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The intent of this chapter is to discuss women managers as change agents in higher education. It focuses women’s increased access to senior academic management positions in Swedish higher education and investigates to what extent this increase is accompanied by changes to a masculine management norm.

The chapter draws on a study that involved qualitative interviews with 22 women in senior management positions in 10 Swedish higher education institutions.

The analysis highlights how women managers become agents of change by challenging a masculine management norm in a work setting where men have dominated management positions. The women challenged the masculine management norm by their mere presence as women but also by adopting a different management style. It also illustrates the multiple aspects of women’s potential to take on the role as change agent.

The results could benefit the development of gender equality strategies and the making of structural changes in organizations dominated by a masculine managerial norm.

The study is based on unique empirical material. The interviewees are women pioneers in the Swedish Higher Education Sector, contributing to the demographic feminization of senior academic management positions and the organizational restructuring.

The purpose of this paper is to focus on the comparative analysis of the Balanced Scorecards of four higher education institutions and aims to define the general framework of the Balanced Scorecard for the higher education institution which concerns: the structure and elements of the Balanced Scorecard; development of the Balanced Scorecards on the different levels of the management system of the higher education institution; definition of the main functions of the Balanced Scorecard which it performs in the process of the strategic management of the German higher education institutions. Balanced Scorecard is analyzed as a strategic management system that translates a higher education institution’s strategy into a comprehensive set of performance measures that provides a framework for a strategic measurement and management system.

The comparative content analysis of the Balanced Scorecards of one Austrian and three German higher education institutions – Johanes Gutenberg University Mainz, Münster University of Applied Sciences (Fachhochschule Münster), Cologne University of Applied Sciences (Fachhochschule Köln), Montan University Leoben.

Using a comparative analysis of the Balanced Scorecards of four higher education institutions this paper argues that Balanced Scorecard provides a systemic view of the strategy of a higher education institution. It ensures a full complex framework for implementation and controlling of the strategy and sets a basis for further learning in the process of the strategic management of the higher education institution according to the scheme “plan-do-check-act”.

This paper provides a basis for the substantial further work on the development of the general framework of the Balanced Scorecard for the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

This paper indicates the particularities of the structure and elements of the Balanced Scorecard, its development in the different levels of the management system of the higher education institution.

This chapter offers a systematic review of research into quality assurance and quality management in higher education. It begins by considering quality as theory and discusses the methodology applied. The origin and meaning of the terms quality assurance and quality management, as they are used in higher education, and their application and practice, are then discussed. The issues and critiques that have been raised concerning quality assurance and management are identified, before some conclusions are reached.

Academics’ perceptions of the motives of the introduction of quality management are still rarely investigated, particularly in Central Asian countries. Thus, this paper aims to understand the internal dynamics of organisational change within higher education institutions.

The paper presents evidence from an online survey of academics from three Kazakh national universities. Their perceptions are presented with a quantitative descriptive approach using means and standard deviations.

The results show that academics perceive institutional (e.g. regulations, professional standards, existing norms, etc.) and instrumental explanations (e.g. institutional learning, improvement, intra- and inter-organisational competition, etc.) of the introduction of quality management as equally important. This contradicts existing evidence from surveys of other groups within higher education institutions.

In addition to evaluating the literature, the paper combines institutional and instrumental reasons for the introduction of quality management in Kazakh universities. Taking a perspective centred on academics, the results indicate that scholars’ assessments reveal a comparatively low variance regarding the importance of quality management. Based on these results, the paper suggests that empirical studies need to be broadened with comparative perspectives from different organisational contexts, groups and administrative traditions.

Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario.

This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education?

A total of 636 papers were recovered. The “Higher Education AND Opportunities,” “Higher Education AND Challenge,” “Higher Education AND Challenges,” “Higher Education AND Opportunity,” “Brazilian AND Higher Education” and “Brazil AND Higher Education” search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement.

The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement.

Suggests the quality in higher education (HE) debate is currently narrowly focussed, essentially around adapting industrial quality systems. Traditionally, the notion of academic freedom was seen as the requirement of excellence in education. In more recent times (pre 1990) measures of quality control were imposed on HE, but their adoption was superficial compared to industry. The post 1990 period saw the need for a considerable increase in the quality systems activity in HE, in view of the dynamism in the sector. The adoption of quality management (QM) was preferred, because of its extensive practice in industry. Presently, its practice in HE is deteriorating into managerialism in institutions, because of lack of development of a shared vision and lack of a match between QM techniques and educational processes. Proposes a new approach to quality systems in HE. QM can still be the broad management methodology but should be adapted to educational processes and be made to preserve the traditional values of academic freedom and collegial modes of operation.

The purpose of this paper is to empirically test the causal relationships in the Malcolm Baldrige National Quality Award (MBNQA) Education Performance Excellence Criteria.

Using a sample of 220 respondents from 15 United Arab Emirates (UAE) universities and colleges, results of regression analysis and confirmatory structural equation modeling show that all of the hypothesized causal relationships in the Baldrige model are statistically significant.

A comprehensive “measurement model” grounded in the Baldrige Performance Excellence in Education Criteria for the 33 items of measurement is developed, tested, and found to be valid and reliable. Leadership is identified as a driver for all components in the Baldrige System, including measurement, analysis and knowledge management, strategic planning, faculty and staff focus and process management. All Baldrige components (categories) are significantly linked with organizational outcomes as represented by the two categories of organizational performance results and student, stakeholder and market focus. The paper also tests the statistical fit of the only Baldrige model dealing with higher education, which was published in 1998 by Winn and Cameron.

The data obtained are based on a sample of UAE higher education institutions. Studies in other countries should be conducted using the developed model to ensure the reliability of the results obtained.

A greater understanding of the linkages between the elements making‐up the MBNQA Education Performance Excellence Criteria model, facilitating the guiding role that the award models play in the implementation of quality management in higher education.

For the first time, an instrument of the MBNQA Education Performance Excellence Criteria is developed and tested. A new in‐depth and holistic perspective for examining the relationships and linkages in the MBNQA Education Performance Excellence Criteria model is provided.

The purpose of this paper is to analyze the relationship between management process alignment, service quality, organizational commitment and high educational performance.

The population of this study was all higher education institutions which provide undergraduate program and operate in Makassar. This study included a total sample of 312 respondents.

There is significant effects of mediation variables of service quality (M1) and organizational commitment (M2) on the relationship between management process alignment (X) and high educational performance (Y) in Makassar, Indonesia.

For this study, cross-sectional data are used considering only one point of time due to which it is harder to see developments. There is a diversity of the characteristics of respondents, especially in terms of age, education, and status, so there is a possibility of a different perception of the content of the questionnaire that affected the selected answer.

This study considered the significant effects of mediation variables of service quality (M1) and organizational commitment on the relationship between management process alignment (X) and high educational performance. Previously, no research has been undertaken to examine the relationship between the location of the study and higher education institutions in the context of Makassar, Indonesia.