Mission Of University Research Articles

The health preservation of students and lecturers in strategic plans of development of modern university

The article presents analysis of results of study of health status of students of National Universities and managerial competencies of heads of health authorities in subjects of the Russian Federation. This combination was chosen not by chance but intentionally to align with Vernadsky University's primary mission of training managerial personnel and modern rural leaders. It was essential to monitor relationship between student health and programs designed to maintain it during education, as well as perspectives of graduates already practicing as professionals. The conclusion was made that there is necessity to establish independent policy within programs and development strategies of universities conditionally named as "health-preserving policy." The measures targeting to preserve and enhance student health during education process are formal and secondary, often neglecting mental health issues. Besides, these measures are not extended to other subjects of educational process, such as lecturers and administration management personnel. This oversight corresponds to tangible menace to sustainable development of higher school in contemporary conditions.

The Strategic Role of the Third Mission in Universities: A Concrete Case Study

In addition to teaching and research, the goal of universities is to contribute to the development of civil society by promoting the direct application, valorization, and use of knowledge. In reality, it is a widespread and shared opinion that is no longer enough to carry out research on campus and publish subsequent works in scientific journals. It is also difficult to be fully satisfied with teaching only young people in university courses. This paper focuses on highlighting how an applied example can be taken as the best practice for future implementations. The methodology used is qualitative. The research question that initiated the study was to concretely verify how the Third Mission (TM) was integrated into the strategic choices of universities. In light of the new methods of evaluating universities, how can we highlight what they have done in terms of the third mission? Are organizational solutions possible in the approach to the TM? The objective was to verify what the impact and future development of the Third Mission (TM) in the universities will be. In light of its inclusion among the evaluation criteria of universities and teachers, the Third Mission (TM) is the new future frontier in terms of local and national openness and development, as well as their economic and financial sustainability. To this end, a case analysis was proposed as a model/best practice, and in particular the case of the Department of Business and Law of the University of Calabria was also presented. The application and implementation of rules and regulations are always difficult in any case and in any field. An example can be seen in public administration and universities, bureaucratically "plastered" and not very inclined to change and innovation, especially regarding performance evaluation. Therefore, seeing an application carried out relatively quickly allows the enhancement of the “DiScAG Model”, which is to be taken as an application example in the implementation of the Third Mission (TM) in universities. The study will contribute to increasing the literature and starting a discussion and a reflection on what has been done and what still needs to be done in this direction.

Cultivating Civic Engagement

In contemporary society, the concept of civic engagement appears as an essential condition for the functioning of democracy and social well-being. Civic engagement transcends simple participation in the electoral process and encompasses a wider spectrum of activities: civic and community participation, activism, and public dialogue. Thus, cultivating civic engagement is a mission, duty, and responsibility for universities, particularly for social science programs. They derive from the need to form and shape not only professionals but also responsible and involved people from a civic and social point of view. However, the mechanisms by which higher education institutions can effectively cultivate such engagement among students remain a subject of debate and investigation. This study seeks to bridge this gap by exploring the strategies used by universities to promote civic awareness among students. Methodologically, this article proposes a study on one of the most important universities in the field of social, political, and administrative sciences in Romania. By analyzing the perceptions and experiences of students, the research provides new empirical data on how educational practices influencing civic and political engagement are evolving, or, conversely, reveals institutional shortcomings in fulfilling the mission of promoting civic engagement among students. In this sense, a standardized questionnaire was distributed to the students from the political science bachelor's degree program to analyze their perceptions and experiences regarding how the study programs and the teachers' activity incorporate the component of civic and political involvement. Data analysis highlights how and if higher education programs cultivate and shape student engagement through academic programs, extracurricular activities, or community partnerships.

