Select Higher Educational Institutions Research Articles

Faculty research productivity at select higher education institutions in Afghanistan

Faculty research productivity at select higher education institutions in Afghanistan

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

Education in its essential meaning should beget a civilized and socio-emotionally intelligent, competent mindset in its stakeholders. However, this seems an ideal situation which is impractical owing to several conditions and constraints that impede the implementation of holistic education. Pedagogical practices initially relied on rote learning and thereafter several reforms in educational policies asserted the importance of nurturing global competency among the learners. However, this shift from rote learning to a more self-directed learning is a challenging transformation which is idealized to a great extent. In this article, we argue that a sudden shift may not be possible, and to realize learner autonomy and their self-directedness, there should be a gradual but steady progress from pedagogy to andragogy and then to heutagogy. Self-directedness and learner-centredness are the crucial aspects of heutagogy. Taking examples from a case study that we conducted with teachers of English from select higher education institutions in India, we analysed the various tenets of heutagogy and its practicality in the Indian context. We investigated how teachers are incorporating aspects of heutagogy in their English classrooms and what major challenges are encountered. Their individual classroom episodes may serve as an initial reservoir of ideas to orient further research in the field. The possibility of embedding the PAH continuum in classrooms is analysed through the lens of socio-constructivist theory. The insights from this study will be valuable for teachers and students who wish to gain a deeper insight into the heutagogical learning paradigm and its integration into language teaching in the classroom.

Perceived Workplace Spirituality and Contextual Performance: With Mediating Role of Constructive Deviance in Select Higher Educational Institutions

Perceived Workplace Spirituality and Contextual Performance: With Mediating Role of Constructive Deviance in Select Higher Educational Institutions

Impact of Green HRM Practices on Job Performance of Faculties with Special Reference to Select Higher Educational Institutions, Tamil Nadu

Green HRM practices are considered the most important aspect of every organization. The study aims to identify the perception of faculties and the impact of Green HRM practices on the job performance of faculties in select higher educational institutions. Teaching faculties are the backbone of higher educational institutions. So, the well-being of the faculties is essential for the success of an institution. The study adopted a descriptive research method and a Simple random sampling technique. Samples consist of 200 teaching faculties in five colleges ranked by the National Assessment and Accreditation Council (NAAC) and the National Institutional Ranking Framework (NIRF) in Tamil Nadu and the collected data is analyzed using various statistical tools such as Exploratory factor analysis, ANOVA, correlation and multiple regressions. Hence, better green HRM practices are essential for every institution which contributes towards job involvement, job attachment, and job commitment. This paper tries to prove the relationship between various Green HRM practices with the Job performance of teaching faculties in select higher educational institutions in Tamil Nadu

Practices on the outcomes-based education (OBE) implementation in select HEI graduate school programs in the Philippines as input to institutionalizing mandatory accreditation

This qualitative-quantitative research aimed to determine the extent of practices in the implementation of Outcomes-Based Education (OBE) among select Higher Education Institutions (HEIs) in Panay Island, Philippines in terms of an academic institution’s Vision-Mission-Goals, faculty, curriculum and instruction, support to students, research, extension and community involvement, library, physical facilities, laboratories, and administration. Further, this study aimed to find whether the practices of the respondents on OBE implementation are influenced by the level of accreditation. The respondents of the study were the 120 permanent faculty members coming from 17 HEIs offering graduate school programs. The data gathered would provide the basis for institutionalizing mandatory accreditation among HEIs. Using the Accreditation Survey Instrument (ASI) of the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP), the results revealed that the extent of practices on the OBE implementation except in areas of research, and extension and community involvement were very satisfactory. The result is attributed to the fact that HEIs have met 50% greater than the standards, demonstrating good OBE practices in their graduate school programs. Furthermore, the results of the study also show that the challenges encountered by the faculty members in the practices of OBE implementation were evident in poor research outputs due to inadequate research and extension funds, resulting in weak extension, community involvement, and poor linkages. The level of accreditation of HEIs has a direct bearing and significant influence on the extent of their practices on OBE implementation. Therefore, accreditation is a practical scheme to evaluate and monitor quality program offerings among HEIs in the Philippines to maintain higher standards through OBE typology.

