Suchergebnisse

Purpose
The purpose of this paper is to help in providing a better understanding on knowledge sharing amongst academics in higher education institutions (HEIs). The aim of this study is realized by profiling existing literature to understand the determinants of knowledge sharing, research trends, theories, and future research opportunities.


Design/methodology/approach
After carefully examining the extant literature and by utilizing relevant academic-based research databases, a total of 73 papers published in peer-reviewed journals over the last decade were reviewed and analyzed using well-established systematic literature review methodology.


Findings
The adopted systematic review revealed that there are limited contributions in understanding knowledge sharing in HEIs when compared with other sectors. The review provides a number of avenues for future research including technological, cultural, organizational, and behavioral aspects at different levels.


Practical implications
This study helps in offering a focal point to senior management in HEIs for realizing the requirements for developing appropriate strategies and programs to promote knowledge sharing among academics and consequently enhance their institutions' performance.


Originality/value
This study utilized Jesson et al. (2011) in presenting a comprehensive systematic review of knowledge sharing specifically in the context of HEIs. This paper offers some theoretical and practical insights on what contributes toward understating the determinates affecting knowledge sharing practices among academics.

PurposeThe main purpose of this paper is to investigate differences in student satisfaction across different programs of the same business college, and to identify dimensions underlying overall perceived quality. It also aims to investigate the existence of differences in perceived quality among programs and factors determining those differences. Based on these results, it seeks to assess the strengths and weaknesses of each program. Finally, differences in satisfaction constituents among high performing students and low performing students are to be analysed.Design/methodology/approachResearch was conducted in two stages. First, a focus group method was employed in order to identify critical incident specificities for the population under study. Then, a survey based on Likert‐type items was used for data collection. Data processing involved both univariate and multivariate analysis.FindingsThree major findings can be pointed out. First, in comparison with similar studies developed in western universities, the list of critical incidents contains noticeable differences. Secondly, it was found that students with different academic performances are concerned with different critical incidents. Thirdly, differences in overall satisfaction with educational experience were found among different lines of specialisation.Research limitations/implicationsA major concern is related to not considering student motivation as an important influential variable on both academic performance and overall satisfaction. Then, a gender based analysis considering differences in satisfaction constituents could have been conducted.Practical implicationsService organisations, including higher education providers, increasingly recognise that today's customers have many alternatives to chose from, that they may more readily change providers if they are not content, and that satisfaction largely depends on the quality of service provided. In the case of higher education institutions, this seems to be the case at the time (when prospective students apply to several colleges to get admitted), during the break between semesters (when students transfer from one college to another) or at the end of the program (when they can choose whether or not to continue their education within the same college).Originality/valueThe originality of this paper relies on the educational context in which it was conducted, and on the internal competition perspective. Compared with studies conducted in western universities, important differences were found. Romanian students report slightly different issues when evaluating perceived quality and satisfaction. Issues such as campus safety are not a major concern, while professors' personal behaviour problems are highlighted.

The heterogeneity of the Higher Education (HE) Institutions is one of the main critical issues in the assessment of their performance. This paper adopts a multi-level and multi-dimensional perspective, combining national (macro) and institution (micro) level data, and measuring both research and teaching activity, using performance indicators derived from the European Tertiary Education Register, CWTS Leiden Ranking, and PATSTAT patent database. Clustering and efficiency analysis are combined to characterize the heterogeneity of national HE systems in European countries, and reveal the potential of using micro level data to characterize national level performance. Large differences are observed between the European countries, partially due to the fact that they are in different phases of their scientific (and economic) development and of the re-structuring of their HE systems. Evidence is found that universities specializing either in teaching or in research tend to have a higher efficiency than those institutions balancing research and teaching. Tradeoffs are observed between undergraduate and post-graduate activities, and a "Matthew cumulative effect" seems in place on the European institutions analysed: high quality research is able to attract external funds that stimulate innovative and patenting activities that in turn are self-reinforcing to the scientific activities. The results reveal once more the limits and dangers of one-dimensional approaches to the performance of HEIs.

Declarations on Sustainability in Higher Education (SHE) can be viewed as a piece of international regulation. Over the past 30 years research at universities has produced convincing data to warn about deterioration of the environment, resource scarcity and the need for sustainability. This in turn, has put a counter pressure on the university, forcing it to review its role as a driver for sustainable development. Today, universities and intergovernmental institutions have developed more than 31 SHE declarations, and more than 1400 universities have signed a SHE declaration globally. However, it is well known that signing a declaration does not necessarily lead to implementation. This is due to the lack of incentive structures. The article examines the discursive interaction between university and intergovernmental declarations that form the basis for the design of sustainable universities. Declarations tend to have impact on three trends. Firstly, there is emerging international consensus on the university's role and function in relation to sustainable development; secondly, the emergence of national legislation, and thirdly, an emerging international competition to be leader in sustainable campus performance.

