Higher Education Governance Research Articles

Perancangan Prototyping Sistem Informasi Penilaian Kinerja Dosen Perguruan Tinggi

Higher Education Governance is very important in achieving its Vision and Mission, one of which is in managing Human Resources (HR) in this case are Lecturers, Lecturers can carry out many tasks that are carried out both in the Tridarma of Higher Education and Structural, in this case many obstacles are faced faced in assessing lecturer performance, so far monitoring of work is still done manually still collecting hardcopy reports, and evaluating lecturer work takes a long time. In this research, a Prototyping Design of Higher Education Lecturer Performance Assessment Information System will be made that can be used to evaluate and evaluate the performance of Higher Education lecturers to support Accreditation where this system can be used as a reference in decision making. The next goal is to implement a lecturer performance appraisal system in tertiary institutions. Thus, higher education accreditation can be increased

Power Centres in Governance of Higher Education

Rules and rationalities are the bases of analysis in rules determined governance model. Power as the ability to influence decision-making and the influence of power centres are not sufficiently examined in the literature on the governance of higher education. The article locates various centres of power in the functioning of universities and how they affect decision-making. The study is located in a large province of India with a population of 130 million with over a dozen of universities and over 700 colleges affiliated with the universities. The study finds that conflict among power centres affects the decision-making and determines governance in an amorphous way. The leadership challenge is to create a communicative process by which the conflicts are resolved and unity of purposes of governance is established. However, conflict resolution itself is embedded in social and political structures. From a case study of the governance of a province in India, I observe the chaos in the governance of universities. However, depending on the intensity of the conflict or the resolution of the conflict the experiences of governance may vary in different contexts. I argue that power centres in the governance of higher education are useful instrument to study the governance of universities.

A Study on the Experiences of Higher Education Good Governance in European and North America Countries; Some Lessons Gained for Higher Education in Iran

Higher education, in order to achieve its strategic goals in society, requires governance understanding in a sustainable trend so that it can correctly define and outline its mission and step towards it firmly. Research knowledge and experiences of the advanced countries in this field may certainly contain some considerable and –sometimes - valuable lessons gained in policies for higher education systems in other countries, especially for Iranian higher education system suffering from some ineffective traditional procedures and avoiding up-to-date governance methods. In this article, by applying the research method of document analysis and using the purposeful sampling method, the identification and qualitative analysis of good governance experiences in higher education of three selected countries - including Germany, England and Canada - has been addressed in the four measures of quality affairs, academic independence and financial management. Data gatherings were done by searching contents of universities’ websites, published articles, essays, reports, governmental and academic manuscripts. Data was qualitatively analyzed at two levels of open and axial coding. From the study and analysis of the experiences of good governance in higher education of selected countries, in the dimension of quality measures, including evaluation and quality assurance in the context of agreed frameworks, multiple use of the evaluation system, validation and quality assurance, transparency and accountability, and improvement were identified as the logic of evaluation and quality assurance of higher education. Systematic synergetic management and planning, and network management based on scientific reference were experiences that were represented in the dimension of university management and planning. Morover, in the financial planning measures, experiences such as contingency budgeting based on scientific indicators, and diversity of support in providing financial resources were identified. In the end, the article, by enumerating the findings obtained from its research in the experiences of the governance of the selected countries, has recommended to all the policy makers and officials of the country's higher education to study and review them as lessons that can be learned for awareness and to create a well-considered platform in order to use them effectively, in the framework of appropriate and updated action plans in the field of governance of higher education.

Academic Women’s Perspective on Strategies for Inclusion of Women in Nigeria Higher Education Governance

This paper provides data on women in academics’ perspective on approaches for enhancing female participation in university’s governance in Calabar, Cross River State, Nigeria. Subjects were 254 women in academics with varying years of teaching experience, from two universities in Calabar. A questionnaire (Academic women perspective on strategies of increasing female participation in university governance questionnaire) was used to gather data from respondents in order to provide answer to the only research question of the study. Subjects were required to outline strategies they considered effective and practicable, for increasing female participation in university governance. Actual numbers, frequencies and percentages were used to present the result. Results indicated that eleven out of the fifteen strategies had a rating of above 70% with strategies listed in items 5,6 and 10 adjudge by the respondents as most effective for increasing women’s capacities and abilities for active involvement in the management of higher education institutions. The study recommended among others that counsellors should focus the advocacy energy on promotion of gender equity by empowering and equipping academic women to take their rightful positions as managers in institutional governance of higher institutions.

