Subject Index
Governance and Management in Higher Education
ISBN: 978-1-80043-729-6, eISBN: 978-1-80043-728-9
ISSN: 2055-3641
Publication date: 26 April 2022
This content is currently only available as a PDF
Citation
(2022), "Subject Index", Sengupta, E., Blessinger, P. and Nezaami, N. (Ed.) Governance and Management in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 43), Emerald Publishing Limited, Leeds, pp. 221-228. https://doi.org/10.1108/S2055-364120220000043017
Publisher
:Emerald Publishing Limited
Copyright © 2022 Enakshi Sengupta, Patrick Blessinger and Nasiruddin Nezaami
INDEX
Note: Page numbers followed by “n” indicate notes.
Academia
, 163
Academic Capitalism
, 8, 91, 94–96
Academic municipalities
academic capitalism
, 94–96
cybernetic model
, 93
political models of governance
, 91–93
previous university governance models
, 91
regime politics
, 100–101
regime politics and university governance
, 100
role of culture
, 93–94
theories of urban governance
, 97–99
urban politics and
, 96–97
Academic staff
, 72
requirements
, 62–63
Academic systems
, 94
Acceleration
, 184
Accountability
, 10, 139
Administrator
, 58–59
university
, 58, 61
Appropriation
, 37
Australia, HEIs in
, 164–169
Bill of Rights
, 132
Business models
, 67–68
“Butterfly effects”
, 7, 58
academic staff requirements
, 62–63
business models
, 67–68
challenges in administrating universities
, 58–59
enhancing research impact
, 63–64
management aspects of higher education systems
, 60–61
student-centered campus
, 64–67
Capital
, 90
Case study
, 73
Centrality
, 145
Centralization
, 78
Change management
, 4–5
Chief executive officers
, 126
Chinks-in-the-Armor Framework
, 7
Citizens, urban politics and
, 99
Coaching and supporting roles
, 195–196
Coercive isomorphism
, 147
Collaborative risk management
, 117–118
“Collegiality”
, 74
Commercial managers
, 116
Communication
, 66
Comparative Religion
, 67
Competency-based Education
, 65
Competition
, 4
Competitiveness Strategy
, 161
Constituencies
, 96
Contract management practices
, 116
collaborative risk management
, 117–118
Vice Chancellor’s team engagement
, 118–120
Convergence
, 41
across dislocated communities in college
, 42–52
seeding conversation to developing
, 50–52
Corporate sector
, 182
adapting insights for talent development in strategic innovation from
, 185–186
higher education adapting insights on strategic innovation from
, 180–181
research sources on strategic innovation in
, 197
Covid-19 pandemic
, 111
Creating Connections Consortium [C3]
, 53n5
Cross-cultural Psychology
, 67
Culture role
, 93–94
Cyber liability
, 14
Cybernetic model
, 91, 93
Cybernetic system
, 90
Data collection method
, 48, 73
Department of Health and Social Care
, 114
Digital competencies
, 186
Digital textbooks
, 65
Digital transformation
, 186
Disciplinary units
, 72
Discovery
, 184
Distinctiveness
, 145
Distributed leadership
, 38
strategic planning defined by
, 40
Diversity
, 66–67
Diversity, equity, and inclusion (DEI)
, 37, 51
Documentary research
, 38
Dual-traditional model
, 127
Durability
, 145
Economics
, 96
Education
, 59
policy as practice
, 37–38
Educational and Student Experience
, 79
Elite theory
, 97
Emotional intelligence
, 66
English National Student Survey
, 81
Enterprise Resource Planning systems
, 114
Enterprise risk management
, 15
enterprise-wide human resource participation
, 19
Enterprise-wide participation in risk management program
, 19–20
Enterprise-wide risk management (EWRM)
, 6, 15
need to review risk strategies in independent HE
, 16–17
OLC
, 18–29
OLC risk management PDCA cycle
, 29–30
origins of regulating management risk in higher education
, 15–16
research study
, 14–15
Entrepreneurial behaviour
, 14
Entrepreneurial Discovery Process (EDP)
, 159
Episodic improvization
, 112
Equity
, 49
“Espoused values”
, 129
Ethical culture
, 133
Ethnographic approach
, 37–38
Ethnography
, 38
European Commission
, 158–159
European Higher Education Area
, 126
Exacerbating tensions
, 75
Excel
, 114–115
Excellence
, 5
Experiential learning
, 9
External risks
, 110
Faculty engagement with strategic innovation
, 186–189
Faculty of Arts
, 72
organizational chart
, 78
Faculty Steering Committee
, 41, 42
Failure, modes, effects and criticality analysis (FMECA)
, 22
Fallist Protests [2015–2016]
, 129–131
Feedback loops
, 93
Field notes
, 38
Finland, Smart Specialization strategy in
, 159–164
“Flexible hub” model
, 81
Focus groups
, 73, 80, 82
document activity
, 87–88
Full-time student equivalents (FTEs)
, 132
Gaming
, 112
Garbage Can Model of Organizational Choice
, 92
Globalization
