Higher Education Governance Research Articles

The Existence of Govermental and Environmental Uncertainty on Competitive Advantage of Private Universities

Aims: This study aims to illustrate empirically the impact of governance and environmental uncertainty on the quality of B-accredited private universities and their long-term competitive advantage.
 Study Design: The method used in this study used descriptive and causal-explanatory methods to test the research hypothesis.
 Place and Duration of Study: All private universities accredited by B in Indonesia.
 Methodology: This Research used descriptive and causal-explanatory methods. Data for this research were collected using a questionnaire and supplemented with interviews involving various university leaders. A random sampling technique was utilized to select a sample of 136 B-accredited private universities in Indonesia. The data was analyzed using the Structural Equation Modeling (SEM) approach. The study's findings show that higher education governance has a significant influence on both the quality of higher education and long-term competitive advantage, both directly and indirectly.
 Results: In contrast, environmental uncertainty has a major impact on higher education quality but has little effect on long-term competitive advantage. Higher education quality, on the other hand, has a strong beneficial influence on long-term competitive advantage. Furthermore, this research demonstrates that improved quality among B-accredited private institutions boosts their competitive advantage.
 Conclusion: This research shows that improving quality among B-accredited private institutions will increase their competitive advantage. Therefore, the results of this investigation provide a valuable contribution in addressing the problem of substandard quality in private universities in Indonesia and expand existing research on environmental governance and communication in university environments.

Higher Education governance and policy in Spain

The knowledge society of the 21st century is undergoing important changes in the field of information, communication, and globalization, which has led Higher Education Institutions (HEIs) to play a leading role in its sustainable development, based on three fundamental pillars: social, economic, and environmental, which go beyond its traditional role based on training students to obtain a professional degree. The need to address these significant changes and improve the quality and efficiency of HEIs has led to a reassessment of their governance structures, which require a more agile governance system that includes professionalized management. The most recent analyses on governance agree that the current mechanisms and systems of participation and decision making must be modified to guarantee greater effectiveness, and an improvement in transparency and accountability with the aim of contributing to promoting the role of the university in society, highlighting its contribution to innovation, research, generation and transmission of knowledge, and fostering collaboration with the business environment to promote the socioeconomic development of the surrounding area. This article analyses the role of the governing bodies in Spanish universities, highlighting the challenges and threats, and providing critical insights that result in improved self-governance.

Does Perceived Impact of Change Affect Readiness for Change in Higher Education Governance?

Background: Changes in the financial governance status of more autonomous state universities require readiness for change in the management of state universities. Academic staff is an HR group that carries out administrative tasks in the state university’s management. The first factor of readiness for change individuals must have is to know that change will be beneficial for themselves and the organization. Aim: This study aims to determine the role of perceived impact of change on readiness for change in academic staff. Method: This research is a quantitative study with 254 subjects selected using Holt’s RFCQ adaptation scale and Vakola’s perceived impact of change adaptation scale as research instruments. The data were analyzed using a simple linear regression analysis technique via IBM SPSS. Findings: Perceived impact of change is proven to affect readiness for change in academic staff. If members perceive that change is positive and beneficial for themselves and their organization, they will be more ready to accept change. In addition, demographic factors have no effect on readiness for change.

Panelist Analysis of Higher Education Governance Instruments Based on Good University Governance Principles Using Many Facet Rasch Measurements

This research aims to develop instruments related to measuring higher education governance so that it can fulfill the principles of good governance. This research used 3 panelists to measure the content validity of the instrument developed. The criteria for selecting experts/validators are adjusted to the expertise and needs of the instrument development being carried out. The study on testing the content validity of panelists uses Rasch Model analysis with the Facets application which aims to test subjectively rated statement items by looking at several aspects including unidimensional assumptions, testing model fit (item fit), and rater/expert consistency. The results of the content validity analysis carried out show that the unidimensional criteria (the raw variance explained by measure value is more than 20%), the item fit value (the outfit value is in the range of 0.5-1.5), and the rater consistency assessment show that all raters/experts meet the fitness criteria (outfit and infit value categories are in the range 0.5-1.5). The results of the content validity analysis carried out show that the quality of the instrument developed is suitable for use to measure higher education governance.

