This research focuses on an analysis of the changes in the Libyan Higher Education Institutions (LHEIs) management system. This is an important subject since the Libyan General People's Committee for Higher Education (LGPC) has begun to introduce changes for improving and enhancing the management of Libyan Universities (LUs) and the movement towards sustainable development. This study investigates and examines new management changes by considering different factors including university financing, quality and institutional performance and the relationship between fields of organisational change and implementation process. It may be interpreted within a strategic framework, socio-cultural model and institutional changes. Does this mean a move from idealism to a realistic perspective in relation to the problems and issues of universities in Libya? The study also considers the conditions and barriers involved in implementing the new changes. LHEIs have to re-examine their existing structures and practices in order to meet the needs of the information age. This requires major changes and transformation. A main concern that hinders the management of change process is the lack of useful models and success cases to lead the way. The present research proposes to identify the most successful strategies adopted at Higher Education Institutions (HEIs) and universities in order to characterize the change processes adopted across the universities. In light of these strategies, another important objective of this research is to develop a model for implementing management change into HEIs and universities. The research is also expected to extend the researcher's understanding about the extent of success of the organisational development and change policies in improving performance. This study is designed to fill the gap in knowledge about models appropriate to the management of change in higher education. Each model sheds light on different aspects of organisational life and has a distinct set of hypotheses about why change occurs, how the process grows, when change occurs and how long it takes and the results of change. The models will then be adapted to the specific cultural, political and social aspects of LHEIs. The research questions were answered using multiple data sets showing percentages which explained the benefits of comprehensive assessments of change and its mechanisms. The results will be used to explore how the combinations of quantitative interpretation techniques may be used to support LHEIs in enhancing their quality in an effective way while harmonizing with LUs, external standards and requirements of the information age. Research has shown that higher education governance needs to find a clear mechanism for the process of evaluating the course of HEIs and everything related to the role of a university, identifying its strengths and weaknesses and identifying opportunities for development, both at the university level and in higher education management and policy-making to enhance the effectiveness of this vital sector in various areas. Extrapolating from barriers of change approaches which have recently arisen, this study sheds light on the process of change; the main component of this are managers who have a range of awareness and understanding of change in shaping their trends and attitudes towards it. This has an important impact in organisation leadership to implementing change. The implementation of a strategic change model is based on the assessment to keep up with the conversion used in the statistical analysis and deep understanding and mutual commitment to the process of change between the institution and staff. The most important factors for success in building useful understanding of the change process lies in the preparation process and the knowledge and understanding of the customer in recognising the importance of avoiding ambiguity in the steps of change, predicting potential problems, showing different ways of working for the customer, and developing a cooperative relationship with stakeholders. Extrapolation of findings suggests that lack of strategy or a clear action plan to develop and improve the quality of institutional performance leads to a higher education sector with the slow pace of interaction with the desired societal goals. There is also difficulty in keeping pace with the management of modern university systems and recent developments in the fields of science and technology. Therefore, the main objective of higher education management is to develop a flexible action plan to improve/implement and manage the change process using an effective strategy, to avoid any possible resistance to the process of change and to ensure the active and wide participation by the staff in general; a plan of action aims to: §Contribute to the realization of the vision and a message of higher education, deepen basic values, and implement strategy plans. §Develop a model for the change that includes the first steps of implementing change. §Stimulating all personnel of institutions of higher education to upgrade their performance, including a positive impact in the development of institutional performance.

This research project examines the role of student services in universities in Central and Eastern Europe at a time of rapid transformation of the higher education sector, following from the collapse of the socialist period in 1989 and the implementation of the Bologna process after 1999. Conducted in the period 2004- 2006, the research process aimed to identify the major factors of institutional change, and to what extent are students, and services for students, considered a driving force for organisational restructuring. Based upon a comparative qualitative study of four public universities in Hungary, Romania, Croatia and Serbia, this project found ample evidence of institutional change and introspection, innovation, achievement, as well as awareness and critical analysis of weaknesses. However, the main expectation to find students as active agents in institutional change and in the improvement of the old and the provision of new services for students was not supported by the findings in this study. Although the four universities in this project share the characteristics of an allencompassing change process, students, and services for students, still play a marginal part in determining institutional priorities and in influencing the service provision and culture. Having anticipated the lack of awareness of the role of student services in organisational management, this project examines the reasons for this from a historical perspective, using a comparative approach to development trends in the United States, continental Europe, and Central and Eastern Europe. It further suggests a model of integrated student services, based upon the actual experience of the Central European University, but defined and analysed against the context of the region. This research project coincides with a growing awareness in public policy debates in continental Europe of the importance of institutional student support services. As the first study of institutional practices with regard to student services in Central and Eastern Europe, it anticipates the reform in this area and the integration of student services as part of the university core.

