Higher Education Stakeholders Research Articles

Knowledge management initiatives for achieving sustainable development goal 4.7: higher education institutions’ stakeholder perspectives

PurposeThe purpose of this study is to explore knowledge management (KM) initiatives for achieving sustainable development goal (SDG) 4.7 and to investigate enablers and barriers to insert KM to prepare higher education institutions (HEIs) ready to contribute to SDGs’ performance. At the end, this paper provides a practical perspective of KM initiatives for higher education for sustainable development (HESD).Design/methodology/approachThis is an exploratory study. It applies a descriptive-interpretative-qualitative approach. The analysis is based on the opinions collected from 170 HEIs’ stakeholders. Discussions among participants have been organized through zoom meetings, telephone interviews and focus group discussions in three phases. In the first phase, a total of 113 informants took part in the discussion on various dates. In the second phase, 10 interviews were conducted with university officials using three open-ended questions; and in the third phase, three focus group discussions were organized to interact about the effectiveness of the Masters in Business Administration in Global Leadership and Management programme and curriculum with teachers, students and the programme initiators.FindingsFrom the analysis of stakeholders’ views, it appears that Nepalese HEIs have yet to move forward with integrating KM activities into their aims, structure and functions to address the government’s policy guidelines applicable to maximizing SDG’ performance. A KM cultural framework that values intellectual capital is urgently needed to fill the knowledge-doing gap for the benefit of society. HEIs appear to require multidisciplinary teaching, learning and research methods to play a civic role in society. They have to improve their rules and regulation, develop a boundary-spanning structure from a conventional structure and apply KM initiatives to support achieving SDGs’ performance. Understanding and inculcating these initiatives in the academic programmes could provide a value-adding higher education in the country.Research limitations/implicationsThis paper is entirely based on the perspectives of stakeholders in higher education. So, understanding their points of view and perspectives may have resulted in vague explanations. Furthermore, because the setting of Nepal’s HEIs differs from that of developed countries, the results should only be interpreted in Nepalese contexts.Practical implicationsThis paper acknowledges the gaps and complexities in Nepalese HEIs from the standpoints of HEIs’ leaders, teachers and students for the application of KM initiatives to reform HEIs, with HESD in consideration, and enhance SDGs’ performance.Originality/valueTo the best of the authors’ knowledge, the paper is the first of its kind in the context of Nepal, exploring KM initiatives for SDGs. It provides a new perspective on KM and comprehends KM initiatives in the case of Nepalese HEIs transformation into HESD for achieving SDG 4.7.

Peningkatan Kualitas Pengetahuan Hak Kekayaan Intelektual bagi Pengajar Universitas Prasetiya Mulya

The importance of obtaining legal protection of intellectual property rights (IPR) through the registering of creations is yet to be prioritized by univesities in Indonesia. By inviting lecturers to provide understanding, knowledge, and implementation requirements in this IPR registration, the Research Office of Prasetiya Mulya University's School of Business and Economics started the implementation of discussions and socialization of IPR management. Through a qualitative approach by analyzing the activities of virtual discussions, this community service activity seeks to encourage the awareness of stakeholders in higher education to manage intellectual property rights. The benefits of this community service activity ranged from increased teacher awareness and expertise to handling record-keeping concerns, the requirement for assistance in patent preparation, and collaboration procedures with third parties.

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

The current pandemic has reshaped all aspects of life, and higher education is no exception. Despite the growing interest in how universities are coping with distance education during crises, there is limited knowledge on how such a delivery model is perceived by both students and academics. Drawing on the experiences of tourism and hospitality students and academics, the present study delves into the distance education experience amid Covid-19 identifying its advantages and challenges. In-depth interviews with tourism and hospitality students and academics in Turkey (12 students and 12 academics) were conducted, and the data were analysed using content analysis. The findings suggest that distance education amid Covid-19 has brought some opportunities, but also posited significant challenges. On the benefit side, distance education seems to have provided students with easier access to information/learning materials and more flexibility while enabling tourism academics to dedicate more time to research activities. On the negative side, however, students seem to be unhappy for being deprived of their social life at class and on campus whereas tourism academics raised concerns related to their lecture content being monitored and accessible, thus limiting their freedom of “lecturing their way”. The current study contributes to the growing body on knowledge on distance education in the time of crisis and provides recommendations to different stakeholders in higher education.