The Contested Nature of the Public in Policy

Co-sponsored by the Information Policy and Information Ethics special interest groups (SIGs), this proposal is for a pair of traditional 90-minute speaker panels, facilitated by the respective SIG convenors and supporting interlocutors, which will address the contested nature of the public in policy and implications for educators, including the ALISE community.
 The first co-sponsored panel explores the past decade’s ramped-up effort among activists to defund or use punitive measures against public institutions that support and enact diversity, equity, inclusion, and decolonization (DEID) efforts. For example, many libraries have purposefully endeavored to increase the diversity of their collections and programs with respect to BIPOC and LGBTQ+ authors, speakers, and themed displays. Many school systems have invested in DEID curriculum and resources to better serve their students, and universities have invested in staff and faculty development to support students, staff, and faculty of color. However, some community members and politicians are opposed to any DEID efforts and thus seek to eliminate them, using either legal or punitive financial means. This panel will give attention to the historical context of DEID efforts and current implications for public institutions; lobbying; advocacy work in public institutions; and legislation and states/provincial/territory rights and federalism. The Information Policy SIG convenor, with the support of interlocutors, guides the audience in a critical discussion of implications for multiple constituent groups (e.g., library users, people working within library and information institutions, trustees, mayors, legislators, police and security workforce, journalists). At the close, participants are encouraged to surface connecting topics and potential conversationalists for ongoing engagement co-hosted by the Information Policy and Information Ethics SIGs.
 The second co-sponsored panel pivots attention to instances of censorship and self-censorship among some of the people who work in higher education and K-12 public educational institutions and their libraries therein in various national contexts. The topics covered in this panel include the effect of censorship and self-censorship on teaching, learning, and curriculum; the contested nature of intellectual freedom, represented through specific cases of censorship, challenge and critique; implications for ethical AI in research and higher education; workplace expression, and employer; rights and responsibilities of academic freedom; and the use and abuse of civility codes. The Information Ethics SIG convenor, with the support of interlocutors, will guide the audience in a discussion of implications for the education of library and information professionals and those individuals who are engaged in teaching them. This includes critical discussion with respect to: employees and scholars at risk (e.g., equity deserving, precariously employed or under-employed, international work); threats on tenure and tenured members of academic staff (e.g. faculty, archivists, librarians); bargaining and job action; curtailing of academic freedom; declining collegial/shared governance in higher education; the importance of strong administrative and trustee support in our educational institutions; and related legislative priorities. At the close, participants are encouraged to surface connecting topics and potential conversationalists for ongoing engagement co-hosted by the Information Policy and Information Ethics SIGs.

The Contested Nature of the Public in Policy

Co-sponsored by the Information Policy and Information Ethics special interest groups (SIGs), this proposal is for a pair of traditional 90-minute speaker panels, facilitated by the respective SIG convenors and supporting interlocutors, which will address the contested nature of the public in policy and implications for educators, including the ALISE community.
 The first co-sponsored panel explores the past decade’s ramped-up effort among activists to defund or use punitive measures against public institutions that support and enact diversity, equity, inclusion, and decolonization (DEID) efforts. For example, many libraries have purposefully endeavored to increase the diversity of their collections and programs with respect to BIPOC and LGBTQ+ authors, speakers, and themed displays. Many school systems have invested in DEID curriculum and resources to better serve their students, and universities have invested in staff and faculty development to support students, staff, and faculty of color. However, some community members and politicians are opposed to any DEID efforts and thus seek to eliminate them, using either legal or punitive financial means. This panel will give attention to the historical context of DEID efforts and current implications for public institutions; lobbying; advocacy work in public institutions; and legislation and states/provincial/territory rights and federalism. The Information Policy SIG convenor, with the support of interlocutors, guides the audience in a critical discussion of implications for multiple constituent groups (e.g., library users, people working within library and information institutions, trustees, mayors, legislators, police and security workforce, journalists). At the close, participants are encouraged to surface connecting topics and potential conversationalists for ongoing engagement co-hosted by the Information Policy and Information Ethics SIGs.
 The second co-sponsored panel pivots attention to instances of censorship and self-censorship among some of the people who work in higher education and K-12 public educational institutions and their libraries therein in various national contexts. The topics covered in this panel include the effect of censorship and self-censorship on teaching, learning, and curriculum; the contested nature of intellectual freedom, represented through specific cases of censorship, challenge and critique; implications for ethical AI in research and higher education; workplace expression, and employer; rights and responsibilities of academic freedom; and the use and abuse of civility codes. The Information Ethics SIG convenor, with the support of interlocutors, will guide the audience in a discussion of implications for the education of library and information professionals and those individuals who are engaged in teaching them. This includes critical discussion with respect to: employees and scholars at risk (e.g., equity deserving, precariously employed or under-employed, international work); threats on tenure and tenured members of academic staff (e.g. faculty, archivists, librarians); bargaining and job action; curtailing of academic freedom; declining collegial/shared governance in higher education; the importance of strong administrative and trustee support in our educational institutions; and related legislative priorities. At the close, participants are encouraged to surface connecting topics and potential conversationalists for ongoing engagement co-hosted by the Information Policy and Information Ethics SIGs.