Journal of Cleaner Production, nº 16, p. 639-645 ; Environmental Impact Assessment (EIA) education has been a reality for years in many graduate and undergraduate programs worldwide. As EIA has grown as a widely accepted environmental policy tool, several professions have tried to incorporate these skills into their academic training. The main aim of this research was to assess the Portuguese profile of EIA education, measuring the degree of EIA integration in graduate and undergraduate programs. This paper intends to contribute to an understanding of the key factors related to EIA education. A national survey was conducted to obtain data on EIA education programs. More recently, many other programs, both graduate and undergraduate, have established EIA courses. New knowledge, practices, legislation and public policies are fundamental drivers of the application of EIA, which will probably continue to expand to more undergraduate and graduate programs. The association of EIA with other environmental management tools, such as environmental management systems or environmental performance evaluation, and sustainable development initiatives will be a priority challenge for all who are engaged in this domain.

An assessment of the book, A HISTORY OF NEGRO EDUCA- TION IN THE SOUTH by H. A. Bullock (Cambridge, Mass: Harvard U Press, 1967). The book fills a badly felt need because the story of Negro higher educ has hitherto received little attention. While some beginnings were made before the Civil War, Booker T. Washington is considered here to be the true founder of higher educ for the US Negro; Coll's founded by him or conducted in his spirit reflected 'the wisdom of battle.' These Sch's were mostly segregated. The desegregation movement is viewed here as leading to a rapid integration on all educ'al levels. Hence Black Power is repudiated as a maneuver leading to resegregation. I. Langnas.

While many students, parents, educators, and organizations who hire their graduates hold US universities in high regard, the cost of higher education has risen much faster than the rate of inflation. High costs, in turn, have severely limited access to higher education for large portions of the US population or caused graduates and those who fall short of graduation to face substantial student loan debt. This book examines the root causes of these underlying problems and offers a comprehensive, easy-to-understand, high-impact solution. The book identifies actions that improve higher education outcomes including lower tuition costs, better access for student from low and middle income homes, faster throughput, fewer dropouts, and better job opportunities for graduates. It links a real and implementable solution to the underlying problems and their root causes. Upon finishing this book, readers should understand why the performance of higher education needs to improve and have solid ideas about how to fix it. The book focuses on public universities, but the ideas discussed are also applicable to private for-profit and not-for-profit universities. The writing style is simple and direct.

Academic capitalism has become one of the most influential research lines related to higher education. However, its manifestations in developing countries need to be better understood. Changes are taking place in Brazil that can be attributed to a move toward academic capitalism, and concepts provided by the theory of academic capitalism offer a fertile framework for exploring them. Analysis of official documents, regulations, and the actions of a network of participants reveals the mechanisms that reconfigure the boundaries between the public and the private to establish an academic capitalism knowledge/learning regime. Academic capitalism in Brazil took its first steps after the 1968 reform and was consolidated in the 1990s and instrumentalized in the 2000s, and, judging from the associations between the current government and the business sector, it threatens to take an even more aggressive form in the coming years.O capitalismo acadêmico tem se configurado em uma das linhas de pesquisa mais influentes no campo da educação superior. Há, porém, que melhor se entender suas manifestações em países em desenvolvimento. Estão em curso no Brasil mudanças que podem ser atribuídas a um contexto voltado para um capitalismo acadêmico, e os conceitos oferecidos por ela fornecem um fértil framework para explorar tais mudanças. A análise de documentos oficiais, artefatos legais e da atuação de uma rede de atores, são explorados os mecanismos que reconfiguram as fronteiras entre o público e o privado, colocando em movimento um academic capitalism knowledge/learning regime. No Brasil, o capitalismo acadêmico dá seus primeiros passos após a reforma de 1968; ascende e ganha contornos mais intensos a partir da década de 80; consolida-se a partir da década de 90; instrumentaliza-se nos anos 2000 e, com base nas associações entre o atual governo e o setor empresarial, ameaça assumir uma forma ainda mais agressiva nos próximos anos.

Introduction : the political and socio-economic emergence of the Arabian Gulf --. - The global expansion of higher education : alternative perspectives --. - Globalization of education and the GCC --. - The multi-model approach to privatization : questions of sustainability --. - GCC public universities : growing pains --. - Assessing quality : adopting western standards of accreditation --. - Reforming higher education in Saudi Arabia : reasons for optimism --. - Arabic in higher education : questions of national identity and pragmatism --. - Higher education revolutions : short term success vs long term viability

The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available