Practice In Higher Education Institutions Research Articles

Favouritism in Higher Education Institutions: Exploring the Drivers, Consequences and Policy Implications

Purpose: Favouritism is one of the most harmful informal practices in Higher Education Institutions (HEIs) that affect the success and growth of the institutions, especially in recent decades. However, as destructive as favouritism is, most institutional managers seem to perpetuate its practice either because its negative effects are not well appreciated by the leaders or because the leaders have never been unfavourable of the favouritism act. This study explores favouritism and all its mutations, its causes and effects, and how to curb it in the HEI context.
 Methodology: The study was qualitatively driven. Valid data were solicited from 60 staff of the University for Development Studies (UDS), Tamale, Ghana, through an interview session and analysed. Based on the results and insights from secondary data, the study discusses three main types of favouritism in HEIs: nepotism, cronyism, and patronage. We found that favouritism of any form is cancer that can affect employees psychologically, emotionally, and even mentally.
 Findings: As a result, we conclude that the principle of fairness in the selection of employees is directly related to the level of public trust in the institution’s ability to serve its stakeholders and has deeper organisational implications that determine the ethos in the HE domain and that failure, on the part of institutional managers, to employ a trusted merit-based recruitment and selection procedures in the recruitment of employees is one of the factors that can significantly contribute to the spread of unrest in the HEI space. 
 Recommendations: Given this, we recommend, among others, that managers and administrators of HEIs avoid playing favourites by instituting an anti-favouritism policy that seeks to check murky recruitment and selection procedures and promote trust in employees in the promotion and reward systems in HEIs.

Analysis of factors influencing the development of Civic Education for senior students of Chinese party culture based on ISO model

Abstract Higher vocational schools are responsible for training socialist builders and later generations, and they must always take moral education as their development purpose, penetrate ideological and political education into the whole stage of education and teaching, implement the three comprehensive education guidelines, and try their best to cultivate generations of talents who support the leadership of the Communist Party and the Chinese socialist system, and firmly contribute to socialism with Chinese characteristics. In this paper, we analyze the situation of the implementation of Civic Science and Politics in higher education institutions by investigating the implementation of the Civic Science and Politics curriculum in higher education institutions and using a more scientific questionnaire and ISO analysis to analyze the situation of Civic Science and Politics practice in higher education institutions and study the root causes of the slow development of Civic Science and Politics education. There are four main factors influencing the construction process of the development of the college’s curriculum thinking politics: 69.9% believe that there is a siloed model of the college’s thinking politics theory course, 56.7% of the college’s teachers’ ability to educate people in the curriculum is not strong, 73.2% of the professional courses’ thinking politics education resources cannot be fully explored, and 51.3% of the college does not have a mechanism for judging the effectiveness of the curriculum thinking politics. The experimental results of this paper show that the ISO analysis method can be used to know the influencing factors to promote the development of thinking and political education scientifically and to propose strategies based on the problems, which can help to propose the promotion for the reform of the thinking and politics work in Chinese universities and has certain significance to continuously improve the actual effectiveness and validity of the thinking and political education work in higher education institutions, etc.

ALIGNMENT BETWEEN THE NEEDS OF THE LABOR MARKET AND THE OUTPUTS OF HIGHER EDUCATION IN THE SULTANATE OF OMAN THROUGH STRATEGIC PLANNING AS A MEDIATING VARIABLE

The study aimed to reveal the compatibility between the needs of the labor market and the outputs of higher education in the Sultanate of Oman through strategic planning as a mediating variable. The study population consists of the occupants of senior and middle management positions in the Ministry of Higher Education and Scientific Innovation and educational institutions affiliated to the Ministry in the Sultanate of Oman. As well as graduates of the Colleges of Applied Sciences of the Ministry of Higher Education and Scientific Innovation in the Sultanate of Oman. The study relied on the descriptive approach. The study used the questionnaire as tools for data collection, after ensuring its validity and reliability. Its psychometric properties were also verify by exploratory and confirmatory factor analysis using the statistical program (AMOS) and (SPSS), and the study used the Model Structural Equation (SEM) to analyze the results. The study reach several results, the most important of which is the presence of an indirect effect of the variable of strategic planning practice in higher education institutions in the Sultanate of Oman on the variable of adapting their outputs to the needs of the labor market through the harmonization of outputs to the labor market from the point of view of higher education officials, and this result indicates that there is a positive and effective impact. The study also included many recommendations, the most important of which is the need to activate the practical side in universities to provide students with the practical skills necessary for them to engage in the labor market

