Higher Education Administrators Research Articles

The Construction of Executive Power in the Administration of Higher Education

The Construction of Executive Power in the Administration of Higher Education

The Ethics of AI in the Administration of Higher Education

The rising presence of artificial intelligence (AI) in higher education carries great promise and peril. This paper will examine the ethics of using AI for the operation of these institutions. Key areas of focus include data privacy, bias in decision making, accountability, and the impact on academic integrity. So is the importance of transparency, stakeholder involvement, and the need for ethical guidelines. The paper closes with suggestions for the responsible adoption of AI systems in higher education.

Assessment of Job Satisfaction

The research focused on assessing job satisfaction among contractual faculty members in higher education institutions, utilizing Herzberg's Two-Factor Theory as a framework. Contractual faculty members often hired temporarily, face unique challenges and conditions that can significantly impact their job satisfaction and overall engagement. Herzberg's theory distinguishes between motivators, intrinsic factors related to the job itself, and hygiene factors, which are irrelevant conditions surrounding the job. This study explores both factors to assess their effects on the job satisfaction of contractual faculty members.Quantitative approach is applied to capture relevant results of contractual faculty members' job satisfaction. The survey measured various motivators, including intrinsic and extrinsic factors. Findings indicate that while improvements in hygiene factors like salary and job security are essential for reducing dissatisfaction, they alone are insufficient to foster high levels of job satisfaction. Motivators, such as opportunities for meaningful work and professional development, are crucial in enhancing overall job satisfaction. This research provides valuable insights for higher education administrators and policymakers aiming to improve contractual faculty members' working conditions and experiences. By addressing motivators and hygiene factors, institutions can establish a more motivating and supportive work environment, ultimately benefiting faculty and students.

Simulated Annealing Algorithm Use for Assessing Administrative Level in Colleges and Institutions

Higher education administration is crucial for future development but less evaluated. Faculty performance in colleges and universities plays a key role in administration. This paper is based on simulated annealing algorithm to optimize the administrative level of colleges and universities. The results show large differences between different groups, especially in the east, middle and west. Reforming the performance structure can reduce the differences. Regional differences are small and related to the economy, which need to be optimized. There are large differences between different disciplines, and improving the performance of science and engineering teachers needs administrators' attention. The simulated annealing algorithm improves the evaluation accuracy and provides a reference for improving the management level of universities.

Adult learning and education for expanding access to higher education: the case of opsimaths in Ghana

ABSTRACT Opsimaths are a unique group of late learners among adult learners who qualify as Knowles’ ‘neglected species’. Opsimaths usually face more daunting challenges in their academic journey than other adult learners. In this study, we employ the [exploratory] phenomenological design to present the experiences of 15 opsimaths in Ghana who entered the university through literacy classes. The 15 opsimaths went through a university-approved access course and passed an entrance examination before gaining admission to higher education programmes. All 15 learners were pursuing postgraduate programmes at the time of this study. The findings show there are varied reasons for opsimaths to embrace formal higher education in their later years. The findings further identified the challenges opsimaths faced, their resiliency strategies, and identity reconstruction as they pursued higher education. Beyond the opsimaths, the study’s findings have implications for higher education practitioners The findings provide a basis for a re-think and for higher education administrators to develop bespoke policies for such a cohort of learners.

Administrative Views on Pedagogical Tolerance in Higher Education

For individuals to live together in society, they must comply with essential elements such as tolerance, respect and solidarity. Tolerance is respecting and understanding individuals’ ideas, feelings, and behaviors. For this reason, tolerance also plays a vital role for administrators in higher education. Pedagogical tolerance is the ability to accept and appreciate experiences, cultures and different perspectives in education, which is necessary to create inclusive, supportive learning environments. There are various studies on pedagogical tolerance. This study investigates the critical qualities required for sustainable and effective university leadership based on the responses of 26 participants from a university in Astana, Kazakhstan, to open-ended questions about pedagogical tolerance. The participants work in the positions of faculty deans, faculty department heads, and department administrative managers. The research was conducted using a qualitative research design. The answers to the open-ended questions asked of the participants were determined through content analysis. The research findings show that effective communication, cultural behavior, and emotional intelligence are essential for deans, as well as intelligence, respect, and responsibility for department heads. Strategic thinking, honesty, and technological literacy are emphasized for departmental administrators. Participants emphasize that having open-mindedness, empathy, and patience are essential in providing fair and quality education. Pedagogical tolerance is considered very important for ensuring sustainable education. In this context, it is recommended that seminars and training programs be organized for deans, faculty department heads and department managers. These trainings will enable them to understand better and apply pedagogical tolerance. These initiatives will provide comprehensive development opportunities for educational leaders in Kazakhstan and enable them to become competent in creating inclusive, respectful and supportive learning environments.

