International Journal of Higher Education Management

This paper seeks to develop a case-based systems perspective on how university-led educational change initiatives to enhance the student experience and student learning interweave with external influences on the development and management of academic programmes. The paper provides an illustration of how a case-based systems approach, systems representational tool and systems perspective may not only provide a platform for a multi-level analysis of factors impacting on the management of learning and teaching initiatives, but also highlight how such initiatives, for example, accreditation and assurance of student learning initiatives, though well-intentioned and effective initially, may have unintended and undesirable consequences. The case-based analysis uses systems notions to conceptualise aspects of change management relating to educational initiatives that provides a complementary or alternative understanding of the underlying processes through which change is affected. Our descriptive schematic systems representations depict different nested 'layers' of events, factors and relationships, which have an attendant face validity in depicting the change process as it may play out in institutions subject to internal and external forces that impact learning and teaching initiatives. In doing so, the paper bridges a perceived gap in the educational change management literature - namely, the lack of reported research involving systems methodologies.

I have learned a great deal on what bilingual education is, what it means, and how it affects millions of students in the school system all over this country. I’ve been able to understand the personal effects of the mistreatment of bilinguals in this country. I’ve learned the history of bilingual education, theory, politics, and laws. Finally, I’ve been able to read the different perspectives and ideas on how to incorporate Arts into the curriculum and education of emergent bilinguals. Each one of the authors and books, combined with my own readings throughout my graduate work helped me to understand what it means for me, a monolingual teacher, to teach and engage with emergent bilinguals. In my own ignorance, I thought that anyone who spoke a language other than English had to be taught by someone who spokehis or her own language. I actually thought that in my teaching career, since I only spoke English that I would only work with English-speaking students. Fortunately, I was and still am wrong. I have had the privilege, in my work with students, to teach students who have spoken multiple languages.I may not always understand them, but because of my education into emergent bilingual education, I can now say that I can teach students who are not proficient in English. I cannot discredit my monolingualism to mean that I will not teach students who are bilingual. So, this paper will follow my own journey and self-discovery in the ways that I, a monolingual educator, ca

Continuous Professional Development is the strategy schools, colleges and universities employ to ensure that teachers and lecturers continue to develop and enhance their professional practice throughout their career lives. The aim of the study was to find out the lecturer’s views towards Continuous Professional Development and the relationship between Continuous Professional Development and lecturer performance in private higher education institutions in Botswana with regards to variables such as gender, work experience, age and educational qualifications. A quantitative research paradigm was adopted and the survey was used as a strategy of inquiry. The collected data was analysed using SPSS package Version 20 and the interpretation was based on Pearson’s R. The findings were that, lecturers in Private Higher Education Institutions viewed Continuous Professional Development positively and regard it as a panacea for professional growth, efficiency and teaching effectiveness. They also perceived strategies for Continuous Professional Development implementation as satisfactory that a lot more with regards to stakeholder involvement was required. The study further showed that biographic characteristics such as gender, experience and qualifications had a positive relationship on lecturer performance after Continuous Professional Development training while age did not have a positive influence on lecturer job performance after going through Continuous Professional Development

Effective instructional design is essential for efficient teaching and learning outcomes in all disciplines, particularly in the nursing content-laden curriculum. Instructional design model steps and processes enable faculty to determine the scope of the course contents, sequence of instructions, innovative presentation, and evaluation strategies. The generic instructional model of analysis, design, development, implementation, and evaluation (ADDIE) underlies every instructional design process. This paper compares and contrasts the characteristic features, processes, and steps involved in the design of the Dick and Carey instructional design model with the Morrison, Ross and Kemp model using the underlying framework of ADDIE. Each model, with varying degrees of ease of use, employs a nine-step system and procedural processes to provide strategies for creating course instructions. Learner perspective is the focus of each model and the models both have an appeal to course design and specific learning activities within a course. While the Dick and Carey model requires the use of all the components in order to create an instruction, the Morrison, Ross and Kemp model, with its independent or simultaneous use of the elements in any order, and the knowledge that there are cases where not all the nine elements are applied, make the model more flexible and easier to use. Integration of the elements of the Morrison, Ross and Kemp model into the blood transfusion learning activity for

