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1.
This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research. 相似文献
2.
Qin Liu 《Quality in Higher Education》2018,24(1):29-42
Amidst the international movement toward establishing more rigorous external quality assurance, the recent quality assurance reform within the Ontario public university sector involves a shift of focus from external to internal quality assurance. This paper explores to what extent organisational learning was occurring at three comprehensive Ontario universities while they managed institutional change for assuring the quality of graduate programmes in response to the system-wide quality assurance reform. Drawing upon Senge’s framework for building a learning organisation, the study found that certain levels of organisational learning were taking place, albeit to different extent and in different pace, at the three Ontario universities during the initial years of transition. The findings also illustrate that institutional change and organisational learning are inextricably linked and that organisational learning is occurring as a result of the interactions between the organisational domain of action and the individual domain of learning. 相似文献
3.
顾秉林 《清华大学教育研究》2009,30(4)
清华大学第23次教育工作讨论会的主题是清华新百年人才培养的使命与战略.清华大学要从世界高等教育的发展历史、中国高等教育的发展和清华办学的历史经验以及高等教育国际化的发展趋势,认识到人才培养是学校的根本任务,并将之体现在人才培养理念和目标定位上、学校体制机制改革上和大学精神与文化建设上. 相似文献
4.
This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross‐institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action‐ and development‐oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence‐based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi‐structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution‐level learning, project‐level learning, and combining institution‐level and project‐level learning. A tension was identified between the participants’ individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes. 相似文献
5.
Gwen van der Velden 《Higher Education Quarterly》2012,66(3):227-247
Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The organisational cultures of two universities are mapped against a typology developed by McNay, which was extended by the author to include aspects of institutional engagement with students. It appears that corporate and bureaucratic institutional cultures that may respond well to external pressures on institutions (regulation, performance indicators, audits and policy pressure) are not conducive to engagement with student opinion. The stronger preference of students remains a collegial, partnership‐based approach for enhancement of the student experience. This study will be of interest to institutional managers, student (union) leaders, academics and practitioners who seek to improve the student experience through effective engagement with student views. 相似文献
6.
Sekondeko Ronnie Noga Oluwatoyin Dare Kolawole Olekae Tsompi Thakadu Gaseitsiwe Smollie Masunga 《The Journal of Agricultural Education and Extension》2017,23(2):121-139
Purpose: This article examined how institutional factors influencing the promotion of two elephant crop-raiding deterrent innovations (ECDIs) introduced to farmers through a ministry-based extension system in the Okavango Delta, Botswana, have impacted farmers’ adoption behaviour. Methodology: A standardised interview schedule was used to elicit responses from 388 randomly sampled subsistence arable farmers on how institutions influenced the adoption of ECDIs in five communities in the study area. This was complemented by focus group discussions to obtain in-depth information on the subject-matter. Key informants interviews were also conducted with purposively selected extension agents, village project committee chairpersons and village dikgosi. Findings: Four institutional factors were found to be critical for the adoption of ECDIs. These include institutional relations, availability and/or supply of deterrent innovation inputs, farmers’ contact with extension agents and government support for extension services. Theoretical Implications: Immediate and widespread adoption of ECDIs in the ever-changing socio-economic and political environment can be enhanced by context-specific institutional arrangements in addressing social and organisational constraints to innovation adoption. Originality: This paper invoked organisational theory to contribute to the scholarly debate on how agricultural extension systems influence farming clientele’s behaviour and social change. It offers the first attempt in the investigation of the role of extension and associated institutions/organisations in promoting adoption of ECDIs among subsistence farmers in the Okavango Delta, Botswana. Findings indicate that local farmers do not perceive extension agencies to hold monopoly of ideas and solutions to their unique problems. 相似文献
7.