A study on the impact of perceived leadership member exchange on innovation behavior by university lectures

Based on the social exchange theory, this study used the convenience maximization method to submit a form to 832 teachers. SPSS and AMOS software were used to analyze teachers' cognition of leader-member exchange (LMX) and teachers' psychological empowerment and psychological safety in innovative behavior. Meanwhile, the influence of education and professional background on these factors was evaluated. It also explores the impact of the quality of leader-member exchange on innovation, and the intrinsic role of psychological empowerment and psychological security in the process. The results show that teachers with different academic levels and titles have significant differences in leader-member interaction behavior, behavioral innovation, psychological empowerment and psychological safety. In addition, the quality of leader-teacher interaction is positively correlated with innovative behavior and psychological empowerment, indicating that leadership plays a positive role in improving teachers' innovative behavior. Psychological empowerment and psychological safety, as the key, connect the complex relationship between leadership, educational environment and innovative behavior.These findings not only provide practical strategies for higher education administrators to promote teacher innovation, but also provide a theoretical basis for widespread application in the field of organizational and environmental psychology, highlighting the potential role of leadership in creating environments that support innovation, empowerment, and safety. This framework provides a powerful tool for creating an innovative and conducive work environment. Supported.

Global Kingdom Citizenship: A Model of Holistic Intercultural Competence Development

In this article, we provide Christian higher education administrators and faculty with an emerging conceptual model for the development of global kingdom citizens. Cultivating global kingdom citizens requires intentionality in both the curricular and co-curricular realms of Christian higher education, utilizing a holistic intercultural competence development framework as a heuristic. While some institutions may be focused on developing the intercultural competence (IC) of their constituents, others have rejected that term in favor of a more biblical-sounding term—cultural humility (CH). Still others, following the frameworks of a popular Christian businessperson, have preferred to employ the construct of cultural intelligence (CQ). In comparing the philosophical underpinnings and components of these three widely used intercultural competence frameworks, we posit that the cultivation of global kingdom citizens can best be achieved by combining current models into a holistic model entitled Global Kingdom Citizenship (GKC). We likewise propose that this holistic approach is better aligned with the spiritual objectives of Christian higher education, as it appropriately addresses the development of intercultural knowledge, skills, and attitudes for today’s students.

Optimizing faculty resource allocation in higher education: A mathematical model for strategic planning

This paper introduces a new mathematical model aimed at improving how faculty resources are allocated in higher education institutions. The model takes into account the complexities of student enrollment, teaching quality, and program offerings. It provides a structured method to estimate faculty needs, including both Ph.D. holders teaching core courses and teaching assistants or lecturers managing practical courses, labs, and related tasks. By considering factors such as class sizes, faculty workloads, and student enrollment patterns, the model offers useful insights for academic planning. Two case studies from Hafr Al Batin University illustrate the model's practical value and flexibility. These examples show how the model can support informed decision-making, helping to maintain a balance between student numbers and teaching quality. The paper concludes by highlighting the importance of data-driven planning in the changing field of higher education, suggesting future research directions, and positioning the model as a key tool for improving the management and administration of higher education. The main goal is to ensure a high-quality education for students while making efficient use of resources.

Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy and teaching efficacy and student success. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the Southeastern United States as well as to what extent specific dimensions of institutional culture affect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed through SPSS software using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that significance was found between two individual elements of institutional culture, 1) collaboration and team learning and 2) connection between the organization and its environment, and TPACK. These findings indicate that higher education administrators should focus efforts on creating opportunities for faculty to engage in professional development and move beyond siloed work to collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should focus on exploring the relationship between specific aspects of institutional culture that may impact quality online teaching.