Ecological partnership: Restoring Pinyon woodlands on the Navajo Nation, USA

Pinyon woodlands in the semi-arid southwestern United States developed in response to environmental factors and historical human interactions, providing sustenance and traditional ecological benefits to Native Nations, such as the Navajo (Diné). Historically, Diné communities practiced land stewardship through seasonal movements and resource management, ensuring ecosystem resilience. However, the constraints imposed by European colonization led to transformative changes in their livelihoods and environments. Encompassing 71,000 km2, pinyon-juniper woodlands comprise 89 % of forested area on the Navajo Nation reservation, providing crucial ecosystem services and cultural resources. Since reservation establishment in 1868, increased tree density has diminished understory plant communities and elevated woodland susceptibility to wildfires, compromising overall forest health. Recognizing the imperative for ecological restoration, a collaborative effort between Diné College and Northern Arizona University (NAU) was established in 2018 to develop a pinyon woodland research site on the Diné College campus in Tsaile, Arizona, on the Navajo Nation reservation. We assessed the effectiveness of restoration thinning treatments in reinstating historical woodland structure, modifying fuels for fire mitigation, and engaging students in ecological practices. Thinning resulted in a 62 % reduction in tree density and a 25 % reduction in basal area, altering the woodland structure to reflect historical conditions more accurately. This alteration mitigated the risk of high-intensity wildfires while preserving the age structure of older trees (oldest dating back to 1435 C.E.). Forest floor fuels were low throughout the study, as thinned wood was removed, and activity fuels were immediately treated with chipping. The active participation of Diné College and NAU students, interns, and faculty throughout the study contributed to a cohesive approach in advancing our goals. The comprehensive training empowered students to contribute meaningfully to fieldwork and data collection, aligning with Diné College's mission to enhance post-secondary student learning and development for the benefit of the Diné. By integrating contemporary and culturally sensitive perspectives, our study sheds light on the effectiveness of restoration thinning treatments, emphasizing the delicate balance between ecological resilience and cultural preservation for the Navajo Nation.

Management consultants and university futures: Academic capitalism and the capture of UK public higher education

IMPACT STATEMENT This article shows how management consultancy firms, particularly the Big Four, leveraged their position to become key brokers in English higher education, expanding their influence across multiple areas of governance and management. Aided by legislative changes designed to promote competition and enable for-profit providers to capture the rents provided by public higher education, these firms promote forms of marketization and privatization that are radically re-purposing the mission of the public university. Unbundling and financialization of university assets is central to that project. The article reveals how consultancy firms used the Covid 19 crisis not only to increase their influence but, through a series of ‘crisis narrative’ reports, to advocate strategies for fundamentally altering the entire public university system, locking in permanent changes and structures of managerialism that are anathema to the principles of public higher education. The article is a warning to policy-makers to beware the free-market fantasies and self-serving scenarios that these consultancy firms advocate.

The role of Special Pedagogy for Third Mission and Social Impact between transformative practices and emancipatory processes

The development of inclusive cultures and practices in academia can be substantiated not only in references to the two traditional missions of universities, namely Teaching and Research but can find a generative way through a third mission, namely that of "Third Mission and Social Impact". Italian universities assume this programmatic horizon to make available and accessible the social value of scientific research that is also carried out in synergy with territories, institutions, and communities. This paper intends to conduct an action of conceptualization and legitimization of the "Third Mission" in universities and, at the same time, to highlight the transformative practices and emancipatory processes underlying the strategic actions of the universities. In particular, starting from the analysis of the Strategic Plans of 88 Italian universities, this contribution delves into the pedagogical dimensions that characterize the "Third Mission" and, therefore, seeks to highlight the role of Special Pedagogy for the enhancement of knowledge and the creation of new connections of social impact.

Diversity, equity, and inclusion in paleolimnology: insights from the 2022 IAL-IPA symposium

This report provides insights into ways that paleolimnology is becoming, and can continue to be more diverse, equitable and inclusive. Ideas presented here came during the organization, and in part, out of a special session held during the Joint Meeting of the International Association of Limnogeology (IAL) and the International Paleolimnology Association (IPA), conducted virtually (27–29 April 2022) and in-person, in Bariloche, Argentina (27 November to 1 December 2022). It was the first time in 55 years that the combined IAL-IPA meeting (held separately prior to 2018) hosted a special session to address issues beyond the value of scientific information in lake sediments. That session, “Beyond just research data: the value of outreach, education, equality, and inclusion around lakes,” included topics such as Third Mission activities, i.e., the economic and social missions of universities and how they contribute to the broader community. It also addressed challenges to diversifying our Earth Science community, which is still characterized by underrepresentation of women, especially at the highest academic levels, suffers from the “parenthood effect,” which affects both women and men, and often fails to adequately support dual-career couples, especially in Europe. Efforts to enhance diversity, equity and inclusion (DEI) included: (1) a virtual IAL-IPA meeting for Early Career Researchers (ECRs), conducted months before the in-person conference in Argentina, (2) a special session on DEI challenges and values, (3) financial support for ECRs and attendees from low-income countries, (4) equitable ECR awards, (5) consideration of gender equity during plenary and oral presentations, (6) remote presentations, including both live and pre-recorded talks, (7) utilization of multiple communication platforms to disseminate information to conference participants, and organization of science-communication activities, and (8) pre- and post-conference courses and workshops. These efforts were supported by the local organizing committee and by the establishment of the first DEI Working Group. ECRs dominated the in-person Joint Meeting (200 of 300 attendees), which we view as an opportunity to promote changes in our discipline. We encourage members of our community to work collaboratively to shape diverse research groups and identify leaders who will promote more equitable and inclusive workplaces.