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

The current pandemic has reshaped all aspects of life, and higher education is no exception. Despite the growing interest in how universities are coping with distance education during crises, there is limited knowledge on how such a delivery model is perceived by both students and academics. Drawing on the experiences of tourism and hospitality students and academics, the present study delves into the distance education experience amid Covid-19 identifying its advantages and challenges. In-depth interviews with tourism and hospitality students and academics in Turkey (12 students and 12 academics) were conducted, and the data were analysed using content analysis. The findings suggest that distance education amid Covid-19 has brought some opportunities, but also posited significant challenges. On the benefit side, distance education seems to have provided students with easier access to information/learning materials and more flexibility while enabling tourism academics to dedicate more time to research activities. On the negative side, however, students seem to be unhappy for being deprived of their social life at class and on campus whereas tourism academics raised concerns related to their lecture content being monitored and accessible, thus limiting their freedom of “lecturing their way”. The current study contributes to the growing body on knowledge on distance education in the time of crisis and provides recommendations to different stakeholders in higher education.

Problems and Risks of Digitalization in Higher Education

The article offers a critical analysis of the impact of digital technologies on higher education. The authors discuss digitalization of higher education in relation to broader sociocultural and political and economic challenges: globalization, commercialization, socio-economic inequality, and ethical issues of technology application. Using this approach, the authors demonstrate that first of all, the rapid digitalization of higher education during the pandemic has activated some of the existing tension points and problematic trends: ‘McDonaldization’ of education, managerialism in higher education governance, the consumerist attitude to learning, the development of the elite education model, etc. Secondly, digitalization has introduced new risks related to the growing influence of global technology companies, online modes of the commodification of learning, the digital divide as a factor of educational inequality, and new ethical challenges. If these risks are not timely addressed, it may jeopardize the creative self-organization of educators and students, hinder the development of diverse and ethically responsible practices of technology use, and further make the higher education system unbalanced and more dependent on commercial technology companies. To mitigate the risks, the authors recommend that the academic community scrutinize the educational principles and ideas that are currently guiding the development of educational digital technologies. Furthermore, the academic community should take a proactive stance on how these technologies should work, and which pedagogical and ethical principles should inform their design. It is likewise essential to support the development of alternative models of digital technologies for education to be designed in partnership with all stakeholders in higher education.

A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools by B. D. Ruben, R. de Lisi and R. A Gigliotti

