Frans A. van Vught, Marijk C. van der Wende and Don F. Westerheijden
In this chapter, we argue from a theoretical perspective that globalisation has impacted differentiation within higher education systems. The three propositions about mechanisms…
Abstract
In this chapter, we argue from a theoretical perspective that globalisation has impacted differentiation within higher education systems. The three propositions about mechanisms affecting diversity distinguished by van Vught (environmental conditions, competition for resources and academic norms) remain the same, but the initial conditions have changed. Governmental policy, in particular, affects the degree of openness of higher education systems (positively or negatively), either through (de-)regulation or by affecting higher education institutions’ strategies for internationalisation. Thus, we add as a fourth proposition that increasing institutional autonomy increases system diversity in the context of globalisation.
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Antigoni Papadimitriou and Don F. Westerheijden
Quality management in Greek higher education at least until 2006 was in an early and debated stage. The intent of this paper is to present the extent of use of the ISO standards…
Abstract
Purpose
Quality management in Greek higher education at least until 2006 was in an early and debated stage. The intent of this paper is to present the extent of use of the ISO standards in Greek universities till 2006 and simultaneously to evaluate whether adoption of ISO‐oriented quality management tools is consistent with DiMaggio and Powell's notions of isomorphism (coercive, normative, and mimetic).
Design/methodology/approach
The authors employed a mixed‐methods approach with sequential data collection with several alternations between quantitative and qualitative methods.
Findings
It is found that ISO‐oriented quality management system is fruitfully adopted in units only if all three types of neo‐institutional pressures (coercive, normative and mimetic) are present. These results and the high response rate suggest that there is a quality movement at the micro level in Greek higher education.
Research limitations/implications
Quality management (QM) research within the relatively uncharted Greek universities poses multiple challenges, e.g. in handling politically sensitive subjects, which may benefit readers in overcoming theirs.
Originality/value
The significance of the paper lies in the fact that no existing studies have investigated the adoption of ISO‐oriented quality management system in Greek universities, utilizing neo‐institutional theory and a mixed method research design. Especially relevant is that the study focuses on quality management at the micro level of units within higher education institutions. The study demonstrates how to distinguish different isomorphic pressures empirically.
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This article investigates the links between universities’ opportunities to shape their research profiles, the changing state interest concerning these profiles, and the impact of…
Abstract
This article investigates the links between universities’ opportunities to shape their research profiles, the changing state interest concerning these profiles, and the impact of profile building on research at university and field levels. While the authority of the Dutch state over research profiles of Dutch universities has increased, university management has considerable operational authority over the inclusion of new research fields and removal of existing research fields. Since all universities have begun to follow the same external signals prescribing applied research, research that has easy access to external funding, and research in fields prioritised by the state, a ‘quasi-market failure’ may emerge, as is demonstrated for evolutionary developmental biology and Bose-Einstein condensation.
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Mathew Johnson, John Saltmarsh, Georgina Manok and Gene Corbin
Reciprocal partnerships between institutions of higher education (IHEs) and communities provide opportunities for IHEs to fulfill their core mission while at the same time…
Abstract
Reciprocal partnerships between institutions of higher education (IHEs) and communities provide opportunities for IHEs to fulfill their core mission while at the same time benefiting communities. One model of institutional accountability for this type of partnership is the Elective Carnegie Community Engagement (CE) Classification. As a process is underway to internationalize the US-based classification, this chapter engages with a central guiding question: How can we best adapt the CE classification’s institutionalizing framework for CE – designed in the context of the United States – in a way that upholds the integrity of engagement practices, adheres to effective strategies for organizational change, and is sensitive to national, cultural, economic, political, social, and historical contexts? In addressing this question, the internationalization strategy is focused on careful adaptation of the application framework so that it can be applied in specific national higher education contexts. The adaptation seeks to incorporate nationally and culturally relevant CE approaches that are reflected in organizational strategies at the institutional level, consistent with the internal logic of the CE classification: valuing expertise of others, working against colonial knowledge regimes, and mindfully building toward increased epistemic justice. This strategy can be a model for internationalization of other processes for IHEs.
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Maria J. Manatos, Maria J. Rosa and Cláudia S. Sarrico
The purpose of this paper is to empirically test the thesis that universities are developing their different quality management (QM) systems comprehensively and integrating them…
Abstract
Purpose
The purpose of this paper is to empirically test the thesis that universities are developing their different quality management (QM) systems comprehensively and integrating them in their broader management and governance systems, covering different processes, organisational levels and the principles of QM.
Design/methodology/approach
The empirical work is based on a country case study which embeds three paradigmatic university case studies. Data are obtained from institutional documents, as well as from individual and panel interviews. A content analysis using N-Vivo was undertaken.
Findings
Universities show signs of integrating QM in their overall management and governance framework. They develop their QM systems with a focus on teaching and learning, but they are increasingly trying to integrate their other processes. They seek to involve their different organisational levels, from the programme to the institutional level. Universities cover most QM principles, but show deficiencies regarding customer focus, mutually beneficial supplier relationships, involvement of people and process and system approach.