Social media, social capital, and knowledge sharing: Impact and implications for the higher education governance

Most of the studies in the field of social media propose that the usage of social media in an organization fosters the employees’ social capital and further enhances the process of knowledge sharing. In the higher education sector, knowledge sharing plays a great role in strengthening the education system and enhancing the teaching and research skills of the faculties. Meanwhile, social media is playing a very important role by affecting social capital which is further affecting knowledge sharing. The current study aims to understand the impact of social media usage on social capital, measured by using three variables, i.e., shared vision, trust, and network collaboration. It further measures the impact of social capital on knowledge sharing in higher education using SMART-PLS software. The data has been collected from 80 respondents from higher educational institutions in Northern India. The study reveals that social media is significantly affecting trust and network collaborations among academicians but there is no significant impact of social media on shared vision which further helps in exploring the various ways and platforms for constructive usage of social media in academia.

The problem of the web: Can we prioritize both participatory practices and privacy?

This paper is a critical case study tracing the professional history of a self-professed open educator over more than two decades. It frames the narrative of an individual as a window on the broader arc of the field, from early open learning as a means of widening participation, through the rise of the participatory web at scale, to the current datafied and extractive infrastructure of higher education. It outlines how the field of online education has changed, as the web and the social and societal forces shaping use of the web have shifted. Through these lenses of change, the case study explores the dilemma facing open and participatory education at this juncture: that the current structure of the web threatens privacy, higher education governance structures, and the spirit of open, participatory sharing. The paper explores the problem of the web as one without direct solutions but does consider ways that educators might mitigate their open practice in more critical directions.

Governance in Higher Education Institutions: a glimpse from the US

All over the world, higher education (HE) is perceived to be crucial and strategic for the development of regions and nations. In this aspect, the United States (US) higher education plays an important role, and it is recognized for several enduring features that make it distinct from other HE systems throughout the world. The US higher education is diverse and dynamic, with a commitment to academic freedom and cutting-edge research, and a wide range of institutions and programs are available to students. The enormity of the system exceeding 4,000 institutions and serving around 20 million students is clearly one feature. Its emphasis on access and availability is another. In recent times, one might wish to add its, perhaps, overzealous affinity for a market-driven philosophy. Finally, the mechanism of control through governing boards consisting of citizen-trustees that has endured since its beginning at Harvard College must be highlighted. The aim of this article is to present an overview on governance of higher education institutions (HEIs) in the US. We attempt to describe the main parameters around governance of public higher education, and we offer critical insights through a comparison with the private sector in the US and its European counterpart.

Models of Higher Education Governance in Europe: From ‘Organised Anarchy’ to Business-Corporate Organisations

This article discusses the shift from collegial governance of higher education systems and institutions to managerial governance in articulation with the change from state control regulation to the state supervision models. The rise of boardism (i.e. the strengthening of managerial approach to governance and the decrease of the power of academics) influenced by the development of New Public Management approaches is convened to identify the models of European higher education governance. Moreover, under the framework of the increasing digitalisation of management and governance of higher education, the future(s) of higher education institutions as business-corporate organisations is/are debated. While the academy’s ability to deal with external demands is considered, the introduction of new principles underlining the power of managers over academics emphasizes the decrease of academics’ power in governance and management practices.