Implementation of UPBJJ-UT Governance Policy Innovations Based on the Indonesian National Qualifications Framework in East Nusa Tenggara Province: Strategic Collaboration Approach Perspective

Government policy in improving the quality of higher education and the quality of graduates through the Ministry of Research, Technology, and Higher Education's policies continues to experience significant development. One of the innovation policies for Higher Education governance is the realization of the Indonesian National Qualifications Framework (KKNI) which adapts to current developments in the current era of digitalization. This research seeks to see how the strategic collaboration approach is in developing the capacity of "quality UPBJJ-UT Governance Innovation based on KKNI" with the UPBJJ-UT analysis unit in East Nusa Tenggara. This research was carried out using a mixed method, where the methods used in this research were qualitative and quantitative. The results of the research gave birth to a recommendation model for the implementation of quality UPBJJ-UT Higher Education development policy innovations in East Nusa Tenggara Province.

Policies and Practices of Managing Higher Education in India: Lessons Learned from the Pandemic Experience

The COVID-19 epidemic has affected higher education worldwide, more so in developing societies. While several studies have looked at the impact of this pandemic on higher education, evidence on the changing policies and practices of managing higher education in a global crisis is still sparse. We present an analysis of how the higher education sector was managed at the system (national/state) institutional and individual levels during the pandemic in India. Drawing on the notion of federalism, we examine the process of decision-making and policy implementation during the crisis and its long-term implications on the governance of higher education. We use student and teacher survey data and critical review of documents by the government and regulatory bodies of higher education, at national and state levels, in our analysis. We find that students have faced the issues like a lack of peer group interactions, unavailability of study materials and lack of regular interaction with teachers that often helps them in performing better while in colleges and universities. Teachers, particularly from private higher education institutions, suffered immense economic distress due to undue delay in receipt of salaries, salary cuts or retrenchment. More importantly, responses to the pandemic-led challenges for higher education by regulatory and coordinating bodies are seldom based on assessing the challenges students and teachers face. It is argued that federalism in education has been substantially weakened as the pandemic response followed a centralised and unilateral approach of decision-making. The article concludes with the short-term and long-term implications of the pandemic-led crisis on the higher education sector in India, adds to the growing literature on the issue.

Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two‐ and Four‐Year Institutions, Second Edition

Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two‐ and Four‐Year Institutions, Second Edition

IMPROVING THE QUALITY OF HIGHER EDUCATION: THE ROLE OF STRENGTHENING INSTITUTIONAL CAPACITY IN HIGHER EDUCATION TRANSFORMATION

<p><em>This research is to be directed to analyze the development of higher education transformation strategy models through strengthening institutional capacity. The method used is qualitative through in-depth interviews and documentation studies. The results showed that there are several factors that hinder the performance of universities, such as limited human resources and infrastructure. This condition demands organizational change in order to be able to adapt to fast and complex organizational dynamics. In the context of higher education governance, there is an urgent need to transform governance according to the main tasks and functions through strengthening institutional capacity. From this study, researchers recommend that the transformation of governance strategies and strengthening of the role of universities through strengthening institutional capacity need to be implemented comprehensively. It aims to build optimal organizational capacity by strengthening eight key aspects, namely: Strategic leadership; Organizational structure; Human resources; Financial management; Infrastructure; Management of programs and services; Process management; Inter-organizational relations; and Spiritual management. Through this approach, universities are expected to reflect a strong and strategic capacity, which in turn will assist the institution in achieving the vision and goals set in the Gorontalo State University strategic plan. By adopting this strategy, universities can be better prepared for future challenges and opportunities in the ever-changing world of higher education.</em></p>

