Prelims

Index

The massive global growth of private sectors transforms higher education. It naturally sparks great interest and debate. But analysis lags far behind, as does cross-national documentation. Promoters glorify roles (e.g., access), while critics demonize roles (e.g., moneymaking). Policy makers tend to hold simple views of what private higher education does or what they want it to do, while participants tend to generalize from their own institution. Public discussion thus often revolves around narrow and misleading declarations. The gap is large between self-serving or ill-informed views and more complex reality. Private higher education is least understood where it has just recently become prominent—and that is in much of the world. A few decades ago, private higher education was absent or marginal in most countries. Today, it captures a major or fast-increasing portion of enrollments in Eastern and Central Europe, the Middle East and northern and sub-Saharan Africa, East and South Asia, and Latin America. Furthermore, new forms of private

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

In South Africa widening participation in higher education is located within a transformation discourse that sought to change the demographics of the student population in public higher education institutions. Current literature on public higher education participation demographics suggests that the transformation agenda of increasing the participation of previously disadvantaged population groups have been met in terms of headcount. There are, however, concerns raised about equality of opportunity to access public higher education institutions, especially with regard to potential students from deep rural contexts and who have attended school education in impoverished communities. In attempting to address these concerns, higher education institutional marketing became one of the communication tools through which higher education studies were promoted across the country. Although, higher education institutional marketing at Universities of Technology has been well established within South Africa, the marketing recruitment strategy employed was largely intended for the urban and sub-urban contexts. This study focuses on this challenge within a social justice and equality discourse. The study, therefore, engages with the literature on higher education transformation, marketing, social justice, equity and equality to show the complexity of higher education institutional marketing and highlights the inequalities in current marketing strategies and practices that continues to disadvantage marginalised communities from accessing higher education studies. The primary aim of this study is to explore the inequalities in current higher education institutions’ marketing processes to recruit potential students from geographically marginalised communities, with a view to reducing these inequalities. The study explored the marketing strategies employed by a University of Technology to understand the experiences and concerns identified by learners and teachers of deep rural schools in accessing higher education. The case study approach to methodology required a mixed method for the data collection from stakeholders (grade 12 learners and educators) of three secondary schools in three different deep rural contexts. A survey was conducted using a questionnaire to obtain information from grade 12 learners. In addition, the Life Orientation educators of these three schools were interviewed. In order to obtain a holistic perspective of the institutional marketing efforts, current first year university students from deep rural contexts were interviewed to explore their experiences into higher education. The analysis of the data revealed that learners in deep rural contexts were aware of higher education studies, but the information received about accessing and studying at a higher education institution was inadequate to make informed decisions. The study also found that there was a mismatch between what was marketed by higher education institutions and the needs of the learners and the community. Furthermore, the needs and resources for the potential students from disadvantaged communities were identified. Therefore, a customised recruitment strategy is proposed with regard to the promotional materials and processes to encourage and support aspiring higher education students. The findings proposes a marketing strategy that is located within a social justice, equity and equality framework that aligns institutional marketing with the needs of the communities located in deep rural and impoverished contexts. In other words, a strategic community engagement action plan between the university and the department of education is suggested. The study, therefore, makes recommendations to higher education institutions about marketing strategies that would be relevant to a diverse target market, particularly to marginalised or rural areas in KwaZulu-Natal. In addition, the study makes recommendations to address inequalities in institutional marketing that could lead to views about substantive equality needed for higher education transformation within the current South African context.

