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1 – 10 of 28
Book part
Publication date: 28 June 2011

Kerri-Lee D. Krause

This chapter explores strategies for engaging students in the first year of university study. It draws on a national study of the first year experience in Australia and proposes a…

Abstract

This chapter explores strategies for engaging students in the first year of university study. It draws on a national study of the first year experience in Australia and proposes a model of student engagement, highlighting the multi-faceted nature of the construct. A holistic student life cycle approach to student engagement is proposed as the basis for transforming learning experiences in the first year of university study. This approach includes consideration of the role played by pre-arrival engagement opportunities, the importance of engagement with institutional cultures, practices and communities, along with engagement with disciplinary contexts and cultures. A whole-of-institution approach to student engagement is argued, along with the importance of focussing on shared responsibilities for learning.

Article
Publication date: 4 September 2017

Michael Scoullos, Vicky Malotidi, Paula Lindroos and Sinikka Suomalainen

The purpose of the paper is to present and compare collective efforts of higher education institutions working through regional networks in introducing and promoting education for…

Abstract

Purpose

The purpose of the paper is to present and compare collective efforts of higher education institutions working through regional networks in introducing and promoting education for sustainable development (ESD) and environmental education (EE) in two most significant EU boarder regions. Efforts to support EE/ESD in higher education are usually undertaken at individual universities and, in some cases, at national level, still remaining very fragmented; therefore, the examples of University networks in the Baltic and the Mediterranean regions are of particular interest and importance. Both regions have regional conventions, protocols and strategies for the relevant seas, bringing EU and neighbouring countries of the regions together for the protection of the environment and the promotion of sustainable development (SD) within which EE and ESD are embedded.

Design/methodology/approach

This paper presents the driving forces for the establishment, evolution and design of relevant activities of these two networks, making also a few inter-comparisons and recommendations for further improvements.

Findings

Both regions, the Baltic and the Mediterranean, have multiple needs and high potential for more efficient linking of SD with higher education. Early enough it was realised that regional networking could stimulate countries and universities towards this task. Two networks were set up: the Baltic University Programme (starting already in 1991) and the Mediterranean Universities Network for SD focusing on ESD (starting in 2007). The paper reviews main activities of the networks together with lessons learned and gives directions for their future operations.

Originality/value

This paper is one of the rare case studies related to higher education networking on ESD and demonstrates how networking on ESD, apart from enhancing professional development, supports also SD and promotes cooperation and peace in regions that have a history of frequently turbulent relationships.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 18 November 2013

Carol A. Adams

This article aims to provide a perspective on sustainability reporting and performance management in the university sector making a case for increased accountability, improved…

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Abstract

Purpose

This article aims to provide a perspective on sustainability reporting and performance management in the university sector making a case for increased accountability, improved (management of) performance and greater innovation in approach.

Design/methodology/approach

The author provides a personal perspective drawing on experience in sustainability standard setting and as a sustainability researcher, advisor and practitioner in the university sector and others.

Findings

The paper finds that university practice in sustainability reporting and performance management significantly lags other sectors and falls far short of optimising the potential of the sector to influence transformational change through knowledge transfer.

Research limitations/implications

The paper suggests some areas for further research.

Practical implications

This article makes a case for increased sustainability performance management and reporting in universities arguing that it would lead to increased accountability and improved performance. It calls for social, environmental and economic sustainability to integrated into university processes. The paper has implications for university policy makers and regulators.

Originality/value

Little attention has been paid to the university sector in the sustainability reporting and social responsibility literature or indeed in recognised standards for sustainability reporting and management.

Details

Sustainability Accounting, Management and Policy Journal, vol. 4 no. 3
Type: Research Article
ISSN: 2040-8021

Keywords

Article
Publication date: 18 November 2013

Clemens Mader, Geoffrey Scott and Dzulkifli Abdul Razak

Numerous policy announcements and articles have been produced over the past 20 years calling for higher education institutions to give greater focus to social, cultural, economic…

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Abstract

Purpose

Numerous policy announcements and articles have been produced over the past 20 years calling for higher education institutions to give greater focus to social, cultural, economic and environmental sustainability in their curriculum, research, engagement activities and operations. However, there has been much less attention given to establishing how to ensure these desired developments are successfully initiated, implemented and sustained. It is to these key areas of effective change management, leadership, support and governance for embedding sustainability into the core activities of higher education institutions through transformation that this special issue of Sustainability Accounting, Management and Policy Journal (SAMPJ) gives focus. The paper aims to discuss these issues.

