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1.
《Africa Education Review》2013,10(4):632-646
ABSTRACT

Strategic planning is crucial in facilitating sustainable development of schools. It enables schools to survive and cope with changes and challenges from government policies and market forces. There is broad agreement that all stakeholders need to be part of school strategic planning. In response to the lack of evidence suggesting stakeholders’ involvement – specifically that of Heads of Department (HOD) – in strategic planning in schools, and its value in ensuring that all stakeholders execute their duties, HODs’ experiences regarding their involvement in strategic planning were explored. Qualitative research was undertaken and semi-structured interviews were employed to generate data. The study reveals that the HODs were involved in some form of planning but there is no evidence suggesting their participation in substantive issues on strategic planning. Further, the study reveals that transparency-driven leadership and collaboration are key factors to ensure HODs’ participation in strategic planning. The findings suggest that the involvement of HODs is crucial towards improving teaching and learning.  相似文献   

2.
ABSTRACT

The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participation. The results show that differences in school-level attainment associated with social background are by far the most important explanation for social background differences in university attendance. However, there remains a small proportion of the participation gap that is not accounted for by attainment. It is also the case that early intentions for higher education participation are highly predictive of actual participation. The results suggest that although there may be some scope for universities to act to improve participation by people from less advantaged backgrounds, a much more important focus of action is on improving the school-level achievement of these students.  相似文献   

3.
ABSTRACT

Extant literature on relationship marketing tends to focus on for-profit firms and their relationships with important stakeholders. However, higher education institutions face many of the same intense competitive forces that have made relationship marketing a practical choice for many for-profit firms. Therefore, it is not surprising that many are adopting relationship marketing strategies. In the context of higher education marketing, we examine the nature of the student-faculty relationship development process and its affect on helpfulness, which we define as a “state of mind” conducive to future helping behavior. Drawing on relationship marketing theory and identity theory, we posit that trust, relationship commitment, and identity salience are key mediating variables between three antecedent variables (shared values, communication, and opportunistic behavior) and helpfulness. Our results provide support for the roles hypothesized for trust, relationship commitment, and identity salience.  相似文献   

4.
ABSTRACT

Many post-secondary institutions utilize the mission statement as the key tool for positioning and marketing their strategic direction. Unfortunately, most mission statements found in higher education are far too simplistic and general to give substance and direction to differentiation and positioning of universities. This paper presents findings from a three-month participatory action research process at a large urban Canadian university seeking to establish a marketing mind set. Five possible futures reflecting the range of thinking regarding the role of universities emerged from the research process. Each alternative represents separate and different possible directions, the implications of which become more evident by contrast.  相似文献   

5.
Purpose: In this paper, we explore the strategic role of Multi-stakeholder processes (MSP) in agricultural innovations and how it has impacted livelihood assets’ (LAs) capital dynamics of stakeholders in platforms in West Africa.

Design/Methodology/Approach: We demonstrate how LA capitals and socio-economic dynamics induced by MSP can enhance cassava production efficiency but also create opportunities and challenges that influence platform dynamics and impacts. We use a multistage sampling procedure and sustainable livelihood model (e.g. stochastic frontier functions and Tobit regression) to analyse LA capital dynamics of the stakeholders.

Findings: We showed that the LA of the MSP participants (0.72) was found to be significantly higher (χ2?=?3.732, p?Practical implications: We recommend the institutionalization of MSP in the Agricultural Research for Development (AR4D) with more extension follow-up services so as to adequately and appropriately unleash the potentials in social capital networks that enable the development, effective dissemination and adoption of agricultural innovations.

Theoretical implications: This study suggests that soft-transfer of technologies seems to dominate at MSP inception. But at maturity, the results of the struggle between researchers and farmers would lead to co-reaction and community-based research. Consequently, the knowledge and power dynamics that take place within the MSP should be considered the centre of co-construction and platform dynamics.

Originality/Values: The study provided a practical experience on how MSP can be institutionalized in the AR4D programmes to support agricultural innovation systems and foster pro-poor growth and livelihoods.  相似文献   

6.
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7.
Abstract

As agriculture and forestry practices change in different contexts, new requirements emerge for the development of education programmes. In forestry education there is a need for a shift of focus from technology towards an interdisciplinary approach based on a new range of knowledge, skills and attitudes, and drawing on new concepts of knowledge and learning. Increased participation of stakeholders in the forestry education process seems essential for this shift to take place, leading to greater empowerment, commitment, and more effective learning. This paper presents a case study of the Social Forestry Support Programme in Vietnam, in which participatory curriculum development (PCD) plays a fundamental part. Beginning with stakeholder identification and analysis, PCD provides an overall framework for educational development. Recognising constraints associated with the process, the paper describes strategies aimed at capacity building, management of stakeholder involvement, and planning and evaluation. As different stakeholders learn to learn together through discourse and interaction, the chances of sustainable outcomes from the PCD process should be improved. The dynamic and flexible nature of PCD suggests that there is considerable potential for its adaptation and application in a range of different contexts.  相似文献   

