scholarly journals A structured approach to legally-mandated change in higher education institutions

2015 ◽  
Author(s):  
Jacqueline Sylvia Denise Dejean
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Mandated Change ◽  
Change In Higher Education ◽  
Structured Approach

scholarly journals Flexibility in Higher Education: Revisiting Expectations

Comunicar ◽  
2011 ◽  
Vol 19 (37) ◽  
pp. 15-25 ◽  
Author(s):  
Betty Collis ◽  
Jef Moonen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Educación Superior ◽  
Major Conclusion ◽  
Pedagogical Change ◽  
Educacion Superior ◽  
Key Issues ◽  
Change In Higher Education ◽  
The Uk

We have studied the construct of flexibility in higher education for many years, as researchers and practitioners. In this context we define flexibility as offering the student choices in how, what, where, when and with whom he or she participates in learning-related activities while enrolled in a higher education institution. In a textbook we wrote on the topic in 2001 we identified options that could be available to students in higher education to increase the flexibility of their participation. We studied these from the perspective not only of the student but also in terms of their implications for instructors and for higher-education institutions and examined the key roles that pedagogical change and technology play in increasing flexibility. Now is it nearly a decade later. We will revisit key issues relating to flexibility in higher education, identify in broad terms the extent to which increased flexibility has become established, is still developing, or has developed in ways we did not anticipate directly a decade earlier. We will also review our scenarios for change in higher education related to flexibility and contrast these with a more-recent set from the UK. Our major conclusion is that flexibility is still as pertinent a theme for higher education in 2011 as it was in 2001. Llevamos bastantes años estudiando la construcción de la flexibilidad en la educación superior, tanto desde la óptica de la investigación como de la práctica. Entendemos por flexibilidad la opción de ofrecer a los estudiantes la posibilidad de elegir cómo, qué, dónde, cuándo y con quién participan en las actividades de aprendizaje mientras están en una institución de educación superior. En el libro que escribimos sobre esta temática en 2001 identificamos opciones posibles para los estudiantes de educación superior con la finalidad de incrementar la flexibilidad de su participación. Lo estudiamos no solo desde la perspectiva del estudiante sino también desde las implicaciones para los profesores y para las instituciones de educación superior, y examinamos el papel fundamental que desempeñan el cambio pedagógico y la tecnología en el aumento de la flexibilidad. Ahora, diez años después, revisamos los temas clave relacionados con la flexibilidad en la educación superior e identificamos, en términos generales, hasta qué punto se ha ido estableciendo el incremento de la flexibilidad, si todavía está evolucionando o si ha evolucionado de una forma que no pudimos prever hace diez años. Revisamos también nuestros escenarios para el cambio en la educación superior relacionados con la flexibilidad y los contrastamos con un estudio más reciente llevado a cabo en el Reino Unido. Nuestra conclusión principal es que la cuestión de la flexibilidad en la educación superior sigue siendo tan pertinente en 2010 como lo era en 2001.

scholarly journals An Institutional Perspective for Evaluating Digital Transformation in Higher Education: Insights from the Chilean Case

2021 ◽  
Vol 13 (17) ◽  
pp. 9850
Author(s):  
Karen Núñez Valdés ◽  
Susana Quirós y Alpera ◽  
Luis Manuel Cerdá Suárez
Keyword(s):  
Higher Education ◽  
Business Models ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Institutional Perspective ◽  
Managerial Performance ◽  
Change In Higher Education ◽  
Using Data ◽  
Operational Processes ◽  
High Uncertainty

From a managerial perspective, the rapid diffusion of actions and strategies accelerating the digital transformation of institutions is critical for success. However, in education, business, and management studies, digital transformation can be understood as simple evolutionary processes that enable business models, operational processes, and experiences to be made quickly and efficiently by institutions and agents. This aspect can sometimes lead to opposition, especially when little information is available or in situations of high uncertainty. This research aims to evaluate the involvement of an institutional ecosystem in the digital transformation at universities. Using data collected in Chile, this paper analyzes how the adoption of technologies by universities provides a context for understanding digitalization, measured by the IAU World Higher Education Database (UNESCO). The main finding of this paper is that there is a wide and relevant range of impacts of technological change in higher education institutions, particularly in the categories of values and operations. Additionally, this work serves as a repository of knowledge applicable to similar situations considering the specificities of each particular case. The importance to intervene in relation to certain variables at different levels of managerial performance is described and the implications for higher education institutions are discussed in these pages.

scholarly journals The Institutional Isomorphism in the Context of Organizational Changes in Higher Education Institutions

2019 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Liliana María Cardona Mejía ◽  
Manuela Pardo del Val ◽  
Àngels Dasí Coscollar
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Higher Education Institutions ◽  
Multiple Case Study ◽  
Institutional Isomorphism ◽  
Organizational Changes ◽  
Process Of Change ◽  
Multiple Case ◽  
Change In Higher Education

This article deals with the institutional theory and isomorphism, from the processes of organizational change in higher education institutions. In a first phase, we analyze, through a questionnaire, the situations and causes of change in higher education institutions (HEI), more precisely in the field knowledge of Physical Education in Colombia. Afterwards, through a multiple case study, we analyze both the pressures of the environment that force HEI to change and the types of isomorphism. The results show the existence of the three types of isomorphism in a process of change where the National and Institutional governments exert coercive pressures. Other HEIs in similar situations exert mimic isomorphism while Specialized groups within HEIs, exert normative isomorphism.

scholarly journals Differentiation and diversification in higher education: The case of private faith-based higher education in Manitoba

2013 ◽  
Vol 43 (1) ◽  
pp. 23-43
Author(s):  
Daniel William Smith
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Theoretical Work ◽  
Secondary System ◽  
Post Secondary ◽  
Faith Based ◽  
Higher Education Systems ◽  
Change In Higher Education ◽  
Faith Based Institutions

The central proposition of this article is that Manitoba’s faith-based higher education institutions have become more accepted by, and more closely integrated into, the mainstream post-secondary system in the province. Drawing on theoretical work explaining change in higher education systems, the article examines legislative and policy actions by government, public universities, and the faith-based institutions themselves that have increased the legitimacy of the private, faith-based institutions.  

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