Design/methodology/approach

This paper brings together a consolidated analysis of the existing empirical literature on effective change management and leadership in higher education transformation with particular focus on the results of a recent international empirical study of 188 experienced leaders of sustainability in universities in Australia, the UK, the European Mainland, North America and South Africa.

Findings

The paper brings together the case for action in the sector, identifies an integrating framework for addressing sustainable development in the university curriculum, research, engagement activities and operations consistently, comprehensively through a whole institutional approach and identifies the key challenges and lessons on effective change management and leadership for sustainability transformation initiatives in universities and colleges.

Originality/value

Higher education institutions often give more attention to discussing what should change in their provision than to ensuring that desired transformations are actually put into practice effectively, sustainably and with positive impact. This paper and the articles which follow seek to address this gap.

Details

Sustainability Accounting, Management and Policy Journal, vol. 4 no. 3
Type: Research Article
ISSN: 2040-8021

Keywords

Article
Publication date: 22 June 2012

Stephen J. Marshall

The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning…

Abstract

Purpose

The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development.

Design/methodology/approach

After reviewing and discussing the research literature on e.learning in higher education institutions from 2000 to 2010 to identify the issues associated with leading and managing the development, implementation and evaluation of e.learning, the paper describes and makes an argument for how a new conceptual framework for leading and managing the development of learning and teaching in higher education, developed and reported elsewhere (Marshall et al.), might be used to guide the development, implementation and evaluation of e.learning strategy.

Findings

While subject to the limitations of all conceptual/analytical frameworks, it is argued that this new conceptual framework is able to first alert those with the responsibility for the development of e.learning to many of the critical issues identified in the research literature as being associated with its development, implementation and evaluation, and second, assist in conducting and developing the multi‐dimensional SWOT analyses and strategies necessary to guide the development, implementation and evaluation of e.learning.

Originality/value

This is the first paper to demonstrate the applicability of Marshall et al.'s new conceptual framework for leading and managing the development of learning and teaching to the development, implementation and evaluation of e.learning strategy.

Details

Campus-Wide Information Systems, vol. 29 no. 3
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 5 May 2015

Amanda Carr, Gwen Gilmore and Marcelle Cacciattolo

The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching…

Abstract

Purpose

The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE).

Design/methodology/approach

This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as “threading,” to unpack over-arching themes that were embedded in each other’s narratives.

Findings

Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers’ mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives.

Social implications

A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for.

Originality/value

Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.

Details

Qualitative Research Journal, vol. 15 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 28 October 2005

Kerri-Lee Krause, Hamish Coates and Richard James

Our objective in this chapter is to examine the issues associated with measuring and evaluating the internationalisation of universities. To this end, we propose and critically…

Abstract

Our objective in this chapter is to examine the issues associated with measuring and evaluating the internationalisation of universities. To this end, we propose and critically examine a preliminary framework for categorising potential indicators for monitoring the nature and extent of institutional internationalisation. Our work draws from the Australian situation and the observation that, despite the explicit goal of internationalisation for many universities, there have been few reports of efforts to develop performance indicators in this area.

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

Article
Publication date: 15 August 2018

Jay Andrew Cohen

As a means of better understanding learner success, higher education institutions, training providers, and corporate learning and development teams are contemplating the…

549

Abstract

Purpose

As a means of better understanding learner success, higher education institutions, training providers, and corporate learning and development teams are contemplating the opportunities learning analytics affords. Simply put, learning analytics is the collection, analysis, and reporting of learner data, for the principle means of enhancing learning. It is argued that learning analytics – when available in a consistent and digestible format – not only provides educators with a clear view of the learners “footprint” but also allows for the means of navigating the broad spectrum of possible learning interventions. This brief paper outlines a clear definition of learning analytics and provides some suggestions on how learning analytics can assist in informing the decision-making relating to learning interventions for learning designers and educators via an evidence-based approach, one in which learner success is at the forefront.

