Mission Of Higher Education Research Articles

Is “Application” Everything about Studying for a University Degree? The Multiple Influences Shaping Undergraduates in Chinese Higher Education in Contemporary Times

Abstract Based on the self-reflection of 22 undergraduate students at a renowned Chinese university regarding their journey towards obtaining a bachelor’s degree, this study reveals the discrepancy between the idealistic functions and missions of higher education as perceived by students and their actual implementations in the real world. It further explores the multifaceted logics exerted by the higher education environment on students during their educational journey. Data analysis shows that contemporary global neoliberalism, alongside traditional Chinese cultural ideologies such as Confucianism and Daoism, significantly impacts the educational philosophies of university students to varying extents. These diverse ideologies drive students to demonstrate varied learning states and behaviors, showcasing the complex interplay of global and local forces in shaping student experiences in higher education.

Efforts to Increase Organizational Commitment Through Visionary Leadership, Learning Organizations, and Competencies

With quality education, the quality of a nation will be reflected. To produce superior human resources, lecturers as educators have a responsibility to improve human resources by providing quality education. In achieving the vision and mission of higher education, it is necessary to support the organizational commitment of lecturers. The purpose of the study analyze efforts to increase organizational commitment through visionary leadership, learning organizations, and competencies. The method used in this study is quantitative, using the Structural Equation Model (SEM) analysis tool. The population of permanent lecturers of the Foundation amounted to 3322 people, and the sample amounted to 357 respondents. Sample determination using stratified cluster random sampling. The results of this study explain that visionary leadership, learning organizations, and competencies partially affect organizational commitment. In addition, the results of the hypothesis test simultaneously show visionary leadership, learning organizations and competencies together affect organizational commitment. To increase organizational commitment, Private Universities in the Banten Province area need continuous improvement, including increasing the effectiveness of Visionary leadership, the existence of institutions to continue to learn and adapt as ideal Learning Organizations, and increasing their Competencies its lecturers, as an effort to build and increase the organizational commitment of the Dosen.

Optimizing the third mission of higher education institutions by predicting teaching behavior

PurposeThis article aims at presenting the concept of the Brazilian university’s third mission and its relevance for predicting teaching behavior. To that end, this article presents a conceptual model of that third mission in Brazil and how its relationship with stakeholders was built.Design/methodology/approachThis is a conceptual article. The authors analyze the third mission and the Brazilian educational model to suggest predicting teaching behavior as a possibility to optimize the third mission in higher education institutions.FindingsThe Brazilian third mission is related to civilian participation, John Dewey’s democratic education management, Paulo Freire’s transformative education, Triple-Helix and the knowledge ecology. This association enables insight into the relevance of the third mission and into the need for professors’ participation.Practical implicationsRevealing the factors of behavior prediction to perform the third mission is the first mission of the theory of planned behavior. Based on these data, the theory suggests interventions without changing teaching behavior. This possibility might increase the adherence of the professor to activities related to the third mission.Originality/valueThis article contributes to studies on the development of the third mission and to the sharing of a conceptual model that is partially different from the European model, thus promoting broader results for stakeholders. The indications made here can lead to empirical studies to further approximate the higher education institutions and the various sectors of society. Moreover, there is room for investigations that aim at a conceptual convergence at the international level for the third mission, as it happens for teaching and researching.

Smart Campus Innovative Learning Model for Social Practitioners of Universities’ Third Mission: To Promote Good Health and Well-Being

Currently, smart campuses represent the main development trend for higher education in Taiwan. The campus is transitioning toward digitization and dataization, which are key factors and important parameters for campus technology improvement. At the same time, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has pointed out that the third mission of higher education is university social responsibility (USR). It has also clearly stated that higher education should not ignore the major issues of sustainable development. The purpose of this study was to examine students’ understanding and attitudes toward the use of a “digital innovative health platform”, as well as a digital platform to lead participation in community “action plans”. Finally, it aimed to understand the connection between the “digital innovative health platform and action plan” in order to ensure the fulfilment of social responsibility and promote good health and well-being. This study sampled 400 students for a questionnaire survey and invited five student union representatives and one platform information center expert to conduct semi-structured in-depth interviewing. The results of this study indicated that the participants believed that digital platforms could highlight the importance of social responsibility and provide community service opportunities. Female students mainly focused on community “health services (health examinations and lectures)”, while male students mainly focused on “fitness activities”. This digital platform cultivates students’ knowledge and skills, and incorporates them into the community service system to allow students to participate in community activities independently. At the same time, students fulfill their social responsibility through actual services to promote good health and well-being.