Reviewed by: A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools by B. D. Ruben, R. de Lisi and R. A Gigliotti Tori Amason A GUIDE FOR LEADERS IN HIGHER EDUCATION: CORE CONCEPTS, COMPETENCIES, AND TOOLS RUBEN, B. D., DE LISI, R., & GIGLIOTTI, R. A. STERLING, VA: STYLUS PUBLISHING, LLC, 2016. 463 PAGES PAPERBACK: $39.95. ISBN-13: 978-1620363928 [End Page 130] A Guide for Leaders of Higher Education: Core Concepts, Competencies, and Tools by Brent D. Ruben, Richard De Lisi, and Ralph A. Gigliotti is both a conceptual piece on the state of higher education and a practical guide for higher education leaders. The premise of the book describes higher education as an ever-changing sector that leaders must navigate. Issues at the forefront of the book are affordability and declining funding, access and diverse student populations, accountability and performance measures, and alignment and college readiness. “It is extremely important for those working in higher education to view these sector-wide issues as highly personal and relevant to their everyday work” (p.6). This text provides rich examples and tangible strategies that higher education leaders can follow to be more effective and successful in their roles. Far too often, the complexities, gaps, and changing nature of higher education overshadow those doing the work. It is important for leaders to understand themselves, the context in which they lead, and how to lead more effectively for progress and change. This book encompasses two perspectives typically addressed separately, general leadership and the intricacies of and practices in higher education. As an easily digestible read, this book can be used for current leaders in higher education, aspiring leaders in the field, and graduate students in higher education programs. There are many examples and ways to actively engage with the material through questions and activities, as it is both an informational and workbook style text. Each chapter begins with guiding questions that give a preview of the chapter’s content and can also be used as a reflection supplement as leaders are reading. The authors present realistic and tangible perspectives of the topics discussed (e.g., managing your reputation in the crisis leadership or measuring organizational excellence, which are modeled after accreditation standards). Within the chapters, the authors also offer recommendations for action when addressing issues discussed. Context setting begins in the foreword by Doug Lederman, as he conducts an analysis of higher education identifying strengths, weaknesses, opportunities, and threats. Grounding leadership in higher education as a sector, Ruben et al. present critical information for the field of higher education. Beginning the book with higher education context and the addition of the analysis allows for the reader to understand the chapters that proceed with the necessary lens of higher education to better conceptualize leadership in these terms. Part One: Leadership in Higher Education: A Critical Need in a Complex and Challenging Landscape sets a strong foundation for understanding the context of higher education as chapters in this section were written with the nuances of higher education in mind. “Higher education engages numerous internal and external stakeholders; has nonsingular, complex, and sometimes contradictory missions; and employs an academic work-force that enjoys a unique status in organizational governance…[The] aim of this book is to focus on concepts, competencies, and tools that allow leaders to blend and benefit from these tensions” (p. 4). Chapters in Part One cover topics of leadership in higher education, the higher education landscape--which discusses the scrutiny higher education is currently under with rising costs, changing demographics, and a call for better completion rates, the mission of higher education institutions, and the many stakeholders of higher education. This section of the book grounds leadership in the context of higher education and sets the foundation for future chapters to be read through that lens. Part Two of the book, Leadership Concepts and Competencies discusses knowledge and skills leaders need in higher education such as, understanding campus cultures, different approaches to leadership, leadership roles, communication as a necessary skill, and how to measure leadership. Part Two expands on defining leadership, how it can be measured through competencies, and highlights the unique opportunity members of the campus community to...

Integration of Madrasah diniyah learning systems for strengthening religious moderation in Indonesian universities

<em><span>Madrasah diniyah</span></em><span> is a very special Islamic education system in Indonesia that can be implemented from primary, secondary, and even higher education levels. This study aimed to explain the integration of the madrasah system in Islamic Religious Universities in the framework of strengthening religious moderation. The research method used was qualitative with a symbolic interactionalism approach. The main informants in this study were eleven people from the elements of the chancellor, vice-rector 1, head of <em>Madrasah diniyah</em> (Mudhir), teachers/</span><em><span>ustadz</span></em><span>, and students at State Islamic Institute (IAIN) Tulungagung selected by purposive sampling technique. The research implementation procedure was technically carried out by the stages of data collection, reduction, presentation, and analysis. This study found that the integration of the <em>Madrasah diniyah</em> system into the learning system at IAIN Tulungagung is quite effective in increasing students' religious knowledge. The implementation of <em>Madrasah diniyah</em> needs the support of all stakeholders in higher education. The obstacles faced need to be minimized in terms of infrastructure improvement and participant readiness. The <em>Madrasah diniyah</em> system which is integrated into the learning system in universities is a breakthrough in the world of higher education. With the effective integration of the <em>Madrasah diniyah</em> system into the learning system at Islamic religious universities, the implementation of <em>Madrasah diniyah</em> requires the support of all stakeholders. Therefore, the <em>Madrasah diniyah</em> system integration model is a model that can be developed in other Islamic religious universities.</span>

The Foreground Approach to Motivating Students (FAMS): Unveiling a Remedial Module for Enhancing Listening and Speaking Skills among English as Second Language (ESL) Students