, 116
Governance of universities
, 129–131
2015–2016 Fallist Protests
accountability and acting in best interests
, 139
analysis of statutes
, 133–137
case of Rhodes University as Public South African HEI
, 131–133
comparative analysis
, 133
composition of institutional forum
, 137–138
evolution of governance in South African HEIs
, 127–129
institutional culture
, 129
relationship with government
, 126–127
review process
, 133
Governance[s]
, 5, 60
of higher education
, 4
pattern of
, 6
Governmental funds
, 4
Greenfields University
, 181, 182–189
Health
, 59
Heartland State University
scenario
, 189–190
sustaining strategic innovation at
, 190–191
Heartland State University
, 181
Heterarchy
, 40
Heteroglossia
, 52
Higher education (HE)
, 4, 6, 8, 10, 15, 106–107, 126
academic space in
, 5
adapting insights on strategic innovation from corporate sector
, 180–181
background and relevant literature
, 74
findings
, 75
focus group document activity
, 87–88
Governance Code of Practice and Principles
, 16
implications for quality and quality assurance in
, 152–153
isomorphism in
, 147–149
isomorphism through institutional ranking systems in
, 149–150
management aspects of higher education systems
, 60–61
methodological reflections
, 81–83
need to review risk strategies in independent HE
, 16–17
in Organization for Economic Co-operation and Development countries
, 176–177
origins of regulating management risk in
, 15–16
professional services staff
, 72
regulatory ownership and meaning
, 76–77
strategic challenges for teaching and learning in
, 178–179
strategic innovation in higher education teaching and learning
, 179–180
strategic planning
, 36
tale of two [stratified] teams
, 79–81
TEF as regulatory policy
, 74–75
threat of consistent inconsistency
, 77–79
Higher Education Act
, 9
Higher Education and Research Act
, 24
Higher Education Funding Council for England (HEFCE)
, 15
Higher education institutions (HEI)
, 6, 10, 14, 60, 72, 106–107, 114, 126, 158
adopting principles of HEI risk management
, 25
Australia
, 164–169
developing HEI risk management program scope
, 20–22
Finland
, 159–164
Smart Specialization strategy
, 158–159
Historically black institutions (HBIs)
, 130
“Homogeneity”
, 77
Human development
, 59
Human dignity
, 126
Human resources
, 99
Huxley
, 93
Implementation
, 37
hierarchical power of
, 36
top-down policy
, 37
Inclusion
, 66–67
of participants
, 40
Inclusivity
, 49
Income
, 59
Incubation
, 184
Individual risk perception
, 113–114
Innovation
, 8, 65, 186
leadership and management
, 195
Innovation and learning ecosystems (ILEs)
, 10, 158
“Insiders”
, 5
Institutional culture
, 129
Institutional isomorphism
, 150
Institutional memory
, 39–40
Institutional rankings
implications for quality and quality assurance in higher education
, 152–153
institutional types and differences
, 146–147
isomorphism in higher education
, 147–149
isomorphism through institutional ranking systems in higher education
, 149–150
levels of pressure emanating from university rankings and isomorphism
, 150–152
organizational identity theory as theoretical lens
, 145–146
spatial approach for quality assurance in higher education
, 153–154
Institutional Research
, 48
Intellectual capital
, 65–66
Inter alia
, 126
“Interlocuter Framework”
, 83
Interviews
, 38
Isomorphism
, 77
in higher education
, 147–149
through institutional ranking systems in higher education
, 149–150
levels of pressure emanating from university rankings and
, 150–152
Jovial mockery
, 79
King IVTM (see King IVTM Report for Corporate Governance)
King IVTM Report for Corporate Governance
, 132
Knowledge Exchange Framework (KEF)
, 106
Knowledge intensive communities (IKCs)
, 10, 158
LAB
, 159–160
Language
, 52
Latrobe Valley Authority (LVA)
, 165
Leadership
, 49, 98–99
Learning
, 62
strategic challenges for teaching and learning in higher education
, 178–179
strategic innovation in higher education teaching and learning
, 179–180
Learning beyond the classroom (LBC)
, 53n2
Local enhancement team
, 81
Local Government Act
, 115
Loose coupling
, 92
Management
, 7
aspects of higher education systems
, 60–61
exploring management structures for sustaining strategic innovation
, 191–194
Heartland State University Scenario
, 189–190
issues in sustaining strategic innovation
, 189
sustaining strategic innovation at Heartland State University
, 190–191
Managerialism
, 110
Melbourne Sustainable Society Institute (MSSI)
, 165
Mimetic isomorphism
, 148
Mission statement
, 144
Multi-governance, strategic planning as
, 38–42
Multi-leadership environment, strategic planning as
