The purpose of this paper is to redefine quality in the context of “access” providing higher education institutions (HEIs), through a theoretical lens, in order to find…
The purpose of this paper is to redefine quality in the context of “access” providing higher education institutions (HEIs), through a theoretical lens, in order to find solutions to the wicked problem of access vs quality and “inclusiveness vs excellence” debate in higher education (HE).
This theoretical paper builds upon institutional theory and resource dependency theory to, first, analyse access vs quality debate and, second, provide answers to the undesirable and at times conflicting “trilemma” of scale, cost and quality in HEIs. To achieve the second objective, the paper offers a different perspective to address trilemma by proposing a synergistic coexistence between inclusiveness and excellence through “transformative” quality and learning theory.
“Transformative” quality uses reframing the problem, appraising culture and quality concepts, and eventually develops transformative interventions in access providing HEIs to improve their quality and enhance inclusiveness. Inclusiveness in HEIs needs to be addressed through the investigation of specific hypotheses, for which a closer examination of factors impacting the quality of access providing HEIs has been conducted. The goal is to facilitate a perfect mélange of inclusiveness and excellence in HE and, thus, create a new learning environment.
This paper contributes towards the access vs quality debate through transformative quality by developing transformative interventions and investigating factors affecting quality in HE.
The contribution has several policy, managerial and governance implications. Addressing these implications will enable the promotion of the third mission of HE, that is, to develop graduates who meaningfully engage with the society and their profession.
Quality and inclusiveness is a serious global problem requiring immediate attention and rigorous theory-informed frameworks. Through the investigation of specific factors and proposing meaningful interventions, this paper identifies the need to study a critical issue having global implications and investigates how it can be resolved.
Few issues in recent times have so provoked debate and dissention within the library field as has the concept of fees for user services. The issue has aroused the passions of our profession precisely because its roots and implications extend far beyond the confines of just one service discipline. Its reflection is mirrored in national debates about the proper spheres of the public and private sectors—in matters of information generation and distribution, certainly, but in a host of other social ramifications as well, amounting virtually to a debate about the most basic values which we have long assumed to constitute the very framework of our democratic and humanistic society.
This study compares the strategies and impact of six British activist groups, as documented in 1997, with data gathered on the same groups in 2000. These groups, Voice of…
This study compares the strategies and impact of six British activist groups, as documented in 1997, with data gathered on the same groups in 2000. These groups, Voice of the Listener and Viewer, Campaign for Quality Television, Deaf Broadcasting Council, Consumers Association, National Consumers Council and National Listeners and Viewers Association, attempted to build a public sphere for generating debate around and catalysing changes to broadcasting policies and programming. They were tracked in 2000 in order to identify those issues, relationships and groups that had endured. The research design provided a telescopic look at their interactions with their targets and with each other during a period of rapid technological and industry change. In a multichannel broadcasting environment where convergence and globalisation are buzzwords, activists used public relations to create a broader public forum for a wide range of significant issues with which to engage demographically, psychographically and geographically diverse publics. The ensuing media education, media advocacy and relationship building, although elite in origins, strengthened democratic discourse, thus reaffirming broadcasting’s invaluable role in civil society.
Research has already uncovered a great deal of evidence about the individual and organizational qualities that enhance effective teaching and the kinds of qualifications…
Research has already uncovered a great deal of evidence about the individual and organizational qualities that enhance effective teaching and the kinds of qualifications (attributes) that are associated with effective teaching and learning. From a research perspective, increased precision and specificity in the definition and refinement of specific concepts (e.g., pedagogical content knowledge) will increase academic knowledge about the relationship between teacher characteristics, working conditions, and the quality of instruction that takes place. This knowledge may have little effect on policy formation. From a policy perspective, a holistic or organic conception of teacher quality will be critical for effective policy formation and implementation. At some point, academic knowledge about different aspects of effective or “quality” teaching need to be connected to a general concept of a quality teacher in order to be effectively inserted into policy debates and the general media. Systematic use of academic knowledge is often hindered by either the narrow focus of the research, or by its limited application to actual teacher practice. In spite of these limitations in academic research, there are areas where academics, policymakers, and practitioners have achieved consensus or are converging on shared constructs of promise. In other areas, both academic and political debates seem locked into conflict over constructs related to teacher quality. Identifying these three broad categories of consensus, convergence, and conflict provides a broad framework to assess the kinds of research and the kinds of reform that need to be carried out in order to promote and sustain teachers’ development and implementation of their professional skills in the classroom.
Despite a legacy of research that emphasizes contradictions and their role in explaining change, less is understood about their character or the mechanisms that support…
Despite a legacy of research that emphasizes contradictions and their role in explaining change, less is understood about their character or the mechanisms that support them. This gap is especially problematic when making causal claims about the sources of institutional change and our overall conceptions of how institutions matter in social meanings and organizational practices. If we treat contradictions as a persistent societal feature, then a primary analytic task is to distinguish their prevalence from their effects. We address this gap in the context of US electoral discourse and education through an analysis of presidential platforms. We ask how contradictions take hold, persist, and might be observed prior to, or independently of, their strategic use. Through a novel combination of content analysis and computational linguistics, we observe contradictions in qualitative differences in form and quantitative differences in degree. Whereas much work predicts that ideologies produce contradictions between groups, our analysis demonstrates that they actually support convergence in meaning between groups while promoting contradiction within groups.
While distribution channels of theses and dissertations have changed significantly in the digital age, they are generally still considered grey literature. This paper aims…
While distribution channels of theses and dissertations have changed significantly in the digital age, they are generally still considered grey literature. This paper aims to argue the applicability of the concept of grey to electronic theses and dissertations (ETDs).
The paper is presented as a debate between two contradictory opinions on the application of the grey literature concept to ETDs.
The paper provides a definition of grey literature and then discusses its application to electronic dissertations and theses. In particular, it assesses the aspects of acquisition, quality, access and preservation. Some arguments highlight the “grey nature” of ETDs, such as the limited access via institutional and other repositories. Other arguments (e.g. the development of ETD infrastructures and the quality of ETDs) question this grey approach to ETDs. The paper concludes that “greyness” remains a challenge for ETDs, a problem waiting for solution on the way to open science through the application of the FAIR (findability, accessibility, interoperability reusability) principles.
Research limitations implications
Library and information science (LIS) professionals and scientists should be careful about using the concept of grey literature. The debate will help academic librarians and LIS researchers to better understand the nature of grey literature and its coverage, here in the field of ETDs.
Some definitions from the print age may not be applicable to the digital age. The contradictory character of the debate helps clarify the similitudes and differences of grey literature and ETDs and highlights the challenge of ETDs, in particular, their accessibility and findability.
Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of…
Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.