Governance in Higher Education: University Senates and Participation in Türkiye

Bu araştırmada, yönetişimin temel unsurlarından katılımcılığın yükseköğretimdeki uygulamalarının incelenmesi amaçlanmaktadır. Bu kapsamda, üniversitelerin en üst karar alma organı olan senatoların karar alma süreçlerinde paydaş katılım düzeyi iç paydaş görüşleri doğrultusunda incelenmiştir. Bu araştırma, nitel araştırma yaklaşımına dayalı betimsel bir çalışmadır. Artvin Çoruh Üniversitesi, Karadeniz Teknik Üniversitesi ve Recep Tayyip Erdoğan Üniversitesinden seçkisiz olmayan örnekleme yöntemlerinden amaçlı örnekleme türlerinden maksimum çeşitlilik yöntemi ile belirlenmiş 33 katılımcı araştırmanın çalışma grubunu oluşturmuştur. Çalışma kapsamında, OECD’nin (Gramberger, 2001) katılım aşamaları çerçevesinde (bilgilendirme, istişare ve aktif katılım) yarı yapılandırılmış görüşme formu oluşturulmuş ve katılımcılarla yapılan yüz yüze görüşmeler aracılığıyla veriler toplanmıştır. Elde edilen verilere dayalı olarak oluşturulan kategori ve temalarda, katılımcıların doğrudan ifadelerine yer verilmiştir. Senatoların karar alma süreçlerine yönelik katılımcı görüşlerinden elde edilen verilerde, iç paydaş olarak akademik ve idari personel ile öğrenciler, katılım basamaklarının bilgilendirme, istişare, aktif katılım basamaklarında eksiklikler olduğunu ifade ederken yönetim görevinde olan katılımcılar katılım süreçlerinde eksiklik görmedikleri yönünde görüş bildirmişlerdir. Sonuç olarak yükseköğretimde yönetişimin katılım unsurunun incelendiği bu araştırmada, karar alma süreçlerine iç paydaş katılımı noktasında sorunlar olduğu görülmektedir.

Enterprising Academics: Heterarchical Policy Networks for Artificial Intelligence in British Higher Education

Purpose There is limited scholarship on artificial intelligence (AI) in higher education governance, despite the growing prevalence of AI-powered technologies in many fields, including education. However, as the technology is still nascent and has yet to reach its full potential, ideas and arguments abound, championing or cautioning against the use of these technologies. Design/Approach/Methods To fill this gap in research on policy networks and AI in British higher education, this article employs network ethnography and discourse analysis to study how ideas about AI-powered technologies in higher education circulate in policy networks in the United Kingdom. Findings The findings evidence a policy network showing signs of a heterarchy permeated by neoliberal rationales and populated by policy actors actively promoting artificial intelligence technologies to be used in education. Originality/Value This paper builds on existing research by looking at the university and not-for-profit sectors, in addition to the governmental and educational technology sectors. Using network ethnography, this article expands our understanding of the policy actors involved and critically analyzes ideas regarding the use of AI in education.

Role of Organizational Trust on Readiness for Change Academic Staff University in Facing Higher Education Governance Changes

Universities are currently facing an era where the challenges of the competition are increasingly dynamic and complex. Changes in university governance to become more autonomous are needed so that universities can be competitive and dare to take innovations in education, teaching, and service management. Academic staff, which is one of the university's human resources, must be prepared as the first step for change. Readiness for change is one of the drivers for achieving the effectiveness of organizational change and needs to be reviewed before making organizational changes. During the change process, organizational trust is considered a critical factor to solve risks in the change process. This study aims to determine the role of organizational trust on readiness for change in university academic staff in the face of changes in higher education governance. The sample of this study amounted to 277 academic staff from one of the state universities in South Kalimantan who were selected using simple random sampling. The measuring instrument used is a scale of readiness for change from Holt and organizational trust from Cumming and Bromiley, and both are already adapted. This research was then analyzed using simple linear regression. The results of this study indicate that organizational trust plays an important role in readiness for change in academic staff. Thus, organizational trust needs to be increased and maintained to prepare university academic staff in the face of change.

The Relation between Good Governance and Improving Performance in the Higher Education -HE- Institutions

In the current globalized world characterized by advancements in technology, higher education institutions have a significant role to play by providing quality and relevant education. The provision of quality education relies on the governance of these institutions because effective governance is required to ensure that processes, practices, and roles are aligned toward achieving the intended objectives. Thus, this study examines the importance of professional governance in higher education and the way governance affects performance. The study employs a secondary research method in which data is collected from empirical studies. A qualitative research strategy based on an exploratory study design was adopted. Data were analyzed thematically and inductively based on the interpretive paradigm.The study findings reveal that good governance affects the performance of higher education institutions positively by leading to improved accountability, encouraging participatory processes, promoting inclusivity, and contributing to better resource management. It is recommended that higher education institutions improve their organizational culture before implementing effective governance practices.

Efektivitas Implementasi Program Mahasiswa Wirausaha (PMW) Terintegrasi Pembelajaran MBKM untuk Meningkatkan Keterampilan Berwirausaha Mahasiswa Universitas Jambi

Based on results from the IDN Research Institute in 2019, 69.1% of millennials in Indonesia have an interest in entrepreneurship. The interest and entrepreneurial potential of this great millennial generation needs to be supported and facilitated through higher education governance that supports student entrepreneurship programs in universities. Thus, the existence of the Student Entrepreneurial Program (PMW) in Higher Education is very important to be implemented and developed. The purpose of this study was to determine the effectiveness of the implementation of the Student Entrepreneurial Program (PMW) at Jambi University through the integration of Independent Learning-Independent Campus learning to improve the entrepreneurial skills of Jambi University students in 2021. This study used a survey method, with an expost de facto approach. The sampling technique used in this study is probability sampling with a total sample of 206 respondents from a total population of 426 PMW participating students at Jambi University in 2021. From the results of the study it was found that students of the Jambi University Student Entrepreneurial Program (PMW) in 2021 perceived that PMW which is measured based on the PMW objective indicator has been effectively implemented with a score of 3.29 in the very high category. Entrepreneurship skills are measured based on three skill indicators, namely personal skills, interpersonal skills, and process skills, with a student perception score of 3.38, 3.31 and 3.27 in very high category, respectively. Thus, it can be concluded that the implementation of the Student Entrepreneurial Program is effective in improving the entrepreneurial skills of Jambi University students in 2021.

Higher Education Governance in Poland: Reform Pathway from the Communist Regime to Law 2.0

Higher Education Governance in Poland: Reform Pathway from the Communist Regime to Law 2.0

Getting to shared governance: New perspectives for implementing governance

AbstractEffective shared governance processes enhance institutional effectiveness and sustainability, but governance in higher education is complex. The concept of shared governance lacks common understandings and practice, and models are outdated and need to be more inclusive, nimble, and flexible. Community colleges are responsive institutions and therefore well‐positioned to have a role in rethinking shared governance. However, before we can create new models, we need new ways of thinking about governance. Based on trends in research on shared governance in this chapter, we argue that new perspectives on shared governance include a focus on trust and transparency and provide examples of shared governance opportunities and challenges through the perspectives of key stakeholders. We suggest interest‐based bargaining as one of the tools for institutions to manage important conversations about stakeholders’ shared responsibility for student success. We may never agree on shared governance, but we need to find a way of effective, participatory governance. This chapter creates some opportunities for creating such a space.

범정부 고등교육 재정투자 방향 및 재정 확충 방안

The purpose of this study is to estimate the appropriate financial resources to secure the competitiveness of higher education and attempt educational innovation, and to seek specific measures to expand it. Based on the review of previous studies related to higher education finance, first, the necessity of expanding public resources for higher education, the basis of higher education support, and the main contents of each government's higher education support policy were examined, and second, the scale of domestic higher education financial support and overseas higher education financial support were compared and analyzed, and the financial status of domestic higher education institutions was analyzed. Finally, the direction of fiscal investment was confirmed at the government level, and the fiscal scale and expansion plans to realize this were comprehensively reviewed. The analysis results showed that, first, investment in higher education institutions is necessary, but there is not enough legal basis to support higher education finance. Second, it was found that the level of financial support to support innovation of higher education institutions was insufficient compared to both international and domestic standards. Third, plans to cultivate human resources at the national level are being announced, but the budget for higher education to support this has been stagnant. As a result of calculating the appropriate size of higher education finances based on the OECD average, about 10 trillion won was required. As a way to finance higher education, it proposed a method of easing tuition regulations and preparing a legal basis for financial support for higher education. In addition, to improve the financial conditions of universities, it was proposed to secure the effectiveness of the financial support plan and to expand the scope of the university's current expenses support.