A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint

Abstract This is a reflection brief on the psychosocial educational practices in higher education institutions in several Middle East Arab countries. These practices have influenced and led to the formation of current mentalities (i.e., the way of thinking about the prospect and outlook for the future) and realities in the region. The points recounted in this brief could be used as educational learning outcomes for higher education and formal schooling reforms. In the same way that failure is a result of within, success must also come from within.

Contextualized Learning Resource Material (C-LRM) for the Tingguians of Abra: Its Indigenous Knowledge, Systems, and Practices

The study developed and validated contextualized learning resource material for the Tingguians of Abra: Its Indigenous Knowledge, Systems, and Practices. Specifically, the study of indigenous knowledge, systems, and practices of the Tingguians of Abra and the necessity of developing contextualized learning resource material for the course. A panel of experts validated the produced material based on learning outcomes, content, activities, assessment methods, and instructional qualities. Following R and D methodology, the researcher used a descriptive research design. The contextualized learning resource material development consisted of three stages: planning, development, and validation. Data was collected using an interview guide and a modified content validation rating scale. The interview contains a summary of various in-depth qualitative guide questions classified as to the Tingguians' knowledge, systems, and practices. The panel of experts, on the other hand, utilized the content validation rating sheet to determine the validity of the developed material in terms of its learning outcomes, content, activities, assessment techniques, and instructional qualities. The weighted mean was used to ascertain the contextualized learning resource material's content validity. The results revealed that the material satisfies the requirements for developing contextualized learning resource material, as manifested by an overall mean standard of 3.53 and a highly valid descriptive interpretation. Hence, the contextualized learning resource material is acceptable as instructional material for teaching the Tingguians of Abra: Its Indigenous Knowledge, Systems, and Practices in higher education institutions in the province of Abra.

Challenging the Pervasiveness of Organizational Stupidity in Higher Education

In Short Researchers have developed the concept of organizational stupidity to explain why some organizations lack the ability or willingness to create and use knowledge resources. Indicators of organizational stupidity include a lack of reflexivity, failure to provide justifications for decisions and actions, and avoidance of substantive reasoning. The management practices of higher education institutions could be inadvertently reinforcing cultures of organizational stupidity. This article highlights the effects of organizational stupidity on colleges and universities and proposes steps that leaders can take to establish instead a culture of critical reflection, voice, and meaningful participation.

Gender Diversity, Sustainable Development Goals and Human Resource Management Practices in Higher Education

Based on a systematic literature review, this article analyses the issue of gender diversity in higher education institutions (HEIs) and explores the role of strategic human resource management practices in its management. Results indicate that HEIs do not deal with gender diversity and challenges in achieving sustainable development goal-5 (SDG-5) proactively but manage them with compliance and some affirmative actions. The study finds that the number of women holding top leadership positions is substantially low, indicating the need for gender diversity in leadership. The glass ceiling for women is still intact in HEIs, presenting internal and external barriers that limit the career growth of women employees, especially in leadership roles. The research outlines the importance of gender-focused HRM policies and practices in HEIs. The review also confirms that the UN target to address challenges in achieving SDG-5 by 2030 needs reassessment.

Developing a system for assessing engineering students’ transferable skills: evidence for the content validity and replicability of the scales

ABSTRACT Past research has shown that assessments of engineering students’ transferable skills have not been properly investigated or incorporated into the practices of higher education institutions. This study addressed this gap by proposing a System for Assessing Engineering Students’ Transferable Skills (SACTEE, in Portuguese), which includes scales for assessment by self, peers, and teachers. The study also sought to provide evidence of the scale’s content validity, internal consistency, and replicability. A total of 147 students, 23 professors, and 8 representatives of the academic management staff participated on the study to assure the scales’ content validity and internal consistency. Two confirmatory focus groups with 15 representatives from public and private HEIs in Brazil analysed the usefulness and replicability of the system. The results demonstrated the preliminary psychometric quality of the instruments and the replicability of the SACTEE, thus contributing to engineering education research field and to assessing and developing studentś transferable skills.