Research limitations/implications
The research shows the results of three paradigmatic cases regarding QM implementation, since these were the first to have their QM systems certified by the Agency for Assessment and Accreditation of Higher Education. In future work, it would be interesting to understand how other universities are developing their QM systems and whether implementation occurs in an integrated way.
Practical implications
The authors expect that the results will add to the discussion on the implementation of QM in universities, further contributing to the development of truly integrated approaches to QM in higher education.
Originality/value
The paper discusses the QM systems which are being developed and implemented in universities and analyses how integrated they are, as only those that are fully integrated will contribute to improve the overall quality of universities.
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This study compares quality assurance across two case studies in the UK; a commercial organization operating in the private sector and a university. Case Study A is a private…
Abstract
This study compares quality assurance across two case studies in the UK; a commercial organization operating in the private sector and a university. Case Study A is a private education organization specializing in the delivery of business and management programs. Case Study B is a university that delivers courses across four academic schools and through a number of partnerships. The business school offers a range of undergraduate and postgraduate degrees in business management, economics, accounting, events, tourism, marketing, entrepreneurialism, and human resources. Semi-structured interviews were conducted with 11 organizational members from across the two organizations including 8 academics/tutors, 6 of whom are also employed as external examiners and/or external quality assurers (EQAs). The study compares the remit of both EQA working on behalf of awarding bodies and external examiners working on behalf of universities. The EQA role is conceptualized as an “arbiter of standards” whereas the external examiner is more likely to be considered as “critical friend.” This variance in conception has important implications for the way the process of quality assurance is conducted and utilized in support of program and institutional development. The research finds that one of the most significant differences between quality assurance processes in Case Studies A and B is the way in which student feedback is collected and utilized to support and enhance the process of review. This chapter provides recommendations designed to capitalize on the value of the quality assurance process through greater alignment of teaching and assessment strategy and policies and procedures in practice.
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Michael Littledyke, Evangelos Manolas and Ros Ann Littledyke
The purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view…
Abstract
Purpose
The purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university.
Design/methodology/approach
Research tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS.
Findings
Clear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS. A systems model for coordination of EfS integrates approaches to governance, curriculum and infrastructure management. Details of examples of good practice and ways to improve practice are discussed.
Research limitations/implications
As the research was qualitative in design and focussed on three universities, the sample size is restricted and there are limitations in the generalisability of specific results outside of their contexts. However, the overall results have some broadly significant implications and trends that have relevance for the university sector.
Practical implications
The structure and processes for an approach to systems organisation and identified good practice, barriers and perceived ways to improve practice have relevance for coordination of EfS across the university sector.
Social implications
The findings have significant social implications, as EfS has urgent and important international priority, while universities have important functions in educating the next generation of professionals across a wide range of contexts.
Originality/value
The paper is an original contribution to establishing an effective systems model for EfS coordination; hence it is of significant educational and social value.
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Evangelia Panagiotidou, Panos T. Chountalas, Anastasios Ι. Magoutas and Fotis C. Kitsios
This study aims to dissect the multifaceted impact of ISO/IEC 17025 accreditation, specifically within civil engineering testing and calibration laboratories. To achieve this, it…
Abstract
Purpose
This study aims to dissect the multifaceted impact of ISO/IEC 17025 accreditation, specifically within civil engineering testing and calibration laboratories. To achieve this, it intends to explore several key objectives: identifying the prominent benefits of accreditation to laboratory performance, understanding the advantages conferred through participation in proficiency testing schemes, assessing the role of accreditation in enhancing laboratory competitiveness, examining the primary challenges encountered during the accreditation process, investigating any discernible adverse effects of accreditation on laboratory performance and evaluating whether the financial cost of accreditation justifies the resultant profitability.
Design/methodology/approach
This study employs a qualitative approach through semi-structured interviews with 23 industry professionals—including technical managers, quality managers, external auditors and clients. Thematic analysis, guided by Braun and Clarke’s six-stage paradigm, was utilized to interpret the data, ensuring a comprehensive understanding of the accreditation’s impact.
Findings
Findings reveal that accreditation significantly enhances operational processes, fosters quality awareness and facilitates continuous improvement, contributing to greater client satisfaction. In addition, standardized operations and rigorous quality controls further result in enhanced performance metrics, such as staff capability and measurement accuracy. However, the study also uncovers the challenges of accreditation, including high resource costs and bureaucratic hurdles that can inhibit innovation and slow routine operations. Importantly, the research underscores that the impact of accreditation on profitability is not universal, but contingent upon various factors like sector-specific regulations and market demand. The study also highlights sector-specific variations in the role of accreditation as a marketing tool and differing perceptions of its value among clients. It further emphasizes the psychological stress of high-stakes evaluations during audits.
Originality/value
This study represents the first in-depth investigation into the impact of ISO/IEC 17025 accreditation on civil engineering testing and calibration laboratories, directly contributing to the enhancement of their quality and operational standards. Providing actionable insights for laboratories, it underscores the importance of weighing accreditation costs and benefits and the necessity for a tailored approach to the unique market and regulatory landscapes they operate in.
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Christine Bilsland, Leanne Carter and Leigh N. Wood
Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The…
Abstract
Purpose
Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location.
Design/methodology/approach
A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam.
Findings
Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs.
Research limitations/implications
The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL.
Practical implications
Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts.
Originality/value
The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.