Work-life happiness among non-academic staff of institutions of higher learning: a demographic study

Happiness plays an important role in human life and career. Continuous engagement, happiness and satisfaction at the workplace have a positive impact on health that enhances productivity and performance of an employee in organisations. Happiness is generally termed as a positive emotion by psychologists. It is believed in society at large that happiness is a state of mind and the happy people can achieve success in their career through positivity. The present study investigates the level of Work-Life Happiness (WLH) among non-academic staff from select higher educational institutions in India and to find out whether or not the demographic factors influence WLH. The results reveal that the demographic factors significantly influence the level of work-life happiness and their well-being in organisations.

The role of an equity policy in the reproduction of social inequalities: High School Ranking and university admissions in Chile

The High School (HS) Ranking is an equity policy aimed at increasing the enrolment of students from underprivileged contexts in selective higher education institutions in Chile. However, HS Ranking is considered as an admission criterion for all applicants, regardless of their contextual characteristics. In this study, we delve into how students from different high school settings interpret and deploy actions to increase their HS Ranking score. Through a Structural Equation Model with validated survey data (9 schools, N = 1.831), our results show that the role of the schools’ context in the deployment of academic strategies to increase HS Ranking score is significant, even after controlling for academic individual motivation. In a scenario of a highly segregated secondary system these results are relevant for the discussion of the role of HS Ranking – an equity-oriented admission policy – in maintaining the higher education inequalities.

Assessment of the COVID-19 related knowledge and its association with perceived worries of COVID-19 infection and severe illness among higher education students in 26 countries: A cross-sectional study

Abstract Background During COVID-19, various public health measures such as physical distancing and distance learning are being implemented. As a consequence, higher education (HE) students face social as well as mental trauma at a crucial developmental stage in their lives. Having inadequate COVID-19 related knowledge can lead to an exaggerated worrying as well as to negative COVID-19 outcomes. Our study aims to assess COVID-19 related knowledge and its association with perceived worries among HE students. Methods Between April 27 & July 7, 2020, a cross sectional survey, called COVID-19 International Students Well-being Study (C19 ISWS) was conducted in HE institutions in 26 countries. A stratified convenience sampling technique was used to select HE institutions. An online questionnaire was distributed to HE students to investigate behaviour and mental well-being. Descriptive, bivariate and mixed effect logistic regression analysis were conducted using R software. Perceived worries of COVID-19 infection as well as of severe COVID-19 illness (outcome measures) were studied. Results Over 127,000 students from more than 100 HE institutions in 26 countries filled out the questionnaire. 97,495 (76.5%) respondents have never acquired COVID-19 (our study population). 70,365 (72.1%) of these respondents were female. The most frequent correct response to COVID-19 related knowledge questions among respondents was observed about having the virus without having symptoms (94.3%). The odds of being worried of contracting severe COVID-19 illness among respondents with poor knowledge is 1.15 (95%CI:1.11,1.18). Conclusions COVID related knowledge was independently associated with perceived worries of contracting severe COVID-19 illness. We recommend scaling up of awareness creation campaigns to increase the comprehensive and timely COVID-19 related knowledge in order to tackle exaggerated perceived worries of severe COVID-19 illness among HE students.