, 38–42
Multidisciplinary research
, 64
Multiplicity
, 145–146
National Audit Office (NAO)
, 116
National Research Foundation (NRF)
, 151
National Student Financial Aid Scheme (NSFAS)
, 131
“Negative” resistive improvisation
, 113
Negotiation
, 36
“Neoliberal administrator”
, 74
“Non-academic” staff
, 72, 74, 79
Non-racialism
, 126
Non-sexism
, 126
Normative isomorphism
, 148–149
NVivo software
, 83
Objective values
, 64
Office for Fair Access (OFFA)
, 24
Office for Students (OfS)
, 24, 108
Online Learning Consortium
, 65
Opportunity
, 75
Organisational Learning Centre (OLC)
, 15, 18–19
developing HEI risk management program scope
, 20–22
ensuring operational accountability for risk management program
, 22–26
enterprise-wide participation in risk management program
, 19–20
FMECA excerpt from risk register
, 23
OLC risk management PDCA cycle
, 29–30
PDCA
, 26–29
Organizational culture
, 93, 94
Organizational function, strategic innovation as
, 196–197
Organizational identity theory
, 9
“Outsiders”
, 5
Päijät-Häme Sports, Experiences and Well-being Road Map 2030 (P-HSEWR2030)
, 162–164
Participant observation
, 38
Participation
, 10
Plan, do, check and act (PDCA)
, 14, 26
OLC risk management PDCA cycle
, 29–30
operational checking and monitoring
, 28
operational risk treatment and risk action
, 27–28
organization-wide meetings and communication
, 28–29
preparing for risk management program deployment
, 26
strategic risk management planning processes
, 27
Pluralism
, 97
Plurality
, 145–146
Policy
, 51
“Policy as a practice of power”
, 36, 37
Political model
of governance
, 91–93
of university
, 90
“Positive” resistive improvisation
, 113
Postgraduate Association (PGA)
, 136
Power
dynamics
, 129
origins of
, 97–98
practices of
, 37–38
Practice
, 51
of power
, 37–38
practice-based innovation model
, 159
practice-oriented approach
, 37
Practicum arrangements
, 66
Preparation, Plan, Do, Check and Act (P2DCA)
, 6
Preventable risks
, 110
Problem-solving approach
, 65
Procurement
, 109, 116
Professional services staff (PS staff)
, 72
Project management risk
, 18
Qualitative research approach
, 64
Quality
, 72
checker
, 78–79
management systems
, 18
Quality Assurance Agency (QAA)
, 15–16, 18
Quality assurance in higher education
, 152–153
spatial approach for
, 153–154
Quality Code
, 18
Recursive dynamics
, 37
Regime politics
, 100–101
and university governan ce
, 100
Regime theory
, 97
Republic of scholars model
, 126
Research and development (R&D)
, 159
Research Excellence Framework (REF)
, 106
Resistive improvization
, 112
Resource competition
, 96
#Rhodesmustfall
, 130
Rhodes University
, 130
RIS3strategy
, 164
Risk
, 110
contract management practices
, 116–120
ensuring operational accountability for risk management program
, 22–26
HEI
, 106–109
in higher education
, 15–16
improvizations to manage risk
, 112–113
individual risk perception
, 113–114
logs
, 117
management
, 15, 19
perception
, 111–112
registers
, 115
stakeholders and
, 114–115
stakeholders and risk
, 114–115
Risk assessment (RA)
, 21
Risks, Assumptions, Issues and Dependencies logs (RAID logs)
, 115
Risks Assumptions Dependencies Issues Opportunities log (RADIO log)
, 118
Royal Melbourne Institute of Technology (RMIT)
, 10, 165
Scenario-based proof-of-concept tests
, 181–182
Science
revisiting
, 64
values and
, 64–65
Science, Technology, Engineering and Mathematics (STEM)
, 64
Self-regulatory codes
, 9
Semi-structured improvisation
, 112
Shared governance
, 38
Skype
, 65
Small-and medium-sized enterprises
, 61
Smart Specialization strategy [RIS3]
, 10, 158–159
Sociocultural activity theories
, 37
Sociocultural theory
, 37–38
Sociology
, 64
South African HEIs, governance evolution in
, 127–129
Spatial approach for quality assurance in higher education
, 153–154
Staff engagement with strategic innovation
, 186–189
Staff recruitment and development for strategic innovation
, 183–184
Stakeholder organizations
, 126
“Stakeholderization”
, 129
Stakeholders and risk
, 114–115
STEAM
, 64
Strategic innovation
, 11, 177–178
higher education adapting insights on strategic innovation from corporate sector
, 180–181
in higher education teaching and learning
, 179–180
management issues in sustaining
, 189–194
next steps in testing adaptability of corporate insights on
, 197–198
scenario-based proof-of-concept tests
, 181–182
scenarios to adapt corporate insights on
, 194–197
across sectors
, 176–177
sources for adapting insights on strategic innovation across sectors
, 197
strategic challenges for teaching and learning in higher education
, 178–179