No description available.

In twenty-first century England, the emerging knowledge economy requires educated workers and the creation of new knowledge to fuel economic growth. The extension of opportunities in higher education is critical to social equity. Pressures of marketisation, massification and globalisation add to an agenda for change. For Universities to succeed in this pressurised environment, the response of academic staff – the most important resource in any institution – is critical. Against this background, there has been an emphasis from policy bodies and Universities on the need to improve the management of human resources. This research intended to describe what new academic career models were emerging, using field research through case studies. The research sought to examine a sample of higher education institutions’ promotion procedures and interview the authors of those documents. Having understood the formal context, examine through interviews the social reality of academics following careers in higher education. Using this inductive data, it was intended to generate possible career models to extrapolate, deductively using a survey questionnaire, to all English pre-1992 universities, the usage of the emergent models. Finally, explanations were sought for the models using statistical analysis, including secondary data. It was found that academic career models were localised, diversified and inclusive; differentially recognising variant contributions through new career routes. These career paths seemed to provide educationalists and researchers an opportunity to participate on equal terms with those following traditional careers. This conclusion seemed attractive as it recognised the changes observed and viewed them as institutionally strategic and academically benign. However, the trend towards a management-led division of academic labour, basing jobs on elements of a work process, tended to fractionalise the academic role and did not correlate with rank. This specialisation may represent the de-construction, or de-mystification, of the craft of academia by managers without clear performance gains. If what was observed was a varied occupation being broken down into describable elements, then what this study observed was the start of the destruction, rather than the evolution, of the craft profession that was academia. It was not clear the observed fractionalisation of academic roles, breaking apart the research-teaching nexus, was beneficial to the profession.

333 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T17:17:57Z No. of bitstreams: 1 Tese_Francisca Silva.pdf: 1210728 bytes, checksum: 3d5ed565a0fcdff263ac00b607853d55 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T18:55:26Z (GMT) No. of bitstreams: 1 Tese_Francisca Silva.pdf: 1210728 bytes, checksum: 3d5ed565a0fcdff263ac00b607853d55 (MD5) / Made available in DSpace on 2013-04-30T18:55:26Z (GMT). No. of bitstreams: 1 Tese_Francisca Silva.pdf: 1210728 bytes, checksum: 3d5ed565a0fcdff263ac00b607853d55 (MD5) Previous issue date: 2005 / O escopo principal deste trabalho está na criação e aplicação de indicadores de sustentabilidade para a gestão de Instituições de Ensino Superior (IES). Isso por acreditar-se que a educação superior poderá ser a mola propulsora da formação de profissionais, já que estes estarão à frente de empreendimentos, projetos, planos e programas. Poderão ocupar cargos de decisão nas esferas públicas e privadas, nos âmbitos municipal, estadual e federal. Aplicaram-se indicadores à IES, subdivididos em 3 enfoques institucionais: a) administrativo; b) pedagógico; e c) socioformativo. A partir de cada um desses enfoques criaram-se categorias com seus respectivos indicadores. Eles foram auxílios úteis à análise das IES escolhidas como amostra, dentre aquelas que oferecem cursos de graduação em turismo no Estado da Bahia. Analisaram-se as IES em sua oferta de educação adequada, semi-adequada, ou não-adequada aos princípios da sustentabilidade. A partir desses indicadores, construiu-se uma proposta de Modelo de Educação Sperior Sustentável, na qual a IES exerce um papel de maior relevância na pomoção de valres, competências e habilidades para um atuar sustentável. Os ndicadores criados podem se aplicar não somente em IES, mas em outras instituições de ensino, em empresas, em órgãos governamentais, em residências em outros espaços. Enfim, pensa-se que esses indicadores poderão assumir papel de relevância na forma de viver de cada cidadão, através das suas atitudes, pensamentos e sentimentos. Acredita-se que, a partir da sua adoção na formação de pessoas, haverá indivíduos mais responsáveis consigo, com o outro, com o meio ambiente e mais conseqüentes em relação ao futuro. / Salvador