Przedsiębiorczy uniwersytet publiczny. Spojrzenie z perspektywy regulacji prawnych

The aim of the study is to identify a collection of legal regulations relating to the implementation of three missions of public universities, which are collectively included in the concept of an entrepreneurial university. The fundamental question to be answered is whether the legal environment in Poland is favorable to the implementation of the mission of an entrepreneurial university by public universities. The conducted research provided arguments which led to the conclusion that currently universities can pursue three missions that are consistent with the ones constituted by the contemporary model of an entrepreneurial university. This also makes it possible to state that there are no legal grounds preventing the implementation of the three missions constituting the model of an entrepreneurial public university, i.e. education, conducting scientific research and commercializing research results by, among others, providing research services that are transferred to the society and the economy.

Describing values in tension and neoliberalism at a mission-driven, private university: a qualitative case study of faculty service workload

ABSTRACT Faculty workload tension exists between espoused service and social justice-oriented university missions and neoliberal academic values of scholarship. The tension has significant consequences for attracting, advancing, and retaining faculty from minoritized racial, ethnic, and gender groups. A case study qualitative approach was conducted to investigate perspectives on the valuing of faculty service at a private university with a clearly articulated service and social justice-oriented mission. Interviews were conducted first with department chairs (n = 26). Themes from these interviews were then shared with faculty (n = 153) and leadership (i.e. deans and provosts) via a web-based survey for comments on refining themes. Final analysis yielded a meta-theme (Values in tension), four themes (The paradox of faculty service, we are stretched thin, workload nimbleness and confusion, and inequity in burden and advancement) with diverging perspectives based on race and gender of participants. Implications are drawn for university leadership and culture related to faculty workload and advancement.

SISTEM PENDUKUNG KEPUTUSAN PENILAIAN KINERJA DOSEN DI UNIVERSITAS JABAL GHAFUR MENGGUNAKAN METODE 360 DEGREE BERBASIS WEB

One of Jabal Ghafur University's missions related to the quality of lecturers is to improve the quality of lecturers and other educational staff in carrying out various educational, research and community service programs according to development needs. A system or application is needed to support the selection of the best lecturers at Jabal Ghafur university, one method that is suitable to be applied is a decision support system by applying the 360 Degree method. This method provides an objective and accurate assessment of lecturer performance through various assessment sources consisting of superiors, subordinates, colleagues and self- assessments. Performance appraisal is done to compare the results of self-assessment performance with the assessment of others. The result of performance appraisal using the 360 degree method is a gap between the assessments made by other people (bosses, colleagues and subordinates).

Connections and Tensions between Free Speech and in Loco Parentis on College Campuses: The Mission of College and the Education of the Whole Student

Connections and Tensions between Free Speech and <i>in Loco Parentis</i> on College Campuses: The Mission of College and the Education of the Whole Student

Рейтинги как составляющая государственной политики по повышению конкурентоспособности вузов России

The work is devoted to ratings as components of state policy to increase the competitiveness of Russian universities. It is noted that in recent years ratings have become the most important instrument of public policy in Russia. The results of rating studies are used to regulate many socio-economic processes, including the development of regions and organizations. This is due to the fact that ratings help analyze the process based on the use of a large number of indicators, as well as manage this process. As a tool for regulating the development of higher education, rankings have been actively used in Russia since 2012, when the practical implementation of a program to increase the competitiveness of leading Russian universities among world research and educational centers began. However, focusing on the indicators of international rankings, which do not take into account the peculiarities of the organization of science and higher education in Russia, along with positive results, also had a negative impact on a number of processes in the development of higher education. University rankings developed in Russia, for example, the Moscow International University Ranking “Three University Missions,” contain indicators that take into account the quality of education, the volume of scientific research performed, and the participation of universities in the life of local communities. As a result, it was noted that the experience of developing university rankings in Russia can form the basis for the formation of a national ranking of universities. The effectiveness of the national ranking of universities, as an instrument of state policy of the Russian Ministry of Education and Science, will depend on what indicators are included in the ranking. To determine the most effective indicators, it is necessary to assess the regulatory impact for each indicator, calculate the effects and risks of using indicators that evaluate Russian universities.

