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Article
Publication date: 23 March 2012

Diana Burley, Cathy Gnam, Robin Newman, Howard Straker and Tanika Babies

The purpose of this paper is to explore conceptually the role of higher education consortia in facilitating the operational advancement of member institutions, and in…

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880

Abstract

Purpose

The purpose of this paper is to explore conceptually the role of higher education consortia in facilitating the operational advancement of member institutions, and in enabling their development as learning organizations in a changing and competitive higher education environment.

Design/methodology/approach

This article synthesizes the literature on higher education consortia and organizational learning and develops propositions to support future inquiry.

Findings

While some institutions of higher education do indeed learn, the power that consortia hold to extend, expand, and exploit this learning may represent a vast, untapped resource. Through a better understanding of the role that consortium participation may play in organizational learning, a roadmap may be generated for higher education institutions to achieve the cultural and strategic shifts necessary to develop new directions for the delivery of educational content. This enhanced understanding also may help sustain the culture of, and innovative practices used by, learning organizations.

Research limitations/implications

Consortia have the potential to offer a wide variety of benefits to institutions of higher education through innovative structure, operations, and delivery methods, generating tremendous potential for institutions of higher education to become more effective learning organizations.

Originality/value

As institutions of higher learning continue to form collaborative partnerships through higher education consortia, interesting questions arise about the potential unexplored value of these institutional networks. This article suggests that the interplay of diverse practices and sharing of related organizational knowledge across institutions may provide an opportunity for learning and adaptation within them.

Details

International Journal of Educational Management, vol. 26 no. 3
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 29 January 2021

Katrina Crotts Roohr, Margarita Olivera-Aguilar and Ou Lydia Liu

For more than a decade, there has been an increased focus on the need for accountability and transparency about the value that United States and international higher

Abstract

For more than a decade, there has been an increased focus on the need for accountability and transparency about the value that United States and international higher education institutions add to students' knowledge and skills to help increase their economic productivity and career opportunities. This focus on accountability and transparency within the U.S. dates to 2005 when former US Secretary of Education Margaret Spellings established a Commission on the Future of Higher Education to develop a national strategy for higher education reform. This led to an increased focus on measuring value added within higher education institutions and using value-added scores to make institutional comparisons. This chapter presents a brief history of value added within the United States and presents high-level summaries of initiatives, assessments used to measure value added, and a review of how value added is measured. We also present challenges around methodology and interpretation of results. Lastly, we discuss some of the future directions in evaluating value added in higher education and areas for future research.

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Learning Gain in Higher Education
Type: Book
ISBN: 978-1-83867-280-5

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Article
Publication date: 18 March 2021

Bokolo Anthony Jnr.

The aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher

Abstract

Purpose

The aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.

Design/methodology/approach

Quantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.

Findings

Findings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.

Research limitations/implications

Data were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.

Practical implications

This research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.

Social implications

The findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.

Originality/value

This study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

Details

Education + Training, vol. 63 no. 5
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 14 November 2016

Muhammad Sabbir Rahman, Nuraihan Mat Daud, Hasliza Hassan and Aahad M. Osmangani

This research paper aims to provide an empirical examination to explain the relationship between trust, workplace spirituality, perceived risk and knowledge sharing…

Abstract

Purpose

This research paper aims to provide an empirical examination to explain the relationship between trust, workplace spirituality, perceived risk and knowledge sharing behaviour among the non-academic staff of private higher learning institutions.

Design/methodology/approach

A quantitative methodology was adopted to examine the proposed relationship between trust, workplace spirituality, perceived risk and knowledge sharing behaviour. The study used survey data from 240 non-academic staff of private higher learning institutions in Malaysia. This research applied confirmatory factor analysis and structural equation modelling to test the stated hypotheses of the proposed conceptual framework.

Findings

The empirical findings indicate that workplace spirituality has a significant positive influence on knowledge sharing behaviour, whereas trust is found to have a positive effect, mediated by perceived risk, on the knowledge sharing behaviour among the non-academic staff of private higher learning institutions.

Research limitations/implications

The study was limited to private higher learning institutions in Malaysia, and used a cross-sectional research design. Further investigations into the moderating effect of socio-demographic variables are necessary.

Practical implications

The results of this survey provide constructive information towards understanding the extent of knowledge sharing predictors at the individual and non-academic staff levels in the context of private higher learning institutions in Malaysia. Thus, this empirical study serves as a baseline research for this unexplored scope as it provides new information in this field.

Originality/value

Previous studies have not tested the function of trust and workplace spirituality from the perspective of non-academic staff employed in private higher learning institutions.