Decarbonization in Higher Education Institutions as a Way to Achieve a Green Campus: A Literature Review

Reducing the carbon footprint (CF) helps to meet the targets of the sustainable development goals (SDGs), with emphasis on SDG 13, which seeks urgent measures to combat climate change and its impacts. Higher Education Institutions (HEIs) or universities, as organizations engaged in education, research, and community service, play an important role in promoting sustainable development. Thus, HEIs are increasingly interested in practices to reduce their CF, in addition to training professionals for this worldwide need. CF reduction is a tool to assess the sustainability and decarbonization of a campus that aligns with Green Campus (GC) initiatives. The objective of this study is to carry out a literature review of the current situation of CF reduction practices in HEIs and the move toward a greener campus, identifying the main sources of emissions according to the GHG Protocol and classification by scope. This article sought to identify the HEIs/universities with already-implemented decarbonization initiatives through the elaboration of a table. This study was based on a portfolio of 33 articles published up to February 2022 that analyze the CFs of HEIs and the implementation of green initiatives. Differences were identified in the methodology and data used by each university. The results show that the main reason for this is the lack of standardization regarding the time metric (year, semester), functional unit (student, employee, area), limitation of data collection (scope 1, 2, 3), and sources of emission and emission factors, mainly about Scope 3 (sometimes not considered in the calculations). However, despite the differences, the search for standardization was observed in the studied articles, as well as the expectation of reduction in the CF of HEIs over time. It also identified the efforts of HEIs in implementing green initiatives aimed at decarbonizing their campuses. It can be concluded that the CF of HEIs requires improvements and solutions to a series of challenges, including the definition of emission sources representative of Scope 3, the creation of a robust database of emission factors, and the development of tools and methodologies—with greater standardization—that cover the needs of the type of institution globally, and that can be used comparatively as an effective model by other HEIs.

Recognition of prior learning in professional education from an organisational perspective

ABSTRACT Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start from the premise that RPL practices in higher education institutions are shaped by national RPL policies, professional bodies, and the nature of the respective labour markets. However, within these framework conditions, higher education institutions also create their own organisational policies, thereby promoting or hindering RPL. In addition, the study programme’s knowledge domain and the responsible persons’ pedagogic agency, shaped by their pedagogic concepts and individual attitudes, are also guiding factors. To answer our research question, we conducted qualitative comparative case studies and compared the RPL practices of professional education institutions that offer study programmes for hospitality management and social education. Our results show that organisations offering the same professional study programmes regulate, practice, and justify RPL differently, indicating the importance of organisational gatekeepers’ pedagogic agency.

The importance of HEI managerial practices in teachers’ competence in implementing entrepreneurship education: Evidence from Finland

Higher education institutions (HEIs) are considered a source of educated, skilled and motivated entrepreneurs. Despite the growing literature on entrepreneurship education, there is an ongoing debate on how entrepreneurship can be taught and the role of different policies in promoting entrepreneurship education. No consistent understanding of the role of HEIs or teachers' own entrepreneurial competence in entrepreneurship education has been formed. This study examines the effect of perceived managerial practices of HEIs on teachers' entrepreneurial competence and practices in entrepreneurship education. These managerial practices include, for example, top management support for promoting entrepreneurship. Data for this research was gathered from 871 higher education teachers in Finland. The results show that the managerial practices of HEIs make a difference. They directly influence teachers' affective and conative components of entrepreneurial competence. When the strategy, curricula, quality management systems, incentive pay systems, CRM systems and management of HEIs support and encourage the promotion of entrepreneurship in teachers' work, it positively affects teachers' attitudes towards entrepreneurship education. This study verifies the importance of HEI management's role in boosting entrepreneurship education and supporting the competence of teachers.