talent management to initiate
, 182–189
Strategic planning
, 158
building participation, trust, and convergence across dislocated communities
, 42
building response to community silos
, 47–49
creating conditions to hear variety of voices
, 49–50
culturally viable through negotiations within Williams’ shared governance model
, 40–42
defined by distributed leadership and multiplicity of expertise
, 40
institutional memory
, 39–40
internal needs, external review
, 38–39
as multi-governance and multi-leadership environment
, 38
seeding conversation to developing convergence
, 50–52
sociocultural theory
, 37–38
starting context with communities
, 43–47
Strategic risks
, 110
management planning processes
, 27
Stratification
, 79–81
Student Services
, 79, 81
Student Transformative Learning Record (STLR)
, 189–190
Student-centered campus
, 64
diversity and inclusion
, 66–67
innovations
, 65
intellectual capital
, 65–66
revisiting science
, 64
values and science
, 64–65
Subject-level TEF
, 76
Subjective values
, 64
Subversive improvization
, 112
Subversive language
, 79
Supervisory neglect
, 108
Surveys
, 38
Sustainability
, 51, 185
Sustainable governance
, 79
Talent capability
, 194
Talent management to initiate strategic innovation
, 182
continued professional growth for faculty and staff engagement
, 186–189
staff recruitment and development for strategic innovation at Greenfields University
, 183–184
talent development in strategic innovation from corporate sector
, 185–186
Teaching
essentials of
, 62
lecturing to
, 62–63
staff
, 72
strategic challenges for teaching and learning in higher education
, 178–179
strategic innovation in higher education teaching and learning
, 179–180
Teaching Excellence and Student Outcomes Framework (TEF)
, 72
as regulatory policy
, 74–75
Teaching Excellence Framework (TEF)
, 7, 106, 108
Technical and further education (TAFE)
, 165, 169
Tertiary Education Quality and Standards Agency (TEQSA)
, 21
Threat
, 75
of consistent inconsistency
, 77–79
Timberton University
, 72
Top-down policy
, 37
Trust across dislocated communities in college
, 42–52
Turing scheme
, 108
Uncertainty
, 75
Uniformization
, 78
Universities of applied sciences (UASs)
, 159
Universities South Africa (USAf)
, 131
University of Cape Town (UCT)
, 130
University of Witwatersrand
, 130
University/universities
, 4, 5, 90–91
administrator
, 58
challenges in administrating universities
, 58–59
culture
, 132
governance
, 90
levels of pressure emanating from university rankings and isomorphism
, 150–152
previous university governance models
, 91
rankings
, 144
Urban development
, 91
Urban governance
origins of power
, 97–98
regime politics and
, 100
theories of
, 97
urban political structures
, 98–99
urban politics and citizens
, 99
Urban political structures
, 98–99
Urban politics
, 97
and academic municipalities
, 96–97
and citizens
, 99
Urban Social Movements
, 99
Values and science
, 64–65
Vice Chancellor’s team engagement
, 118–120
Webinars
, 65
Williams campus-wide strategic plan
, 38
Williams College
, 36
strategic planner for
, 38
Williams’ shared governance model
, 40–42
Workforce
, 72, 77, 81
Workplace innovation
, 186
Zoom platform
, 65
- Prelims
- Part I: Governance and Daily Practices
- Chapter 1: Introduction to Governance and Management in Higher Education
- Chapter 2: The Role of Enterprise-wide Risk Assessment in Developing Resilient Higher Education Institutions
- Chapter 3: Building Trust and Collaborative Participation in the Strategic Plan: Exploring the Interplay of Governance and Daily Practices at Williams College
- Chapter 4: Improving Operational–Developmental Connections: Creating Positive “Butterfly Effects” in Universities
- Chapter 5: Higher Education Professional Services Staff as Regulatory Policy Actors: an English Case Study
- Chapter 6: Academic Municipalities: Understanding University Governance as Urban Politics
- Chapter 7: Processes for Managing Risk in Higher Education
- Part II: Strategic Plans and Policies
- Chapter 8: Governance of Universities as Public Higher Education Institutions: A South African Context
- Chapter 9: What Is the Mission of This University? The Question of Isomorphism and Quality Practices in the Era of Institutional Rankings
- Chapter 10: Higher Education Institutions: Creating and Implementing Regional Innovative Knowledge Communities – A Comparative Study of Finland and Australia
- Chapter 11: Beyond the Champion – Governance and Management of Strategic Innovation in Higher Education Teaching and Learning
- About the Authors
- Name Index
- Subject Index