Identifying merit and potential beyond grades: opportunities and challenges in using contextual data in undergraduate admissions at nine highly selective English universities

ABSTRACT Highly selective higher education institutions (HEIs) are simultaneously mandated to enable access for populations which have traditionally been excluded (‘equality’), and to ensure that admitted students have the potential to succeed in higher education (‘excellence’). This article uses original empirical case study data from 2018, from nine highly selective English HEIs, to explore current uses of contextual data in undergraduate admissions. The results show that all participating HEIs thought holistically about their applicants. In particular, HEIs considered the context in which applicants had achieved their grades, and aimed to identify academic potential not captured by those grades. However, ideological and theoretical disagreements, as well as practical barriers, hamper a more widespread and consistent application of contextual data in English undergraduate admissions. The article therefore identifies further practical steps for HEIs and other stakeholders that would enable a more valid, evidence-based and coherent position on contextual data use across the HE sector. Overall, advancing more consistency in how contextual data are used might enable greater certainty among applicants, and those advising them, regarding how applications for admissions are likely to be judged. Ultimately, contextual admission policies have the potential to increase diversity among the admitted students at selective HEIs.

Research Engagement of Foreign Language Teachers among Select Higher Education Institutions in Malaysia

This paper aims to add to established awareness on the extent of research capacity, theoretical ideas, and views on the challenges to their study involvement in Malaysia's select universities. It used a hybrid system of concise quantitative and qualitative projects for 62 foreign language students. Data gathering methodologies such as questionnaires, individual and group interviews were used. Results from the quantitative portion of the paper showed that international teachers displayed a modest degree of research ability while they hold optimistic views on the principles of study as a method to offer answers to educational challenges transcending teacher subject awareness, pedagogical and instructional abilities, and optimistic student learning outcomes. Similarly, qualitative findings found that the barriers to international teachers ' participation in research are embodied in lack of time to do work and lack of study writing skills. Moreover, networking incentive and career growth are driving factors for international teachers in Malaysia. The research poses implications on instructional management among curriculum designers, scholars, and school administrators among universities in Malaysia to improve academic culture and professional development opportunities among international teachers in terms of research capability and participation.

Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

This article presents a cross‐national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year‐long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well‐established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed‐method approach. Questionnaires and in‐depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non‐traditional students.

Emotional intelligence and conflict management styles of Filipino middle managers in select higher education institutions

Despite the rich empirical evidence linking emotional intelligence (EI) and conflict management skills (CMS) in the international setting, there is a dearth of parallel literature and studies in the Philippines. This descriptive correlational study analyzed the relationship between EI and CMS of middle managers in select higher education institutions (HEIs) in Central Luzon Philippines. A questionnaire was used to gather data from the respondents (N=154). Computation of the frequency distribution, percentage, weighted mean, standard deviation, variance, correlation, multiple regression, analysis of variance (ANOVA) and t-test were utilized to give statistical interpretation of the data. The study revealed that there is no significant difference in the EI of the middle managers in select HEIs when grouped according to classification of institution, sex, civil status, highest educational attainment, number of years in the present position/designation, and religious affiliation. Age is an important factor in developing EI (R=0.1619). EI improves with age, increasing from young adolescence and early adulthood. On the other hand, there is a slight significant correlation between EI and the practice of CMS among the middle managers of select HEIs. At 0.05 level of significance, tcomputed (1.743) is greater than the tcritical (1.658), thus EI is related to CMS. Further study was recommended to explore other indicators and parameters for both areas of EI and CMS in higher education and other sectors to come up with appropriate recommendations and theory-based actions to optimize their effect towards the efficiency and effectiveness of organizations.

Examining the Relationship between HRM Practices and Organizational Commitment: An Empirical Study in Select Higher Educational Institutions

Human capital is recognized as a vital factor in contributing towards organizational performance and in this competitive and knowledge driven economy play a critical role for the success and survival of their institutions. Organizations irrespective of their nature and size have realized that capable and effective human resource acts as a strategic advantage over its competitors provided employees are committed towards their organizations. In this respect HRM practices have a significant role in enhancing employee commitment as it leads in improving their morale and performance. Keeping this in view, the present paper is aimed to examine the relationship between HRM practices and organizational commitment in sample select four educational institutions. It is also aimed to examine the effect of HRM Practices on organizational commitment. The findings of the study revealed that there exists a positive and favourable relationship between HRM practices and Organizational commitment. Moreover, the study found that HRM practices significantly influences Organizational commitment among employees. The study suggests that HR practitioners need to relook at HRM practices for increasing employees’ commitment in sample select institutions.