Purpose: This paper is an overview of the listening and speaking skills module titled ‘’Foreground Approach to Motivating Students (FAMS)’’ developed by the writer. An action research, the FAMS module was developed in response to the urgent need to tackle issues relating to ineffective communication via the processes of listening and speaking among ESL students in the Department of English of the Federal College of Education Kano Nigeria. The purpose of designing the module is to provide students with useful and flexible resource materials that gives them the opportunity to continuously practice listening and speaking beyond the classroom. 
 Methodology: Designed on the framework of the ‘Think-Pair-Share' collaborative approach, the module operates in such a way that students can work or navigate through tasks independently at first and then work in pairs, in groups and or in whole class as well as share ideas and collaborate on tasks and projects.
 Results: In this paper, the researcher unveils the different sections of the module. Each sections contain informative descriptions and explanations of the contents of each units. Additionally, suggestions for the implementation as well as the benefits of using the module especially by ESL students were provided. 
 Unique contribution to practice, theory, and strategy: Even though, the implementation of the module is still in progress, it envisaged that the outcome will yield positive results. The findings from its pilot testing will be used to improve the module. Finally, it is recommended that stakeholders in Higher Education, such as the government, the private and public sectors, should provide financial support to aid the publication, mass production and dissemination of the module throughout Colleges of Education in Nigeria and beyond.

Enhancing and expanding intercultural learning through collaborative online international learning.

This study investigated first-year Japanese university students' perspectives of their intercultural learning from a collaborative online international learning (COIL) project with second-year university students in China. Drawing upon Deardorff's (2006) process model of intercultural competence, this pilot study used reflections and data from a questionnaire adapted from Ceo-DiFrancesco and Bender-Slack (2016) to monitor students' perspectives for intercultural attitudes (openness, curiosity, respect), intercultural knowledge (culture-specific information)), and motivation to learn English after participating in an eight-week-long virtual cross-cultural exchange. Following this eight-week virtual cross-cultural exchange with second-year university students in China, self-assessment from participants in Japan (n=39) revealed intercultural attitudes of valuing others, withholding judgment, and curiosity. Additionally, the students described the importance and enjoyment of English. In addition to highlighting the Japanese participants' perspectives of this COIL project, this paper describes the impetus for setting up the program, the program itself, and implications for various stakeholders in higher education in Japan.

Education sector policies and their role in the integration of workplace learning and higher education: A case of Tanzania’s higher technical and engineering education

Abstract Tanzania’s education system has been passing through different changes in its policies and strategic implementation plans. As a result, improvements in various areas, such as increased students’ enrolment rate, improved pass rates, and improved infrastructure at all levels have been realized. This pilot study aimed at understanding the awareness and perception of policymakers, employers, instructors, and students of the importance of policies in integrating workplace learning and technical higher education. With the main question being, how stakeholders in the education sector perceive the importance of policies in integrating workplace learning and technical higher education. In order to answer the above question, a qualitative study with semi-structured interviews was conducted with policymakers, employers, instructors, and students. Most of the interviewees stated that policies have significant roles in ensuring the smooth integration and implementation of these two learning modes. On the other side, several challenges were mentioned in policy implementation and realization of the strategic plans. These challenges were categorized as those related to the public’s and students’ awareness and readiness, financial constraints, educational institutes’ readiness, and operationalization of the organizations and educational institutes. From this pilot study, insightful information is gained on the importance of having policies that take into account all main stakeholders in higher education.

RE-IMAGINING THE ROLE OF TECHNOLOGY IN TEACHING AND LEARNING: A CATALYZER TO BREAK THE BOUNDARY BETWEEN EDUCATORS AND STUDENTS IN EDUCATION

