Role Of Higher Education Institutions Research Articles

ORGANIZACIONES SOSTENIBLES? LA PERCEPCIÓN DE LOS ESTUDIANTES DE UNA INSTITUCIÓN DE EDUCACIÓN SUPERIOR

The role of Higher Education Institutions (HEIs) as opinion and behavior makers has long been recognized and this affects relevant issues between society and organizations such as sustainability. Studying how university students perceive sustainability in organizations can reveal guidelines for decision-making and actions in HEIs. There fore, the objective of this study is to verify which factors and variables impact the perception of students about the sustainability of organizations. A Survey was conducted with students of an HEI in south of Brazil. Data collection was performed through a questionnaire and a valid sample of 895 respondents was obtained. The results show the positive impact of the factors Environmental and Sustainable Aspects, Social, Ethical and Corporate Governance. It is concluded that the elements that form these factors generate guidelines for theim provement of sustainability practices.

Diplomacia pública digital y las estrategias implementadas por la UANL ante la pandemia por Covid 19: Una revisión teórica

The document examines the evolution and impact of digitalization in public diplomacy, particularly in the context of the COVID-19 pandemic. It highlights how globalization and tech-nological advancements have transformed public diplomacy through the introduction of new digital methods and strategies. The role of Higher Education Institutions (HEIs), such as the Autonomous University of Nuevo León (UANL), in internationali-zation and academic and scientific cooperation within public diplomacy is discussed. The text addresses the challenges and opportunities posed by the pandemic, emphasizing how restrictions spurred the adoption of digital strategies to maintain international collabo-ration and communication. The importance of effec-tive communication and efficient use of technology in public diplomacy is emphasized, underlining the need for strategic management and planning in the digital realm. The document illustrates the direct impact of digitalization on international relations and public diplomacy, showing how UANL and other HEIs have adapted their strategies to meet new global challenges and maintain quality in their academic and diplomatic activities

The Role of Higher Education in Science and Technology in the Development of Technology-Intensive Industries in China

Abstract Technology-intensive industries in China have developed rapidly since its economic reform. This article examines the role of higher education institutions (HEI s) in science and technology (S&T) in innovation and the development of technology-intensive industries in China. First, it illustrates the evolution and current status of S&T education at HEI s and their relationship to enterprises and science parks that led to China’s innovation and technological development. Second, it reveals the government’s role in promoting S&T education at HEI s and strengthening the relationship between universities and enterprises. Finally, it derives policy implications for developing countries in light of China’s experience.

A disaster communication plan for Higher Education Institutions in the Island Province of Occidental Mindoro, Philippines

Natural disasters, as they impede development and exacerbate poverty, have been the foremost concern of developing countries such as the Philippines. With this, the Philippine Disaster Risk Reduction Management Act (RA 10121) highlights the role of Higher Education Institutions (HEIs) in disaster resiliency and requires the incorporation of disaster communication in their institutions. Since disaster communication is considered to be one of the most valuable assets during disasters, academic institutions are provided visibility, credibility, and concrete direction to address chaos and confusion and to secure the safety of their stakeholders. The study created Safeguard Against Natural Disasters of Academes Through Actions (SANDATA), a disaster communication plan for HEIs in Occidental Mindoro to provide disaster communication strategies that can be used by them in securing a disaster-resilient academic environment. The output of this study was materialized using factor and thematic analysis and through the 300 respondents assigned for the quantitative data and 30 respondents assigned for the qualitative data. These findings influenced the disaster communication strategies employed by HEIs under the disaster stages of the Crisis Emergency Risk Communication (CERC) Theory, stakeholders' identified communication challenges as experienced by them, and their recommendations for improving the existing strategies of their institutions.

The UK’s post-study work visa: Abolition and reinstatement of a degree mobility incentive

This paper examines the 2012 abolition of the Post-Study Work visa for international students in English and Welsh Universities and its subsequent re-establishment in 2021. A policy cycle analysis was performed of the phases of agenda setting, formulation, implementation, and evaluation. This revealed that the UK government abolished the PSW visa in 2012 because of national security concerns and perceived public opposition to immigration, but minimised the role of higher education institutions and failed to consider economic and cultural drivers when setting the policy agenda. The impact of the subsequent top-down approach to implementation led to a range of negative outcomes for HEIs and their contribution to the UK economy. Subsequently, bottom-up pressure led to the UK government re-establishing the PSW visa for economic reasons, political reasons (Brexit), and in response to the impact of the COVID-19 pandemic.

