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1 – 10 of over 2000Małgorzata Zdzisława Wiśniewska and Piotr Grudowski
To recognize the existing state of knowledge on a culture of excellence (CoE) in higher education institutions (HEIs) and to define the CoE in HEI and the dimensions that make up…
Abstract
Purpose
To recognize the existing state of knowledge on a culture of excellence (CoE) in higher education institutions (HEIs) and to define the CoE in HEI and the dimensions that make up that culture. A subsidiary goal is to propose a qualitative tool to measure CoE maturity.
Design/methodology/approach
The study was based on the qualitative method, the preferred reporting system of systematic reviews and meta-analysis (PRISMA). Next, the conceptual work method was used.
Findings
A research gap in the topic of CoE in HE has been confirmed. The CoE's own definition has been proposed, as well as a set of seven dimensions that comprise it, such as: Clear vision, mission and goals for excellence; Leadership oriented to excellence; Employee engagement; Human resources management; Meeting and exceeding student and staff expectations; Continuous improvement of processes through innovation and excellent practices; and Partnership and teamwork for improvement.
Research limitations/implications
The study research was limited to open-access articles. Therefore, in the future, the search can be broadened to include monographs or doctoral dissertations, and other peer-reviewed studies. The research implications are related to the originality of our work and the proposals of two concepts – a CoE model and a CoE maturity assessment tool.
Practical implications
Leaders at universities, e.g. rectors and deans, can take into account the identified dimensions and progressively provide them as conditions conducive to achieving above-average levels.
Originality/value
This is the first literature review on CoE in HEIs, which can be considered an original contribution to science and practice. The original contribution of the paper is also the proposal of a CoE conceptual model and a CoE maturity assessment tool.
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The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering…
Abstract
The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering stakeholders as key players in serving the market and in improving HE instruction, a two-sided collaborative involvement should aim at satisfying the mutual interests and overcoming existing barriers. Quality assurance systems have always supported crossing these barriers to link with the external stakeholders. However, many of the external quality assurance agencies (EQA) in the Middle East and North Africa (MENA) region specify a group of external holders, limiting the various types of key stakeholders needed to enhance the academic programs. On the other hand, there are encountered risks in involving stakeholders if left with no objective guidance, especially that quality agencies are formidably urging the universities to consider the external stakeholders’ inputs to satisfy the quality assurance standards. The main objective of this chapter is to investigate the types of stakeholders’ and their levels of involvement within the local higher education institutions (HEIs). The chapter aims to provide an insight to invest in this involvement and utilize it to further improve the programs and their graduate attributes and suggests actions that would proficiently and truly enhance the involvement of external stakeholders. The outcomes of this chapter are expected to guide the EQAs and the HEIs to develop new practices in involving stakeholders, such as curriculum input, collegiate internships, aligning graduate attributes to market needs, financial support through endowments, professional development, and partnerships in service-level agreements.
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Chad Hershock, Michael C. Melville, Jacqueline Stimson and Heather Dwyer
The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The…
Abstract
Purpose
The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications for educational development.
Design/methodology/approach
Using pre/post-assessments, the author measured participants' learning gains and skill development. In Study 1, the authors measured learning gains for 109 computer science GUSIs randomly assigned to complete the modules or not. Participants who completed the modules performed significantly better on the post-assessment relative to the control group across all seven module learning objectives aligned with GUSI responsibilities. In Study 2, we iterated on both assessments and modules, replicating Study 1 results for GUSIs from other quantitative disciplines. In Study 3, the authors compared learning gains from online modules to in-person training sessions, focusing on the authentic task of providing written feedback on student work.
Findings
Proficiency improved equally and significantly via both training modalities.
Originality/value
At research-intensive universities, GUSI training can be inconsistent and difficult to scale and rarely assessed via direct measures of outcomes. To the authors’ knowledge, this is the first study to rigorously measure GUSI skill development via authentic assessment tasks such as grading student work and/or providing effective written feedback rather than simply testing knowledge. This study also addresses implications for designing and implementing effective GUSI training at scale.
