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(2021), "Index", Carbonaro, A. and Breen, J.M. (Ed.) Effective Leadership for Overcoming ICT Challenges in Higher Education: What Faculty, Staff and Administrators Can Do to Thrive Amidst the Chaos (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 169-174. https://doi.org/10.1108/978-1-83982-306-020211013

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Emerald Publishing Limited


INDEX

Index

Note: Page numbers followed by “n” indicate notes.

Academia
, 38, 40

Academic Institution Internal Structure Ontology (AIISO)
, 98

Academic institutions
, 75–76

Active learning theory
, 74

Adaptive leadership
, 166–167

Adaptive learning
, 166

Administration
, 51

Advanced ICT
, 74

Agility

mindset
, 161

practicing
, 160–161

AlmaLaurea surveys
, 99

Analytics engines
, 83–86

Applied learning
, 80

Applied technology in business program
, 91

Artificial intelligence (AI)
, 74

Asynchronous online tutoring
, 80

Authentic identities validation
, 151

affirming and disengaging experiences
, 155–156

creating SOC through shared vision
, 156–158

empathetic responsiveness
, 158–159

ICT strategies for identity validation
, 156

intersectionality in data analysis
, 154

practicing agility
, 160–161

refocusing on process
, 159–160

SCT and intersectionality
, 152–153

social construction in data collection
, 153–154

validating identity in practice
, 155

BackgroundKnowledge class
, 102

Behavioral theories
, 113

Bio2RDF
, 98

Biomedical Resource Ontology (BRO)
, 98

Bloom’s taxonomy of learning
, 74–75

Bologna rules
, 36

Budapest Business School (BBS)
, 136

Budgets
, 62

Business mentors
, 75

C Programing case study
, 100

Cartography
, 136–137

Cataclysmic liminal events
, 59

Chaos

administration
, 51

challenge of disparate permeable goals
, 49

constructive controversy process within organization
, 55–56

dissenting voices
, 56

faculty
, 49–51

in HEI
, 2–3

in higher education
, 46–47

innovating and thriving
, 47–49

leading in
, 3–4

overcoming conflict, making decisions and innovating by using constructive controversy
, 52–55

staff
, 49

Classroom community
, 26–27

Clustering techniques
, 85

Cognitive theories
, 113

Collaborative learning
, 82

Collaborative models
, 114, 140

Colleges for Advanced Studies (CAS)
, 133, 142, 144

Collegial models
, 114

Community academic exchange function
, 91

Community question-answering archives (CQA archives)
, 83

Computer-aided mentoring program
, 80

Computer-mediated mentoring
, 79

Constructive controversy process
, 53, 55

within organization
, 55–56

Contingency theories
, 113

Course class
, 101

COVID-19

impact
, 2

pandemic
, 4

Credit system
, 138

Creighton University’s global education initiative
, 22–23

Cultural and symbolic theories
, 113

Data-processing layer
, 100–103

Data-retrieval layer
, 100

Databases
, 140–141

DBpedia
, 98

Decision-making process
, 48

Deconstructionism
, 159

Degree class
, 101

Digital Education Strategy of Hungary (DESH)
, 133

Digital leadership
, 74

(see also E-leadership; Faculty leadership)
in education
, 74

knowledge framework to support learning
, 74–77

platforms to capturing knowledge on learning for analytics and insight
, 82–86

technology in support of learning
, 77–82

Digital learning
, 50

Digital technology
, 50

Diploma in Liberal Studies
, 21–22

Discussion forums
, 83

Dissenting voices
, 56

Document

collections
, 102

management systems
, 141

Dublin Core
, 98

E-leadership (see also Digital leadership)

as enabling function for technology-enriched learning
, 63–68

impact of fourth industrial revolution and implication for leadership and learning
, 59–60

funding
, 62

in higher education
, 67

leadership
, 61

relevance
, 61–62

student quality
, 62–63

theory
, 66

E-learning
, 15, 82

Educational

datasets and ontologies
, 97–99

institutions
, 74

system
, 10

Educational Standard
, 11

Effective leadership
, 59, 61

Efficiency
, 53

Empathetic responsiveness
, 158–159

Empathy
, 158

Employment

class
, 101

condition ontology
, 101

EUROSTAT
, 99

Experiential Learning Model (ELM)
, 75

Experiential Learning theory
, 75

Expert knowledge
, 102

Faculty
, 49–51, 68, 112

importance of faculty liaison
, 27–28

training
, 59

Faculty leadership (see also Digital leadership)