Knowledge Diplomacy in Small Culture Observations

Knowledge diplomacy has gained increasing traction as a goal for global higher education. Given its current construction, knowledge diplomacy has a focus on the role of higher education institutions in building formal global connectivity for common global good. This position paper argues for the inclusion of students’ education abroad programming as an important part of knowledge diplomacy for its individual and informal contribution to improving international relations and intercultural understanding. To achieve knowledge diplomacy through education abroad experiences, international educators need to guide students in small culture observations overseas as a mechanism to break down cultural stereotyping and to build cultural appreciation.

Charting futures: understanding anticipatory professional socialisation practices of prospective accountants within higher education

ABSTRACT Drawing on Bourdieu’s sociological framework, this study examines how prospective accountants engage with professional socialisation opportunities within the accounting higher education field. Prospective accountants globally experience anticipatory professional socialisation through which they develop employability skills and shape their professional trajectories. Through interviews with Malaysian prospective accountants and insights from local accounting professionals and academics, this study reveals that the prospective accountants’ professional socialisation practice is not solely a conscious and deliberate process. Instead, it involves ongoing negotiation between an individual’s habitus (way of being), capital (resources), and the opportunities that the accounting higher education field offers to them. The findings also highlight the ways in which an individual’s way of being is influenced by their class and ethnic background, and how this impacts their socialisation and career orientations. Individuals from privileged backgrounds tend to possess greater cultural and social capital, positioning them advantageously to benefit from professional development opportunities provided by their institutions compared to those from less privileged backgrounds. These findings raise questions about the role of higher education institutions in promoting equity and expanding access to the accountancy profession for underprivileged groups.

Artificial intelligence techniques as an indicator of knowledge management and information Monitoring in higher education in Algeria: a field study at the University of Tamanghasset

The roles of higher education institutions are based on managing and monitoring access to knowledge and its sharing among individuals with the aim of development and innovation to serve scientific, cultural and economic development, to perform the roles, higher education institutions respond to the requirements of modern technical growth in their fields of activity by overcoming the difficulties that hinder relations between those involved in their activities, and perhaps artificial intelligence techniques is one of the modern technologies that contribute to the tasks of managing access to knowledge and monitoring its sharing among individuals. The field study aims to highlight the level of knowledge management and information monitoring among educational staff in higher education in Algeria by measuring their use of artificial intelligence techniques in teaching and scientific research activities, a descriptive analytical approach was used on a sample consisting of 70 professors distributed among five colleges at the University of Tamanghasset (College of Humanities and Social Sciences 18 professors, College of Legal and Political Sciences 13 professors, College of Economics and Management Sciences 14 professors, College of Science and Technology 13 professors, College of Arts and Languages 12 professors). The study concluded that knowledge management and information monitoring in higher education is a vital activity within the scientific and technological environment in the University of Tamanghasset that contributes to enriching the practices and uses of artificial intelligence techniques with a moderate positive correlation, the study recommended the necessity of conducting field studies and questionnaires to identify more comprehensive level that includes the administrative side and the student side with including the institution's research centers and laboratories and organizations surrounding university in the process, in addition conducting analytical studies to data and statistics related to the use of artificial intelligence techniques and their negative impact on various educational and research aspects, while working to strengthen information systems based on artificial intelligence.

Rethinking higher education in light of the sustainable development goals: results from a workshop and examples of implementation in a medical university

Purpose This study aims to analyse student and teaching staff views on how higher education (HE) can contribute to sustainable development, and to provide examples of how a medical university has adopted the sustainable development goals (SDGs) as part of its institutional strategies and practises. Design/methodology/approach The study is based on participant views from a conference, which aimed to identify actions needed for HE to contribute to the SDGs. More than 500 students, teachers and academic leaders participated at workshops to discuss and reflect on the role of higher education institutions (HEIs) in sustainable development. The discussion key points were recorded on flipcharts, and the analysis builds on all written statements from the nine workshops. Based on the findings from the workshop, steering documents and activities of a medical university were identified as examples of implementation. Findings Two overarching interdependent themes were identified and indicated a need to rethink the role not only of HE per se but also that of HEIs at large, to meet the challenges of sustainable development. The study also provides an example of how such organizational change can be practically implemented at a medical university, through the establishment of overarching institutional strategies, funding opportunities and external collaborations. Practical implications The findings reflect a “bottom-up” call from students and educational staff for HEIs to step up and contribute to systems change – both through a change in pedagogies, as well as through an institution-wide approach and a shift in the role of HEIs in society. Originality/value The study is unique in providing an exemplar of the implementation of sustainable development in HE at a specific medical university.