Magister Commercii - MCom / This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.In a preliminary way this instrument was then applied to students in the department and initial results are reported on.The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p < 0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality. / South Africa

Thesis (M. Dev.) -- University of Limpopo, 2017. / The purpose of this study was to assess and reflect on the perceptions of educators towards the implementation of an Integrated Quality Management System in the White Hazy Circuit, Mpumalanga Province. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the Apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory unit with the main aim to enhance the quality of education in South Africa. The researcher used quantitative method for this study. In its quantitative approach the study was to describe, analyse and interpret the data to determine if there were any negative perceptions among White Hazy educators about IQMS implementation. The reason to use this approach was to obtain the detailed descriptions of the information required for the study. Secondly results are based on objective method which can be expressed in a specific management technology. Data collection was done using structured questionnaires (N = 97). Respondents of all post level in the teaching profession participated. The participants were selected randomly to give equal participation of all respondents from 16 selected schools. The participants come from both primary and secondary schools. The study highlighted that compliance, lack of training, shifting of responsibility to one another and insufficient time for development play a significant role in IQMS implementation. The findings revealed that the IQMS Policy is implemented in schools. However, there are some areas where there is a lack of school based teacher development to some schools and there is no consistency in the implementation which affected teacher performance and learner performance. The results which arose from the study suggested the following recommendations: quarterly training to enhance service delivery and the reviewing of the current policy to cover trends of contemporary conditions in schools and to capacitate school management teams to become effective in the IQMS implementation.

Crisis management is a technique that has existed within organizations worldwide and is dictated by the response of leaders’ actions. In a classroom, the teacher can be referred to as an ‘educational leader’. With an emphasized work setting of the classroom, different leadership responses can be examined in a comparative analysis. The focus of this thesis is to explore the effect of intercultural experience when higher education leaders are dealing with crisis management within their classrooms. This exploratory study adopts a qualitative analysis with the help of deductive approach and critical realism philosophy. The primary source of this study is the interviews with professors from a Swedish University, both from local and international programs. By using intercultural crises challenges, crisis scenarios in a higher educational setting were created. These themes are ethnocentrism, scandal/misinterpretation, and culture shock. These scenarios were used in the interview process to understand how different program leaders manage the crises. Additionally, the findings of this study show that intercultural experience of higher educational leaders plays a role in how they are managing a crisis within a classroom setting.

This aim of this study is to understand the professional identity of careers advisers in UK universities, at a time of unprecedented interest in employability across the sector following an increase in undergraduate tuition fees in England. The research question is “What is the professional identity of careers advisers in higher education in the ‘new’ employability climate? Opportunities and challenges for careers service leaders and managers.” Here, professional identity is defined as ‘the experience and self-understanding of those fulfilling a particular occupational role’. The study is qualitative, using the methodological approach of Interpretative Phenomenological Analysis. The areas of literature that have been reviewed relate to the nature and development of the professions and the development of individual and collective professional identity. The history of the careers adviser role within the UK education system also provides context. Data was collected in summer 2012 through interviews with 21 careers advisers from 14 universities across England, Wales and Scotland using a stratified sample based on league table data. This study makes a contribution to knowledge by suggesting a professional identity for careers advisers which is Undefined, Parochial, Unrecognised and Unconfident yet Dedicated, and by making recommendations for leaders and managers, and careers advisers themselves, to consider in their approaches to staff development, (self-) advocacy and connection with broader institutional priorities. Such approaches do not conflict with a primary purpose of ‘helping students’ and can serve to strengthen the impact and influence of careers advisers as experts who address the increasingly critical employability agenda.

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs