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Book part
Publication date: 5 February 2016

W. Richard Scott and Manuelito Biag

Media characterizations of the state of higher education in America often seem bipolar. They emphasize either the accomplishments of the most successful elite schools or the…

Abstract

Media characterizations of the state of higher education in America often seem bipolar. They emphasize either the accomplishments of the most successful elite schools or the failures of colleges that are beset by problems and falling behind the performance of schools in other developed societies. A more complete understanding of higher education is obtained by embracing an organization field perspective, which recognizes the multiplicity of schools that exist – their varying origins, missions, structures, and performance metrics. This diversity is concretized by focusing on the evolving characteristics of colleges in one metropolitan region: the San Francisco Bay Area. The field perspective also calls attention to the support and governance systems that surround colleges and account for much of the stability of the field.

Organization fields are shaped by both isomorphic and competitive processes. Isomorphic processes have been dominant for many years, but now competitive processes are in ascendance. All fields are embedded in wider societal structures, and the field of higher education is richly connected in modern societies with the economic, stratification, and political spheres. Some of these interdependences reinforce within-field processes, some recast them, and still others disrupt them. The appearance of new technologies, new types of students, and changing work requirements have begun to unsettle traditional field structures and processes and encourage the development of new modes of organizing. Over time, the dominant professional mode of organizing higher education is being undercut and, in many types of colleges, supplanted by one based on market forces and managerial logics.

Details

The University Under Pressure
Type: Book
ISBN: 978-1-78560-831-5

Keywords

Article
Publication date: 13 July 2010

Jean Hertzman and Robert Ackerman

The purpose of this study is to determine which categories and indicators of quality are best suited to evaluating associate degree culinary arts programs (ADCAP).

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Abstract

Purpose

The purpose of this study is to determine which categories and indicators of quality are best suited to evaluating associate degree culinary arts programs (ADCAP).

Design/methodology/approach

The researchers surveyed a national sample of culinary educators and industry chefs in the USA. The instrument asked the participants to rate the importance levels of 50 potential quality indicators for ADCAP. The data were analyzed to determine the most important indicators as well as categories of indicators.

Findings

Data analysis revealed the five most important indicators of quality, based on mean scores, to be: sanitation of kitchen laboratories; industry experience of faculty; subject experience of faculty; required internship; and job placement rates. From these data, the researchers developed a list of 20 suggested quality indicators. The indicators were originally divided into eight categories. The majority of the suggested indicators came from the faculty, organization and administration, and facilities categories. However, factor analysis revealed that the list of indicators could more appropriately be divided into 13 categories.

Research limitations/implications

The members of the American Culinary Federation surveyed may not be representative of all chefs in the USA.

Practical implications

The results provide a basis for educators, students, employers and other stakeholders of ADCAP to evaluate these programs and suggest future research to further evaluate ADCAP quality.

Originality/value

This paper applies multiple theories of evaluating quality in higher education to a type of program that has been under‐researched in the academic literature.

Details

Quality Assurance in Education, vol. 18 no. 3
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 25 January 2019

Robert Lloyd, Michael J. Martin, James Hyatt and Addison Tritt

The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold…

Abstract

Purpose

The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally “close the deal” by having the prospective student visit campus.

Design/methodology/approach

This paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon’s (1996) entrepreneurial skillset is analyzed, as is the application of “live” group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class.

Findings

The case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the college vis-à-vis higher matriculation numbers. The entrepreneurial skillsets and “live” group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies.

Originality/value

The paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 3
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 21 August 2007

Jonathan Gueverra

The paper aims to provide administrators with a comprehensive view of the necessity for careful strategic planning to deal with the emerging “virtu‐versity.”

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Abstract

Purpose

The paper aims to provide administrators with a comprehensive view of the necessity for careful strategic planning to deal with the emerging “virtu‐versity.”

Design/methodology/approach

This paper examines current trends in e‐learning in the USA and extrapolates its impact to provide strategic guidance for colleges as they consider issues related to organization and governance, physical facilities and virtual environments.

Findings

The paper provides a suggested list of areas to consider before and during the transformation that leads to more on‐line courses and programs.

Research limitations/implications

The paper is not based on empirical research and is confined primarily to what is occurring in the USA.

Practical implications

The paper offers an overview that can help administrators begin and continue planning for the explosion of e‐learning.

Originality/value

This paper gives a general and balanced view of the need for strategic positioning in considering how e‐learning may continue to affect higher education.

Details

On the Horizon, vol. 15 no. 3
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 15 August 2008

Thomas W. Sharkey and Don R. Beeman

Hypercompetition has long been recognized as a significant problem in almost all manufacturing industries. Service industries are also experiencing the problems of

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Abstract

Purpose

Hypercompetition has long been recognized as a significant problem in almost all manufacturing industries. Service industries are also experiencing the problems of hypercompetition. Now, it seems to be spreading to higher education with significant consequences. This paper aims to describe the movement toward hypercompetition and the implications specifically for the MBA program.

Design/methodology/approach

This paper directly compares the experiences of industrial hypercompetition with what is developing within universities. Since businesses are typically farther along in the process of responding to hypercompetitive markets, they provide insight into what educational institutions might expect to occur and how they could respond to this threat despite the differences between these two types of organizations.

Findings

The paper finds that technological change, globalization, and increased competition are the most important environmental challenges facing MBA programs today. Technology, in particular, seems to be acting as the principle disruptor of the traditional MBA model. Additionally, corporate MBA programs and international competition have become important considerations. The important question is will Peter F. Drucker be correct that traditional universities will be severely challenged by technology‐based competition?

Originality/value

This paper provides useful information on hypercompetition and the implications specifically for the MBA program.

Book part
Publication date: 26 May 2021

Ernest C. Evans, Brandon D. Brown and Karen Bussey

As the mission of this text calls us to engage in articulating a vision that speaks to the power and potential of the next chapter in the historically Black college and university…

Abstract

As the mission of this text calls us to engage in articulating a vision that speaks to the power and potential of the next chapter in the historically Black college and university (HBCU) narrative, we propose that we take a moment to critically reflect in order to contextualize and establish a vision of the road ahead that is clear and informed. The past decade ushered in many significant shifts in policy and practice with varying outcomes that have uniquely and forever shaped the future of our beloved institutions and we must be careful not to forget these pivotal moments. Utilizing a robust critical discourse analysis, the authors of this chapter will explore topics ranging from resource development and institutional leadership at HBCUs to the critical role of research as a mechanism for owning and sharing our individual and collective HBCU narratives in 2020 and beyond. The authors will provide a timeline of events and discuss their impact on HBCU stakeholders and institutional operations, while also taking the time to provide recommendations for preparing for and possibly circumventing comparable issues in the future. Although HBCUs find themselves navigating a constantly evolving sociopolitical landscape, we are certain that being mindful of our immediate past and committed to our historical purpose provides the best route for us to be intentional about our future.

Details

Reimagining Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-80043-664-0

Book part
Publication date: 28 September 2020

Mary A. Malina and Basil P. Tucker

Purpose – The authors investigate the interpretations of senior university decision-makers on three questions: (1) What constitutes “relevant” research? (2) In what ways is the…

Abstract

Purpose – The authors investigate the interpretations of senior university decision-makers on three questions: (1) What constitutes “relevant” research? (2) In what ways is the relevance of research typically measured? and (3) What alternative ways might be adopted in measuring the relevance of research?

Design/methodology/approach – This exploratory study adopts an inductive approach, informed by data collected from semi-structured interviews with senior research-related university leaders and archival sources in five Australian and eight US universities.

Findings – There is considerable convergence in the conceptualization as well as the operationalization of the notion of relevance between the Australian and US universities participating in this study. The evidence supports a relational rather than currently prevailing transactional approaches in operationalizing the concept of research relevance. This relational approach emphasizes the importance of stakeholders, their needs and expectations, and their engagement in the articulation of measures that demonstrate the relevance of research in both the short and longer terms.

Research limitations/implications – The evidence is primarily based on the views of university senior management drawn from a relatively small number of universities leading to questions about the representativeness and generalizability of the findings. Moreover, the findings have been informed by leaders at the most senior hierarchical levels. Although consistent with the aim of the study, the views of university leaders provide only one view on our research questions.

Originality/value – The authors provide a conceptual view of research relevance from the perspective of one pivotal group – university senior management – that has been largely and surprisingly overlooked in discussions of the relevance of academic research.

Book part
Publication date: 3 August 2020

Daniel J. Harper and Laura M. Harrison

Higher education in the United States aims to nurture civically engaged and democratically minded individuals. During its long history, nonprofit higher education has successfully…

Abstract

Higher education in the United States aims to nurture civically engaged and democratically minded individuals. During its long history, nonprofit higher education has successfully responded to that call. While for-profit higher education is not new, in recent decades its expanded reach and career-focused influence have begun to drastically challenge our thinking about all of higher education and specifically the character and practices of nonprofit institutions. At the same time, for-profit institutions of higher education have been highly criticized for their administrative practices, their cost, and their questionable outcomes. Given this criticism, there has been only limited study of the student experience with for-profits. This chapter introduces a brief history of for-profit education in the United States and offers an overview of studies exploring the student experience at for-profit institutions. It examines the relationship between administrative practices at for-profit institutions and how those practices have affected students and their educational choices, both before enrolling and after graduation. By doing so, the reader is challenged to consider the past, present, and future of higher education along with its role and mission of shaping individuals and society.

Details

Leadership Strategies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-427-9

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Article
Publication date: 1 March 1997

Mary Fischer

The ability of investors, taxpayers and researchers to compare financial statements issued by hospitals, universities and other governmental agencies is affected by their…

Abstract

The ability of investors, taxpayers and researchers to compare financial statements issued by hospitals, universities and other governmental agencies is affected by their understanding of current accounting and reporting rules. Publicly owned not-for-profit organizations report different financial results from those that are privately owned. This study looks at the historical events that brought about the accounting and reporting divergences, discusses the recognition and reporting differences, and explores the implications for statement users.

Details

Journal of Public Budgeting, Accounting & Financial Management, vol. 9 no. 2
Type: Research Article
ISSN: 1096-3367

Article
Publication date: 28 September 2010

Gail O. Mellow and Diana D. Woolis

The purpose of this paper is to describe the major influences shaping higher education today and how they will transform higher education over the next 20 years.

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Abstract

Purpose

The purpose of this paper is to describe the major influences shaping higher education today and how they will transform higher education over the next 20 years.

Design/methodology/approach

The paper is based on research and observation of the higher education system in America. It uses LaGuardia Community College, a large, two‐year college located in Queens, New York, as a signpost for the anticipated changes.

Findings

There are three fundamental and monumental changes that will profoundly alter the field of higher education in the next several decades: the globalization of higher education; the impact of technology on changing definitions of students, faculty and knowledge; and the impact of the marketplace on the basic “business model” of higher education. The paper describes how each of these three forces will reshape higher education, while identifying factors that may accelerate or inhibit the impact of these influences.

Originality/value

This paper draws on the knowledge, experiences and insights of two leading higher education leaders, who regularly interact with countless faculty, administrators, students and policy makers.

Details

On the Horizon, vol. 18 no. 4
Type: Research Article
ISSN: 1074-8121

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