Ponte Academic JournalFeb 2022, Volume 78, Issue 2 RE-IMAGINING THE ROLE OF TECHNOLOGY IN TEACHING AND LEARNING: A CATALYZER TO BREAK THE BOUNDARY BETWEEN EDUCATORS AND STUDENTS IN EDUCATIONAuthor(s): Munienge Mbodila ,Clever NdebeleJ. Ponte - Feb 2022 - Volume 78 - Issue 2 doi: 10.21506/j.ponte.2022.2.5 Abstract:Technology can be a powerful tool for transforming learning and teaching inside or outside the classroom. Effective and appropriate use of technology can help sustain and advance relationships between educators and students, reinvent learning and teaching approaches and collaboration, shrink long-standing equity and adapt learning experiences to meet the needs of all learners. Universities around the globe in general and South Africa in particular, are striving to implement various educational technology tools such as e-learning, Moodle, virtual classrooms, TedEd and many others to enhance learning and teaching practice. However, to realize fully the benefits of technology in the education system, educators need to use technology effectively in their practice, be collaborators in learning, seek new knowledge, constantly acquire new skills alongside their students and build a community of practice among them. Walter Sisulu University (WSU) as an incubator of exploration and innovation has designed a ‘grassroots event’, to allow educators, academic staff, students and educational technology specialists to showcase their technology use in learning and teaching and share best practices. This paper presents the findings of a grassroots event conducted in 2018, at WSU, Queenstown Campus and report on the impact, usefulness of the event as well as the expectations on the use of technology for teaching and learning. The paper has an implication to stakeholders in higher education who include: faculty, educators, researchers, policymakers, funders, e-learning specialists and academic developers who are responsible for Professional Academic Development (PAD). Download full text:Check if you have access through your login credentials or your institution Username Password

Exploring the influence of students’ Matric Accounting knowledge on the successful completion of a BCom Accounting mainstream degree: A comparative study at a university in the Western Cape

Studies conducted nationally found that students with Matric Accounting knowledge performed significantly better than students without it in university-level Accounting modules (Baard, Steenkamp, and Kidd 2010; Papageorgiou 2017; Steenkamp, Baard, and Frick 2009). However, the reality at South African universities is that Accounting as a school subject is not always a requirement to pursue BCom Accounting studies. This situation means that at certain universities, Accounting as a school subject is not taken into consideration for this degree, while this is the case at some universities. This study focuses on two cohorts of students enrolled for the mainstream programme in 2017‒2019 at a South African university. The reason for focusing on these two cohorts was to establish the throughput rate of students with or without Matric Accounting knowledge. Two most significant findings of this study are that firstly, students who obtained at least 70 per cent for Matric Accounting completed the degree within the minimum three-year time frame, while students who obtained at least 80 per cent had a higher throughput rate of 48.8 per cent. Secondly, students who achieved lower than 70 per cent for Mathematics and did not complete Matric Accounting were unable to complete the degree in the minimum timeframe. The research methodology includes both quantitative and qualitative methods. The results can inform the selection and admission criteria at tertiary institutions and inform other stakeholders in higher education on how school subjects and grades influence students’ throughput rate.

Using soft systems methodology to align community projects with sustainability development in higher education stakeholders' networks in a Brazilian university

AbstractThe purpose of this paper is to report on the use of the soft systems methodology (SSM) to enhance the role of the higher education institution (HEI) stakeholder's action networks in achieving the sustainable development goals (SDGs). We review the literature on sustainable development in HEIs, in particular the role of stakeholder networks for the implementation of SDGs in HEI. We outline some of the features of SSM as an approach to help make sense of this complexity. CATWOE analysis, a conceptual SSM tool, is applied to a stakeholder's network hosted by a Brazilian university with the purpose of achieving the SDGs as part of the community projects (HEI external engagement). Findings of the systemic application suggest that the use of some elements of SSM helps clarify and make sense of the role of the stakeholders and assists in formalising action networks to achieve SDGs.

The challenge for university teaching and research practice in Zimbabwe: an empirical study

ABSTRACT The article examines challenges faced by academics in Zimbabwe's universities. With a particular focus on university teaching and research, the article draws upon empirical evidence from a survey study and in-depth semi-structured interviews with academics from four public universities. The survey findings suggest that years of university teaching experience, area of specialisation, professional title, and education levels are not strong determinants on the academics’ view towards political instability as one of the main issues impacting their work. The qualitative interview data provide further evidence on how all the different academics consider political instability as a factor negatively impacting university teaching and research. The most significant finding is that academics blame government policies. The article identifies the variegated market-oriented policies adopted in the university as the cause of the challenges and consequently calls for an interrogation of the policy from Zimbabwean academics and all other concerned stakeholders in higher education.

