Institutional Development Plan Research Articles

Role of Academic Leadership in The Context of Transformation of Higher Education in India

The higher educational institutions have started witnessing initiatives taken towards restructuring and revamping existing educational structure as envisaged by the New Education Policy 2020.Strategic planning at all hierarchical levels of institutional structure is the need of the hour. Efficient leadership is the key to ensure necessary improvements and innovation at the institutions. College level institutions constitute 86 percent of Higher Education in India. Revival in colleges will have ripple effects at large. The role and responsibility of academic leadership on all organizational levels is crucial to effectively implement the NEW Education policy 2020 in its true spirit. Literature survey has been done on academic leadership aspects and Implementation of NEP 2020 which showed relevance for further study. The main research question dealt with is to understand the roles and responsibilities of academic leaders in Higher Educational Institutes in India to achieve and sustain quality and excellence in the light of New Education Policy 2020. Devise an applicable framework for institutional development plan commensurate to curriculum and pedagogy in HEIs as propounded in NEP 2020. The paper will be useful for Management and leaders of Undergraduate level of education.

Reverse logistics and sustainability: the case of the Federal Institute of Acre, Brazil

The implementation of sustainable practices in the educational context is fundamental to foster a culture of environmental and social responsibility. This study investigates reverse logistics practices at the Rio Branco Campus of the Federal Institute of Acre (IFAC), aiming to identify implemented actions, challenges faced, and propose strategies to strengthen the institutional commitment to sustainability. Using a mixed-method approach, we combined documentary analysis of the internal regulations and the Institutional Development Plan (IDP) with semi-structured interviews with members of the academic community. The documentary analysis revealed institutional alignment with sustainable practices, evidenced by environmental and social responsibility goals in IFAC's IDP. However, the lack of specific guidelines for post-consumer reverse logistics suggests the need for improvement. Interviews highlighted employees' awareness of sustainability and reverse logistics as positive, but pointed to the lack of clear guidelines as a gap. Although the Rio Branco Campus of IFAC demonstrates a commitment to sustainability, there is room for improvement in integrating post-consumer reverse logistics practices. We recommend the inclusion of specific goals and strategies for solid waste management in the IDP, as well as a more comprehensive approach to sustainability in institutional policies. These final considerations establish a basis for future research and practical improvements, aiming to strengthen the institutional commitment to sustainability at IFAC.

Competency management: a study on mapping the competency profile of technical-administrative servers in education at UTFPR

This research aims to present a study on mapping the competencies of Technical-Administrative Servers in Education at the Federal Technological University of Paraná, Campo Mourão Campus. This tool will support the implementation of the competency management model in the development and training of staff, aligned with the institutional objectives outlined in the Institutional Development Plan of UTFPR (PDI). Through the analyses, the goal is to enhance qualification actions through the collective construction of institutional activities and assist in strategic decision-making, thereby generating public value in delivering quality services by organizations.

The sustainability of developmental programs by the U.S. and China in Sub-Saharan Africa: a comparison of effectiveness

This descriptive comparative qualitative case study examines the sustainability of development programs in Sub-Saharan Africa. We evaluated economic, social, environmental, and institutional development programs from the People’s Republic of China (PRC) and the U.S. to Sub-Saharan Africa for sustainable development to fill the research gap on these technique’s success and effects on Sub-Saharan Africa. Using purposive sampling, we chose eight Sub-Saharan African countries representing distinct geographies and economies. The College of William & Mary’s AID Data-GeoCoded Chinese Official Finance Dataset, China Africa Research Initiative, and USAID’s Foreign Aid Explorer provided data. Results revealed a complex view of Sub-Saharan Africa’s development policy success. Proposition 1, which claims China’s economic tactics exceed those of the U.S., is supported by significant infrastructure investments but presents sustainability problems. Proposition 2, praising the social development initiatives of the U.S., is supported by gains in healthcare and education in other countries. However, context-specific issues persist. Proposition 3 shows that U.S. conservation collaborations have improved environmental preservation. Proposition 4 claims that both countries’ institutional development plans fail. The results highlight local government buy-in issues and the need for adaptation. Some of the ideas find support in recent research; however, country and context differences require unique tactics. Development efforts in Sub-Saharan Africa should focus on long-term sustainability, local objectives, and environmental implications. Effective institutional growth requires adaptation and a strong awareness of local governing dynamics, and policymakers, development practitioners, and scholars may gain insight into sustainability and development projects in Sub-Saharan Africa from this research. A holistic approach that balances economic, social, environmental, and institutional factors is needed to attain sustainable development goals.

