The type of the data in this study are primary and secondary data. Data were collected through questionnaires, analyzed using the SPPS version 22 and path analysis. Keywords: Total quality management practice, knowledge management, higher education performance.
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8

Julita, Julita, Sulaiman Helmi, Muji Gunarto e Dewi Sartika. "Effect of Digital Transformation on University Brand Image with Ownership as a Moderating Variable". International Journal of Finance Research 5, n. 1 (10 marzo 2024): 69–87. http://dx.doi.org/10.47747/ijfr.v5i1.1695.

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The digital era demands transformation from universities, including private ones. However, the effectiveness of digital transformation on university brand image can be strengthened by ownership. This research investigates the impact of digital transformation on the university's brand image, with ownership as a moderating variable. Using random sampling, we analyzed 45 private universities affiliated with Private Universities in Indonesia Region 2A. This exploratory study employed a quantitative method. The results indicate a significant positive relationship between digital transformation and university brand image, suggesting an enhancement of the university's reputation in the eyes of the public. However, the study also reveals that ownership does not mediate the relationship between digital transformation and university brand image. This suggests that each university may have different Ownership Competencies, especially in decision-making regarding digital transformation. The conclusion of this research indicates that digital transformation affects university brand image. However, specifically in the case of universities in LLDIKTI Region 2, ownership does not moderate the effects of digital transformation on university brand image. It is recommended that this research be continued using mixed methods to explore ownership moderation or test it in other regions' universities.
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9

Suransky, Caroline, Froukje Pitstra e Lihlumelo Toyana. "Decolonising universities". Tijdschrift voor Genderstudies 20, n. 3 (1 settembre 2017): 299–304. http://dx.doi.org/10.5117/tvgn2017.3.sura.

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10

Panizzi, Wrana Maria. "Public Universities". Higher Education Management and Policy 15, n. 1 (9 maggio 2003): 43–56. http://dx.doi.org/10.1787/hemp-v15-art4-en.

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11

Murray, Colin. "African Universities". Anthropology Today 9, n. 1 (febbraio 1993): 17. http://dx.doi.org/10.2307/2783339.

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12

Barnett, R. A., e Geoffrey Walford. "Restructuring Universities". European Journal of Education 23, n. 4 (1988): 353. http://dx.doi.org/10.2307/1503118.

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13

Segal, Sanford L. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905. http://dx.doi.org/10.1126/science.274.5289.905.b.

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Steup, Andreas. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905. http://dx.doi.org/10.1126/science.274.5289.905.a.

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15

Patel, Josh. "Utopian Universities". History Workshop Journal 92 (1 ottobre 2021): 264–71. http://dx.doi.org/10.1093/hwj/dbab029.

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Segal, Sanford L. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905. http://dx.doi.org/10.1126/science.274.5289.905-b.

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17

Bikkenin, N. ""My Universities"". Russian Politics & Law 40, n. 4 (luglio 2002): 73–91. http://dx.doi.org/10.2753/rup1061-1940400473.

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Glanville, Jo. "Open Universities". Index on Censorship 41, n. 3 (settembre 2012): 1–4. http://dx.doi.org/10.1177/0306422012457135.

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19

Wolfe, Barbara B. "Public universities". ACM SIGUCCS Newsletter 15, n. 3 (settembre 1985): 21–23. http://dx.doi.org/10.1145/1098833.1098835.

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20

Neffe, Jürgen. "German universities". Nature 322, n. 6076 (luglio 1986): 197. http://dx.doi.org/10.1038/322197b0.

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21

NAVAL, JAVIER. "Spanish universities". Nature 322, n. 6082 (agosto 1986): 766. http://dx.doi.org/10.1038/322766c0.

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22

MEURER, DIETER, e WOLFGANG ZIMMERMANN. "German universities". Nature 317, n. 6033 (settembre 1985): 106. http://dx.doi.org/10.1038/317106b0.

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23

R., V. "Universities neglected". Nature 333, n. 6168 (maggio 1988): 5. http://dx.doi.org/10.1038/333005e0.

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24

Swinbanks, David. "Universities win". Nature 355, n. 6356 (gennaio 1992): 99. http://dx.doi.org/10.1038/355099a0.

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25

Knight, Jane. "International Universities". Journal of Studies in International Education 19, n. 2 (23 febbraio 2015): 107–21. http://dx.doi.org/10.1177/1028315315572899.

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26

Henley, Thom. "Rainforest Universities". Journal of Experiential Education 13, n. 3 (novembre 1990): 6–11. http://dx.doi.org/10.1177/105382599001300302.

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27

Feder, Toni. "Elite universities". Physics Today 60, n. 12 (dicembre 2007): 30. http://dx.doi.org/10.1063/1.4796291.

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28

Thrift, Nigel. "Universities 2035". Perspectives: Policy and Practice in Higher Education 20, n. 1 (21 settembre 2015): 12–16. http://dx.doi.org/10.1080/13603108.2015.1064487.

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29

Urbano, David, e Maribel Guerrero. "Entrepreneurial Universities". Economic Development Quarterly 27, n. 1 (8 gennaio 2013): 40–55. http://dx.doi.org/10.1177/0891242412471973.

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30

Steup, Andreas. "German Universities". Science 274, n. 5289 (8 novembre 1996): 901.5–905. http://dx.doi.org/10.1126/science.274.5289.901d.