Analytical Study of Models and Frameworks of Higher Education Governance in the World: A Review of Meta-Narrative or Semi-Systematic

هدف: هدف اصلی این پژوهش بررسی تحلیلی و نظام‌مند مدل‌های حکمرانی آموزش عالی است. برای دستیابی به این هدف، پژوهشگران با استفاده از روش مرور فرا روایت یا مرور شبه نظام‌مند مقاله‌ها و مستندات مرتبط را بررسی کردند. مرور شبه نظام‌مند در این پژوهش مبتنی بر «راهنمای هانااسنایدر برای مرور نظام‌مند در حوزه مدیریت» و استاندارد ارائه شده توسط «ونگ و همکاران» انجام شده است. به‌طورکلی، این بررسی به دنبال شناسایی و تحلیل پژوهش‌هایی مرتبط، که ممکن است پیامدهایی برای موضوع مورد مطالعه داشته باشند است و به‌جای اندازه‌گیری تأثیر، آن‌ها را ترکیب و تحلیل می‌کند تا ادراک بهتری از موضوع مورد مطالعه ارائه کند. مواد و روش‌ها: برای انجام این پژوهش مدارک مرتبط با کلیدواژه‌های مرتبط در پایگاه‌های اطلاعات علمی معتبر انگلیسی فارسی و انگلیسی بازیابی شد. در گام بعد به‌منظور انجام مرور شبه نظام‌مند آثار مکتوب نویسندگان ایرانی و خارجی، و مقاله‌هایی که در آن‌ها مدل حکمرانی آموزش عالی ارائه شده بود یا درباره مدل‌های حکمرانی آموزش بحث شده بود به‌عنوان مقاله‌های مرتبط با موضوع پژوهش انتخاب گردید و پس از آن پژوهشگران با استفاده از روش تحلیل محتوای کیفی محتوای مدل‌های منتخب را با استفاده از نرم‌افزار اطلس‌تی کدگذاری و مقوله‌بندی کردند و در آخر نیز تحلیل ابعاد حکمرانی بر پایه نتایج به‌دست‌آمده در تحلیل محتوای کیفی و مرور شبه نظام‌مند انجام شد. بحث و نتیجه‌گیری: حکمرانی آموزش عالی به‌نظام قدرت ناشی از قوانین، سیاست‌ها و قواعد گفته می‌شود که مسئولیت‌های بازیگران مختلف را در نظام آموزش عالی معین می‌کند و دانشگاه ها در بستر آن فعالیت می‌کنند. با وجود این‌که این نظام‌ها در نظام‌ آموزش عالی کشورها متفاوت است، الگوهای مشترکی بین آن‌ها وجود دارد. هدف این پژوهش شناسائی الگوهای مشترک، ابعاد، مؤلفه‌ها و شاخص‌های حکمرانی در مدل‌های بررسی شده است. یافته‌ها نشان می‌دهد که در طول سه دهه گذشته مفهوم‌سازی نظری در این زمینه، گسترش قابل توجهی پیدا کرده است و مدل‌های بنیادی مبتنی بر مدل کلارک ایجاد شده است. این تحلیل نتایج پژوهش‌های پیشین درباره وجود دو جریان در مدل‌های حکمرانی آموزش عالی را تأیید می‌کند. هم‌چنین یافته‌های پژوهش نشان می‌دهد که از میان ابعاد حکمرانی بعد استقلال دانشگاهی، تعادل نهادی قدرت و سازوکار تأمین منابع مالی بیش از سایر ابعاد در مدل‌های حکمرانی مورد توجه قرار گرفته است.