Details

VINE Journal of Information and Knowledge Management Systems, vol. 46 no. 4
Type: Research Article
ISSN: 2059-5891

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Article
Publication date: 2 November 2018

Muhammad Sabbir Rahman, Mahafuz Mannan, Md. Afnan Hossain and AAhad M. Osman Gani

The purpose of this research is to investigate the significant antecedents that influence students’ awareness of occupational hazards (AOHs) in their respective…

Abstract

Purpose

The purpose of this research is to investigate the significant antecedents that influence students’ awareness of occupational hazards (AOHs) in their respective institutions. The researchers proposed a theoretical model consisting of three dimensions: knowledge sharing behavior (KSB), sense of spirituality (SS) and awareness of occupational hazards (AOHs).

Design/methodology/approach

This study targets students of different public and private higher learning institutions in Bangladesh with a total of 260 respondents, utilizing a survey questionnaire as the data collection instrument to test the proposed conceptual model. The structural equation modeling approach was used to test the proposed model.

Findings

The results show that SS has a mediating effect on KSB and AOHs at higher learning institutions.

Originality/value

The study contributes for first time to the theoretical novelty of the body of the existing literature in the domains of students’ KSB, SS and AOHs. The study also provides insight on future research directions by helping in identifying gaps in literature in this field and higher learning institutions in Bangladesh.

Details

Global Knowledge, Memory and Communication, vol. 68 no. 1/2
Type: Research Article
ISSN: 2514-9342

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Article
Publication date: 11 June 2018

Muhammad Sabbir Rahman, Mahafuz Mannan, Md Afnan Hossain, Mahmud Habib Zaman and Hasliza Hassan

The purpose of this paper is to examine the critical success factor of tacit knowledge-sharing behavior among the academic staff of higher learning institutions.

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1896

Abstract

Purpose

The purpose of this paper is to examine the critical success factor of tacit knowledge-sharing behavior among the academic staff of higher learning institutions.

Design/methodology/approach

A total of 200 questionnaires were distributed among the academic staff of higher learning institutions in Bangladesh. Collectively, 150 usable responses were returned. Apart from descriptive statistics, this research applied confirmatory factor analysis (CFA) and structural equation modeling (SEM) to assess the measurement model and test the research hypotheses.

Findings

The findings from this empirical examination show that all the Big Five personality traits affect tacit knowledge-sharing behavior among the academic staff of higher learning institutions, except conscientiousness personality trait. However, the role of motivation, self-efficacy and mutual trust are also playing a significant role in tacit knowledge-sharing behavior. The CFA, SEM analysis confirmed the proposed conceptual model with a good model fit.

Research limitations/implications

The findings of this research contribute to the understanding of the role of personality traits and other antecedents which play a significant role for the academic staff tacit knowledge-sharing behavior which are interesting for policymakers and authorities of higher learning institutions. As there was no sampling frame, the researchers applied convenient sampling technique in choosing the respondents.

Originality/value

This research plays a pioneering role where it contributes to the growing literature on the relationships between personality traits and other factors to construct a model for the tacit knowledge behavior by considering academic staff of higher learning institutions from a developing country’s perspective.

Details

International Journal of Educational Management, vol. 32 no. 5
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 25 March 2021

Lucy Jelagat Sang, Cephas Odini and Justus Wamukoya

The purpose of this paper is to provide an analysis of ways in which teaching, learning and research can be demystified in higher institutions of learning (HILs). Over the…

Abstract

Purpose

The purpose of this paper is to provide an analysis of ways in which teaching, learning and research can be demystified in higher institutions of learning (HILs). Over the last decade, HILs around the world have faced various transformations to adapt to new opportunities for knowledge dissemination and utilization. Many benefits are gained from implementation of the platform including visibility, status and increased reputation. Despite the high uptake of institutional repositories (IRs) to guide teaching, learning and research of higher institutions learning's digital resources more effectively, little has been written on how IRs can be used for effective teaching, learning and research in higher institutions of learning.

Design/methodology/approach

Using analytical method, this paper analysed and presented various thematical issues on IRs in relation to its efficacy, while proposing solutions for its sustainability.

Findings

The paper found that most universities have embraced IRs as an option for increasing their visibility, status and researchers' relevance in the knowledge world. It is the conclusion of the study that IRs are currently recognized as an essential infrastructure to respond to the higher institutions of learning challenges in the digital world.

Practical implications

This paper provides higher institutions of learning an opportunity to prepare their IRs to demystify teaching, learning and research. Since IRs will make it possible to access variety of information at any time whenever required.

Social implications

Knowledge accessibility and utilization bring about social change in the society.