The Determinants of Faculty Pay in Russian Universities: Incentive Contracts

This paper evaluates the design of current contractual incentive mechanisms in Russian universities depending on the type of higher education institution after recent significant contractual reforms in the national academic sector. We employ the theoretical framework of incentive contracts in order to identify and assess performance measures of university faculty determining the total income received from teaching, research and administrative duties. We estimate returns from academic productivity in Russia to be reflected in the academic salary by an evaluation of empirical models of the determinants of faculty pay depending on their productivity, current academic and administrative position, gender and seniority. We show that for the entire sample, faculty salary is positively associated with publication activity. Teaching is significant only for the entire sample, but not significant for subsamples. Administrative duties (expressed in the position held) are positively related to faculty pay: the largest effect is for rectors and vice-rectors, but for deans and heads of departments or laboratories the effect is also strong. Heads of universities and structural units receive a significant bonus for their administrative position. For research-oriented universities the largest effect in publication activity is for the number of papers in high ranking journals. In universities with no research status we discovered a significant gender gap: the male faculty earn more than their female colleagues. There is a positive linear relationship between salary and seniority for the entire sample and in universities with no special status, which corresponds to human capital theory. Salaries in universities requiring higher entrance exam scores are higher than in less selective higher education institutions. The salary in Moscow universities is higher than in the regional higher education institutions.

Impact of leadership styles on teacher effectiveness

The teacher, in the educational system, has a pivotal role in instilling knowledge and skills in students which empowers them in having a bright future in career as well as life. The teacher also performs various activities such as information processing, engaging in interpersonal relations and decision making which will have an impact on the image of the institution. This makes the effectiveness of teachers crucial, both for the students as well as the institution. In this context, the leadership styles of teachers, involving planning, organising, directing and controlling functions, gains significance in order to develop a conducive learning environment for the students and in the institution. The present study is intended to find out the relationship between teachers’ leadership styles and effectiveness of teachers in select higher educational institutions in Hyderabad, Telangana State, India. It is based on primary data collected from a random sample of teachers. Valid and tested structured questionnaire, comprising components of both Leadership Styles and Effectiveness of teachers, has been applied for the study. Statistical analysis of the collected primary data was carried out using the SPSS, version 20. The tools used include factor analysis, and hierarchical regression analysis to investigate the teacher effectiveness on the basis of the leadership style and to examine whether the ‘age’ variable moderates the relationship between these factors. The results showed that the leadership styles such as visionary, coaching and affiliative styles had a significant relationship with the teacher effectiveness. The study showed that teacher's pacesetting leadership style has no significant effect on teacher effectiveness. It also indicated that age of the teachers moderates the relationship between pacesetting leadership style and teacher effectiveness, such that pacesetting leadership style is negatively related to teacher effectiveness. This study is considered to contribute towards improving the effectiveness of teachers based on their leadership styles.

Sustainable Development and Fund Generation–A Study among Library Professionals Working in Select Higher Education Institutions in and around Chennai

Libraries are evolving itself according to the technologically changing scenario. A library and Information Science (LIS) professional are aware of modern technologies but finds it difficult to implement due to financial constraints. This study focused on adaptability of sustainable development, need for fund generation, awareness, implementation strategies, its advantages and disadvantages with specific reference to implementation in libraries. 60 questionnaires were distributed among library professionals working in select higher educational institutions in and around Chennai. It is found that more significance was given to raise the fund through sustainable development. The study, envisages that sustainable development and fund generation should be popularized more among LIS professionals due to decrease in funds and increase in recurring cost (83% of the respondents) of the library.

Dimensions of Diversity and Perception of Having Learned From Individuals From Different Backgrounds: The Particular Importance of Racial Diversity.