The impact of self-development on the tendency toward organizational innovation in higher education institutions with the mediating role of human resource agility

PurposeConsidering innovation and its improvement as an essential strategy to enable organizations to continue their lives in the new competitive environment leads to a focus on employees' self-development as a factor that affects human resource agility (HRA) and the tendency toward organizational innovation. Consequently, the purpose of the study was to explain the impact of self-development on the tendency toward organizational innovation with the role of the mediator, HRA in higher education institutions as one of the most important and vital organizations in any society.Design/methodology/approachThe study was an applicable one with the quantitative approach using the descriptive–correlative method. The population consisted of 477 nonacademic employees of Kharazmi University among whom 214 ones were selected as the sample group, using a simple random sampling technique. Data were collected through the self-development, HRA and the tendency toward organizational innovation questionnaires and then analyzed using the structural equation modeling approach.FindingsThe study findings revealed a positive impact of self-development on the HRA (γ = 0/79) and HRA on the tendency toward organizational innovation (β = 0/6). Also, self-development with mediating HRA impacts the tendency toward organizational innovation (β = 0/58). Finally, self-development had no direct impact on the tendency toward organizational innovation.Research limitations/implicationsTaking the circumstances of doing this research into consideration, if there were the opportunity to do the research on the staffs of more than one university simultaneously and categorize the university staff into executives, managers and experts, more favorable results could be achieved. Also, considering group and organizational factors with the attention to the self-development approach and its factors would provide more awareness-training information on the higher education system in Iran. For future researches, both the individual and group factors are suggested to be surveyed and compared, to assess the weight and impact of these factors all together and to provide an adequate clarification of the role of the group and the organization. Finally, in future studies, it is also recommended that a qualitative approach be used to reach deeper clarifications on the aspects of these variables in the context of higher education.Practical implicationsThese findings have major practical implications concerning the higher educational settings. The findings of this study must give significant and practical insights for policymakers of universities and other higher education stakeholders, as well as recommendations to the academic community for further research in this area. First, they should recognize that nonacademic staff members are professional employees who contribute to improving organizational innovation. Higher education must focus on designing and implementing successful mechanisms and a well-planned self-development program that can help and promote the self-development approach among all staff. If the above-mentioned programs are designed based on the employees' needs analysis, they will get trained in a way to enhance mental and behavioral flexibility. The programs with such an approach can result in the proactive, adaptive, resilient behavior and agility of HR.Originality/valueThe model for this study has integrated and prioritized the key innovation drivers that would help universities design, adopt and implement policies and practices that facilitate and encourage improvements and adaptation to a fast-paced environment. Furthermore, the convincing reason for the significance of the current research is that although several types of research have been carried out on each of these three variables in different contexts separately, very few studies, like this, have directly examined the correlation between these three variables among the non-academic staff in higher education institutes. So, given the importance of the issue and rare availability of evidence in this regard, the authors were intrigued to discover whether the self-development through the mediation of HRA could reinforce and strengthen the tendency toward organizational innovation and whether HRA could be an appropriate mediator of the relationship between self-development and the tendency toward organizational innovation among the nonacademic staff of Kharazmi University as one of the most prestigious and celebrated universities in Iran.

COVID-19 Strikes U.S. Higher Education

International students have contributed to the internationalization and diversification of U.S. higher education; yet, when COVID-19 (i.e., coronavirus) struck, it became evident that this subset of the U.S. higher education student population was left unaccounted for and unprotected. This manuscript underscores the unimaginable damage and disruption that can occur when a global crisis of the highest magnitude meets under preparedness, pre-existing discrimination, and impulsive policy-making. It also highlights, for context, past crises and their impacts on international students, thus establishing a trend which places international students at the epicenter of the blow’s concomitant with crises of different nature. Moreover, the manuscript provides considerations higher education stakeholders should reflect upon, as well as the following implications for higher education institutions: a) Establish support systems, b) create a sustainable emergency/crisis relief fund, c) seek and maintain non-local partnerships, d) get in good trouble, and e) develop intervention programs. In enacting these tangible solutions, institutions would be able to guide, serve, and support international students more effectively during and after crises.

