Higher Education Units Research Articles

Creating and Developing Effective Business and Professional School Advisory Boards

External advisory boards have become indispensable to academic units in higher education, particularly to business and professional schools. Such boards can provide significant benefits and value but, at the same time, can create utter chaos if not developed and managed actively and strategically. This paper will address issues and choices associated with the creation and development of advisory boards and present strategies for maximizing their value.

Educação, Sociedade e desenvolvimento: rupturas e continuidades da repetição de Auschwitz

O objetivo deste ensaio é abordar reflexões referentes às mediações entre educação, sociedade e desenvolvimento, no sentido de compreender a hegemonia dos processos formativos que se constituem como um paradigma, em que as características componentes de um sujeito ideal e padrão funcionam no imaginário social de sujeito educado - embora ele permaneça como um ideal a ser alcançado numa noção de competência. A problematização de tal processo estigmatizador será enriquecida por meio das questões levantadas sobre as relações entre educação e sociedade, a partir da teoria crítica. A metodologia de investigação deste trabalho insere-se numa hermenêutica da leitura de autores que subsidiam a análise sobre a questão do sujeito educado na modernidade. Baseia-se também em dados coletados numa unidade de ensino superior. Os resultados indicam, a partir de Adorno (1995, p.121), que “[...] é extremamente limitada a possibilidade de mudar os pressupostos objetivos, isto é, sociais e políticos que geram tais acontecimentos, as tentativas de se contrapor à repetição de Auschwitz são impelidas necessariamente para o lado subjetivo”. Conclui-se, então, que prevalece como paradigma no campo educacional um foco instrumental, que consiste numa atitude fria e calculada, na qual a ideia de eficácia e eficiência são triunfos valorizados como a noção de orgulho próprio para que o indivíduo se constitua enquanto sujeito capaz e competente para o ingresso no mercado de trabalho, que, por sua vez, pauta-se numa estrutura de hierarquia de subordinação do sujeito.

The importance of clarity in written assessment instructions

ABSTRACTMuch of the contemporary literature around assessment practices in higher education focuses on assessment quality and its fitness for purpose. However, there is limited research around student comprehension of written assessment task descriptions and their understanding of the task itself. The purpose of this study was to examine a number of assessment task descriptions in a higher education institution to ascertain their degree of readability, which is key to student understanding of the assessment task. Three readability indexes were used to assess the readability of assessment task descriptions across 37 large-enrolment higher education units. It was found that the readability of the assessment task descriptions of 20 of the 37 units was poor. This study found a statistically significant correlation between the readability of assessment task descriptions and student satisfaction in post-unit evaluation surveys. No correlation was found between assessment task readability and student success. Student satisfaction for units where the readability of assessment tasks was good, scored higher on average than units where the readability was poor. The implications of this study suggest that universities need to pay more attention to ensuring that assessment task descriptions are understandable by the target audience.

Institutional research as a bridge

Purpose This paper explores the roles of institutional research (IR) units in higher education, examining both internal and external responsibilities and demands. The purpose of this paper is to encourage a broader strategic discussion of the missions and capacities of such academic institutional entities. Design/methodology/approach The methodology employed begins with a review of relevant literature, followed by critical observations of an experienced reflective practitioner. Beginning with the premise that academic institutions are central, the paper discusses the external environment of institutions and the requirements placed on their internal IR operations. A core question is presented: research for whom? Both traditional and alternative organizational models are discussed in this light. The paper then explores ways in which data needs might be aligned in order to provide accountable, useful and transparent information to all stakeholders, internal and external. Findings Findings show that the linking of internal information needs with those of external actors is key to effective operations; that IR units should seek to be a bridge between their institution and its environment so that effective information can be provided to all who need it. The paper is not designed as a detailed operational roadmap, but rather to highlight issues for examination within the context of specific institutional and agency situations. Originality/value Its originality stems from the focus on such linkages and the call for organizational leaders to recognize the full value of IR both within and across organizational boundaries.

