scholarly journals Exploring Key Competencies of Mid-Level Academic Managers in Higher Education in Vietnam

2019 ◽  
Vol 11 (23) ◽  
pp. 6818 ◽  
Author(s):  
Thuan Van Pham ◽  
Thanh Thi Nghiem ◽  
Loc My Thi Nguyen ◽  
Thanh Xuan Mai ◽  
Trung Tran
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Core Competencies ◽  
Institutional Performance ◽  
Group Discussions ◽  
Team Members ◽  
Vietnamese Higher Education ◽  
Institutional Expectations ◽  
Key Competencies

Vietnamese higher education has been subjected to constant pressures and major changes in the last few decades so as to meet the country’s needs for socio-economic development and to better prepare graduates for employment and personal growth. There has been greater recognition for the role of mid-level academic managers as key contributors to effective institutional performance and success. However, an understanding of what constitutes a competent mid-level academic manager, who are heads of faculties, departments, academic offices and specialized centers, for the context of Vietnam is limited. This study employs an exploratory and mixed-method approach to identify the core competencies required for mid-level academic managers at Vietnamese higher education institutions. Findings from focus group discussions and a survey conclude five professional domains for effective mid-level academic management and sustainable development yet, in the meantime, reveal the gap between institutional expectations and the actual competencies of academic heads as perceived by academic heads themselves, their supervisors and their team members.

scholarly journals Defining Sustainability Core Competencies in Business and Management Studies Based on Multinational Stakeholders’ Perceptions

2019 ◽  
Vol 11 (8) ◽  
pp. 2303 ◽  
Author(s):  
Almudena Eizaguirre ◽  
María García-Feijoo ◽  
Jon Paul Laka
Keyword(s):  
Higher Education ◽  
Core Competencies ◽  
Environmental Aspects ◽  
Student Centered ◽  
Geographical Regions ◽  
Key Competencies ◽  
Competency Based ◽  
Sustainability Challenges ◽  
Business And Management

One of the concerns in our time is the need to integrate economic, social and environmental aspects, which is known as sustainable development. The role of higher education is essential for providing future professionals with the necessary profiles to respond to the sustainability challenges in increasingly complex and global contexts. That is why numerous authors have sought to define key competencies, skills and learning outcomes for sustainability. However, there is still no agreement on what these key competencies for sustainability in higher education really are. For that reason, the objective of this paper is to determine which are the sustainability core competencies, considering three different geographical regions (Europe, Latin America, and Central Asia), and the perspective of four different stakeholders (graduates, employers, students and academics). The framework of the research is the development of the so-called Tuning projects, which aim to design comparable and compatible higher education degrees in different regions of the world, based on student-centered and competency-based learning. Using an exploratory factor analysis (EFA), the results of this study reveal the existence of a factor intimately related to sustainability, which includes competencies such as commitment to the preservation of the environment, social responsibility or respect for diversity and multiculturality, among others.

scholarly journals CAREER GROWTH AND DEVELOPMENT: ROLE OF CONTINUING EDUCATION AMONG TEACHERS

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Priyanka Bhaskar ◽  
Padmalosani Dayalan
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Career Growth ◽  
The Impact

This paper aims to highlight the role of continuing education among the teachers of India. The study identifies factors which influence teachers in Higher education institutions (HEI) for continuing education. The paper also explores the impact of continuing education on career growth and development. A systematic survey was conducted among the teachers in Higher education institutions of Uttarakhand, India. Factor analysis is used to identify the important factors that influence teachers to enrol for continuing education. SPSS and AMOS are used to analyse the data. The findings of the study indicate that factors like time, financial support, job opportunities, knowledge, skills, and abilities play a detrimental role among teachers for continuing education. This study also reveals that continuing education has a positive impact on career growth and development of teachers. Continuing education helps the teachers to explore better career opportunities, provides job security, salary increment, and promotion which contributes to their professional growth and personality development. Continuing education in teachers demonstrates a significant role in the development of interpersonal skills, technical skills and inculcates self-confidence that contributes to their personal growth. The importance of paper increases amidst the COVID19 pandemic and the launch of the National Education Policy in India, as the paper will provide support to the Higher education institutes and Government to frame policies and strategies to imbibe continuing education as an integral part of the education system. The paper by enumerating its benefits, motivates the teachers to enhance their qualifications and enhance their future prospects.

scholarly journals For Love, Money and Status, or Personal Growth? A Survey of Young Emirati Women’s Educational Aspirations

2020 ◽  
Author(s):  
Woohyang Sim
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Personal Growth ◽  
Educational Aspirations ◽  
Women's Labor ◽  
Highly Educated ◽  
Area Of Interest ◽  
Education Enrollment ◽  
Insight Into

The United Arab Emirates has been in the spotlight in recent years in light of its rapid growth and development. A key area of interest is the expansion of education, especially higher education for women, which has witnessed enormous growth in the last decade. However, despite the rapid increase in female higher education enrollment, women’s labor participation remains low, leading to questions on why highly educated young women are not in employment. This study investigates the incongruence between the growth of female attainment of higher education and women’s career inactivity over the last decades. To explore this mismatch, the study examines Emirati women’s perception of the role of higher education, analyzed through examining their educational and career aspirations and the correlations between these two. The study finds that for Emirati women, education is not always a means to an end, but simply the end itself. For some women, education is related to supplementing personal growth and contentment. The findings suggest that Emirati women aspire to further their education, especially through earning doctorate degrees. However, they do not necessarily connect their education to their intended future occupation. The findings provide an alternative explanation of the disconnect between women’s educational outcomes and labor market participation and provide insight into Emirati women’s choice to remain unemployed.

scholarly journals The medium of instruction in Ethiopian Higher Education Institutions: Kotebe Metropolitan University Case study.

2019 ◽  
Vol 8 ◽  
pp. 1-24 ◽  
Author(s):  
Bekau Atnafu Taye
Keyword(s):  
Higher Education ◽  
Identity Politics ◽  
Native Speakers ◽  
Higher Education Institutions ◽  
Negative Attitude ◽  
Medium Of Instruction ◽  
Group Discussions ◽  
Lingua Franca

The aim of this article is to examine the medium of instruction in Ethiopian higher education institutions and the perceived consequences of the failure to learn a lingua franca. The study was qualitative and it used interviews and focus group discussions (FGDs). Five teachers and five students took part in the interviews and six teachers and six students participated in the FGDs. The findings of the study showed that the role of Amharic as a working language has not been given recognition despite the fact that Amharic was constitutionally granted to be a working language. Due to language barriers, students who are speakers of Oromipha and other languages from the Eastern and Western parts of Ethiopia suffer passivity in the classroom because they do not speak Amharic although Amharic has been taught as a subject in all regional states of the country. Increased identity politics seems to have generated a negative attitude towards Amharic, Ethiopia's former official lingua franca. Non-Amharic native speakers appeared to lose interest in learning Amharic while they were in primary and secondary schools. The absence of an official, common language which could be used for wider communication in higher education has resulted in having challenges among the student population.

What's in a title? The developing role of an artist-critic in the university

2019 ◽  
Vol 8 (3) ◽  
pp. 179-185
Author(s):  
G. James Daichendt
Keyword(s):  
Higher Education ◽  
Academic Departments ◽  
Art World ◽  
Dual Roles ◽  
Administrative Positions ◽  
The Arts ◽  
Institutional Expectations ◽  
Studio Arts ◽  
The University

Abstract Arts professionals within higher education struggle with identity. Dual roles across departments, the changing role of the arts professor and non-traditional positions have challenged the notion of the studio arts instructor and whether institutional expectations are the best way to think about the future of the arts in higher education. As a veteran arts professor, dean, art historian, art critic and artist ‐ my role is not as straightforward as I originally thought it might be as an undergrad studio art major. Through a series of significant streams in my education and personal life, including successes and failures in the academic and professional art world ‐ a new identity emerged that is not represented in search profiles, academic departments or administrative positions.

Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme

2019 ◽  
Vol 3 (2) ◽  
pp. 145-155
Author(s):  
Giang Nguyen Hoang Le
Keyword(s):  
Higher Education ◽  
Status Quo ◽  
The Road ◽  
Professional Experiences ◽  
Unfair Treatment ◽  
Vietnamese Higher Education ◽  
Teachers And Students ◽  
The Status ◽  
Higher Education Internationalization

Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of ETP education in Vietnam and the various nuances that help unpack the realities of this situation. This reflective article intends to picture the inequities in Vietnamese higher education internationalization that both Vietnamese students and teachers encounter and to pave the road for further discussions to construct future scholarship and research.

scholarly journals “They Are Not Mixing With Others”: Finnish Lecturers’ Perspectives on International Students’ (Mis-)Encounters in Higher Education

2021 ◽  
pp. 209653112097665
Author(s):  
Carlos Mendoza ◽  
Fred Dervin ◽  
Mei Yuan ◽  
Heidi Layne
Keyword(s):  
Higher Education ◽  
International Students ◽  
Global Education ◽  
Institutions Of Higher Education ◽  
Critical Perspective ◽  
Group Discussions ◽  
Missed Opportunities ◽  
Local Students

Purpose: Meeting “others,” especially so-called “local” students, is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education. Previous studies have focused on how international students themselves describe their (mis-)encounters. In this article, the authors consider lecturers’ voices about this phenomenon. Lecturers have an influence on the students’ experiences since they spend a lot of time together in and outside class. Design/Approach/Methods: Using a thematic analysis and social network analysis of interview data with lecturers, and a critical perspective toward the dichotomy of “local” versus “international” students, a university in Finland, a popular destination thanks to its positive image in global education, serves as a case study. Findings: The article identifies privileges, limits, and (missed) opportunities of encounters, as shared by the lecturers in focus group discussions. Furthermore, the lecturers created hierarchies in the way they describedthe encounters between different kinds of students. Some signs of pluralizing both local and international students were also found in some lecturers’ discourses. Originality/Value: The article ends with recommendations for institutions regarding the lecturers’ problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.

scholarly journals Narratives of Students about the Role of Social Networking Sites in Higher Education Institutes

2018 ◽  
Vol 2 (2) ◽  
pp. 84-100
Author(s):  
Sidra Saeed ◽  
Iqra Saeed ◽  
Dr. Warda Gul
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Social Networking Sites ◽  
Daily Routine ◽  
Online Forums ◽  
Group Discussions ◽  
Online Lectures ◽  
E Learning ◽  
Depth Interviews

Social Networking Sites (SNS) such as Facebook, YouTube, WhatsApp, blogs, Twitter and other educational sites have become an essential part of daily routine at the tertiary level of education. The purpose of this study is to investigate how SNS enable social interaction as well as sharing of knowledge among students. Hence, this study explored students’ perception of educational activities conducted via SNS and their experience of using SNS in higher institutes. The study adopted a qualitative approach and focused on interpreting students’ narratives regarding the use of SNS in higher education. For this purpose, in depth interviews and focus group discussions were conducted from university students. Thematic analysis was used to analyze the data generated from the narratives of the participants. The findings showed that SNS plays an important role in distance education as they help students to attend online lectures delivered from the online forums of various universities. Students use SNS for various learning purposes, such as to access online libraries, e-learning, to download e-books and to find research articles from various authentic sites.

scholarly journals Strengthening Academic Advising by Developing a Normative Theory

2014 ◽  
Vol 34 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Hilleary A Himes
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Personal Growth ◽  
Normative Theory ◽  
Educational Goals ◽  
Advising Theory

Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in their personal growth, and helping them set and achieve educational goals. To continue clarifying the role of advising within higher education, practitioners need to move from analogical theories to normative theories. The diversity and richness of current theories in advising will provide the foundation for developing a normative theory and strengthening the field of advising.

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