A Case for Caution: Twenty-One Years of Bologna and Ramifications for the U.S. Higher Education

The spread and influence of older European higher education models and the current Bologna Process (BP) is strongly linked to its colonial and neocolonial hegemony. However, the 1999 convergence of European models under the umbrella of the BP reform has had implications beyond the colonial and neocolonial spheres, with its effects impacting even the well-established and reputable education systems of North America. Unlike the countries of Africa, Latin America, the Caribbean, Asia Pacific, and the United States did not have any reasons to embrace the BP models. However, they are indirectly affected by it. The international nature of academe, characterized by cooperation and exchanges, has made it impossible for United States tertiary education systems to avoid the effects of the European BP reform entirely. Student and faculty mobility, transferability of degrees, and joint and dual degree offerings have increased significantly as a result of the “external dimension” objectives of the Bologna reform. The highly globalized higher education market is characterized by partnerships and exchanges, including competition between European and the United States colleges and universities over international students. The BP ultimately has and will likely continue to influence the calculations of higher education stakeholders in the United States.

Supporting the development of students with disabilities in higher education: access, stigma, identity, and power

ABSTRACT Over the years, the evolution of student development theories has paved the way to include diverse students, including students with disabilities (SWD). Still, student development theories are yet to employ a view of disability as a social category and an identity. To fill this gap, the current study applies the three waves of student development theories and critical disability theory to analyze and understand how SWD perceive and experience disability support centers (DSCs), and the contribution they attribute to DSCs for their development and success in higher education and afterward. Twenty-one SWD were interviewed. The findings demonstrate the tension between policies of embracing and denying disability as a ‘difference’ and an identity in higher education. The findings also link SWD's challenges in the campus to lack of access, stigma, and the impact of power dynamics. Furthermore, the findings highlight the role of DSCs in supporting the processes of disability identification among SWD as individuals and as a group. The study emphasizes the need to strive for holistic and inclusive change in higher education policy and practice. The study may contribute to deepening understanding of the significant role of academic DSCs for the entire stakeholders in higher education and policymakers worldwide.

Monitoring implementation of the Tokyo Convention on recognition: a multi-stakeholder approach to the internationalization of higher education in the Asia-Pacific

PurposeThe impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.Design/methodology/approachIn August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.FindingsA multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.Research limitations/implicationsImplications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.Originality/valueAs the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.

Teaching excellence in the context of business and management education: Perspectives from Australian, British and Canadian universities

Teaching excellence is a multidimensional and highly contested concept among stakeholders in higher education (HE) environments. Thus, there is no universally accepted definition of, nor consensus of opinion on what constitutes, teaching excellence in HE environments. Moreover, there exists a paucity of empirical research on teaching excellence in the context of tertiary level business and management education particularly from the perspective of senior level academics. Accordingly, this study explores notions of what constitutes teaching excellence in the context of business and management education based on semi-structured interviews with 10 senior level academics in Australian, British and Canadian university business and management schools. The paper presents practitioner attributes, research activeness, the involvement of key stakeholders, the learning environment, students as active partners, the learning journey and the informed curricula as 7 perspectives on teaching excellence relating to business and management education that are shaped by how senior management (leadership) teams interpret, articulate, promote, lead, support, monitor and review a shared notion or framework of teaching excellence within business and management schools, and the faculty subculture and wider institutional culture within which they operate. The implications of the study provide credible and meaningful suggestions for promoting teaching excellence in the provision of tertiary level business and management education based on the 7 perspectives of teaching excellence presented in the paper. The research contributes to, and furthers, our understanding of teaching excellence in HE pertaining to business and management education.