Internal and External Resource Generation: Creative Strategies for Kinesiology Programs

This is an era in which academic units in higher education are expected to do more with less. State- and institutionally-appropriated funding streams are generally decreasing or stagnant. Federal grant funding is at its lowest level in years, and unlikely to rebound anytime soon. Institutions are restricting tuition increases to allow greater accessibility to students of limited means as well as to heed public demand for more accountability in the “educational product”. Enrollment growth adds pressure to academic units but rarely results in immediate resources directed to the affected units. To compound this problem, kinesiology is one of the fastest growing majors nationwide. With such mounting pressures on academic units and their leaders, creative entrepreneurial resourcefulness is not only rewarded, but required. This paper presents a series of successful and practical resource-generating strategies from the unique perspectives of units at several different institutions.

Teaching groups as midlevel sociocultural contexts for developing teaching and learning: a case study and comparison to microcultures

ABSTRACTUsing a case-study approach, the structures, interactions and cultures in four teaching groups at a New Zealand university are explored. The aim of the research is to better understand the potential of teaching groups for assisting academic development. To contextualize this work, the case-study outcomes are compared to research on microcultures. Similarities between strong teaching groups and strong microcultures are found, pointing to the potential of drawing on findings from microculture research. In particular, the use of social commons as a theoretical framework seems indicated, presenting teaching quality as a group and not just individual concern. Differences between the contexts stem from the sole focus of teaching groups on teaching compared to the combined research and teaching mandate of microcultures. As research often dominates teaching, the suggestion is made that teaching groups provide more suitable contexts for addressing teaching issues. The research recommends that organizational units in higher education should identify and analyse teaching groups and build on those groups in addressing teaching quality.

From praxis to delivery: a Higher Education Learning Design Framework (HELD)

Universities and colleges have many global and local imperatives that attend the design of courses. These include industry-linked curriculum, institution wide graduate attributes, learning-focused approaches, professional accreditation requirements and increasingly, the need for work-ready graduates who are able to become lifelong learners on their exit from formal studies. Approaches to the design of study units in higher education has been the subject of considerable scrutiny over recent decades. This paper presents a framework which seeks to capture the ‘lived experience’ and practice wisdom of educational design. It situates the framework for contemporary learning design in the context of the various imperatives within higher education, offering some points of entry by which educators may draw together the many, sometimes competing, requirements and syntheses these with good practice in curriculum and pedagogy. It is envisaged that the use of this framework, by academic in the development, renewal and delivery of their higher education course and programs, will result in learning design and delivery that will build the confidence needed not just in our graduates but in our institutions and their profound and crucial role in the contemporary world.

Identifying User Needs: A Case Study on Geospatial Data Requests at McGill University

Geospatial data service units in higher education are facing challenges from collection budgets, staff shortages, rapidly evolving data manipulation technologies, and increasing research and learning interests. Many units have adopted a user-centered approach to address these issues. The core of this approach is to understand what their users need. This study aims to answer this question by analyzing 455 geospatial data requests that were received and fulfilled at McGill University Library during the past two academic years. Results include which departments primarily need geospatial data, which data sets are requested most frequently, which geographic areas receive the most GIS research interest, and a distribution of request numbers over the study period. Recommendations are made about data discovery instruction and consultations, data organization and access, and data collection management based on this study’s results. Findings and recommendations may also be of use for other geospatial data units in a similar context to enhance their services.

Preface: Centennial Physics at Peking University

The Year 2013 is probably as much remarkable for the development of modern physical science in China as it is for School of Physics at Peking University. One hundred years ago, the physics division was born in Peking University, as the very first physics higher education unit having appeared in modern national universities of China. In the first one hundred years, the School has made distinguished contributions to the nation and to the world in both education and academia. As we celebrate the birthday of its first century and set our sights on the next, it is my great pleasure to invite you to this special issue of Frontier of Physics on “Centennial Physics at Peking University”. In 1913, the “WuLi Men” (Physics Division) was established at Peking University, and was later renamed the Department of Physics in 1919. With the reorganization of the Chinese system of higher education in 1952, the new Physics Department of Peking University was created from the merger of the physics departments of Peking University, Tsinghua University and Yenching University. This became the premier center for physics in China. The School of Physics was established in 2001, and includes not only the traditional fields of study in physics, but also related physical sciences. Throughout its history, the School has educated and hosted many prominent physicists, including figures such as Ta-You Wu, C. N. Yang, T. D. Lee, and Kun Huang. Today, the School of Physics includes Physics, Astronomy, Atmospheric & Oceanic Sciences, and Nuclear Science & Technology. Research is devoted not only to the frontiers of fundamental physics but also to the innovation of advanced technology. Major research fields include high energy physics, astrophysics and cosmology, radioactive nuclear physics, high energy-density physics, key technologies for advanced light sources and particle beams, the interaction of particle beams with materials, mesoscopic semiconductor light emission and laser physics, ultrafast physics, optical properties of artificial microstructures and mesoscopic devices, electro-magnetic properties of mesoscopic functional systems, mesoscopic theory and material computation, high-temperature superconductivity physics and devices, nano-material and devices, near-field optics, quantum materials and quantum manipulation, soft condensed matter physics, biophysics, medical physics and imaging, atmospheric physics and the environment, meteorology and climate change, physical oceanography, and many others. The School consists of eleven divisions and seven related research institutes as follows, especially in which Daniel Chee Tsui Laboratory at Peking University was established in 2012, as Prof. Tsui, 1988 Nobel Prize Laureate, became a member of the School.