Sustainable Cultivation of Discipline Competition Programs for Innovation and Entrepreneurship Education: An Example of the Food Science and Engineering Major

Cultivating innovative and entrepreneurial talents has become the responsibility and mission of higher education. It reflects the effectiveness of education in terms of teaching quality, scientific prowess, and social service. Discipline competitions played a significant role in fostering innovation and entrepreneurship ability, serving as a crucial component of innovation and entrepreneurship education in colleges. This study used the food science and engineering major as an example to address the gap between theoretical knowledge teaching and the actual production process. It aimed to improve the poor performance of innovative practices by establishing a sustainable cultivation model for discipline competition programs. There needs to be an investigation into the conduct of disciplinary competitions and the students’ participation in them. Then, a model comprising a “theory + experiment + practice” course to guide students in participating in competitions should be formed. A rational and sustainable innovation team and a collaborative innovation platform for school–enterprise integration needs to be built. In order to achieve sustainable development education and cultivate applied talents who can solve complex problems in food engineering, the sustainable cultivation model was established. This work could serve as a reference for developing professional discipline competitions and fostering innovative and entrepreneurial talents for sustainable development.

A Phenomenological Inquiry on the Research Engagement of Tertiary Instructors in a Philippine State College

Research engagement among tertiary instructors is crucial in advancing knowledge, enhancing teaching practices, and driving innovation within higher education institutions. This study explored on the engagement of tertiary instructors in research. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 tertiary instructors served as participants for this phenomenological study. Five themes unfolded as the lived experiences of tertiary instructors with regards to their research engagement: advancing knowledge along the institutional research journey, navigating multiple responsibilities under time pressure, and ensuring research feasibility despite budget challenges. Regarding the coping mechanisms employed by tertiary instructors in their research engagement, four themes emerged: keeping abreast through research enrichment sessions, conducting research through interdisciplinary collaboration, framing research topics with practical relevance, and refining research engagement through active feedback. Further, three themes emerged as the insights of tertiary instructors regarding their research engagement: enhanced scholarly drive empowers faculty research, research illuminate pathways for educational advancement, and time and commitment fuel faculty research engagements. The study concludes with recommendations for higher education institutions to promote and sustain robust research engagement among tertiary instructors, ultimately contributing to the advancement of knowledge and the mission of higher education.

Implementasi Profetik di Lembaga Pendidikan Tinggi

The purpose of writing this article is to find out the implementation of prophetics in higher education institutions. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that the importance of education is found in various Islamic literature, especially in the Qur'an as a guide for humans in implementing life and life. The implementation of prophetic in higher education is carried out through a program of instilling character values ​​and developing a grand design for character education adapted to the vision and mission of higher education. Character configuration in the context of the totality of psychological and socio-cultural processes can be grouped into: spiritual and emotional development, intellectual development, physical and kinesthetic development, and affective exercise. and creativity development). The development of education implementation based on prophetic values ​​in higher education is carried out in an integrated manner through three channels, namely: integration in learning, management of departments and study programs, as well as student activities. The steps include design, implementation, evaluation and follow-up which will be developed and implemented in the development of the higher education institution concerned itself.

Christian privilege and American higher education: A historical framing

AbstractThis introductory chapter provides a framing of non‐Christian students in higher education. It begins by providing data on the current contexts on the religious identities of college students. Additionally, the chapter examines the concept of Christian privilege and how religious discrimination is institutionalized in the organizational structures of higher education. Primarily, this chapter is a historical overview of the marginalization of non‐Christian students on colleges and universities. From the time the colleges and universities were founded, Christianity has been embedded in the function and mission of higher education. This has led to the continual marginalization of non‐Christian students throughout history. The chapter concludes with an overview of the volume.Practical Takeaways Non‐Christian students are increasing in numbers on campuses. Because of this, campus leaders must understand their unique needs and religious identities to create positive campus climates. Christianity is embedded in the organizational structures of higher education. The academic calendar, curriculum, and dining options are tangible manifestations of Christian privilege. This system of Chistian privilege can force non‐Christian students to experience feelings of powerlessness, exploitation, and marginalization that are similar to what other marginalized groups endure. The current system that favors Christianity in higher education has a long history in American higher education and non‐Christian students have encountered outright discrimination and oppression since the beginning of the first colleges and universities.