Paula Protsch 《Journal of Education & Work》2017,30(6):585-598
Employers’ recruitment behaviour in entry labour markets is central for young people’s transitions from school to work. Whereas previous research has focused on the effects of specific applicant characteristics, I concentrate on how organisational characteristics, namely organisation size and private or public sector affiliation, relate to selection decisions in the dual apprenticeship system in Germany which is a major entry labour market. Following organisational and institutional theory, I expect early selection stages to be more open at larger and public organisations in contrast to smaller private organisations. I also investigate how different organisations respond to school grades as applicants’ signals of skills. I use field experiment data combining organisational-level and applicant-level data to analyse how actual employer responses to written applications by fictitious young people vary with organisation type. The results indicate that, net of applicant characteristics and occupation-specific practices, applications are more likely to receive an invitation to a follow-up selection stage if submitted to larger organisations, and especially larger public organisations, rather than to smaller private organisations. This finding extends to applicants with poorer school grades. Public sector affiliation, however, did not seem to matter much within the group of smaller organisations. 相似文献
8.
By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy. 相似文献
9.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of
organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our
theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models
on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education
institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality
management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation
process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making
processes have strong effects on the implementation of quality management. Characteristics particular to higher education
institutions were much less influential.
相似文献
| Don F. Westerheijden (Corresponding author)Email: |
10.
Prior research has had a limited approach to identifying organisational factors related to knowledge management (KM) practices of higher education institutions (HEIs), the centre for knowledge creation. This qualitative study explored such factors affecting KM capabilities from the perspectives of 30 full-time academics in public universities, and identified the dimensions of the KM capabilities framework. Results revealed that physical conditions, budget, human and technological resource management, division of labour, workload, time management, communication, bureaucracy, structural differentiation, motivation, individualism, and organisational behaviour affect KM infrastructure capabilities; bureaucracy, KM teams, institutional platforms, organisational structure, knowledge maps, vision, individual attitudes, academic collaboration, process management, budget, decision-making processes, sustainable academic KM, transparency, labour force, knowledge security, organisational culture, accessibility, and archiving affect KM process capabilities. These results contribute to identifying the organisational factors influencing KM that are critical to guiding practitioners and administrators of HEIs in developing more effective KM strategies and practices. 相似文献
11.
中国研究型大学知识创新活动的制度环境分析——基于单位制度的解说 总被引：4，自引：0，他引：4
宋京 《清华大学教育研究》2006,27(4):48-52,70
知识创新是研究型大学的内在特征和价值体现。中国研究型大学知识创新活动的开展在很大程度上受大学内部组织结构和运行体制的影响和制约。本文从单位制度的视角对当前中国研究型大学知识创新活动生存的制度环境,及在制度变革中所遇到的体制性障碍进行探讨和分析,并提出冲破单位制度束缚是知识创新体制改革的基本取向。 相似文献
12.
Drawing on the model of managerial responses to multiple organisational identities (integration, aggregation, compartmentalisation, deletion and multivocality), this article explores managerial responses in Ukrainian research universities whilst means-ends decoupling takes place at the state level. The latter term implies that practices of state policies are disconnected from the state’s core goal of enhancing public welfare. Data is taken from recent interviews with 11 top managers from three Ukrainian research universities. Our findings reveal that the greater the institutional complexity experienced by the university and the more the top managers maintain confidence in practices and organisational identities that deviate from the global model of the research university, the greater the means-ends decoupling at the organisational level. The university that sustains the least degree of means-ends decoupling at the organisational level shows aggregation as the managerial response, while the university with the highest degree of means-ends decoupling is characterised by multivocality with underdeveloped identities of research at the international level and knowledge transfer. As a higher degree of means-ends decoupling at the organisational level implies a larger efficiency gap and significant diversion of both human and financial resources, a managerial response that lacks synergy, in our case multivocality, also leads to the above-mentioned negative consequences. 相似文献
13.