Benchmarking is becoming a central instrument for improving the performance of higher education institutions and different approaches to higher education benchmarking have been adopted in many parts of the world. “If taken seriously and deployed properly, benchmarking can help colleges and universities position themselves for the new competitive environment” (Epper, 1999, p. 26). This paper outlines the recent changes in the higher education systems within the Arab region, triggered by the increased demands for accountability. This led to the introduction of new policies designed to make higher education institutions more accountable to the different stakeholders. There is also a strong emphasis on benchmarking as a tool to improving the performance of higher education institutions in the Arab region. Nonetheless, benchmarking is a new concept for most higher education institutions in this region, which can learn from the experience of other nations by examining the different tools used in benchmarking. The paper examines the different interpretations of benchmarking, referring to some applications in higher education. These applications have some common features, which include deciding on the scope of the study; identifying best practice organizations; deciding on and capturing best practices; reporting and disseminating features that can be transferred. Based on the review of different definitions and applications, this paper concludes that benchmarking is a continuous

The management of digital platforms like mobile services and data or information flows are an essential part of modern information governance. In this theoretical article the relationship between mobile governance, value networks and data portability is discussed, focusing on the effects, management of information has on the overall value capture. The current approaches within the information governance literature are, in the majority of cases solely information technology (IT), corporate or legal centric based. Therefore a user centric approach is proposed to address strategic issues arising from new digital services and leveraging the overall value capture by corporations and customers.

Thus far achieving gender equity in the academic leadership of South African institutions of higher learning is a mission not clearly possible. The Commission of Gender and Equity is established in terms of the Constitution of the Republic South Africa, 1996 and is mandated to transform the South African public and private sector institutions in order to ensure a balanced representation of gender within the South African labour force. Such mandate seems to be making a little impact on promoting women to assume academic leadership of institutions of higher learning. This paper therefore would like to argue that while equity is required ideally in workplace environment, the realistic environments often dictate otherwise. The social and the political realities on the ground suggest a different scenario that resultantly keeps the status quo alive with women taking back seat in academic leadership of higher learning institutions. Since the argument in this paper is conceptual, data is conveniently obtained from literature and document analysis. Few women appointed in academic leadership in institutions of higher learning never demonstrated strong leadership endurance and are removed before their term expires. This paper therefore concludes that the achievement of women empowerment in institutions of higher learning is possible if it is strongly ability driven with a strong established support mechanism in place.

With the increasing proliferation of academic institutions offering a post-graduate degree in Management (MBA) in India, an examination of the inner workings of these business schools (B-schools) in India could be of interest to several stakeholders. Some of these stakeholders could be: administrators of such institutions, aspiring students, faculty, and potential corporate recruiters, all of whom would have a vested interest in the effective running of such organizations. The purpose of this article is to describe the key issues which need to be resolved in order to run a successful business school in India and also how to avoid some obvious pitfalls. The opinions expressed in this article are those of the author alone.

The main thrust of this research is to engage in a purely literature review to strategically analyse innovation best practice and highlight gaps and areas for further improvement in Oman and beyond. The main reasons giving rise to this research are the desire to illuminate world innovation best practice which Oman firms, government departments and academia can then use to advantage and benefit the country. This research is based on literature review only, analysis and identification of gaps in literature and knowledge. Research using literature review has the advantage of harvesting latest researches being done globally and then making them available to local institutions at least cost. The limitation is that no primary research was done and deep seated cultural and firm level issues may remain untapped. Literature summary clearly shows that innovation success and competitiveness requires good educational standards, funding, promotion, R & D, good reward and incentive schemes for researchers, sophistication, trust, strategic alliances and private and public partnerships. Oman firms/institutions can use these findings firm by firm as well as across support national institutions to see whether best practice is there, and if not the effects on business, academia and solutions thereof. Researchers believe these findings will help enhance and improve innovation practices in Oman and contribute to development. Colleges and universities can disseminate this new knowledge. Firms can

Publishing in quality academic journals is challenging. Authors who want to improve their chances of publishing in management and allied business and social science journals can save themselves time by ensuring that manuscripts are consistent with the journal’s aims and scope and what the field requires in terms of addressing unanswered research questions or improvements to current theory and evidence. It is well-understood if a manuscript lacks theoretical grounding or makes significant methodological or research design mistakes, it will probably be rejected. Researchers in the social sciences are typically well-trained in methods, statistical analysis, and research design. But doctoral programs and other masters-level research programs spend much less time on the situating, organizing, and writing of manuscripts and how they should be framed for publication. Oftentimes, an author may face rejection of his or her submitted manuscript not because of bad data or methods, but because of major framing and organizing issues. These problems are addressed within the context of writing clear introductions which form the basis for a complete and well-organized manuscript that will likely have an improved chance of publication.