“Our theatre is society”: Perceptions and practices of university-based African Centres of Excellence regarding community engagement and the third mission of higher education

In the historical higher education (HE) context of early post-independence Africa, little was done to unpack or critique the dominant notion of African universities as “developmental” and to create workable models for the future. The resultant conflictual role of African universities, caught between the demands of academic excellence, on the one hand, and local demands of development and regional and communal impact, on the other, have not yet been adequately resolved. Conceptually and organisationally, “engagement”, “transfer” and “outreach” activities serve as mechanisms to bridge the divide between the traditional academy and the needs and expectations of societal stakeholders located outside of formal HE structures. This is now often referred to as the third mission (TM) of HE, the first and second missions being teaching and research. In recent years, many of the existing DAAD (German Academic Exchange Service) African Centres of Excellence (ACE) have established partnerships and networks with actors from the political, social and economic sector to increase their relevance and impact in their regions, especially relating to Sustainable Development Goals. Against this backdrop, a qualitative exploratory study was conducted to determine the experiences and perceptions of participating representatives from ten ACE, located in their different and specific regional and societal contexts, about their university-society community engagement (CE) or TM activities. This article reports on the findings of this study, which contributes to the larger aims of identifying long-term synergies and collaboration potential and the development of conceptual models that are scalable. The findings of this study can form an adaptable basis for future TM-CE projects and for possible future research projects about such activities in HE.

Entrepreneurship education through sustainability orientation – exploring a project initiating and structuring industry mentors

Entrepreneurship education (EE) is about developing students’ ability to create economic, social, or cultural value. For sustainable development and achieving the SDGs, collaboration and new alliances will be of key importance. Collaboration can drive and enable innovative practices that bring benefits to the environment, society and organizations. A fully circular economy (CE), aiming to keep resources in economic cycles as long as possible, is required according to the European Green deal. In this paper the connection between sustainability, collaboration, and mentoring in entrepreneurship education has been strengthened. Two theoretical positions have been selected: (1) Entrepreneurship, sustainability and collaboration; and (2) Entrepreneurship education anchored in experiential learning and collaborative orientation in universities’ Third Mission. EE and entrepreneurial pedagogy lay out student centered principles for experiential learning, aiming to develop students’ creativity, opportunity orientation and innovation skills. Mentoring is an experiential learning concept, regarded as fruitful in higher education and widely used in the business industry. Student teams are often challenged with real-world problems. We explore a collaborative project initiating and structuring industry mentors. The educational setting is two courses at Western Norway University of Applied Sciences (HVL) with partially common educational activities. The course challenges come from organizations in the region and are rooted in sustainability and CE. During 2019 industry mentors were assessed in a pilot-project and implemented after proving the viability of the idea. Initiating industry mentors shows positive outcome, and the three main findings are: (1) Industry mentors seems to cover an important function and role the professors do not cover; (2) Engaging industry mentors confirms the perceived need for structure and a collaboration network; and (3) Applying industry mentor service can lead to more outward and practice-oriented professors and university. Sustainability orientation and external collaboration by industry mentors’ entails promising possibilities for experiential learning, knowledge development, networking, value creation, and educational re-directing in line with the Third Mission of Higher Education (HEI). A deeper understanding of entrepreneurial mentoring and the role of industry mentors is achieved. There is a need for further empirical examination.

Zero creativity

Creativity seems to have become a real trend for our generation, educational centres for children and young peo-ple, research centres, entrepreneurs, employers seeking creative personalities to change reality and mindset. To shape creative professionals is also a scope framed in the mission of higher education, at all the stages of implementation of the Mission Declaration. And everything is nice until we realize that creativity is lacking or creativity is capitalized in the wrong directions. The purpose of the paper is to find motivations for exploring and exploiting creative skills even in ,cases of ,,zero creativity”, as well as to find solutions for preventing the phenomenon of malevolent creativity. As a conclusion, the examined subject has generated more questions than answers, being a matter of courage, of con-science or whatever, if we dare to be vocal in demonstrating positive creative skills in times or contexts of crossroads.