8.
ABSTRACT

Do the narratives of employability constructed by higher education institutions for marketing purposes differ from the conceptualisation and/or the realisation of employability within those institutions? The study reported here drew on interviews with 16 senior academic and student support staff who were tasked with developing student employability at one of nine institutions in Australia, Canada and the UK. We employed Holmes’ conceptions of employability as possessional, positional or processual to analyse how the interviewees conceptualised employability and the presentation of employability on the institutional websites. We found that most institutions’ employability marketing narratives were inconsistent with the institutional practice reported by staff. We explain this tension in the context of two competing characterisations of higher education: a university-student transaction view; and a learning view. We emphasise the need for internal and external narratives to align and advocate the need for engagement in a constructive and critical dialogue involving all stakeholders.  相似文献   

9.
Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.  相似文献   

10.
ABSTRACT

Widening higher education participation can deliver benefits to individuals, societies and economies but rural populations experience factors which inhibit their aspiration for and participation in higher education. When designing outreach programs, universities need to consider this landscape of factors, many of which are socio-cultural. This article reports evaluation results from a project that trialled three university outreach programs designed to align with rural contexts with the aim of identifying aspects which were effective in addressing factors of rurality, revealing obscured future options and showing higher education pathways as attainable. Universities can work effectively with rural communities to inform people’s higher education aspirations through ‘disruptions’, interventions that inform educational aspiration, and ‘bridges’ which support higher education participation through facilitating access to information, physical, financial, academic and social resources. A model including both ‘disruptions’ and ‘bridges’, jointly resourced and drawing on social capital resources of communities and higher education institutions is presented.  相似文献   

11.
Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.

Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.

Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, from the broader area of central Greece. All of the children, at the time of the study, were educated in mainstream classes, in which an in-classroom support system was applied. Open-ended interview questions focused on parents’ views and beliefs about the implementation of inclusive educational programmes. Data were analysed according to the principles of an inductive data-driven approach.

Findings: The research findings indicate that most of the participant parents did not feel informed about specific school policy practices relevant to inclusive education; they were not aware of the notion of ‘inclusion’ or approached inclusion from an integrationist point of view. Within this context, they hold positive to neutral attitudes towards inclusion, on the basis that a child with SENDs can cope with the school requirements.

Conclusions: This small-scale, exploratory research study suggests the importance of informing and involving parents of typically developing children in efforts to promote more inclusive practices.  相似文献   

12.
Abstract

This study provides a predictive model of the subjective well-being of rural women who participate in social network sites. Three processes of informal learning in digital social networks (participation, identity consistency and relationships) are used as predictors. An ex post facto correlational study was supported by face-to-face interviews with 478 women from rural areas in the province of Seville, using a questionnaire with different scales. For data analysis we used confirmatory analytical techniques, using Smart PLS 2.0. The results provide an empirical model that contrasts the relationship hypothesis established, with high reliability and validity indicators. The results show that identity consistency has a direct effect on life satisfaction with networks. The informal learning processes (participation and relationships in virtual social networks) influence identity, but do not directly influence satisfaction.  相似文献   

13.
Abstract

This paper contends that the growth of Quality Management (QM) has been fuelled by the government's concern for greater accountability and the rise in managerialism in higher education institutions. It also notes that some members of the academic community have perceived certain aspects of QM to be a challenge to traditional academic autonomy. The differing QM roles of the Higher Education Funding Council for England and the Higher Education Quality Council are examined and various stakeholders’ initial concerns with early QM structures and systems are explored. Harvey and Green's (1993) typology is used as an analytical framework to uncover the rationale for the blend of QM that is developing. There has been the tendency to utilise more mechanistic systems such as ISO 9000 and Total Quality Management because of the problems of measurement with more qualitative approaches. The paper concludes by warning that there needs to be far greater agreement amongst stakeholders on the nature of quality and the QM structures and systems if the objective of an effective, consumer‐orientated form of higher education is to be achieved.  相似文献   

14.
Book reviews     
Background: To help equip students with 21st century competencies, one popular strategy adopted by governments and schools worldwide is to move from less formal to more engaging school environments through School-Based Curriculum Development (SBCD). In Singapore, the governmental call to Teach Less and Learn More has galvanised SBCD in schools nationwide. Schools have been given more autonomy and greater flexibility to develop diverse approaches in innovating their own curriculum frameworks.

Purpose: This study aims to provide a nuanced, retrospective account of the enactment of SBCD via Information and Communication Technology (ICT)-integrated, theme-based programmes in a primary school in Singapore. The research questions that guide this study are: (1) How do the school stakeholders enact SBCD? (2) How does the enactment affect the school stakeholders?

Method: This study looked into curriculum innovation using a retrospective lens and employed a case study approach to examine the enactment of SBCD in the school. Five focus group discussions (FGDs) were conducted with the major stakeholders of the school, including two school leaders, ten key personnel and ten teachers across different subjects and grade levels. Thematic analysis of the data was undertaken.