Modernizing Kazakhstan's Higher Education: Challenges of Policy Borrowing and Doctor of Philosophy Graduation Requirements

Educational policy borrowing is changing the landscape of Kazakhstan's higher education. Kazakhstan has initiated higher education standards and quality educational services to compete globally to match those in developed countries. The government policy for higher education reform is a measure of convergence: catching up with the advanced knowledge-based economies of Europe and North America and creating a gateway into the European Union and the Organization of Economic Cooperation and Development. According to the Bologna Process, the government's higher education policy calls for research-based Doctor of Philosophy (PhD) degrees. Through this enterprise, the Ministry of Education and Science considers higher education to serve as a beacon light on global competitiveness by mainly introducing the PhD and setting up requirements for graduation commensurate with a research society. This article is a case study investigating the implications of educational policy borrowing and PhD graduation requirements regarding how the students are assimilating and accommodating the requirements. The study explores the implications of how educational policy borrowing impacts PhD graduation requirements and examines the challenges posed by the requirements on PhD students. Our findings indicate that educational borrowing to modernize Kazakhstan focused on developed nations’ social, cultural, and structural characteristics rather than responding positively to changes in Kazakhstan's material and sociocultural environments. We conclude that educational policy borrowing should be selective to integrate national identity procedures by which governments and politicians must reformulate educational borrowing according to atypical nonglobal competitiveness emphasis.

Governance and Management of Higher Education in the Commonwealth of Asia: Sharing the Asian Experience for the Common Good in the Commonwealth of Africa

The purpose of this article was to critically explore the experiences and lessons of governance in higher education systems in the Commonwealth of Asia, and most importantly how these experiences and good practices can be applied to the governance and management of higher education in Commonwealth nations, especially in the Commonwealth of Africa. In order to address the purpose of this research study, systematic secondary research was conducted through a keyword search strategy. Using the gathered data, discussions were made on the various governance and management aspects in three Commonwealth Asian countries namely Malaysia, Singapore, and India in aspects and issues such as university autonomy, quality assurance, university-based research development, funding, institutional differentiation, and governance reforms proved salient for discussion. It is important to note that this article is not attempting to address higher education across geopolitical contexts by comparing governance practices between Commonwealth Africa and Commonwealth Asia; instead, it aims to share good practices for the common good and to generate a contextual application of higher education governance practices between the Commonwealth of Asia and the Commonwealth of Africa.

The international comparative approach to higher education leadership development: evaluating the longer-term impacts

ABSTRACT The international comparative approach has become an increasingly important approach to higher education leadership development, with higher education leaders from the global south looking into practices in higher education management in the global north for comparative insights. But it is always a delicate task in comparative studies to decide how the ‘best practices’ in the developed countries can be adopted and adapted to suit the local contexts and the local needs in the developing world. This study examines the impacts of a higher education leadership development program on Chinese university leaders, a few years after their three-month exposure to the Canadian system of higher education governance and management. The findings of the study suggest that the long-term impacts of system awareness tend to happen at a more global and conceptual level, with most leaders reporting broader global perspectives on their work. There are self-reported cases of direct borrowing of specific policies, but the borrowing is done in ways that are sensitive to local contexts. The findings are encouraging as they show that system awareness as a result of international comparative leadership development can transcend both the positivist and the relativist views of leadership.

Modernization of Higher Education Governance in China: Contexts and Ideas

Abstract The governance of higher education in China is a systematic project. Only by coordinating various systems can we build a scientific and reasonable national higher education governance system and comprehensively improve the governance capacity and performance of the country. To achieve this general goal, we need to promote overall progress and key breakthroughs, strengthen the combination of top-level design and correctly handle the relationship between the state and society, government, and market, central and local, government administration and public participation, economic efficiency, and social equity on the basis of the rule of law.