Higher Education as an Instrument of Decolonisation: The Community Service Programme in Indonesia, 1950–1969

ABSTRACT This article examines the origins of community service in Indonesia’s higher education (HE) system during the early years of its development in the 1950s and 1960s. Community service helped to establish a wide variety of connections between HE and Indonesian society, but it has received little scholarly attention and is virtually neglected in contemporary indicators of HE performance even though a growing priority for the system in the Global South is its connection with local communities. This article problematises the enactment of community service as the ‘third mission’ of HE in Indonesia and its practice during these early years. By using an historical approach and drawing on archival materials as data sources, the article argues that the enactment of community service reflected the spirit of decolonisation in Indonesian society. Decolonisation meant that Indonesia wished not only to dispense with the Dutch colonial legacy in HE but also to develop an education system that would be Indonesian in character. Although this third mission of HE was clearly embodied in the community service programme, in later years the emphasis on decolonisation in education policy was reduced.

International Higher Education for the Future: Major Crises and Post-Pandemic Challenges

In Short We need to use the inherent power, and moral force, of academe for addressing and enacting solutions to the major challenges of our times, including growing inequalities, climate change, and the emerging Cold War, in all three missions of higher education: education, research and service to society. We offer several recommendations for international higher education: Make higher education and its internationalization more carbon-neutral by reducing physical mobility of students, academics, and administrators and using more virtual collaborative models Stimulate diversification and inclusiveness in academic mobility Place more emphasis on inter­nationalization of the curriculum at home See digitalization not as replacement, but as an integrative dimension of education and research Strive for academic collaboration on equal terms; and Base global academic engagement on common academic values of inclusion, autonomy, and academic freedom.

ACCREDITATION-BASED QUALITY BUILDING RECONSTRUCTION TOWARDS EXCELLENT PTKI

The main problem and spectrum that is always faced by Indonesian Islamic Higher Education (PTKI) is the low and not optimal quality of the three missions of higher education, namely education, research, and service. Various problems related to this are increasingly visible from the fact that the system's alignment, and policies to the institutional leadership structure seem to leave quality as an agenda, and programs are not prioritized. Therefore, the aspects and functions of quality management at PTKI are important. Improvement in Quality Management in PTKI should be oriented to build a quality culture in all components and elements of the academic community The most urgent quality culture for PTKI that must be done in meeting quality standards is to strengthen the system and meet the accreditation standards that have been required to achieve maximum results. In the context of accreditation, building quality must also strengthen the position in the sector of coordination, synchronization, and supervision between the entire academic community. The most urgent quality culture for PTKI that must be done in meeting quality standards is to strengthen the system and meet the accreditation standards that have been required to achieve maximum results. The transformation of seven criteria into 9 criteria in the accreditation system has consequences and consistency in the assessment aspect that leads to the outcomes (achievements of the process and usefulness) that have been passed by PTKI with various implementations based on its quality standards/guidelines. This research uses qualitative methods that are descriptive-analytical and seeks to analyze how the supporting factors of quality culture exist PTKI. This study uses a qualitative method that is descriptive-analytical and seeks to analyze how the factors supporting the quality culture in PTKI.

Concern of Modernization and the Mission of Higher Education

While the modernization movement has led to profound changes in politics, economy and culture around the world, human development is also facing unprecedented difficulties. The concern about modernization puts forward the value for modernization orientation of the times. Higher education must transcend the realistic culture with instrumental rationality as the core, and the most fundamental must be first. Only by transcending its own narrowness and constructing the educational philosophy view of the integration of science education and humanities education, can it give full play to its cultural criticism and literature. With the function of creation, it undertakes the historical mission of value orientation for modernization.

Enterprise Architecture Planning for College Information Systems using the TOGAF-ADM Framework and ISO 27001

The planning for the development of Information Systems and Technology is carried out with the main goal of realizing the Vision and Mission of Higher Education. The Information System design framework used is TOGAF (The Open Group Architecture Framework) - ADM (Architecture Development Methode), in that framework consists of several steps of implementing a representative architectural design to be used in architectural design at the Toyota Indonesia Community Academy which focuses on Business, Data, Applications and Technology. For the information system security management system, TOGAF-ADM can collaborate with ISO 27001:2013, where when we plan the development of the enterprise information system architecture for universities, we must also focus on information system security in accordance with the information system security system contained in the ISO 27001 :2013. By using a combination framework between TOGAF-ADM and ISO 27001, it is very appropriate to be used as a method for planning Enterprise Architecture in Higher Education that prioritizes business, applications and technology and adopts an information security management system from ISO 27001 .