Although universities have undergone changes since the dawn of their existence, the speed of change started to accelerate remarkably in the 1960s. Spectacular growth in the number of students and faculty was immediately followed by administrative reforms aimed at managing this growth and managing the demands of students for democratic reform and societal relevance. Since the 1980s, however, an entirely different wind has been blowing along the academic corridors. The fiscal crisis of the welfare states and the neoliberal course of the Reagan and Thatcher governments made the battle against budget deficits and against government spending into a political priority. Education, together with social security and health care, were targeted directly. As the eighties went on, the neoliberal agenda became more radical—smaller state and bigger market—attacking the public sector itself through efforts to systematically reduce public expenditure by privatizing public services and introducing market incentives. At the

The Review o f Higher Education Fall 1993, Volume 17, No. 1, pp. 69-93 Copyright © 1993 Association for the Study of Higher Education All Rights Reserved (ISSN 0162-5748) Institutional Climate and the Quality of the Academic Workplace Theodore H. White, Melinda G. Spencer and Marvin W. Peterson The “New ” Focus on Quality Discussions of institutional and academic quality in higher education literature date back over a century (Fairweather and Brown 1991; Kuh 1981; Lawrence and Green 1980; Webster 1986); but since the early 1980s, issues relating to quality in education have climbed steadily higher on public, government, and higher education agendas. The current em­ phasis on quality is punctuated by external calls for faculty and admin­ istrator accountability and for “proof’ that institutions provide quality environments for faculty teaching and student learning (Lenth 1990; Mayhew, Ford, and Hubbard 1990). A growing number of institutions see quality management as a means for controlling their costs internally while enhancing their “product”— their academic offerings (Chaffee 1991; Deming 1986; Massy 1989; Scherkenbach 1991; University of Michigan Theodore H. White is Assistant Professor of Educational Administration in the Pro­ gram for Adult and Higher Education at the University of South Dakota. Melinda G. Spencer is Director of Research and Education with the Society for College and University Planning and a doctoral candidate in Higher Education Administration at the University of Michigan. Marvin W. Peterson is Professor of Higher Education at the University of Michigan. He serves as Chairperson for the Program in Higher and Adult Continuing Education as well as Director of the Center for the Study of Higher and Postsecondary Education. 70 The Review of Higher Education Fall 1993 1990). Quality has even been viewed as the central defining issue for higher education (Marcus, Leone, and Goldberg 1983; Sherr 1990). Research on quality in higher education is confusing and contradic­ tory for several reasons. First, “quality,” like “effectiveness,” is difficult to define explicitly because it is a perceptual construct that is formulated at the individual level (Peterson, Cameron, Mets, Jones, and Ettington 1986). Not only do different constituencies use different definitions of quality but individuals within constituencies do not agree on common definitions. For this reason, studies purporting to study quality often focus on very different phenomena (Garvin 1988). This confusion is compounded when the units of organizational analyses vary or are not made explicit, and findings are generalized beyond the scopes of their studies (Webster 1986; Fairweather 1988). Finally, the greater part of the writing about quality is theoretically, not empirically, based. Thus, many assumptions regarding quality improvement remain untested. Interest in better performance by higher education institutions has brought increased attention to higher education work environments and institutional quality from both internal and external constituencies. This focus emerges from the centrality of the academic workplace to the ac­ ademic functions of the institution and to such related outcomes of a high quality workplace as innovativeness, excellent teaching, high mo­ rale, improved communication, and quality scholarship (Austin and Gamson 1983; Peterson 1988). Although no set of variables is “necessary and sufficient” for defining quality (Cameron 1987), certain organiza­ tional dimensions have become widely accepted as important quality indicators. One way to begin developing our understanding of quality improve­ ment is to examine some of the dimensions associated with quality within a defined context such as the academic workplace. Based on a review of the literature, we found that generally accepted dimensions of quality in the academic workplace include support for academic innovation, chal­ lenging work, and professional treatment of faculty and their work ac­ tivities. The purpose of this study is to use these critical dimensions to study relationships of quality by examining the following question: How are institutions’ organizational and administrative climates related to the perceived innovation, challenge, and professionalism in the academic workplace when individual and organizational characteristics are held constant? The Quality o f the Academic W orkplace For the reasons just described, the research literature varies consid­ erably regarding the key characteristics of a high-quality workplace. De­ White, Spencer, & PerERSON/Institutional Climate 71 spite this variation, we find that studies focused on improving academic organizational quality repeatedly call for the creation of a flexible work...