design of strategy for integration of ICT in urban planning education
, 114–116

findings and reflections from teaching experience
, 123–125

integration and pedagogical use of ICT
, 117–123

in learning environments
, 111

main theories and models of leadership in higher education
, 112–114

Felder Silverman Learning Style Model
, 102

Flipped classroom concept
, 14

Formal learning
, 51

Fourth industrial revolution, impact of
, 59–60

FreeLing PoS tagger tool
, 84

Frequently asked question pages (FAQ pages)
, 79

Funding
, 62

Geographic Information Systems (GIS)
, 114–116

active GIS-based methodologies and suggestions for improving faculty leadership
, 117–123

applications
, 121, 124

GeoNames
, 98

Glasnost
, 11

Graduate’s survey ontology
, 101

Group think
, 48

Herding cats
, 59

Heterosexuality
, 152

Hierarchical models
, 114

Higher education (HE)
, 3, 9

benefits of
, 21

chaos in
, 46–47

innovation
, 47

landscapes
, 35–36

main theories and models of leadership in
, 112–114

Higher education institutions (HEI)
, 1, 9, 33–34, 111, 129, 165

chaos in
, 2–3

graduates
, 11

leadership in
, 1

purpose and advantages
, 166

Hungarian Scientific Bibliography Database (MTMT)
, 138

Hungarian Universities, study cases from
, 134–142

Hungary, institutional background in
, 133–134

Idealism
, 37

Individualistic models
, 114

Industry 4.0, characteristics of
, 64

Information and communication technologies (ICT)
, 1, 16, 73, 111, 129, 151, 165

design of strategy for integration of ICT in urban planning education
, 114–116

ICT-conscious institutions
, 46, 56

ICT-paradox
, 129

institutional background in Hungary
, 133–134

integration and pedagogical use
, 117–123

interviewed universities
, 135

Jesuit colleges for advanced studies
, 142–145

leadership
, 111–112

policy planning
, 15

policy plans in HEIs
, 141–142

research methodological issues
, 117

strategies for identity validation
, 156

study cases from Hungarian Universities
, 134–142

theoretical approach
, 129–133

Information retrieval (IR)
, 84

Information technology (IT)
, 129

Infrastructure for Spatial Information in Europe (INSPIRE)
, 121

Institute of Red Professors
, 10

Integrated ontology
, 95

Intensive English Language Institute (IELI)
, 26

International Journal of Educational Technology in Higher Education
, 50

Internationalised Resource Identifiers (IRIs)
, 94–95

Intersectionality
, 152–153

in data analysis
, 154

Jesuit colleges for advanced studies
, 142–145

Jesuit Worldwide Learning (JWL)
, 19–20

partnership with
, 21–22

Key Performance Indicators (KPIs)
, 84, 86

Khan Academy
, 78

Knowledge framework to support learning
, 74–77

Labor market
, 39–42

Leaders
, 167

Leadership
, 3, 27–28, 59, 61

capabilities
, 118–120

in HEI
, 1

implication for
, 59–60

management
, 138–141

theories in higher education
, 113

Learner model ontology
, 102

“Learner-centered” approach to education
, 123

Learning
, 52

activities ontology
, 102

implication for
, 59–60

knowledge framework to support
, 74–77

knowledge transitions and adaptation to
, 77

management systems
, 81

object ontology
, 102

technology
, 50

technology in support of
, 77–82

Learning Object Metadata Ontology
, 98

Learning-Style class
, 102

LearningOutcome class
, 100

Linguistic phenomena resolution
, 85

Linked data (LD)
, 93–95

application
, 95–97

principles
, 96

M-learning
, 82

Machine-learning techniques
, 96

Massive open online course environments (MOOC environments)
, 82, 96

mEducator
, 96

Moodle
, 13

MusicBrainz
, 98

Myers-Briggs Learning Style
, 102

National Development and Territorial Development Concept (NDTDC)
, 133

National Infocommunication Strategy (NIS)
, 133

Natural language processing (NLP)
, 74, 84

Normative decision-making model
, 48

Noun phrases (NP)
, 84–85