Examining the Economic Value of Collegiate Club Sports to the University

To measure the contribution of collegiate club sports to the economic and social environment of higher education institutions, this case study developed a pragmatic model—integrating self-generated revenue, stimulated student spending, student attraction, and student retention—to quantify the economic value or worth of club sports to the university, and to consider their broader utility for the attainment of the university's mission. For the university studied, results show that undergraduate club sport athletes render approximately $21.7 million in institutional expenditure annually, and club sports can serve the university mission through their contribution to student recruitment, retention, and recommendation. Over 50% of participants credited their enrollment, continued attendance, and willingness to recommend the university to the availability of club sports. Student retention was more positive for participants in club sports than for the university population as a whole. Additionally, international students and students living off-campus viewed club sports as particularly positive.

The entrepreneurial university: strategies, processes, and competing goals

AbstractThe configuration of the entrepreneurial university remains poorly understood given the complexity of the university as an organisation with multiple missions and multiple ‘products and services’, delivered by multiple and sometimes competing sub-organisations with different cultures and norms, in response to different outside pressures and demands. The outcomes of the entrepreneurial university reflect the plurality of goals, including research, teaching, knowledge commercialisation, and civic and community empowerment, but they are rarely considered within the same conceptual and empirical framework. Hence, the aim of this paper is to explore how multiple and sometimes competing strategies and associated arrangements, resources and capabilities within the entrepreneurial university affect the delivery of economic and social benefits to the external world across teaching, research, knowledge commercialisation, and civic and community empowerment missions. To achieve this aim, we elaborate the entrepreneurial university ecosystem concept so that we can systematically capture the cross-influences of the entrepreneurial university elements in their entirety rather than focussing on selected ecosystem elements and their effects in relation to one particular university mission. Our analysis is based on a novel institution-level database on university strategies, goals, policies, and support mechanisms, providing annual data for all higher education institutions in the UK over the period 2017–2020, complemented with annual administrative data on staff, finances, graduate outcomes, and infrastructure, as well as contextual data on the wider regional entrepreneurship ecosystem. Using a Seemingly Unrelated Estimation approach, we contribute with novel fundings explicitly identifying synergies and tensions between different elements of the entrepreneurial university ecosystem that affect the delivery of its outcomes.

Situation Analysis of Female Academics' Career Advancement in Higher Education in Syria

This research examines factors which may be influencing female academics career advancement at Higher Education Institutions (HEIs) in Syria. The paper conducts situation analysis on academic environment at HEI in Syria, exploring factors which may be impacting female academics experience and career progression and lack of academic representation at senior management levels. The paper examines a private HEIs investigating the environment in Syria highlighting the situation after 2011. The methodology applied in diagnosing the situation, is based on data collected from a capacity building in higher education project (CBHE), funded by Erasmus+. The methodology employs the design of questionnaire survey administered at the research target group. A one-way translation from English to Arabic is performed by expert academics and verified by linguistic experts. The sample design employs nonprobability sampling techniques. The size of the sample is 47 observations for academics. The findings of the analysis are reported across individual, and institutional levels. The research results signify that interest in research is a strong motivator; while career satisfaction still reveals an area of future development. There is still little awareness on gender issues topics, as well as little research works being performed in the scope gender research issues. The concept of gender equality has a high potential for evolution and expansion on the intermediate and long term at the institutional and socio cultural contests in Syria. The future direction of this research emphasizes developing a conceptual framework on the factors which may be affecting female academics experience and career advancement in HEIs in Syria. Furthermore, future research recommends the development of institutional and national policies in the scope of gender equality, which could be reflected at human resources practices, environment of the workplace, infusion of gender at university mission and planning, curriculum, research, and university governance.