20: Distribution and Penetration of Teaching–Learning Development Units in Higher Education

20: Distribution and Penetration of Teaching–Learning Development Units in Higher Education

Exploring the Relationship Between Organizational Virtuousness and Culture in Continuing Higher Education

In recent years, positive organizational behavior and scholarship has emerged as a new lens for organizational analysis. The construct of organizational virtuousness, a part of positive organizational scholarship, has been examined in for-profit entities and was found to be positively linked with organizational outcomes. This case study sought to determine if organizational virtuousness was a useful construct for continuing higher education units and also to examine any relationships between organizational culture and organizational virtuousness. A quantitative case study of two university continuing education units indicates that organizational virtuousness is a useful construct for continuing education organizational analysis and is also related to organizational culture. Implications for continuing education leaders are included as well as suggestions for fostering organizational virtuousness in their organizations.

Multiliteracy and Social Networks in Higher Education

La universidad como institución debe responder a la filosofía que subyace al predominio de lo digital y la web social en la sociedad actual y la del futuro con planteamientos integrales, puesto que todas sus unidades y servicios son susceptibles de mejora gracias a la aplicación bien fundamentada de las metodologías 2.0 y posteriores. En concreto, las esferas donde mayor impacto se puede esperar son la del proceso de enseñanza/aprendizaje y la de la producción, validación y difusión de conocimientos, para los que una formación y actualización al nivel adecuado de las alfabetizaciones o competencias de alumnos, profesores y personal que se engloban dentro del concepto de multialfabetización (sobre todo alfabetización en lectoescritura, en TIC e informacional) resulta insoslayable.

From Services-Centered to Student-Centered: A “Wellness Wheel” Approach to Developing the Library as an Integrative Learning Commons

Under the information commons framework, libraries welcomed technologies that went beyond search and discovery to information use and creation, as well as presentation and performance, in the service of intellectual pursuits and inquiry. The learning commons model encompasses the information commons but takes as its focus the student, rather than the library environment and resources. The learning commons affords a more robust conception of student success, one that incorporates cognitive development and scholarly pursuits, but also other aspects of student growth and development as well as embracing the philosophy of integrative learning. The “Wellness Wheel” is often used as a framework for developing programming in student affairs units in higher education; it addresses a range of student learning needs from academic to social to occupational to emotional. By adopting and adapting this approach, libraries can respond to the full range of student needs. This approach also provides a foundation for shared understanding of purpose when forming partnerships for learning commons programming and services with other campus units or groups. This article will delineate an approach to the integrative learning commons grounded in the “wellness wheel” perspective that is innovative and transformative while also respectful of more traditional information commons and library services and resources.

“Faces” and Complexities of Continuing Higher Education Units: A Postmodern Approach

This study examines the dynamics of continuing higher education units within the sociopolitical context of higher education institutions. A qualitative approach to data collection and analysis was the study's design, while the theoretical frame was a postmodern, symbolic, theoretical approach to organizational studies. Results show that continuing education is a ubiquitous feature, found in every sphere of postsecondary education. However, various kinds of organizational configurations prevail. In addition, drawing on social and cultural anthropology as espoused by Bolman and Deal's four-frame model to “make sense of organization” at least six symbolic models and three organizational frameworks were construed as ways that leaders interpret their unit's organizational structure within their parent institution. The ability to visualize different models and organizational structures of continuing higher education divisions in today's educational environment is important to understand their division-parent relationships and their program development and delivery strategies.