Environmental Education in High Schools: an analysis of pedagogical policy projects of eight public schools in Juazeiro-BA

The research aimed to assess how Environmental Education (EE) has been addressed in Pedagogical Political Projects (PPPs) of 8 state schools in municipality of Juazeiro-BA, in accordance with Bahia State EE Policy (SEEP/BA) and Bahia Referential Curriculum Document (BRCD). The need to include EE in school PPPs is implicit in the BRCD, when it reiterates the need to promote respect for socio-environmental sustainability. CEE Resolution No. 11, of January 17, 2017, which provides for Environmental Education in the State Education System of Bahia, determines that EE must be present in an articulated manner at all levels, stages and modalities of teaching and included in the School Regulations, PPP, Course Plan (CP), Course Pedagogical Project (CPP) and Institutional Development Plan (IDP). PPPs were analyzed using Bardin's theoretical-analytical framework, identifying text parts that dealt with environmental issues and selecting those that were directly or indirectly related to EE. In composing the corpus of analysis in the analyzed PPPs, it was possible to identify essential information for the document, such as the didactic-pedagogical organization, history of the school unit, teaching and administrative staff, infrastructure, among others necessary for its preparation. It was concluded there is little environmental issues internalization at PPPs, showing the superficiality which subject is exposed in documents, as well as the lack of proposals and actions in EE based on current secondary education configuration. About mycology, no references were found at PPPs, demonstrating a gap that does not adequately include this living beings group.

Educating to Manage or Managing to Educate? A Case Study at the Universidade Federal da Paraíba

Objective: To verify the presence of environmental education in the Environmental Policy (Resolution Consuni nº17/2028), in the Institutional Development Plan (IDP) and in the actions of the Environmental Management Commission of the Universidade Federal da Paraíba (UFPB). Theoretical framework: Some of the paths taken by professionals to regulate Environmental Education enable us to present and discuss the relationship between Education and Environmental Management as an inseparable process. Method: The methods used were exploratory and documentary research, with a qualitative approach and field research. Data collection analyzed the Environmental Policy (Resolution 17/2028), the UFPB IDP, and conducted structured interviews with the coordinators of the Environmental Management Commission, from 22/09/2021 to 27/10/2021. Results and conclusion: It can be concluded that the UFPB has not used management or environmental education to educate the academic community in a broad, systematic, regulatory and pedagogical way about the environment, since the CGA's policies and actions exist independently, without connection and institutional support from the UFPB. Implications of the research: The results and discussions imply the recognition that UFPB may be far from effectively contributing to the agenda of the Sustainable Development Goals. Originalidade/valor: A originalidade está nos resultados encontrados, os quais darão subsídios para a reformulação da Política Ambiental da UFPB, que tem vigência até 2023. Ademais, enunciar a atuação da Comissão de Gestão Ambiental na UFPB é registrar as memórias sobre o tratamento e a valorização dados à Educação Ambiental dos universitários.

Social responsibility of Spanish universities for sustainable relationships

As institutions committed to society, universities communicate their responsible behavior and their impacts on the environment and community through University Social Responsibility (USR) and sustainability reports. This paper analyzes USR management in the 50 higher education institutions that belong to the Spanish public university system and their commitment to the Sustainable Development Goals (SDGs) of the 2030 Agenda. A descriptive methodology was followed to carry out a document review and content analysis of their social responsibility and sustainability reports, as well as their institutional development plans. The results show that both the conceptualization and management of USR as a policy is very heterogeneous between universities and by regions. There is little evidence that USR policies are deeply rooted in a government framework and that the contribution of public universities to the 2030 Agenda is incipient. Although the relationship with internal and external audiences is represented in the documents, there are weaknesses in the relationship with mixed interest groups. Responsible communication is presented as a mechanism for the integration and promotion of the SDGs in universities and as a manifestation of their relationships with stakeholders.