LUKAS GRAF 《European Journal of Education》2009,44(4):569-585
In recent years, the global market for higher education has expanded rapidly, while internationalisation strategies have been developed at university, national and European levels to increase the competitiveness of higher education institutions. This article asks how institutional settings prevailing in national models of capitalism motivate distinct national approaches with regard to the internationalisation, globalisation, and Europeanisation of higher education systems. While the university is defined as an organisational actor embedded in the higher education system, the higher education system itself represents an institutional subsystem within the national model of capitalism. An analytical framework is then developed on the basis of the Varieties of Capitalism approach to compare the internationalisation of German and British universities. Findings indicate that the relations between the various actors involved in the internationalisation of universities are based largely on market coordination in the British case. In contrast, this process in Germany relies more on strategic interactions between the various organisational actors in higher education. The development paths in the internationalisation of universities are found to be influenced by and reflect the specific mode of coordination in the respective higher education system and the national model of capitalism more generally. This comparative case study shows that recent conceptions of path dependence as well as conceptual tools developed in the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, may be fruitfully applied to research on institutional change in higher education systems. 相似文献
14.
15.
Universities are under stress and pressures to critically evaluate and reform curriculum and the way learning and teaching are implemented. Tensions appear to exist among the external pressures, the organisational structure of universities and their daily operations that are often conflicted and appear to work against coherence and depth in courses. In this study, the course design and approval process of Regional University was examined in light of four areas of need identified in the higher education literature to determine the extent to which the organisational structures (policies, regulations and guidance to course developers) reflect these. It is argued that knowledge about such a process is of considerable value for quality institutional practice in the sector. 相似文献
16.
Justin J. W. Powell Lukas Graf Nadine Bernhard Laurence Coutrot Annick Kieffer 《European Journal of Education》2012,47(3):405-423
In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries’ skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation. 相似文献
17.
Paul Temple 《Tertiary Education and Management》2006,12(1):1-20
This paper argues that the impact of international programmes intended to improve the effectiveness of higher education institutions
in transitional states is related to the extent to which the programmes are successful, through their various projects, in
creating social capital within the institutions concerned. Based on case studies of similar institutions in Poland and Romania,
the paper finds that projects developed within the institution had a more lasting impact on organisational change, even when
the project was of an academic nature, than did externally directed projects which were actually focused on achieving institutional
change. Social capital theory offers an explanation of this difference, and suggests what the mechanisms at work may be. 相似文献
18.
Craig Gaskell 《Perspectives: Policy and Practice in Higher Education》2013,17(2):43-48
It is becoming increasingly important to understand multi-campus arrangements in the rapidly changing higher education environment. Some attention has been given to the academic perspectives of such arrangements; however, there is limited published work relating to administrative and professional services. Different approaches are evident and although the organisational structure in any particular context will be determined by a host of complex and changing factors, it is important that careful consideration is given to the viewpoint of administrators who work day to day distant from the main institutional centre. This paper focuses on the perspectives of administrators within multi-campus institutions, emphasising the viewpoint of those working at sites that are not the main institutional administrative centre. It considers organisational structure and specific issues that might affect staff. Potential positives and negatives for individuals and institutions are discussed and key factors for consideration are emphasised. 相似文献
19.
D.T. Gamage 《高等教育研究与发展》1992,11(2):175-190
This paper traces the theoretical perspective of organisational change and development and relate it to an Australian case study. It starts with a review of literature on various types of change, strategies, and processes of change advocated by different scholars and organisational experts. It is followed by another review of literature on organisational development and how organisational change and development could be related to institutional mergers in higher education. This theoretical analysis is followed by the results of a research project on the merger between the La Trobe University and the Lincoln Institute of Health Sciences in Melbourne. For the collection of data, a case study approach has been adopted employing mainly qualitative methodologies. Thus the results are based on an analysis of the archival material, interviews with key personnel in both institutions and the amalgamated institution as well as observations by the researcher. On the basis of what has been achieved within a period of two years, it has been concluded that the amalgamation has been a qualified success and has contributed towards change and development of the amalgamated university. 相似文献
20.
A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental paradigmatic shift after the revisions; (2) the Swedish programme has been heavily influenced by political agenda and national curriculum guidelines, while the Chinese one gives considerable attention to the opinions from the preschool circle; (3) the discussion of programme revision revolved around the diverse views of quality preschool education and teacher education; and (4) a strong relationship between the institutional/organisational features identified and the programme orientations was found. The empirical data suggested teacher educators’ professional views of quality preschool education and organisational/institutional characteristics are critical to the curriculum decision-making in the specific contexts. 相似文献