Assessment Strategies, Instructional Resources, Science Course Teaching Methods and Acquisition of Employability Skills by Potential Science Graduates: The Lecturers’ Perspective

The study examines the interconnectedness of assessment strategies, instructional resources, and science course teaching methods relating to employability skills acquisition by potential science graduates from the lecturers’ perspective. The study utilised a research survey design. A sample of 371 was drawn from the population of science lecturers in universities in South-west using a multi-stage sampling technique. This involved purposive, stratified, and quota sampling techniques. A well-structured questionnaire was used to collect data analysed using descriptive statistics (multiple bar charts) and inferential statistics of correlation and regression analyses. The key findings of the study showed that instructional resources [instructional material, physical facilities, and human resources], science course teaching methods, and assessment strategies had joint significant predictions on employability skills acquisition. This implies that these variables must be adequately provided for improved acquisition of employability skills by students. Also, lecturers’ understanding of students’ key employability skills revealed low ratings of information technology, initiative, leadership, problem-solving, and adaptability skills of students. The study recommends that higher education administrators should strive to provide instructional materials, physical facilities and human resources as instructional resources to implement excellent teaching techniques and assessment strategies. The study concludes that lecturers should consciously seek self-upgrade and improve teaching techniques and assessment strategies.

The conceptualisation of employability among higher education administrators in Sri Lanka’s turbulent labour market

PurposeEmployability is an established research theme in Western literature; however, in developing economies, the concept remains unclear and underresearched. This study addresses this lacuna by exploring how Sri Lankan higher education (HE) administrators conceptualise employability and which capitals they perceive as needing development to achieve employability.Design/methodology/approachThe research utilised semi-structured interviews with an expert panel responsible for leading the development of the employment agenda within Sri Lankan HE. The purposive sample included four Sri Lankan vice chancellors (VCs), representing leadership at 27% of the country’s publicly funded universities and the HE funding commission. The qualitative data collected were thematically analysed to identify how employability was conceptualised and the perceived employability skills and capitals required.FindingsThe findings demonstrated that employability was conceptualised as requiring transferable skills and job-specific occupational skills. This view of employability represents a narrow definition with an emphasis on skill development rather than longer-term capability building. The results show the applicability of Bourdieu’s (1986) capitals in the Sri Lankan HE context, with cultural and social capital and proficiency in the English language critical to meeting employability objectives.Originality/valueThis research addresses the shortage of research about the concept and requirements of employability in developing countries. Most employability studies have drawn on samples from students, lecturers and employers, whilst this study considers the phenomenon from the perspectives of strategic administrators in HE who guide the employability agenda in practice. These insights are important in informing policymakers to calibrate a more balanced approach by incorporating employability into the Sri Lankan HE curriculum and sector strategy.

Exigency of Centering Equity in Educational Leadership Development

I am an example of a transformed higher education administrator. In this essay, I describe how my journey to an education doctorate impacts my work as a scholar-practitioner in higher education. The CANDEL program challenged what I thought I understood about the status quo in higher education with respect to race, socio-economic impacts, meritocracy, grit, and assumptions we make about students. The coursework and cohort model confronted my own biases and were foundational to my dissertation questions. Conducting my research on university leadership at my home institution gave me an opportunity to develop a shared equity leadership approach to solving complex problems. Equity-focused work in higher education is a long-game, ongoing, and essential to addressing the challenges facing our institutions. Without this, inequities experienced by faculty, staff and students will persist. The education doctorate and its scholar-practitioners are important drivers in shifting the American educational landscape.

Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program

Preschool teachers’ emotion-focused teaching (modeling of, responding to, and instructing about emotions) is associated with children’s observed and teacher-reported expression and regulation skills, as well as their engagement with peers and learning tasks. The present study reports findings from an alternative licensure program in which teachers receive coaching during a residency on how to support children’s social and emotional development through emotion-focused teaching. Using baseline and post- observed and self-reported emotion-focused teaching from two cohorts of teacher residents (N = 65), we examined the extent to which emotion-focused teaching changed as a function of the number of coaching feedback sessions each teacher received as well as coaching modality, duration, and topical focus. Findings indicated that teachers improved in their observed and self-reported emotion-focused teaching, but characteristics of the feedback sessions were not individually associated with these improvements. Impact statementEarly educators play a significant role in promoting children’s emotional competence, especially in early childhood. Unfortunately, teachers receive little training on how to do so except through delivering curricula. This study assesses a new licensure program for early educators that uses flexible, individualized coaching to promote emotion-focused teaching. Participating preschool teachers significantly improved their emotion-focused teaching and were highly satisfied with the program overall. These findings can inform decisions by policy-makers and higher-education administrators as they seek to address critical shortages in skilled, emotionally attuned educators to meet the needs of young children.

Evolving Dynamics of Higher Education Institutions and Their Cities (1980-2020)

This research examines the significance of higher education institutions (HEIs) as anchors in their host cities and their community engagement strategies from 1980 to 2020. By examining four case studies of urban-based universities that are members of the Coalition of Urban and Metropolitan Universities (CUMU) across diverse geographical and socio-economic contexts, this study analyzes the impact of anchor strategies on local communities, economic growth, and urban revitalization. Two public institutions—Rutgers University-Newark (RU-N) and the University of Pretoria (Mamelodi Campus, South Africa)—and two private institutions—Syracuse University (S.U.) and the University of Pennsylvania (UPenn)—comprise the four selected institutions. Comparative analysis of the case studies reveals that effective anchor strategies frequently involve multidimensional approaches that address their respective cities' social, economic, and public safety challenges. In addition, I identify the key factors contributing to the efficacy of anchor strategies, such as strong leadership, stakeholder collaboration, and maximizing the role of foundations and long-term vision. The findings of my study highlight the significance of universities as significant agents of urban change in guiding policymakers, urban planners, and higher education administrators who seek to harness the potential of universities in shaping sustainable and inclusive community engagement. My findings highlight the interplay between universities and their environments rooted in their host cities.

Research analytics capabilities (RAC) survey: development, validation and revision using the Rasch model

PurposeThe research enterprise within higher education is becoming more competitive as funding agencies require more collaborative research projects, higher-level of accountability and competition for limited resources. As a result, research analytics has emerged as a field, like many other areas within higher education to act as a data-informed unit to better understand how research institutions can effectively grow their research strategy. This is a new and emerging field within higher education.Design/methodology/approachAs businesses and other industries are embracing recent advances in data technologies such as cloud computing and big data analytic tools to inform decision making, research administration in higher education is seeing a potential in incorporating advanced data analytics to improve day-to-day operations and strategic advancement in institutional research. This paper documents the development of a survey measuring research administrators’ perspectives on how higher education and other research institutions perceive the use of data and analytics within the research administration functions. The survey development process started with composing a literature review on recent developments in data analytics within the research administration in the higher education domain, from which major components of data analytics in research administration were conceptualized and identified. This was followed by an item matrix mapping the evidence from literature with corresponding, newly drafted survey items. After revising the initial survey based on suggestions from a panel of subject matter experts to review, a pilot study was conducted using the revised survey instrument and validated by employing the Rasch measurement analysis.FindingsAfter revising the survey based on suggestions from the subject matter experts, a pilot study was conducted using the revised survey instrument. The resultant survey instrument consists of six dimensions and 36 survey items with an establishment of reasonable item fit, item separation and reliability. This survey protocol is useful for higher educational institutions to gauge research administrators’ perceptions of the culture of data analytics use in the workplace. Suggestions for future revisions and potential use of the survey were made.Originality/valueVery limited scholarly work has been published on this topic. The use of data-informed and data-driven approaches with in research strategy within higher education is an emerging field of study and practice.