Management, Innovation and Sustainability: the evolution of the regulations of the Federal University of Mato Grosso do Sul

The tripod guide of the actions of the Federal University of Mato Grosso do Sul Foundation (UFMS) is based on management, innovation and sustainability, in order to develop and improve its activities in the environmental, social and governance spheres. Sustainability has been consolidated in the main normative and guiding instruments of the institution. It is intended with this article to describe and present the normative framework of UFMS focused on sustainability. To this end, the specific objectives are the analysis of the norms related to the theme, starting with Statute, the institution’s highest law, which establishes the general rules of operation to be fulfilled by the university community, as well as sustainable development has become part of the UFMS’s purposes and objectives, and the promotion of sustainability, one of its responsibilities. In addition, other tools were also modernized and will be analyzed, such as the Institutional Development Plan integrated with the Institutional Pedagogical Project, the Sustainable Logistics Management Plan, the Solid Waste and Health Services Management Planand the Sustainability Policy, this the latter based on principles and objectives that align with the United Nations’ 2030 Agenda for Sustainable Development and Social Responsibility Guidelines. These normative instruments solidify UFMS’s commitment to sustainability, providing the legal basis for its actions. As for the methodology, it is descriptive research, with a qualitative approach through bibliographic and documentary research. It is concluded that it ispossible to contribute to educational institutions interested in implementing and consolidating sustainable development institutionally through the evolutionary exposition of the main normative acts developed by UFMS

Criteria for Decision-Making in Universities Stated in Institutional Documents

This article identifies the most relevant criteria used by private universities in Bogota for strategic decision-making. For it, the Institutional Development Plans (IDP) and the Institutional Educational Projects (IEP) of 10 of the 16 universities with high-quality institutional accreditation in Bogota, Colombia, were reviewed. In addition, a qualitative content analysis study was carried out, and the Atlas ti software was used to identify and classify the textual information into three categories ("decision-making criteria", "Institutional Educational Project and decision-making", and "Decision-making policies". This analysis offers two proposals for essential criteria for strategic decision-making within universities, presented in the document's results section.

Institutional Development Plan (IDP) at Federal Universities: an analysis across regions

Resumo O artigo identificou, a partir de uma investigação descritiva, de natureza qualitativa e quantitativa, quais as formas de participação coletiva, ferramentas administrativas e questões priorizadas e reveladas expressamente pelas universidades federais das regiões Nordeste e Sudeste do Brasil nas suas declarações institucionais. Foram analisados 37 Planos de Desenvolvimento Institucional (PDI), a partir de lista de conferência a fim de identificar critérios pré-estabelecidos. A análise regional indicou relativa similaridade na metodologia de construção dos planos, sobremaneira quanto ao modelo participativo e aos mecanismos de monitoramento. Ferramentas como planejamento estratégico, Balanced ScoreCard, ForPDI, 5W2H e Sistema de Gestão de Projeto foram encontradas. Já em relação às formas de participação coletiva, dentre as mais frequentes estão: a consulta pública e instituição de comissões temáticas. Além disso, há necessidade de se observar e garantir a presença de outros elementos teóricos que contribuem para mobilização e execução desses planos estratégicos em futuras revisões das suas declarações institucionais.

PROMOTING START-UPS AMONG STUDENTS BY IDEATION WORKSHOP

Thirteen groups of students have started Start Up journey conceiving an idea to address specific problems of farmers. The main ideas include improved seed drills, weed management devices, harvesters, livestock feed, value addition to agri products, apps on labour management, etc. University of Agricultural Sciences, Dharwad has conducted ideation workshops under Institutional Development Plan of National Agricultural Higher Education Project. In order to encourage students to generate idea and develop a product/innovation to address the problems of farming community and other stake holders, ideathon workshop were conducted in all constituent colleges of UAS, Dharwad. The students were oriented about the process and design thinking concepts. Out of 70 student groups who have presented the idea for a specific problem of students, 35 groups have been short listed and 10 groups were successfully developed the prototypes. Among them, four groups have are at the stage of commercial production and registered as a private limited company. The impact assessment result revealed that the ideation workshops were useful in terms of building Entrepreneurship Skills, Self-Confidence and created opportunity to find solutions to the problems. The experience of students in product development revealed that 24.79 per cent students have learnt to design prototypes and 47.01 per cent expressed that they learnt to modify prototypes and make suitable changes. The overall benefit was expressed as high in building solutions by 52.14 percent of students, 49.57 percent gained confidence to startup and over 50 percent gained confidence to manage a startup. The major support expected by students includes financial assistance , moral support , laboratory and other techinical support. The overall benefit realize by students inicludes exposure to the idea development 26.50 percent understanding pros and cons of idea 32.48 percent and confidence building 64.96 percent. It is clear from the study that students can generate effective ideas for the problems of the farmers and other stake holders. There is need for facilitating and guiding the students in the startup journey. Ideation workshops serve as a first step in promotion of startups among the students