2005 Theses and Dissertations: Family and Consumer Sciences

Higher education units reported nearly 400 thesis and dissertation titles in the 2005 calendar year. Two thirds of the titles were theses. Tables and discussion explore the 30 universities' graduate research productivity and the 13 subject-matter categories represented in the titles submitted. Implications explore ideas for improved use of this compilation and information.

Academic Technology in Higher Education: Organizing for Better Results

The field of instructional technology has continued to evolve since its inception in the early l900s. Academic technology units in higher education have witnessed tremendous change in the last one and a half decades. The changes have led to reorganizations, realignments, adoption of innovative administrative structures, increased demands for services, and the addition of new roles for their personnel. In the midst of the changes, institutions continue to investigate the best approach to the organization of their academic technology to best serve faculty and the instructional needs of the institution. Proper organization and effective administration can lead to a thriving unit that efficiently supports the instructional goals of the institution. This article examines changes in academic technology support units (ITU) and models that are emerging in the organization of the units, and suggests issues to consider in the organization or reorganization of units that provide instructional technology support in higher education.

Family and Consumer Sciences Theses and Dissertations: 2004 Graduate Research Productivity

Family and consumer sciences higher education units reported nearly 100 more titles in 2004 than in 2003. The greatest increase was in dissertations. Tables delineate the universities' productivity and the subject matter categories of the 371 theses and dissertations. Implications suggest individual, research, and professional opportunities.

Gaining Identity and Respect for a Department

The history of our field has a rich tradition with regard to appreciating movement, skill, health, and the quality of life. Historians have described the contributions of people who, even before academic units were created in universities, extolled the virtues of a healthy mind and body and the importance of unity while striving for excellence in both. Of course, the significance of intellectual achievements has rarely been debated. Appreciating and fine tuning the rest of the body has been another story. The need and motivation for a healthy lifestyle, in principle and practice, have been interpreted in different ways, depending on lifestyle preferences, values, opportunities, conveniences, and perceived consequences. Academic and professional personnel in higher education are dedicated to transmitting knowledge, values, and perspectives about health and physical activity. These individuals are primarily interested in ways to facilitate public awareness and commitment to ideals, determine and develop areas of alternative job opportunities and subsequent study programs, attract motivated and capable students, and achieve recognition and value for contributions and significance. In reference to these considerations, I will attempt to briefly discuss, from my vantage point as an aging warrior, historical and developmental perspectives about our field, changing alternatives and orientations, lessons we might learn from the past, and actions that departments like ours might take as more mainstream, accepted, and valued in high-profile universities. The primary challenge is to project ways to compete and be successful (as in sport) in what we do and accomplish compared to other units in higher education. Indeed, I view departmental survival, recognition, and success to be the elements of sport competition. Preparation and competition strategies related to the competitive nature and the established rules greatly influence perceived accomplishments. ~urthermore, the degree of success of an academic unit may depend on the business and political strategies used to communicate with other units as well as on how the mission and meaningful activities are promoted. So, lessons we have learned from sport, business, and politics will be stressed toward the end of this paper.

Educational Development Units in Higher Education: much ado about something?

The paper provides a functional context for the establishment of units whose aim is the promotion of quality teaching and learning in higher education institutions. Referencing studies on the types of services offered and the role of change agent, an outline is provided of how the unit at Bradford University evolved and is situated organisationally. As a case study, the Bradford Unit is examined to evaluate the extent to which it meets various criteria of success, including its degree of ‘institutionalisation’. Concluding comments argue, in the light of major trends in higher education, for the need to consider ‘value‐added’ and multi‐dimensional strategies or approaches to change if mainstream academics are to play a central role in educational reforms and thus become more closely aligned with teaching quality and innovation.

The Vitality of Basic Units in Higher Education in Turkey

Starting off with a brief evocation of the origins of modern higher education in Turkey and the founding of Hacettepe University, the author proceeds to describe how the Department of English at this university spawned several other language-related departments and eventually became itself the Department of Western Languages and Literatures. It is now subdivided into five units and subunits. Although the department itself is no longer a basic unit, it serves as testimony to the strength and vitality of basic units.