How can universities promote academic freedom? Insights from the front line of the gender wars

AbstractThe UK Government's Higher Education (Freedom of Speech) Bill is currently progressing through Parliament. The bill is designed to strengthen free speech and academic freedom in higher education, in response to what former Education Secretary Gavin Williamson describes as ‘the rise of intolerance and cancel culture upon our campuses’. But is there really a crisis of academic freedom in British universities?To see that there is, say Judith Suissa and Alice Sullivan, we need only look at the contemporary reality of suppression of debate on sex and gender. The evidence they catalogue of suppression of research, of blacklisting, harassment and smear campaigns, of no‐platforming, disinvitations and shutting down of events, is incontrovertible. The recent experience of scholars and students wishing to discuss the material reality and political salience of sex makes complacency about academic freedom a luxury we cannot afford.Suissa and Sullivan set out a powerful argument for the role of academic freedom in pursuing truth within the academy and developing democracy beyond it. They effectively counter attempts to narrow the scope of academic freedom so as to render it compatible with no‐platforming. And they lay out a series of practical steps administrators can take to ensure that universities are places where an expansive and pluralistic intellectual climate prevails.This is a timely and compelling intervention in a vexed but urgent public debate. For their clear‐sighted diagnosis of where and how academic freedom has been eroded in our universities, and for their judicious account of what must be done to rebuild it, Suissa and Sullivan deserve a wide and attentive hearing.

Digitizing the Austrian Universities’ ICR for an Effective Higher Education Governance

The Intellectual Capital Reports (ICR) of the Austrian Universities are a major source of data needed for the evidence-based governance of the higher education sector in Austria. However, the current information gathering processes within the Science Ministry were very time consuming and labor-intensive due to the following reasons:
 
 Out of the three sections of the ICR universities could only deliver the indicator section via digital interface.
 The performance report as well as the performance agreement monitoring chapters, which consist largely of body of texts, had to be processed manually by gathering and compiling data out of separate pdf files for each university.
 
 This impedes the effectiveness of the use of the data contained in the ICR for governance purposes.
 Additionally, creating said elements at the universities largely happens by way of a collaborative effort. At some institutions, however, the processes for an effective collaboration require immense coordination efforts as these processes provide very little digital support.
 Consequently, the Science Ministry, under involvement of the universities, decided to create a tool, which enables the universities to compile the majority of the ICR in an online database achieving the following effects:
 The universities compile the ICR in a browser-based application in one of two ways: either they use the application’s interface to compile the report elements collaboratively with clear process structures as well as comprehensive tasks and responsibilities. Alternatively, universities may copy texts from MS Word files if they have already established their own processes.
 The contents of the aforementioned sections are automatically entered into a search database that enables the Science Ministry to browse, compare and compile information either by keyword search or by exporting (sub)chapters. Search results may be grouped by single universities or groups of universities as well as the reporting year.
 Thus, accessibility of information contained in the ICRs is more easily accessible by providing tools for effective of data mining, thus conserving staff resources and therefore enhance the informed decision-making processes required for effective governance.

Challenges Faced by Students During the Covid-19 Lockdown: Rethinking the Governance of Higher Education in Cameroon

Change which is inevitable due to the changing needs of individuals and the society usually comes with some challenges. Knowledge and understanding of these challenges are relevant for effective implementation and efficient outcome. This study examined the extent to which challenges faced by students during the lockdown period will inform policy makers on restructuring the governance of higher education in Cameroon. The study adopted a cross-sectional survey research design of quantitative approach. Questionnaire was used to collect data from 1029 postgraduate students. The statistical package for social science (SPSS) version 23.0, frequency counts and percentage were used to analyse the closed-ended questions while the thematic approach was used to analyse the open-ended questions. The Spearman’s rho test which is a non-parametric test was used to test the hypothesis. Results revealed that lockdown period significantly affected students’ learning in higher education institutions in Cameroon and this effect was very strong justified with an R-square value of 0.826, P = 0.000, far < 0.05 and a high Chi-Square value of 964.612 at a degree of freedom of 81. This effect is related to the challenges faced with respect to knowledge and skills in online learning, access to online resources and management of online studies.