Design/methodology/approach

Viewpoint paper

Findings

This paper has found that the collecting, reporting, predicting, and acting on learning analytics are more effective means of targeting adjustment to learning material, including interactive aspects, videos, text, discussion board activities, collaborative group work, assessment tasks, quizzes, branching scenarios, and teacher facilitated learning interventions.

Research limitations/implications

This is not a research paper, and as such so no limitations/implications are presented.

Practical implications

This paper explores how this is undertaken using an evidence-based approach, one in which learner success is at the forefront.

Social implications

This paper provides some practical strategies for trainers, educators, and learning designers.

Originality/value

Viewpoint paper

Details

Development and Learning in Organizations: An International Journal, vol. 32 no. 4
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 19 June 2019

Angelo Paletta and Alessandra Bonoli

Starting from the experience of the University of Bologna, this paper provides an innovative framework to analyse how universities are rethinking courses and curricula, teaching…

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Abstract

Purpose

Starting from the experience of the University of Bologna, this paper provides an innovative framework to analyse how universities are rethinking courses and curricula, teaching, research programmes, campus operation and partnership to address the Agenda 2030.

Design/methodology/approach

The paper proposes a methodological approach to represent direct and indirect impacts produced by all universities’ activities.

Findings

The commitment to sustainability of the University of Bologna was made clear through the last Strategic Plan approach explicitly aimed at the consideration of the U.N. Sustainable Development Goals (SDGs). Parallel to the process of integration of the SDGs in strategic planning, the University has an additional tool for reporting on the extended performance, which was presented during the G7 Environment held in Bologna in June 2017.

Research limitations/implications

This study focussed on the University of Bologna experience, according with HEIs sustainability approach over the world. A bit too technical sometimes to explain each practical point of activity related with the commitment in SDGs.

Practical implications

The multi-year experience acquired by the University of Bologna through a process of reporting that combines the economic dimension with the social and environmental, has as a natural outlet questioning the priorities to be pursued in teaching, research and the third mission to contribute to the Agenda 2030.

Social implications

It is shown as Alma Mater promotes actively the principles of sustainability also in terms of enhancement of collectivity welfare, the economic growth, the social equity and the capability of involved people to actually work together for the common good.

Originality/value

On the basis of the experience of the University of Bologna, an innovative framework can be provided to analyse how universities are rethinking all their activities to address the Agenda 2030.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 4 June 2018

Caterina Cavicchi and Emidia Vagnoni

This paper aims to analyze the process of implementation of a sustainability performance measurement (SPM) system by a North Italian university, which was constructed based on a…

Abstract

Purpose

This paper aims to analyze the process of implementation of a sustainability performance measurement (SPM) system by a North Italian university, which was constructed based on a participatory multi-stakeholders’ approach. In addition, it provides evidence on the use of outcome indicators.

Design/methodology/approach

The methodology is based on a single exploratory case study research.

Findings

The process of implementation of the new SPM system started with the intervention of an academic in accounting who acted as a propeller. The adoption of the framework required a shared meaning of sustainability among different stakeholders and indicators to track the shift toward sustainable development (SD). Despite the authors could not prove the stable adoption of the framework for the future, as new governing bodies were appointed in Beta, that framework could be considered a valid attempt to move from a single projects’ evaluation on sustainability performance to a systemic approach and introduce outcome indicators in performance appraisal. The framework supported university’s decision-making related to SD actions.

Research limitations/implications

Difficulties in the measurement process were linked to the information system which was not designed to allow the collection of some of the newly introduced sustainability data. However, an attempt to introduce a personalized assessment tool fostered the improvement of planning activities for 2015.

Originality/value

The originality of the paper is twofold: first, it represents an attempt to discuss the process of implementation of a SPM system that was designed by a participatory multi-stakeholders’ approach. Second, the framework was designed to consider also outcomes’ indicators as urged by scholars calling universities to promote the shift toward a sustainable society.

Details

Journal of Accounting & Organizational Change, vol. 14 no. 2
Type: Research Article
ISSN: 1832-5912

Keywords

1 – 10 of 28