Predictive Modeling in Higher Education: Determining Factors of Academic Performance

For several decades in the field of data mining in education (EDM), predictive learning has remained one of the most popular and internationally discussed research topics. Specifically, data mining is used to predict educational outcomes such as academic performance, retention, success, satisfaction, achievement and dropout rates. In the management practice of higher education institutions, on the basis of an operational forecast, measures are developed and implemented to support those students who fall into the risk group.Our study is aimed at substantiating a model for predicting the early departure of students using an artificial neural network and analyzing predictors that increase the accuracy of predicting successful graduation from a Russian university. This work will expand the international practice of comparative research in higher education.The paper confirms the already existing hypotheses about the influence of a number of factors on the prediction of academic performance and suggests the need to test their universality or specificity in a particular institution of higher education. We also proved that an artificial neural network model with a certain set of attributes can be applied in the context of a single higher education institution, regardless of specialization. To determine the potential risk group of students, a binary classification prediction model is used. The overall prediction accuracy of a neural network with combined data reaches 88%. For this neural network model, the basic predictors that affect the accuracy of the forecast are the cumulative average level of achievement (CGPA) and the year of admission to the university.

Digital transformation towards sustainability in higher education: state-of-the-art and future research insights.

The technological revolution has contributed to environmental and social issues around the world. However, in the context of higher education institutions (HEIs) - key stakeholders for sustainable development - there is a theoretical gap regarding systematic reviews on the topic. In order to address this need, this study explores how digital transformation (DT) can contribute to sustainability in HEIs by identifying the general state of the art, the theoretical perspectives in the field, and future research insights. A multi-methods approach was adopted, which consisted of a quantitative bibliometric review and a qualitative content analysis. Consistent with this approach, the Scopus database was used for the bibliometric analysis of 672 publications, which was conducted with the support of VOSviewer software. Subsequently, a content analysis of 72 publications was carried out using the software ATLAS.ti and Zotero. The findings suggest three areas of current research: ensuring sustainability competencies through DT, smart and sustainable campus approaches, and theorisation of sustainability in higher education through DT. The theoretical perspectives of the field were divided and discussed into seven main clusters. Lastly, five research lines for further studies on DT towards sustainability were identified. This study has both theoretical and practical implications since it may be the first literature review on this subject, providing theoretical insights to the academic community, guiding sustainability and digital practices in HEIs - through the identification of tools, approaches, and strategies - and then supporting the implementation of the United Nations Sustainable Development Goals.

Brainstorming Game Technologies in the Teaching Practice of Higher Education Institutions

The article deals with the psychological and pedagogical foundations of using intellectual brainstorming didactic games in training professionals in different fields of study at higher education institutions. According to the principle of hidden didacticism, the concept of the universal and assisting type of intellectual games has been suggested – for the improvement of students' learning outcomes and for the forming of soft skills, team building, and optimization of personal and personal and collective professionally respective decision-making strategies as well. Based on the personal pedagogic experience of the authors in teaching non-related – medical and philological disciplines and on the empirical material of completed didactically neutral intellectual games, their efficiency in forming different types of competencies has been analyzed – common background knowledge, professional knowledge, and team-based soft skills.

Career Management as a Human Resource Practice in Higher Education Institutions

Private university personnel can do more thanks to greater productivity thanks to HRM methods. Private universities use a variety of strategies today to keep faculty members motivated, increase productivity, and retain their skills. This essay has looked at Career Management as one facet of Human Resource Practices.

Internal system for ensuring academic integrity in higher education institutions

The integration of the domestic higher education system into the European Higher Education Area has led to the implementation of a system for upholding academic integrity standards in the practices of higher education institutions. At the legislative level, the new edition of the Law of Ukraine "On Higher Education" was adopted in 2017. The National Agency for Quality Assurance in Higher Education played a significant role in introducing the system of ethical norms compliance in domestic higher education institutions. Since 2019, the agency has been accrediting educational programs, during which participants in the educational process are required to disclose their practices and procedures for adhering to academic integrity. In October 2019, the National Agency approved "Recommendations for Higher Education Institutions on the Development and Implementation of a University System for Ensuring Academic Integrity" based on the best European and domestic practices. A content analysis of the recommendations indicates that the university system for ensuring academic integrity consists of the following components: 1) normative framework (codes, regulations); 2) structural units and authorized commissions (commissions, support groups); 3) informational base (websites, sections, informational and methodological materials); 4) tools for implementing the principles of academic integrity in the educational and research activities of the university (professional development, online courses, lectures and training, informational-consultative support); 5) tools for monitoring compliance with academic integrity in educational and research activities (surveys of participants in the educational and research process, checking works for signs of academic plagiarism).