Students’ Perception of Sustainable Development in Higher Education in Saudi Arabia

The role of higher education institutions in laying the foundations of sustainable development is undeniable. As the principal educators of tomorrow’s leaders, such institutions can tremendously contribute to implementing and achieving the United Nations Sustainable Development Goals (SDGs). Many studies highlighted the significance of the students’ awareness and the level of their active engagement as crucial elements in achieving the desired results. Therefore, measuring such awareness and its effect on their daily life and behavior is fundamental in implementing the SDGs. The current study employs an online survey to explore the awareness level of the United Nations Sustainable Development Goals (SDGs) in Saudi universities. SPSS will be utilized to generate the statistical results of the study. The importance of this study stems from the scarcity of research in the field, especially in Saudi higher education institutions. The current research fills in a significant gap at the national level as it provides future researchers and higher education leaders with the much-needed data to prepare strategic plans for future enhancement of the application of the SDGs. It will also propose a set of practical strategies that can be advanced to augment Saudi students’ awareness of the SDGs and their possible application in their daily lives and practices.

Embedding Sustainability into Mechanical Engineering Master Programs—A Case Study of the Top Technical Universities in Europe

Considering the vital role of higher education institutions (HEIs) in accomplishing sustainable development goals, this study examines the ways in which sustainability is integrated into mechanical engineering master’s programs in the selected top technical universities in the EU. The content analysis was employed to evaluate the universities’ commitment to sustainability and approach to integrating sustainability into mechanical engineering programs. The Sustainability Tracking, Assessment, and Rating SystemTM (STARS) credit AC1 was used as a reference to categorise the courses into sustainability-focused courses (SF) and courses that include sustainability content (SI). We used the Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCH) to identify the sustainability-related topics integrated into the mechanical engineering programs. The empirical findings indicate that while all three top technical universities in Europe demonstrate a comprehensive commitment to sustainability, their approaches for integrating sustainability into their mechanical engineering master’s programs vary, leaving room for further improvements. The paper thoroughly analyses the top technical universities’ sustainability efforts, offering valuable insights for educators and institutions seeking to enhance sustainability integration in higher education curricula.

MODELS OF UNIVERSITY AUTONOMY IN EU COUNTRIES: COMPARATIVE ANALYSIS

The article is devoted to justifying the classification of models of university autonomy based on their comparative analysis. It is emphasized that education functions as a systemic element in the social structure, which is embedded in connections and coordination with other social actors, in particular with state power and the market. It is noted that university autonomy is the authority of a higher education institution to determine its own goals and programs, as well as the means to achieve them; autonomy, independence and responsibility in making decisions regarding one's own development. It is emphasized that the degree of university autonomy is correlated with the country's political and administrative system, economic development and cultural traditions, historical and ideological context, axiological orientation of society, traditional role of higher education institutions. On the basis of a comparative analysis of common features and specifics of models of university autonomy, the author's classification is substantiated depending on three fundamental factors: relations between state authorities and universities; internal organizational and management structure of universities; as well as generalization of cases of certain national systems of higher education or groups of countries united by historical and regional features. It is emphasized that the most relevant is the classification of models of university autonomy, which takes into account not only the relationship between state control and university autonomy and the peculiarities of intra-university management, but also the administrative and financial system of the state, financial support of higher education, etc.

The Role of Displaced Higher Education Institutions in Recovery Processes of War and Post-war Period: The Case of Volodymyr Dahl East Ukrainian National University

The recovery of Ukraine will require the involvement of as many actors and resources as possible. Higher education institutions will play a significant role in the recovery of the country and its regions and communities. Educational institutions can participate in the recovery process both by training the required personnel and by directly participating in the development of relevant policies, programmes and strategic documents, analysing the needs and capabilities of local communities, providing advice and expert assistance in their areas of expertise, etc. There are already scientific publications and case studies that demonstrate the role of higher education institutions in recovery processes. Moreover, special attention is paid to displaced higher education institutions as those with specific experience and knowledge.
 The purpose of the article is to determine the role of displaced higher education institutions in the recovery and restoration of the country and its regions using the example of the twice displaced Volodymyr Dahl East Ukrainian National University. For this purpose, the article uses such methods as observation, analysis and synthesis. In addition, a survey was conducted among the staff and students of Volodymyr Dahl East Ukrainian National University regarding the role of the displaced higher education institution in the recovery process, the results of which are summarised in the article.
 Ukraine has experience in relocating higher education institutions, some of which were relocated twice in 2014 and 2022. The article examines the case of the Volodymyr Dahl EUNU and reveals the main activities and projects implemented by the university after the first and second relocations aimed at recovery and development of territorial communities. In particular, the institutionalised practices of participation of Volodymyr Dahl EUNU in the recovery processes are presented. The survey of academic staff and students of the university showed the distribution of opinions on the role of higher education institutions in the recovery of the community, the region and the country as a whole, and also identified the specific role of displaced HEIs in such processes. The study revealed the willingness and existence of active practices of participation of the academic staff and students in the recovery of socio-economic systems of various levels, as well as their readiness and conditions for joining such activities.
 The results of the survey conducted among the academic staff and students of the Volodymyr Dahl East Ukrainian National University show that the respondents are aware of the role of educational institutions in the recovery and restoration of communities, regions and the country as a whole, as well as their readiness to return to the liberated territories to restore them together with the university.