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31

Steup, Andreas. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905.1–905. http://dx.doi.org/10.1126/science.274.5289.905.

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32

Segal, Sanford L. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905.2–905. http://dx.doi.org/10.1126/science.274.5289.905-a.

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33

Steup, A. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905a. http://dx.doi.org/10.1126/science.274.5289.905a.

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34

Segal, S. L. "German Universities". Science 274, n. 5289 (8 novembre 1996): 905b. http://dx.doi.org/10.1126/science.274.5289.905b.

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35

Bell, R. E. "Scotland's Universities". Comparative Education 36, n. 2 (maggio 2000): 163–75. http://dx.doi.org/10.1080/713656597.

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36

Kellerman, Aharon. "Telecommunicated universities". Land Use Policy 3, n. 3 (luglio 1986): 213–20. http://dx.doi.org/10.1016/0264-8377(86)90063-3.

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37

Onushkin, Victor G. "People's universities". Prospects 20, n. 2 (giugno 1990): 237–45. http://dx.doi.org/10.1007/bf02196325.

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38

Kaye, Tony, e Greville Rumble. "Open universities". Prospects 21, n. 2 (giugno 1991): 214–26. http://dx.doi.org/10.1007/bf02336062.

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39

Robinson, Belinda. "Universities Australia". Impact 2017, n. 10 (25 novembre 2017): 32–33. http://dx.doi.org/10.21820/23987073.2017.10.32.

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40

Marchese, Ted. "Entrepreneurial Universities". Change: The Magazine of Higher Learning 32, n. 1 (1 gennaio 2000): 4–5. http://dx.doi.org/10.1080/00091380009602702.

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41

Formica, Piero. "Entrepreneurial Universities". Industry and Higher Education 16, n. 3 (giugno 2002): 167–75. http://dx.doi.org/10.5367/000000002101296261.

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Whether or not a society can be called ‘entrepreneurial’ depends in part on the legitimacy and esteem accorded to those who pursue the entrepreneurial route. Communities in which entrepreneurship can thrive create more jobs and wealth. Entrepreneurship foments the Schumpeterian process of creative destruction by which the new replaces the old. New opportunities are perceived, capitalized and converted into marketable products or services. Fresh competition in the free market economy and the breaking down of international borders will significantly influence new company formation and the underlying models of entrepreneurial motion. Ample opportunities for creativity and innovation are driving the move towards the formation of small businesses that from the start enter into a fast and high-growth phase – the so-called ‘entrepreneurial growth’ companies. Is there a distinctive role for education in enhancing entrepreneurial capacity bringing together entrepreneurial capacity and opportunities, and thus expanding local entrepreneurial activity in the form of entrepreneurial growth companies? In addressing this question, the paper first looks at two basic models of entrepreneurial motion – the small business model and the growth model – and then investigates the concepts of entrepreneurial learning and organizations for entrepreneurial education (the entrepreneurial universities). Entrepreneurial universities foster interaction and networking. They embed entrepreneurship in academic culture in order to achieve economic returns from the knowledge generated through research projects, empowered teams of teachers, students and business people, face-to-face and electronic relationships, and networked enterprises emerging from their spin-off activity. Finally, the paper identifies agents in the market and seed funds as instrumental organizations in the role of entrepreneurial universities. Endowed with high education and marketable skills, those agents support the new company in creating its own market. Seed funds provide risk-bearing capital and management support, which are complementary ingredients to money and intangible assets from the founder, family and friends.
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42

Hambly, F. S. "Australian universities". Nature 376, n. 6542 (agosto 1995): 630. http://dx.doi.org/10.1038/376630a0.

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43

Osmond, C. B. "Australian universities". Nature 376, n. 6542 (agosto 1995): 630. http://dx.doi.org/10.1038/376630b0.

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44

van Vught, Frans. "Innovative universities". Tertiary Education and Management 5, n. 4 (gennaio 1999): 347–54. http://dx.doi.org/10.1080/13583883.1999.9967001.

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45

Clabour, Jane. "Universities Link". Forensic Update 1, n. 92 (2007): 30–33. http://dx.doi.org/10.53841/bpsfu.2007.1.92.30.

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Clarbour, Jane. "Universities Link". Forensic Update 1, n. 93 (2008): 22–23. http://dx.doi.org/10.53841/bpsfu.2008.1.93.23.

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47

Lieutaud, Marion. "Universities Rising". Sociétés contemporaines N° 128, n. 4 (22 maggio 2023): 157–67. http://dx.doi.org/10.3917/soco.128.0157.

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48

Steven Conn. "Do Universities Need Museums/Do Museums Need Universities?" Antioch Review 74, n. 2 (2016): 309. http://dx.doi.org/10.7723/antiochreview.74.2.0309.

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49

Sullivan, John. "Catholic universities as counter-cultural to universities PLC". International Studies in Catholic Education 11, n. 2 (3 luglio 2019): 190–203. http://dx.doi.org/10.1080/19422539.2019.1641051.

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50

Panton, James. "What are universities for? universities, knowledge and intellectuals". Critical Review of International Social and Political Philosophy 6, n. 4 (dicembre 2003): 139–56. http://dx.doi.org/10.1080/1369823042000241320.

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