Data Governance in Higher Education: Britain’s Experience and Lessons for Taiwan

Data Governance in Higher Education: Britain’s Experience and Lessons for Taiwan

APPLIED APPROACH TO LEADERSHIP IN HIGHER EDUCATION: BIG DATA AND IT GOVERNANCE IN HIGHER EDUCATION

APPLIED APPROACH TO LEADERSHIP IN HIGHER EDUCATION: BIG DATA AND IT GOVERNANCE IN HIGHER EDUCATION

Student Participation: Issues for the Governance of Higher Education

The paper reports findings of a research project aimed at developing insight into student participation in the governance of higher education institutions. The project was carried out in two institutions in Portugal, analyzing numbers and forms of participation, identifying facilitators and constraints to participation, and analyzing the students’ perceptions of their own participation. The study was carried out in the context of the European purpose of creating a cohesive European Higher Education Area (EHEA), and in light of theoretical perspectives of the sociology of public action. The concept of participation put forward by the Council of Europe in 2003 was mobilized in the sense that true participation involves making a difference in decision-making. The research objectives required both quantitative and qualitative data collection; therefore, a mixed-methods approach was adopted, including document analysis, interviews, and a questionnaire. The cross-analysis of the data collected enabled the researchers to characterize the participation of students in formal governing bodies and in other institutional contexts, identify facilitators and constraints to participation resulting either from the legal framework, the institutional culture, or personal contexts, and simultaneously capture individual perceptions of participation on the part of the students. The results enabled the authors to make a set of recommendations for political action both at national and institutional levels.

Adopting neoliberal values in Taiwan’s higher education governance: a hybridisation process

ABSTRACT This article considers the adoption of Western neoliberalism in Taiwan’s higher education (HE) governance as a hybridisation process in which the influences of political democratisation, social liberalisation and Chinese cultural traditions intersect with contemporary Western norms and values. The paper draws on data from interviews with senior university administrators and education ministry officials to delineate the resistance to the competitive ethos embedded in neoliberalism and the retention of state presence and intervention in university governance, highlighting Taiwan’s historical, socio-political and cultural contexts. This account exemplifies how various historical, socio-political and cultural factors influence Taiwan’s HE governance and how Western norms and values are absorbed, questioned and resisted during the hybridisation process.

Higher Education Governance and Lecturer Performance: The Role of Leadership, Commitment, and Culture

This study aims to formulate a model and analyze the direct influence of Transformational Leadership, Organizational Commitment, and Organizational Culture on Governance and Lecturer Performance in Private Universities. This study uses an associative quantitative approach or research aimed at knowing the effect of exogenous variables on endogenous variables. The population in this study were lecturers in Banten Indonesia; as many as 211 lecturers participated as respondents in this study. Data collection using survey methods and analysis techniques using SEM with Lisrel 8.80 software. Based on the findings of the study and the discussion of its findings, the following conclusions can be drawn: (1) Transformational Leadership Affect Private University Governance; (2) Transformational Leadership Has No Effect on Private College Lecturer Performance; (3) Organizational Commitment Affects Private University Governance; (4) Organizational Commitment Affects Private University Lecturer Performance; and (5) Organizational Culture Affects Private University Governance; (6) Organizational Culture does not affect the Performance of Lecturers of private universities; (7) Governance affects the work of a lecturer at a private university.

Financial Management Behavior and Its Impact on Higher Education Performance

This study aims to analyze financial management behaviour and its impact on university performance from the perspective of Wealth Management. This study uses a qualitative case study type approach, in which researchers attempt to uncover the meaning behind financial management carried out by universities. Interviews, observations and documentation serve as a medium for collecting research data. Data analysis was carried out through data collection, presentation, and reduction stages and ended with concluding. The study results a show that financial management behaviour at STIE Indonesia Banjarmasin is carried out through financial planning, implementation and evaluation based on the principles of fairness, efficiency, transparency and public accountability. While the impact of financial management behaviour is, first, increasing educational performance; second, increasing research and community service performance and third, increasing public trust in higher education institutions. This research provides implications for the importance of wealth management in the higher education governance system towards superior and competitive tertiary institutions.