A participação docente no processo de construção do plano de desenvolvimento institucional do IFSP/2014-2018

This article aims to analyze the participatory process of teachers in the construction of the Institutional Development Plan – PDI (2014-2018) of the Federal Institute of São Paulo (IFSP). The research of a is structured in a bibliographic analysis and documentary, in which the national documents and institutional, as like the PDI. The study reveals that teacher participation was intense in meeting the demand of new courses, but this participation decreases when the question refers to the pedagogical aspects.

Appraisal of Multicultural Education in Higher Education

The study explores on the assessment of the Multicultural Education in St. Bridget College, Batangas City in the following areas: School Community and Policy, Curriculum, Instruction, and Student Services. This utilized a descriptive method with a researcher-made questionnaire based on the works of Banks. Mean, standard deviation, percentage, Cronbach alpha, and T-test were used in the study. Findings revealed that Multicultural Education is observed in the institution. More so, no significant difference is determined in the perceptions of both teachers and students regarding their assessment of the school program. Subsequently, the findings suggest that the strengths to be enhanced in the Multicultural Education Program in the institution are the School Community and Policy, Curriculum and Instruction. On the other hand, the student services area needs to be improved based on total quality assurance. Thus, the study recommends Multicultural Education Program to be part of the institutional development plan. In-service training could also be conducted to increase the level of awareness of faculty and students on Multicultural Education and how to effectively integrate it into the classroom and school policy.

New Degree Tracking Methods in Hungary

According to the Zoltan Magyary Program for the Development of Public Administration in 2012 the institution of civil servants’ training and further training has started, called the National University of Public Service (NUPS). The mid-term vision of the Institutional Development Plan is to make NUPS: a solid training and research base of the development of Hungarian public service and of public service career model It is important for NUPS how develops the feedback of its graduates on the academic years. Within the framework of the Graduate Career Tracking System (GCTS), research is carried out via questionnaires, whose completion is voluntary, among the current students and alumni with a degree no more than 5 years old. One of the purposes of the GCTS is to improve the University’s standards of service and education. The willingness of respondents is low from year to year, so the result of the questionnaire is lower than expected.
 The purpose of the study is to present a method to better track the opinions, experiences and placement parameters of graduate students. This new method helps to evaluate the results of the questionnaire more widely. this will allow the university to develop the institution more effectively.

Sustainability in Higher Education Institutions in the Amazon Region: A Case Study in a Federal Public University in Western Pará, Brazil

Sustainable development (SD) in higher education has occupied the agenda over recent decades. Higher education institutions make efforts to promote sustainability in education, curriculum, research, outreach, and campus operations. This article aims to analyze the level of implementation of sustainability in higher education in the Amazon. The specific objectives of this paper are to identify the curriculum greening (CG) characteristics in institutional development plans (IDPs) and to analyze the perceptions of students from a higher education institution in the Amazon region about sustainability. It follows a qualitative approach, with documentary research and questionnaires applied to students. Analysis content was used in the data analysis. The main findings are the presence of some CG characteristics in institutional documents that were analyzed as a commitment to the transformation of society–nature relations, contextualization, disciplinary order, democracy, theory and practice, students as knowledge protagonists, cognitive aspects, alternative scenarios, and methodological adequacy. The results show that commitment to sustainability cannot just be a declaration of good intentions. It is essential to discuss the ways of implementing sustainability in the academic environment, as it implies changes in epistemological, political, and social conceptions.