FOSTERING THE DIGITAL GENERATION: CHALLENGES IN HIGHER EDUCATION INSTITUTIONS DURING THE FOURTH INDUSTRIAL REVOLUTION (IR4.0) EDUCATIONAL LANDSCAPE

This paper deliberates on the construction of the digital generation in contemporary times across various aspects of life, emphasizing the imperative for concerted efforts to advance the nation's capabilities for competitive positioning on the global stage. The research objectives explore the role of Higher Education Institutions (HEIs) in fostering digital technology advancements. Steps toward digital technology progression necessitate interventions such as prioritizing technology-centric courses for students. Discussed issues encompass (i) the role of HEIs in advancing technology, (ii) the significance of digital technology utilization, (iii) the impact of digital technology development among students, and (iv) factors influencing the rapid evolution of technology in tandem with the pace of the era. Data for the study were gathered from diverse sources, including research findings in journals, scholarly writings, online news sources, public forums, and reference books. The study successfully identifies means through which the digital generation can be nurtured, guiding them through appropriate channels to discern the positive and negative ramifications of digital revolution actions in the present generation. The use of digital technology holds potential benefits for users, enhancing individual knowledge and fostering critical thinking skills. The application of digital technology can significantly impact the technological development among graduates, empowering them with digital proficiency. These skills prove invaluable in employment pursuits, given the ubiquitous incorporation of digital technology across various professions today. The rapid technological advancements driven by factors such as high curiosity towards technology have led the younger generation to explore and employ various digital tools, such as smartphones. Amidst efforts to cultivate the digital generation, challenges emerge, with one prominent issue being the misuse of digital technology. Study findings reveal that various initiatives, particularly governmental efforts, have been undertaken to address digital technology misuse, contributing to cybercrimes and online fraud. Consequently, societal perceptions towards digital technology have become increasingly negative. These challenges impede governmental endeavors to foster a digital generation. Thus, in alignment with the identified issues, this study underscores the shared responsibility of all stakeholders in realizing the nation's vision to produce an advanced digital generation in the present era.

University contributions to sustainability via state-level climate action plans in the USA

Purpose The purpose of this study was to conduct a preliminary analysis of the role of higher education institutions (HEIs) in state climate science assessment (CSA) and state climate adaptation plan (CAP) development in the USA. Design/methodology/approach This study uses a content review of US state government and land grant (LG) university websites, including 36 CSAs and CAPs. These data informed the development of a tiered conceptual model of HEI engagement in state climate action planning. The conceptual model is evaluated through the lens of coproduction within knowledge networks. Findings HEI contributions to state-level climate action planning in the USA are highly variable, ranging from minimal engagement to defined roles in the development and implementation of robust state CAPs. Novel approaches to optimize effective exchange between scientists and decision-makers that also increase the engagement of academia are needed. Practical implications This study advocates for and provides a replicable example of HEI engagement in the development of mechanisms that increase the connectivity of in-state climate networks. Such mechanisms optimize information sharing and engagement, consequently building sustained capacity for in-state collaboration at the science–policy interface. Originality/value HEIs, particularly LG universities, are a stable source of state-specific climate science and expert assistance that persist beyond national and state political cycles. To the best of the authors’ knowledge, this research is the first to examine their unique contributions to climate science policy development and implementation. It investigates specifically the relationships and interactions between HEIs and state governments in the USA and offers a detailed case study from the state of Maine.

Preparing the future workforce for 2030: the role of higher education institutions

The invasion of futuristic technologies has made it inevitable for the future workforce to confront this reality and be ready to work in the new world of work in 2030. Higher education institutions (HEIs) are obligated to assume a pivotal role in equipping students with the requisite competencies. COVID-19 has expedited the development process compelling HEIs to make a mega shift to prepare the future workforce. Primary data was collected from HEI students across 11 countries to analyse their confidence to work in the new world of work in 2030 and to understand the role of HEIs in influencing students’ confidence. Exploratory Factor Analysis (EFA) and Partial Least squares (PLS) based structural equation modeling (SEM) procedures were employed to estimate a structural model of awareness and readiness (cognitive) and confidence (affective) factors, and the combined effect of HEI, awareness, and readiness on overall student confidence in their knowledge, skills and abilities. The statistical results indicate that there are strong significant relations between the HEI-Awareness; HEI-Awareness-Confidence; HEI-Readiness; and HEI-Readiness-Confidence and these dependencies are not just by chance. The results of this research are significant for higher education policy developers and curriculum developers to incorporate future competencies in the program. Further, educators and researchers will benefit from the results to develop teaching strategies and content to equip the future workforce for 2030.et.