Особливості організації практик у закладах вищої освіти України

In the article, in the process of research, the peculiarities of the organization of practices in higher education institutions of Ukraine are highlighted, they include: a variety of forms of practical activity, connection with workplaces, scientific and methodological support, interaction with professional communities. The specific features of practices in institutions of higher education in the specialty “017 Physical culture and sports” make them a significant element of competence formation and training of highly qualified specialists in the field of physical culture and sports. Analysis of scientific and methodical literature, practical experience and own observations allow us to single out the most important features of educational and production practices of students of higher education institutions on the specialty “017 Physical culture and sport”, which include the following aspects: practical orientation (practices for students of “017 Physical culture and sport” are of great importance, as they allow students to gain practical skills and apply theoretical knowledge in real conditions); variety of places of practice (students of the “017 Physical Culture and Sports” specialty can do practice in various places, such as sports facilities, gyms, fitness centers, sports clubs, schools and other institutions related to physical activity and sports); application of theoretical knowledge (practices help students to consolidate and apply theoretical knowledge acquired during training; provide an opportunity to try out different methods and approaches to training, develop training programs, conduct sports competitions and evaluate physical training of athletes); interaction with professionals (internships create a unique opportunity for students to communicate and interact with teachers, coaches, athletes and other professionals in the field of physical education and sports); evaluation and tracking of progress (during internships, students receive feedback from mentors and teachers, which allows them to evaluate their progress, identify strengths and weaknesses, and make necessary adjustments to their work).

Multiple Mini Viva as an Online Assessment Tool for Postgraduate Anatomy Programme: The USM’s Experience Amidst COVID-19 Pandemic

Assessment is fundamental to student learning as it shapes student learning behaviour. Designing a holistic assessment is a demanding task because it involves evaluations of both cognitive and noncognitive competencies. The unprecedented outbreak of COVID-19 has led to many changes in the assessment practice of higher education institutions. To ensure the sustainability of education provision to all students, assessment activities in higher education institutions are mainly conducted through online platform, and the task becomes more challenging. Hence, we introduce a new holistic assessment method, the multiple mini viva (MMV), that is used in the assessment of the Master of Science (Clinical Anatomy) programme in Universiti Sains Malaysia. The MMV was adopted from the framework of multiple mini interview that is commonly used for the student selection process in medical and allied health sciences programmes. This form of assessment was first implemented to address the drawbacks of the classical viva voce, and it could assess students’ cognitive skills, including various interpersonal competencies such as communication skills, critical thinking and professional behaviour. In this article, we describe the practice of the classical face-to-face and online MMV with regard to its purpose, process, advantages and challenges. The implications and suggestions for the future practice of anatomy assessment are also elaborated.

E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic

The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study’s central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved; Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.

PEER-TUTORING AS A NEW PARADIGM FOR THE DEVELOPMENT OF STUDENTS COMPETENCES OF THE XXI CENTURY

Higher education institutions in Ukraine have faced requirements related to the quality of teaching and learning. Constant technological evolution, the rapid spread of scientific knowledge, and constructivist views on learning call into question the veracity of the information given to students during lectures. The article examines the problems and transformations in educational and methodological processes stimulated by the Bologna process. Pedagogical processes aim to go beyond simple feedback and should become a research, constructive and critical component of the educational process. Addressing these issues is important for academics to acquire new competencies and implement new teaching practices in their work. It is proposed to use tutoring practices to organize the educational process of higher education institutions of Ukraine. Tutoring at the current stage is designed to meet the need of students to support and build an individual educational route. Due to its content and wide possibilities, tutoring has many aspects, features and can be implemented in different modes. Tutoring is actively used in many international universities, where tutors play an intermediary role between a professor and a student and, at the same time, are responsible for one or more students. Peculiarities of peer-tutoring are considered. It has been proven that peer-tutoring contributes to improving the competencies of a person of the future. The use of tutoring methods of education contributes to improving the knowledge of students in various subjects, makes them active and independent participants in the educational process. In the age of online learning, the student-tutor relationship can be critical in helping some struggling students become more connected to their student community and better able to solve academic problems.Tutoring as an innovative educational technology is in demand in the practice of higher education institutions of Ukraine. Future tutoring practices will become a part of educational programs, and institutions of higher education will begin to look at tutoring as a real opportunity to develop the competencies of a person of the future.