Os Rankings Acadêmicos: implicações na governança universitária das universidades católicas brasileiras

ABSTRACT This article aims to analyze the implications of academic rankings, as external assessment tools, in the governance structure of Brazilian Catholic universities. For the development of this study, exploratory research was carried out through documentary and bibliographic analyses, taking as reference scientific production found in indexed bases, federal legislation, apostolic constitutions, canon law, statutes, regulations and Institutional Development Plans (IDPs) of these institutions. In light of the numerous existing rankings, their use is evident in the strategic planning process of most Catholic universities, through their respective performances in establishing goals and objectives.

Modelo estratégico de internacionalización de las ies ecuatorianas: Caso Universidad De Guayaquil

With the last institutional evaluations carried out by the Council for Quality Assurance in Higher Education (Control Body) to which the Universities and Polytechnic Schools of Ecuador, it was possible to standardize behind a series of indicators the quality and trajectory of the institution of higher education; which leads Ecuadorian education to move to the next level, being internationalization the way to consolidate research, teaching and extension, in order not to lose its space in the competitive global market. Discussions on internationalization have revolutionized and have become a new challenge for Ecuadorian universities, so they are forced to adopt certain policies formulated by national and international organizations, inducing them to go through specific evaluations (career) or institutions, framing as an objective to identify and program internationalization processes that universities in neighboring countries have executed, and that according to the procedure of these foreign higher education institutions are related to the Institutional Development Plan (PEDI) and the Institutional Plan of Internationalization, which deserves attention in this research, which for this purpose will be taken as a reference to the impacts on the University of Guayaquil-UG.

Limitations of the institutional development plan of the Higher Education Federal Institutes in Brazil

Abstract The Federal Institutes (FI) are specialized in technical and technological vocational education at different levels and modalities. The instrument for planning and evaluation in higher education institutions in Brazil is the Institutional Development Plan (IDP) and the objective of this paper is to evaluate the limitations of the IDP for FI. To do so, the application of a questionnaire to the managers of the FI was carried out and information that addressed the limitations of the IDP was obtained. The main limitations were related to the political and institutional aspects of the FI, demonstrated by the concern of their managers with the lack of knowledge of the community about the institution itself.

Perspektif Kinerja Berbasis Gaya Kepemimpinan, Lingkungan Kerja, dan Budaya Organisasi

This study aimed to find out the perspective, the constraints and impacts of performance based on the leadership style, work environment and organizational culture in the KSP Setia Bhakti Kediri. This study was conducted using qualitative methods with descriptive research type. Methods of collecting data by interview, observation and documentation. The results showed that: Performance based leadership style in the KSP Setia Bhakti were the branch head was able to provided suggestions, created a sense of security, able to formulated institutional development plans, and prioritized deliberation in making decisions. Performance based on organizational culture was a disciplined employee in working by practicing the values ​​of organizational culture. Based on the work environment, there were two dimensions found; conformity and team spirits. The Obstacles in leadership-based performance were challenged in developed the quality and skills of employees. The obstacles in performance based on organizational culture were conflicts of interest and weak moral standards. The constraints in work environment-based performance were poor air circulation and the lack of facilities. The impact were the level of ability and knowledge of employees were better and the level of discipline was increased.

Proposals for follow-up of graduates in the institutional development plans of federal universities

Universities fulfill the mission of carrying out teaching, research and extension based on a recognition of education as an instrument of social transformation. In this sense, public institutions are being increasingly charged for the efficiency and effectiveness of their actions. From this context, evaluation mechanisms emerge to measure effectiveness and assign concepts to Higher Education Institutions (HEIs). From the recognition of the instruments that recommend the institutional evaluation in Brazil, the mention of the planning actions, the Institutional Development Plan (PDI) becomes strategic, and in this it is observed as an indicator to be inserted, the accompaniment of graduates of undergraduate and postgraduate courses. The objective of the research is to identify the actions and goals foreseen in the IDPs of Brazilian federal universities in the Southeast region to follow up their graduates. The development of this work was through the qualitative approach with documentary research, by searching the university websites for the available institutional information. The results point to two distinct contexts, in which most of the researched institutions inserted in their macro-document the theme, one group aims to implement the policy and another group intends to advance to other follow-up stages, since it is a policy already institutionalized.