Originality/value

Little has been documented on how IRs can be used for effective teaching, teaching, learning and research in HILs. This paper provides an analysis of ways in which teaching, learning and research can be demystified in these institutions. Thus, it contributes new knowledge on demystifying teaching, learning and research through IRs in HILs.

Details

Library Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0143-5124

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Article
Publication date: 1 February 2016

Muhammad Sabbir Rahman, Aahad M Osmangani, Nuraihan Mat Daud and Fadi Abdel Muniem AbdelFattah

This paper aims to develop and combined an understanding of the antecedents of knowledge sharing behavior among the non-academic staff of different higher learning

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2110

Abstract

Purpose

This paper aims to develop and combined an understanding of the antecedents of knowledge sharing behavior among the non-academic staff of different higher learning institutions in Malaysia.

Design/methodology/approach

The researchers tested the hypotheses from the survey data from the non-academic staff of different private and public higher learning institutions in Malaysia. This research also applied confirmatory factor analysis and structural equation modeling to examine the proposed hypothesis of this inquiry.

Findings

The results indicate that attitude and subjective norms both influence the staff knowledge sharing behavior significantly and positively. Additionally, this research also revealed that intention of knowledge sharing variable plays a substantial role as a mediating variable in those relationships.

Research limitations/implications

This research is a cross-sectional survey. As a result, the limited sample size in this study may affect the power of generalizability. Further research may prove the model across different times to respect the nature of the knowledge sharing behavior among the non-academic staff of higher learning institutions.

Practical implications

The results of this research clearly explain how academic institutions may proceed for knowledge sharing culture in their respective department by considering the variables used in this inquiry. If the office of any academic institution feels that the knowledge sharing among the non-academic staff is still low, they can utilize the factors as a tool to facilitate the advancement of the knowledge sharing environment in their respective sections.

Originality/value

Previous research primarily focuses on the knowledge sharing behavior of students and lectures ' perspective. This research minimizes the gap by including the non-academic staff of higher learning institutions. In summation, this research also examined the mediating role of knowledge sharing intention in the relationship between attitude, subjective norms and knowledge sharing behavior.

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Article
Publication date: 14 September 2015

Muhammad Sabbir Rahman, Aahad M Osmangani, Nuraihan Mat Daud, Abdul Hannan Chowdhury and Hasliza Hassan

This empirical research aims to, to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust…

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1762

Abstract

Purpose

This empirical research aims to, to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards knowledge-sharing behaviour has attracted significant attention from researchers and practitioners to facilitate the culture of knowledge sharing in organization settings.

Design/methodology/approach

The units of analysis include non-academic staffs who are currently working in different higher learning institutions in Malaysia. Apart from descriptive study, this research applied confirmatory factor analysis and structural equation modelling.

Findings

The result revealed that there is a strong relationship between workplace spirituality and knowledge-sharing behaviour. On the other hand, the perceived risk variables partially mediate the association between trust and knowledge-sharing behaviour.

Research limitations/implications

This research is a cross-sectional study. As a result, the limited sample size in this study may have an effect on the power of generalizability. Further research may be necessary to confirm the model across different industry to reveal the nature of the knowledge-sharing behaviour among the staff.

Practical implications

The findings from this research could help the policymakers and the respective authorities of higher learning institutions to create a knowledge-sharing culture that is needed to support knowledge sharing and knowledge management within the higher learning institutions.

Originality/value

This research not only adds value to knowledge-sharing literature but also used the variable like workplace spirituality under the context of Malaysian higher learning institution.

Details

The Learning Organization, vol. 22 no. 6
Type: Research Article
ISSN: 0969-6474

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Book part
Publication date: 25 July 2019

Katelyn Romsa, Bryan Romsa, Kevin Sackreiter, Jana M. Hanson, Mary Kay Helling and Heidi Adele Sackreiter

There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this…

Abstract

There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this consensus, few theory-to-practice models exist demonstrating how to achieve this goal. Faculty and administrators from a public, land-grant university located in the Midwestern United States are addressing the challenges associated with implementing equity and inclusion at their institution through the development of a model that includes intentional use of theory for designing inclusive learning environments. A primary component of this model was to develop a campus-wide policy across all departments and disciplines. This policy was collectively created with stakeholders across divisions, departments, and disciplines to integrate universal inclusive learning throughout the institution to achieve the aim of inclusive excellence. The outcomes of this policy are in the preliminary stages, but the goal is that far-reaching educational gains will occur in helping students acquire the broad knowledge, higher-order thinking skills, and real-world experiences they need to thrive in a diverse global society. The purpose of this chapter is to provide a helpful way of examining how intentional application of theory might work in higher education institutions to achieve high quality, high-impact inclusive learning for all students.

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

Keywords

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