Oakland University (OU)
, 80

Online education for students living at margins
, 19–21

(see also Higher education (HE))
assumptions
, 24–25

benefits of higher education
, 21

challenges and opportunities of global initiative
, 24–29

classroom community
, 26–27

communication, language proficiency, expectations
, 25–26

Creighton University’s global education initiative
, 22–23

global context
, 20–21

leadership and importance of faculty liaison
, 27–28

mutual benefit of online global learning
, 29–30

partnering in global mission
, 19–20

partnership with JWL
, 21–22

pilot program
, 23–24

technology and access assumptions
, 28–29

Ontologies
, 93–94

Ontology-based model
, 100

Open and Distance Learning (ODL)
, 81

Open Archives Protocol for Metadata Harvesting (OAI-PMH)
, 96

Open educational resources (OERs)
, 96

Open University
, 98

Organizational vision
, 157

Parents
, 39–42

Part-of-Speech (PoS)
, 84

Participation
, 139

Partnering in global mission
, 19–20

PersonalInformation class
, 102

Pilot program
, 23–24

Power and influence theories
, 113

PowerPoint presentations
, 13

Preferences class
, 102

Prepositional phrases (PP)
, 84–85

Primary education
, 20

Principled dissent
, 56

Process management
, 141

Profile class
, 101

Programme of National Cooperation
, 133

PubMed
, 98

Question answering (QA)
, 83

Reciprocal tutoring (RPT)
, 79

Relevance
, 61–62

Resource class
, 100

Resource Description Framework (RDF)
, 95

application
, 95–97

REST-ful services
, 96

Russian Empire
, 10

Russian Higher Education (Russian HE)
, 9

(see also Higher education (HE))
history
, 10–11

problems of modern Russian educational system
, 11–13

system work
, 14–16

Scarce funding
, 13

Scholarships for higher education
, 20

Scientific management
, 136–138

Semantic Web Rule Language (SWRL)
, 95

Semantic Web technologies (SW technologies)
, 93–95

Semmelweis University (SU)
, 136

Sense of community (SOC)
, 156

through shared vision
, 156–158

Service

innovation
, 74

learning
, 80

and presentation layers
, 103

Simple Query Interface (SQI)
, 96

Smart ontology-based framework
, 94–95

Social construction in data collection
, 153–154

Social construction theory (SCT)
, 152–153

Social constructionism
, 152–153

Social learning
, 82

SPARQL query
, 103

Spatial Data Infrastructure (SDI)
, 121

Staff
, 49

Stakeholder’s approach
, 35

Student(s)
, 36–39

quality
, 62–63

SWRL rule
, 103

Syllabus ontology
, 100

Synchronous math-tutoring program
, 80

Teachers
, 36–39

Teaching experience, findings and reflections from
, 123–125

TeachingMethod class
, 100

Technical backwardness
, 13

Technical illiteracy
, 13

elimination of
, 14

Technology
, 47

and access assumptions
, 28–29

to capture in-depth learning
, 81–82

enhanced learning
, 50

to support experiential learning
, 80–81

in support of learning
, 77–82

in support of student learning
, 78–80

Technology-enriched learning, e-leadership as enabling function for
, 63–68

TED Talks
, 97

Tertiary education
, 20

Time
, 54

Top-down process
, 53

Trait theories
, 113

Transformative models
, 114

TreeTagger tool
, 84

U-learning
, 82

United Nations High Commissioner for Refugees (UNHCR)
, 20

University class
, 101

Urban planning education, design of strategy for integration of ICT in
, 114–116

VAK learning style model
, 102

Verbal phrases
, 84–85

Volatility, uncertainty, complexity, and ambiguity (VUCA)
, 1, 74, 93

application of RDF and LD
, 95–97

conceptual framework
, 99–100

data-processing layer
, 100–103

data-retrieval layer
, 100

educational datasets and ontologies
, 97–99

LD and SW technologies
, 94–95

service and presentation layers
, 103

Vroom and Yetton model
, 48

Web Ontology Language (OWL)
, 95

Word Sense Disambiguation techniques
, 85

Workflow management
, 141