Fostering social justice leaders through the social action, leadership and transformation (SALT) model

Tyrimo tikslas buvo taikant diskurso analizę ištirti Latvijos universiteto pedagogikos doktorantūros programą ir metines savianalizės ataskaitas nuo 1999–2000 iki 2014–2015 mokslo metų ir išsiaiškinti, kaip vystėsi programos skaitmeninimo diskursas ir kaip jis prisideda prie programos kokybės tobulinimo. Taikoma prieiga apima du etapus: archeologinį ir genealoginį. Pagrindinis archeologinio etapo uždavinys – išanalizuoti teiginių sekas pagal diskurso struktūros formavimo aspektus. Todėl diskursas tiriamas lingvistiniame kontekste vertinant subjektų pateikiamus teiginius apie objektus. Genealoginiame etape dėmesys telkiamas į galios vaidmenį kuriant diskursą, į diskurso kontekstą ir siekiama suprasti, kaip jis formuojamas įgyjant platesnę socialinę vi ziją. Diskurso analizė atskleidžia svarbias pedagogikos doktorantūros programos diskurso skaitmeninimo transformacijas: akademiniais 1999–2000 metais, siekiant gauti informacijos apie programą, ją skleisti ir pan., kaip techniniai ištekliai buvo naudojamos IRT . 2005–2006 mokslo metais skaitmeninimo diskursas transformavosi įgydamas naują struktūrą, kurioje IRT buvo prasmingai integruojamos į studijų procesą išplečiant doktorantams atsiveriančias galimybes tarptautiniame kontekste ir skatinant studijų pasiekimus. Todėl 2010–2011 mokslo metais iš dalies pakito skaitmeninimo diskurso struktūra ir ji gerokai patobulėjo, nes studentams ir dėstytojams buvo suteikta galimybė užsiimti akademine ir mokslinių tyrimų veikla virtualioje mokymosi aplinkoje.

The current state of higher choreographic education and features of professional training of choreographers in the German-speaking countries, in particular Austria, Germany and Switzerland were analyzed. It is found that most of the German-speaking countries are Germany, Austria and Switzerland, which became the object of study. The considered the structure of higher choreographic education in the German-speaking countries. Universities, higher dance schools and higher art schools are functioning in Germany. Universities and academies are functioning in Austria and Switzerland. The institutions of theatre sciences, faculty of pedagogy and psychology, departments of performing arts are the structural units of the universities. The institutions of higher education have both private and state ownership. It is found out that the main areas for which training is future choreographers in the German-speaking countries there is a Dance, Dance pedagogy, dance, Science of dance, Choreography. German-speaking countries recognized by the training of specialists in the specialty choreography of Modern dance that has no analogues in Ukraine. The term of study is four (bachelor) and two (master) years. Higher choreographic education in these countries has a different approach and aims at mastering a separate specialty that provides future dance instructors completely and thoroughly master the basic knowledge and skills in this specialty. Specific conditions and rules of admission to the higher educational institutions of German-speaking countries.

The rapid spread of the Covid-19 coronavirus outbreak compelled many university administrators worldwide to take immediate measures to prevent spreading the disease on their campuses. One key measure was to switch from the face-to-face teaching mode to emergency remote teaching through online learning. Even though the swift and unplanned shift to move all courses online has caused several challenges to most Higher Education Institutions (HEIs) in Latvia, such a challenging situation has also created opportunities and opened new perspectives to the understanding of the digitalization of teaching and learning in Latvian HEIs. This paper, therefore, attempted to explore the digitalization process of Latvian HEIs, the response to the Covid-19 crisis by HEIs in Latvia, and the views of students of the Faculty of Education, Psychology and Art, the University of Latvia on the remote learning process they were exposed to during the academic year of 2020/2021 as well as how formal and informal research classes/modules contributed to the students’ knowledge and attitudes toward the research process during the Covid-19 crisis. The conclusions of this paper were (1) digitalization and increasing study in the virtual environments are changing students’ attitudes towards studies. Therefore, it is expected that HEIs in Latvia will reach their digitalization goals by 2027, (2) it seems that the students and the faculty adapted the remote learning process and strategies were found to support the achievement of study results, learning remotely during the Covid-19 crisis. Even though the students’ responses to their self-assessment of their digital skills were high, they sought to acquire more digital skills during the remote learning mode. (3) Although the students take formal research classes/modules, they require more training and an in-depth understanding of research methodologies.

Purpose This study aims to examine global research trends and thematic developments related to organizational culture within higher education institutions (HEIs) through a comprehensive bibliometric analysis. The study utilizes performance analysis to identify influential authors, institutions, countries and journals and applies science mapping techniques (e.g. keyword co-occurrence and thematic cluster analysis) to explore the intellectual structure and evolution of research themes across diverse geographic contexts. Design/methodology/approach This study employs a rigorous bibliometric approach to map and analyse research on organizational culture in higher education, using data from the Scopus and Web of Science (WoS) databases. Publications from 1977 to 2024 were examined, with an initial dataset of 4,506 documents. After applying selection criteria, peer-reviewed, English-language journal articles focused on organizational culture in higher education were retained, resulting in 2,445 articles for further analysis. The analysis combines performance metrics (e.g. publication trends, key authors and institutions) with advanced science mapping techniques such as co-citation analysis, bibliographic coupling and keyword co-occurrence. These methods reveal the intellectual structure of the field, identify emerging research clusters and track the evolution of key themes. Findings The bibliometric analysis reveals that research on organisational culture in higher education is shaped by key contributors, including Brown, A., Humphreys, M. and Kezar, A. The United States and the United Kingdom emerge as the most active research hubs, with leading publications in journals such as Studies in Higher Education and Higher Education. The analysis highlights core thematic areas, including the relationship between organisational culture, academic performance, faculty well-being, leadership, sustainability and institutional resilience. The field has experienced steady growth, with a notable shift from corporate-focused perspectives to educational contexts and an increasing emphasis on mixed-methods and qualitative research designs, particularly in response to global disruptions such as the COVID-19 pandemic. Originality/value This study applies a novel bibliometric approach to systematically map the intellectual landscape of organizational culture research in higher education. By integrating Scopus and Web of Science data, it uncovers influential contributions, global disparities and thematic evolutions, offering fresh insights into shifting research priorities shaped by global disruptions and institutional transformation.

The Covid-19 pandemic, which emerged in the last months of 2019, spread rapidly and has affected the whole world. The pandemic also affected higher education significantly, and face-to-face education in higher education institutions were suspended. Most universities have changed the teaching method from traditional to online education. Thus, more and more researchers focused on COVID-19 and distance education in higher education. The aim of the research was to examine the impact of the Covid-19 pandemic on higher education studies in the field of distance education. For this reason, the changes in distance education research in the pre-pandemic and the pandemic period were analyzed in terms of some performance variables. Two different meta-data sets, consisting of 1322 articles for the pre-COVID-19 period and 2103 for the COVID-19 period, obtained by querying the Web of Science database, were used for analysis. Vosviewer software were used for bibliometric analysis, while Harzing’s Publish or Perish software was used for h-index calculation. Publications from the two different periods were compared according to researcher(s), publication, journal, institution, and country criteria using citation analysis. The citation analysis showed that the most cited researchers of the pre-pandemic period were A.Bozkurt, B. Rienties, and D. U. Bolliger, while the most cited researchers of the post-pandemic period were C. Herodotou, J. C. Bonk and M.Y. Doo. Computer & Education ranked among the most-cited journal in the pre-pandemic period, while in the post-pandemic period, the most cited journal was Education and Information Technologies The most cited studies in the pre-pandemic period were conducted by researchers working at King Saud University and the University of South Africa, while in the post-pandemic period Universiti Teknologi Malaysia and Indiana University were in the leading position. The results clearly show that Covid-19 has given a new direction to distance education.

The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