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Anas A. Al Bakri and Nazzal M. Kisswani
This study aims to provides the insights on the advantages and disadvantages of international franchising and licensing from the perspectives of legal and business considerations…
Abstract
Purpose
This study aims to provides the insights on the advantages and disadvantages of international franchising and licensing from the perspectives of legal and business considerations in the Gulf Cooperation Council (GCC).
Design/methodology/approach
Using a quantitative research approach, the authors conducted a survey with 150 business owners and franchisees in the GCC and analyzed the data using descriptive statistics, structural equation modeling and frequency analysis.
Findings
The findings reveal that while international franchising and licensing offer significant benefits for business expansion and revenue growth, they also pose risks related to legal compliance, cultural differences and intellectual property protection. Indeed, the results of this study provide valuable insights into the advantages and disadvantages of international franchising and licensing in the GCC from both legal and business perspectives.
Originality/value
There is limited research on the legal and business perspectives of international franchising and licensing in the GCC. This study contributes to the literature by providing a comprehensive analysis of the legal and business perspectives of international franchising and licensing in the GCC.
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Ashita Aggarwal and Rajiv Agarwal
After completion of the case study, the students will be able to appreciate and understand why brands are an essential asset to the company and how they can enhance business…
Abstract
Learning outcomes
After completion of the case study, the students will be able to appreciate and understand why brands are an essential asset to the company and how they can enhance business value, understand the factors needed to grow brands in the growth stages and evaluate the choices that start-up companies have to grow their brand in competitive and growing markets.
Case overview/synopsis
Mamaearth was born as a direct-to-consumer brand in 2016 by a couple who could not find chemical-free, safe products for their child. The company that introduced as a baby-care brand soon consolidated itself to play in the space of personal care category (targeting millennials), and by 2020, it was earning majority of its revenue from skincare. It started by leveraging the power of social media space and online commerce and slowly moved to be a national brand with offline footprint and mass-media communication. In its growth journey, it acquired many brands and launched a few to cater to the specialized needs of its target audience. As the company grew, attracted impressive investors and started clocking profits, it aspired for an initial public offering (IPO). Varun and Ghazal Alagh, the founders of Mamaearth, knew that to refloat an IPO and to grow the company further, they needed to redefine their portfolio and marketing strategy. They had a choice to either invest in building a broader portfolio – organically or inorganically – or expand across geographies. Both were an option, albeit expensive, which could cost Mamaearth its profitability.
Complexity academic level
This case is intended for discussion in undergraduate and graduate management courses.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS 8: Marketing.
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Mamun Billah, Zahir Uddin Ahmed and Mohoboot Ali
This study aims to examine staff responses to management control systems (MCS) changes in an Australian university. Through the analysis of the category of staff responses, it…
Abstract
Purpose
This study aims to examine staff responses to management control systems (MCS) changes in an Australian university. Through the analysis of the category of staff responses, it aims to understand the perception gaps among the staff at different levels of the university.
Design/methodology/approach
Using a case study approach on an Australian university, data was collected from interviews with staff across three hierarchical levels to explore their behavioural responses.
Findings
This study finds that staff at all levels largely complied with MCS changes due to institutional enforcement. Top management emphasised aligning with government policies and funding, often using manipulation and compartmentalisation tactics in implementing the new MCS. Mid-level managers generally favour research strategies but feel excluded from decision-making and have limited influence over funding. They adopted a balancing tactic within a compromise strategy. Meanwhile, operating-level academics had mixed experiences, feeling largely powerless in influencing MCS while also showing instances of self-motivated compliance. Overall, the study reveals varying responses across different hierarchical levels, highlighting the complexities of MCS changes in staff behaviour and attitudes.
Research limitations/implications
The insights from this study can guide university administrators and policymakers in understanding the intricate variations in staff reactions to institutional changes. By recognising the factors that drive compliance and defiance, institutions can better navigate and implement changes in MCS.
Originality/value
This research offers a unique perspective on the behavioural side of MCS changes in higher education. By focusing on varied hierarchical levels within a university, the study provides a granular understanding of individual responses, enriching the existing literature on MCS transitions in academia.
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