Construction of 3D Model of College Public Physical Education Class Based on Text Mining Model

The responsibility and mission of higher education is to cultivate high-level talents needed for the development of society. The contemporary society has undergone great changes. The modern society characterized by the globalization of the knowledge economy has put forward social demands for higher education, and the development of science and technology with information and biotechnology as the core has put forward social demands on higher public physical education. Higher public physical education should creatively set new functions according to the development needs of the globalization of the knowledge economy and must cultivate people around the world, so that college courses can be adapted to the development needs of information technology, so as to meet the challenges of new technological revolutions. This research uses the literature research method, information research method, and observation method, uses text mining technology, and takes some ordinary colleges and universities as the survey objects. There are many problems in public physical teaching, and the corresponding feasible countermeasures and suggestions are put forward.

The Impact of the First Decade of the National Academy of Inventors

Arthur Molella, on the occasion of the fifth anniversary of the National Academy of Inventors (NAI), authored an excellent historical review of the formation and the early impact of the NAI (1). Now, as we complete the first decade of the NAI, I will emphasize the importance of the intellectual revolution that the NAI has achieved for the betterment of academia and for our society as a whole. The NAI is much more than just a professional society since it spans all professions. Like the other national academies, the NAI's impact extends well beyond academia, expanding knowledge, capabilities, and employment in the private and government sectors as well. The NAI has brought the process of new knowledge discovery, which is primarily conducted in our major research universities, back into the broader service of our knowledge-based economy, returning to the vision and mission of higher education as embodied in our land-grant universities and expanded through the Smith-Lever Act of 1914. To understand the past benefit and future promise of the NAI, it must be viewed primarily as the transformative process that it is—one that works for the betterment of human-kind.

Higher education institutions as eyes of the state: Canada’s international student compliance regime

ABSTRACT As immigration polices increasingly entangle with those of higher education (HE), institutions are being positioned as migrant surveillance actors. HE’s participation in state-managed international student compliance regimes (ISCRs), for example, raises political and ethical questions, including those concerning the core mission of HE. This paper traces the Canadian ISCR context over the past decade, focusing on the introduction of the Designated Learning Institution (DLI) student compliance reporting requirement in 2014. It argues that Canadian HE’s role in surveilling temporary residents on behalf of the state is a problematic bordering practice. It also posits that this new form of surveillance is not necessarily a novel compromise of HE’s values, but rather connected to historical patterns of HE’s involvement in border imperialism. It questions the benevolence of both Canada’s immigration policies towards international students and, ultimately, higher education itself.

THE UNIVERSITY’S RECEPTIVITY TO SOCIAL INNOVATIONS: THEORETICAL ASPECT

The relevance of this study. Social innovations issues still cover a very small part of the scientific work in the field of education. It should be stressed that such innovations are particularly important in the education system, as their development not only contributes to the improvement of the quality of teaching or the progress of educational institutions, but also makes a significant contribution to the creation of a sustainable future and to highlighting and solving social problems in society. The main problem. What is the conceptual basis of a university that enables a university to be receptive to social innovations? Object of research: University receptivity to social innovations. The aim of this study is to reveal which concepts lead a university to be the most receptive to social innovations. Results. Social innovations can not only meet the needs of an individual, but also drive social inclusion. Susceptibility to innovation is traditionally defined as the ability of entities to apply innovative ideas and solutions, to be able to create innovations and disseminate them in society. A modern university should be open, innovative, dynamic, responsive to society and its needs. Regardless of the concept chosen by a university, the third mission of higher education should not be forgotten – to use the university’s knowledge for a common goal, be socially responsible, and contribute to the well-being of society. Research methods. This analysis is prepared by using the methods of semi – systematic thematic analysis. Social innovations can not only meet the needs of an individual, but also drive social inclusion. In most cases, the benefits of social innovation reduce public spending by eliminating a specific social problem and creating some added value for the group of people targeted by social innovations. Susceptibility to innovation is traditionally defined as the ability of entities to apply innovative ideas and solutions, to be able to create innovations and disseminate them in society. Susceptibility to social innovations is determined by innovation potential and innovative activity. Management, which is determined by the choice of managerial staff, communication skills, applied methods and support of managers to apply social innovations, is particularly important in the structure of innovation potential. Internal and external factors/ components are also important in shaping receptivity to social innovations.