Findings: Four themes and twelve associated sub-themes were identified from the analysis of the FGDs. The four themes include experimentation, support, growth and challenges. This whole-school approach to curriculum innovation had a clear focus on mobilizing the school community to tackle the uncertainties of implementing an innovative curriculum. The stakeholders played diverse but intertwined roles throughout different stages of the enactment process, producing strong collegiality amongst the stakeholders. This prevailing collegiality, as embedded in the active participation of the stakeholders in a multiplicity of collective sharing and learning practices, seems likely to help the school achieved desired outcomes.

Conclusions: The whole-school approach to curriculum innovation in the case school is promising from the perspectives of teaching-learning and student outcomes, but cannot provide a panacea for all the challenges encountered in the enactment process.  相似文献   

15.
The landscape in consumer marketing is changing due to the rise in popularity of social media. This shift has also affected how higher education institutions build relationships with their stakeholders. This study explores how social media engagement impacts relationship quality between the university and one of its key stakeholder groups, students. Data were collected via an online survey and analyzed using the Mann–Whitney U test, regression and the Kruskal–Wallis test. Results indicated a positive association between students following a university via social media and the perception of having a high-quality relationship with their university, and that following a university on multiple social media sites leads to an even higher perception of relationship quality. The results provide important and timely implications for both universities and higher education marketers. Our findings suggest that higher education marketers should invest resources in social media communications to form high-quality relationships with their stakeholders.  相似文献   

16.
ABSTRACT

Examining the historiography of women’s education, the issue which dominates is understandably that of access. Access, or lack thereof, is a transnational construct which forms an over-arching framework through which the issue of historical gender equality in higher education can be interpreted and interrogated. Each of the seminal texts which examines the historiography of women’s higher education uses access as a lens. While it is important to examine access in the historiography of women’s education, a focus on access can obscure an interrogation of agency and particularly the role of social and intellectual networks in advancing key strategic objectives such as access. Against the backdrop of the higher education movements in both Ireland and the United States, this article examines the role of the Central Association of Irish Schoolmistresses (CAISM) in securing access for women to Trinity College Dublin and the concomitant role of the Woman’s Education Association, Boston (WEA) in securing Harvard degrees for women. Chronicling the activities of the associations, both compensatory and innovative, it interrogates how the women at the centre of the associations straddled a conservative/progressive agenda in order to incrementally open up the privileges of a patriarchal space to women.  相似文献   

17.
ABSTRACT

This comparative study examines patterns of inequality in participation in two different types of adult learning and education (ALE) – job-related formal ALE (JFALE) and job-related non-formal ALE (JNFALE) – as related to social origins at the micro-level and three categories of social inequality at the macro-level at the macro level (economic, education, and skill inequality). Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), two methods are used to analyse 19 selected OECD countries: multivariate binary logistic regressions to explore the extent to which individuals’ social origins are associated with ALE participation and two-stage multilevel analysis to examine the relationship between social origins’ advantages in ALE participation and social inequality. Statistically significant advantages in ALE participation of social origins were observed in some countries. Additionally, statistically significant positive relationships between social inequality and social origins’ advantages in JNFALE participation are found, which implies that increases in social inequality strengthen advantages associated with social origins.  相似文献   

18.
ABSTRACT

Universities face a multitude of issues and challenges in the current era of higher educational endeavors. Universities are being urged to provide high quality education, exist as a well-reputed university, achieve enrollment success, improve competitive positioning, provide contemporary and well-designed academic programs, and maintain financial strength. Further, strategic planning and media management for providing earnest information to internal markets, stakeholders, supplier markets, prospective markets, national and international platforms, and to the community at large have to be accurately designed and implemented.  相似文献   

19.
ABSTRACT

The focus of research to date has been on barriers rather than facilitating factors to participation for wheelchair users at higher education institutions (HEIs). This article reports on a single case study that explored the facilitating factors which contributed to a young male student with a spinal cord injury’s participation at a South African university. Semi-structured interviews were conducted with the student and two peers whom he identified as key informants. The interviews focused on exploring his lived experience to identify factors which the participants perceived as facilitators to participation at university. The four most prominent facilitating factors that emerged during the data analysis were his drive, attitude, disposition and relationships. As the young man fully engaged in a variety of occupations at university, his sense of independence and self-worth were enhanced, which in turn led to him having a meaningful and productive university life, being able to manage any of the barriers he encountered on campus.  相似文献   

20.
ABSTRACT

University participation has increased in many countries in recent years in response to the requirement for a strong knowledge economy. While this has provided additional access opportunities, not all students enter university with the same transferrable social capital. To counter this, educational institutions could play a strategic role in the development of networks and connections that provide students with valuable information, support and a sense of belonging. This research project explored the development of social capital, and its impact upon university life satisfaction and wellbeing, within an Australian university course undertaken by all first-year students regardless of programme or discipline. A survey of students was conducted three times over one semester. The results suggested that peer-level social capital indicators of trust, social support and relatedness changed over the semester, while other social capital indicators begin high and remain stable. Bridging social capital and peer social support predicted university life satisfaction. The relationship between social capital and wellbeing was found to be more complex. In a competitive, global tertiary environment, institutions could maximise the satisfaction and success of increasingly diverse student cohorts through strategies that facilitate social capital development.  相似文献   

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