Selective higher education institutions that take race into account in admissions decisions must be able to demonstrate that their policy is justified by a compelling governmental interest, is narrowly tailored, and is the least restrictive means for achieving that interest. The authors thus investigate whether, among medical students, the association between racial diversity (as distinct from other forms of diversity) and learning from individuals from different backgrounds is unique. The authors examined six dimensions of diversity, including racial/ethnic diversity, among the 2010, 2011, and 2012 cohorts of fourth-year medical students in the United States. They also examined students' responses to two Medical Student Graduation Questionnaire items pertaining to learning from individuals from different backgrounds. They modeled the association between each of the school-level dimensions of diversity and the student-level responses to having learned from others with different backgrounds, and they assessed whether associations vary across different groups of students. Racial/ethnic diversity is unique in its very strong association with student perceptions of having learned from others who are different. The association between racial/ethnic diversity and student perceptions of having learned from others who are different is especially strong for members of historically underrepresented minority groups. Compared with other forms of diversity, racial/ethnic diversity has a unique association with students' perceptions of learning from others who are different. This association is of particular relevance to admissions and diversity policies in an era of strict scrutiny of these policies.

Status of Library Automation in Select Higher Educational Institutions in Southern Kerala: A Survey

The study explores the status of library automation in selected academic institutions in Southern Kerala with the aims like collection details, staff details, adequacy of staff members, status of library automation, extent of automation, library automation software, areas of automation, tools and services, status of retrospective conversion in libraries, problems and constraints faced while automating, impact of library automation, users satisfaction on the computerised services, etc. A questionnaire instrument was employed to collect primary data from 25 libraries. The questionnaires were self-administered. The result revealed that 78 professionals that amount to 37.32% were supporting staff followed by 33.49% of Assistant librarian, 14.35% of Professional staff, 11.96% of Librarian and 2.87% of Deputy Librarian. Out of 25 institutions, it was found that all the libraries were automated. Majority of the libraries use SOUL software followed by LIBSYS, LIBSOFT, GRANDHA, etc.

Designing quality for the higher educational system

PurposeThe growing popularity of quality management has left no sector untouched, and educational services are no exception. In the face of the innumerable demands that the stakeholders place, educational institutions like other organizations are realizing the significance of customer‐centered philosophies. The enhancement of quality and the attempt to define, conceptualize, implement and measure it are areas of focus, and are being addressed by policy makers, educational planners and administrators. This paper is an attempt towards identification of the elements that would help design quality for the higher educational system.Design/methodology/approachBased on a theoretical foundation, this paper is an empirical study conducted on select higher educational institutions to identify the various design characteristic constructs which would form the quality element/components for an educational system, and which, if implemented, would help design quality in education. The literature review helped conceptualize the variables that would constitute quality components for education. These were empirically tested and a comparative assessment made between internal and external customers of the educational system, the internal customers being the faculty and the administrative staff, and the external customers being students and the industry. Such an emphasis on customers of the educational system would assure a customer‐centric design of the educational system, something which is prima facie to “quality management”.FindingsThe study helped identify the quality components, which would help design quality for institutes of higher education.Practical implicationsThe paper could be useful to policy makers, educational planners and administrators in developing a system that could lead to customer satisfaction.Originality/valueWhile studies have been conducted on customer requirement and the constructs, research on what would comprise the quality components is lacking. A study on this could help design an educational system that would lead to quality management in education and thereby lead to customer satisfaction.

Historiography of Ballet Studies at the Undergraduate Level in the United Kingdom

This paper explores the histories, practices, and legacies of ballet studies in academic education in the United Kingdom. Charting the coexistence of vocational training in mainstream professional colleges and the emergence of ballet studies in select higher education institutions provides a reading into the marginalisation of ballet studies within the spectrum of dance degrees in the twenty-first century. The paper presents selected readings of sociocultural, artistic, and pedagogical trends concerned with the proliferation of dance and ballet degrees (1980S–1990S); and the effect of issues in training and academic studies on the nature of past and current programmes in the field of ballet studies.