Explanation of the Components of Skill-Based Education in Higher Education With A Qualitative Approach

Introduction: Academic skill-based education is a basic tool for empowering citizens with high-level technical skills and abilities that can be used for national development. Therefore, the current research aimed to identify the components of skill-based education in higher education with a qualitative approach. Methods: The current research was conducted with a qualitative approach of thematic analysis type. The target group of the study was the faculty members of Mohagheg Ardabili, Allameh Tabatabai, Shahid Beheshti, and Tehran universities in Iran. The participants included 15 faculty members who were selected by purposeful sampling. Semi-structured interviews were used to collect data. Results: In total, 113 free codes were extracted from the content of the interviews. After merging the similar codes, finally, 98 codes were extracted and classified into 16 similar sub-themes and finally categorized into 7 main themes. Categories of policy-making, skill-based curriculum, university mission, teaching methods, entrepreneurship, empowerment of faculty members, and technology development were identified as the most important components of skill-based education from the point of view of faculty members. Conclusion: According to the findings of the research, it can be said that institutionalization of skill-based education in the university can play an effective role in the employment of graduates.

Foundations and Implications of the Integral Ecology and Sustainable Development Goals in Catholic University Education

The Agenda provided by the SDGs (Sustainable Development Goals) represent an opportunity to eradicate poverty, preserve the planet, promote peace, and develop a more prosperous society. This global horizon is reinforced by the religious proposal of the Encyclical “Laudato si”, in which Pope Francis reflects on the anthropological, social, and spiritual repercussions of the interaction of human beings with their environmental reality. With the term integral ecology, the Catholic leader proposes processes to put an end of poverty, exclusion, and environmental degradation. This research aims to explore the cornerstones and application of the SDGs and integral ecology in the framework of the Catholic university. The study brings Agenda 2030 into dialogue with the Christian ethical perspective of human development and integral ecology by showing their complementarity. It develops the inclusion of the SDGs and integral ecology objectives in the mission and strategic plan of the Catholic university. For this reason, an action plan is projected in which the values of sustainability are transversally structured in the diverse areas of the university, such as governance, teaching, research, transfer of knowledge and social impact, extracurricular activity, green procurement, infrastructure, energy, waste, water, and mobility.

The Strategic Role of the Third Mission in Universities A Concrete Case Study

The Strategic Role of the Third Mission in Universities A Concrete Case Study

Unravelling the process of idea generation and assessment during the PhD trajectory: A case study approach

AbstractThe three missions of universities are education, research, and knowledge/technology transfer. At the micro‐level of the research and knowledge/technology transfer mission, we position researchers, as individuals who decided to pursue a scientific career in academia, with the PhD as the starting point. While existing literature acknowledges the supervisor's significance during this process from dependency to autonomy, this paper advocates for a closer examination of external factors such as the network, supervisor's experience, and work environment in idea generation. Ideas in this context encompass both curiosity‐driven and entrepreneurial concepts, often evolving from one to the other. Our research builds upon the theory of opportunity identification, drawing parallels between ideas and opportunities. The research asserts that PhD students primarily rely on their networks for idea generation due to limited prior knowledge and experience. Our findings underscore the dynamic interplay between PhD students, supervisors, and networks in the process of idea generation, advancing a comprehensive framework encapsulating the multifaceted influences on the trajectory from idea generation to execution in the context of PhD education. The framework is based on empirical evidence from a qualitative case study comprising 16 PhD students in a European H2020 project in the field of Photonics, illuminating the intricate relationship between supervisors' orientations (entrepreneurial or curiosity‐driven) and the types of ideas generated by PhD students. Practical implications highlight the need for tailored support and resources to foster independent research capabilities among PhD students, considering individual variations in supervisory support and networking opportunities.

Talking for the sake of talking? Imagining inclusive universities in Spain through their leaders

ABSTRACT Inclusion in higher education is approached by international entities as an unavoidable commitment that is materialised, to a large extent, in university mission statements through purposeful language. Spain, given its greenness regarding the development of inclusive university policies, provides a good example of such rhetoric. The proposals and interpretive frameworks on which the inclusive university project is based are explored via interviews with 62 leaders (individuals occupying an ambassador or management role) from 9 Spanish universities. The present study reveals that rhetoric about the way in which universities are converted into inclusive institutions portrays highly different outcome orientations when placed in specific political proposals. Three different standpoints are identified in the present study, which are linked to specific areas connected to the institutionalisation of inclusive projects: continuity (for access and specific services), expert (in training, awareness and curriculum) and transformative (philosophy, exercise of leadership, participatory culture and community projection). The present research contributes to the study and analysis of the different meanings adopted by inclusive university projects in the international context, stemming from the different, non-sterile, political models on which they are based.