The role of higher education institutions in preparing individuals for social entrepreneurship

Introduction. Social entrepreneurship is based on work with resources, including competence, and professional and personal qualities of the individual. the system of education is able to ensure their development. Aim. To analyze the relevant scientific literature and, on its basis, to determine the role of higher education institutions in preparing individuals for social entrepreneurship. Methods. Theoretical analysis, systematization and generalization of scientific literature on the problem of interest. Results. Higher education institutions play a significant role in the social entrepreneurship ecosystem. The organization of social entrepreneurship education includes educational support, level of training, field of knowledge, content of training, tools of informal education, and work of private organizations. The author describes the personal competencies, professional and personal qualities and values that should be developed after taking the "Social entrepreneurship" course. Conclusions. The study demonstrated an important role of education in preparing individuals for social entrepreneurship and building the social entrepreneurship ecosystem. A prominent place in the educational support for the development of social entrepreneurship is occupied by the strategic planning of the university's activities with regard to social needs and the implementation of the university's "third mission". The social entrepreneurship programs should be based on both formal and informal education with the focus on developing needed personal and professional competencies.

Destination choices of international students in the Netherlands: A meso‐level analysis of higher education institutions and cities

AbstractThis study quantitatively investigates enrolments of international students using data that contains nearly every student in the Netherlands for the years 2016–2019. Using this data, we are able to perform a meso‐level analysis where we could investigate the characteristics of higher education institutions (HEIs) and cities in international student mobility. This research contributes to the literature by studying variation between HEIs and by focusing on actual enrolments instead of relying on survey results. Such meso‐level studies have thus far been very rare, especially on this scale. Although there are commonalities between types of degrees, we find mixed results for academic and city characteristics, and it appears that academic factors are more important for master students while for bachelor students city characteristics have stronger effects. The effect of having already existing stocks of international students appears to be important for all types of degrees. Aside from differences between bachelor and master students, our findings also suggest that HEIs might directly influence international student flows as this would explain some of our results. Although this study only focuses on the Netherlands, it opens up many avenues for future comparative research on the destination choices of international students and the role of HEIs.

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

The article presents the replicable model of Curriculum and Community Based Academic Learning with Research, Action and Service (CCBALwRAS) through a framework of ‘2 Cs’, the ‘curriculum’ and the ‘community’. It puts forth a support strategy for participatory community-based interventions by formally inducting higher education institutions (HEIs) to achieve long-term sustainable, workable solutions for local communities. The study is based on a multi-stakeholder partnership, facilitated through partnerships between the HEI, committed faculty–student participation and civil society, executed between 2015 and 2020. The article draws from the execution and actual field experience of the partnership, along with qualitative data from the evaluation and assessment of the programme delivered. Given that the model developed is based on the experiences of a private fee-dependent HEI in a metro city, the study does not take into consideration infrastructural and resource constraints of other HEIs. The article focuses on the role of HEIs as fulfilling dual responsibilities of knowledge creation and dissemination while addressing socioeconomic, developmental and environmental needs within their immediate communities. The resultant pedagogical shift and the model proposed is an effective solution for equity, capacity building and civic-mindedness, which will nurture socially aware and critically conscious global citizens.

Analysis of the Ecological Attitude and Sustainable Behavior of Students: A Green Campus Model, the Case of the University of Medellín, Colombia

Abstract Environmental education has an important role in higher education institutions as it leads to understanding the importance of sustainability, thus creating a positive impact on students. This impact extends beyond the classroom, inspiring them to actively engage in environmentally responsible behaviors and become conscientious stewards of our planet. The aim of the research was to analyze the environmental perception and ecological attitude of university students at the University of Medellín, that is, this study consisted of examining whether environmental education programs positively influenced the perception of the green campus and the ecological attitude. A structural model was proposed to empirically contrast this phenomenon at a university accredited as a green campus. The results explored that the universities that carry out environmental programs and that offer educational activities on this topic generate a responsible attitude towards sustainability and ecology in their students. This has short, medium and long-term impacts for the university.