Navigating the Digital Age: Empowering Kwara State University Administrators in Bridging the ICT Literacy Gap

This position paper explores the role of literacy skills, efficacy, and readiness among university administrators in Kwara State regarding the integration of Information and Communication Technology (ICT) for management functions. With the rapid advancement of technology, educational institutions are compelled to adapt to modern tools and practices for efficient management and administration. The study aims to assess the current status of literacy skills, efficacy levels, and preparedness of university administrators in Kwara State regarding the integration of ICT into various administrative tasks and functions. The research methodology involves a comprehensive survey among university administrators across various institutions in Kwara State. The findings will help educational policymakers and stakeholders develop targeted interventions and strategies to enhance capacity building, training programs, and infrastructure development initiatives. The paper also contributes to the existing body of knowledge on ICT integration in educational administration, particularly in the context of Nigerian universities. It highlights the importance of continuous professional development and training to ensure university administrators remain adept at utilizing ICT tools for effective management and decision-making. The paper advocates for targeted interventions, capacity-building initiatives, and infrastructure development efforts to enhance the ICT readiness of university administrators in Kwara State, contributing to the overall efficiency and effectiveness of higher education administration in the region.

Communicating about diversity: challenges and strategies related to integrating race into the rural higher education classroom

ABSTRACT In a country where conversations about race, racism, power, and identity are becoming more commonplace and viewed as a necessity for creating an inclusive society, it is striking that many higher education faculty members struggle to incorporate these kinds of conversations into the classroom. While studies have pointed to a variety of reasons, including faculty members’ racial literacy and their White fragility, few studies to date have examined what faculty members from American rural contexts view as obstacles and opportunities in discussing race in the classroom. This study fills this gap by examining what barriers and strategies faculty members from a rural Predominantly White Sea and Land Grant institution engage with when discussing race-related topics in the classroom. Utilising a mixed-methods approach, this study’s findings revealed barriers consisting of instructor ambivalence and discomfort, student discomfort, lack of experience with and insight into discrimination, and institutional issues such as lack of support. This study also identified strategies that instructors indicated using to successfully incorporate race into the classroom, including strategies aimed at creating a productive classroom environment, exposing students to diversity, and creating an environment that allowed for critical reflexivity. The study concludes with recommendations on how higher education administrators and instructors in rural areas can work to render discussions about race more constructive and meaningful.

AI-Driven Decision Support System Innovations to Empower Higher Education Administration

This study explores the utilization, perceptions, and impacts of Decision Support Systems (DSS) in higher education administration. With a focus on DSS, a cross-sectional survey was conducted among higher education administrators from various institutions. The findings underscore the essential role of DSS in higher education administration, with administrators reporting significant utilization and praising their effectiveness and user-friendliness. The study reveals the positive influence of DSS on strategic planning, enrollment management, resource allocation, and student success initiatives. Moreover, it demonstrates the association between DSS usage and favorable outcomes, including increased efficiency and perceived positive consequences. However, persistent challenges such as data quality issues, privacy concerns, and resistance to change highlight the need for improved data management strategies, ethical considerations, and change management approaches. These findings contribute to the ongoing discourse on the transformative potential of DSS in higher education administration and provide valuable insights for businesses seeking to enhance decision-making, resource allocation, and data-driven initiatives. The innovative integration of AI in DSS for higher education administration represents a paradigm shift in decision-making processes, offering unprecedented opportunities for improvement and innovation.

The Impact of Transformational Leadership on Teacher Performance in Shandong Universities: The Mediating Role of the Psychological Contract

Transformational leadership refers to a leadership style that aims to inspire and motivate followers to exceed their own self-interests for the sake of the organization and achieve exceptional outcomes. In the context of increasing demands for improved faculty performance in higher education, the relationship between transformational leadership, psychological contract, and faculty performance in higher education institutions remains an active area of academic research. This study focuses on the mediating role of the psychological contract among faculty members in higher education institutions in Shandong Province, exploring the impact of transformational leadership on faculty performance. This study is a quantitative study that used a convenience sampling method to conduct a survey, recruiting 755 faculty members from various higher education institutions across Shandong, China. Data analysis was conducted using SPSS, and the results indicated that transformational leadership significantly enhances faculty members’ psychological contract, consequently improving their performance levels. Moreover, the study revealed that the psychological contract is a key mechanism through which transformational leadership enhances faculty performance, primarily by fostering a higher sense of psychological contract fulfillment among educators. These insights underscore the crucial role of transformational leadership practices and the cultivation of a strong psychological contract in enhancing faculty performance in the higher education sector. The study advocates for the adoption of transformational leadership strategies by higher education administrators, coupled with concerted efforts to forge and sustain a meaningful psychological contract within faculties, as a means to bolster faculty performance.