Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9073-6.CH016
Sumana Khan
In the last 25 years, along with the opening up of the economy and growth of the industry, there has been an exponential growth of both private and public business schools. Public business schools have also started expanding giving a tough competition to private business schools. There is competition in both the supply (B-schools) and demand side (MBA aspirants) to match the aspirants' needs and get them a rational return on their investment (RoI) through this tool called management degree. To understand the strategy of MBA admission in business schools, it is pertinent to understand the networks of MBA colleges and the created networks of aspirants. This chapter is an attempt to understand the admission strategy of classified business management institutions in the socio-structural context of aspirants. For the classification of management institutions, the author has considered NHRDN ranking of 2018. The chapter also explores the MBA admission strategies of these top business schools in the context of their institutional branding and student networks effects.
{"title":"Structural and Functional Pre-Requisites of Management Admission Process","authors":"Sumana Khan","doi":"10.4018/978-1-5225-9073-6.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-9073-6.CH016","url":null,"abstract":"In the last 25 years, along with the opening up of the economy and growth of the industry, there has been an exponential growth of both private and public business schools. Public business schools have also started expanding giving a tough competition to private business schools. There is competition in both the supply (B-schools) and demand side (MBA aspirants) to match the aspirants' needs and get them a rational return on their investment (RoI) through this tool called management degree. To understand the strategy of MBA admission in business schools, it is pertinent to understand the networks of MBA colleges and the created networks of aspirants. This chapter is an attempt to understand the admission strategy of classified business management institutions in the socio-structural context of aspirants. For the classification of management institutions, the author has considered NHRDN ranking of 2018. The chapter also explores the MBA admission strategies of these top business schools in the context of their institutional branding and student networks effects.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129811065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6491-2.CH006
Bushra Anwer, W. Hameed, Shafqat Ali Niaz, Sitara Bibi, Muneeba Saleem, Shazma Razzaq
In the modern societies, an increasing number of women are providing their services in different sectors of the economy such as business and industry, entrepreneurship, and more specifically in health and education sectors. Women are also serving their remarkable contributions as leader as men do. This study investigates the potentially competitive relationship between women and their leadership competencies and the challenges that women face during their professional responsibilities especially in case of any global disaster like pandemic COVID-19. Where the global crisis of the COVID-19 pandemic has greatly affected all fields of life at the same time, it has wide-ranging impact on the higher educational sector in South Asia, specifically in Pakistan. Due to the pandemic, all governments have either had to close HEIs or have transited their system to virtual learning. Countries like India, Pakistan, and Afghanistan realized that they are ill prepared for remote classes and online learning. In COVID-19, they need to manage HEIs effectively for the continuity of academic and research work.
{"title":"Challenges Faced by Women Leaders in Higher Education During Global Crises and Effectiveness of Their Decisions and Strategies","authors":"Bushra Anwer, W. Hameed, Shafqat Ali Niaz, Sitara Bibi, Muneeba Saleem, Shazma Razzaq","doi":"10.4018/978-1-7998-6491-2.CH006","DOIUrl":"https://doi.org/10.4018/978-1-7998-6491-2.CH006","url":null,"abstract":"In the modern societies, an increasing number of women are providing their services in different sectors of the economy such as business and industry, entrepreneurship, and more specifically in health and education sectors. Women are also serving their remarkable contributions as leader as men do. This study investigates the potentially competitive relationship between women and their leadership competencies and the challenges that women face during their professional responsibilities especially in case of any global disaster like pandemic COVID-19. Where the global crisis of the COVID-19 pandemic has greatly affected all fields of life at the same time, it has wide-ranging impact on the higher educational sector in South Asia, specifically in Pakistan. Due to the pandemic, all governments have either had to close HEIs or have transited their system to virtual learning. Countries like India, Pakistan, and Afghanistan realized that they are ill prepared for remote classes and online learning. In COVID-19, they need to manage HEIs effectively for the continuity of academic and research work.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129823912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9073-6.CH004
Shalini Kalia, Lubna Nafees
Admissions are critical for any business school (B-school). A good school aims at a diverse participant mix who reflect a broad range of industries, functions, countries, and backgrounds to enrich the learning experience. Therefore, admissions or the intake process becomes crucial and decides the fate of both the school and students. This chapter maps the journey of the design thinking tools applied in redesigning of the admission process and its impact in context to a leading Indian B-school. This study has broader implications for B-schools in general as the model will help them understand the need of applying design-thinking techniques in redesigning new age admission strategies.
{"title":"Design Thinking in Redesigning Business School Admission Process","authors":"Shalini Kalia, Lubna Nafees","doi":"10.4018/978-1-5225-9073-6.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-9073-6.CH004","url":null,"abstract":"Admissions are critical for any business school (B-school). A good school aims at a diverse participant mix who reflect a broad range of industries, functions, countries, and backgrounds to enrich the learning experience. Therefore, admissions or the intake process becomes crucial and decides the fate of both the school and students. This chapter maps the journey of the design thinking tools applied in redesigning of the admission process and its impact in context to a leading Indian B-school. This study has broader implications for B-schools in general as the model will help them understand the need of applying design-thinking techniques in redesigning new age admission strategies.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129636027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9073-6
{"title":"New Age Admissions Strategies in Business Schools","authors":"","doi":"10.4018/978-1-5225-9073-6","DOIUrl":"https://doi.org/10.4018/978-1-5225-9073-6","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"2007 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128586533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-1001-8.ch011
K. Livingston
The place and challenges of identifying and working with paradigms in the context of commissioned research are addressed in this chapter. The characteristics of commissioned research activities are discussed and considered by drawing on Boyer's view of scholarship as discovery, integration, application, teaching, and engagement. The role of Invitation to Tender (ITT) documents in commissioned research is explored using a conceptual continuum from looser to tighter specification of parameters as an analytical frame. Consequences for the selection of a research paradigm are considered in the context of multiple realities of the researcher and the commissioning body. The chapter concludes with an imperative: Communication to develop understanding of each other's perspectives needs to be better recognized for its value to all parties in meeting their intended purpose in engaging in a commissioned research undertaking.
{"title":"Undertaking Commissioned Research and Scholarship in Education","authors":"K. Livingston","doi":"10.4018/978-1-7998-1001-8.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-1001-8.ch011","url":null,"abstract":"The place and challenges of identifying and working with paradigms in the context of commissioned research are addressed in this chapter. The characteristics of commissioned research activities are discussed and considered by drawing on Boyer's view of scholarship as discovery, integration, application, teaching, and engagement. The role of Invitation to Tender (ITT) documents in commissioned research is explored using a conceptual continuum from looser to tighter specification of parameters as an analytical frame. Consequences for the selection of a research paradigm are considered in the context of multiple realities of the researcher and the commissioning body. The chapter concludes with an imperative: Communication to develop understanding of each other's perspectives needs to be better recognized for its value to all parties in meeting their intended purpose in engaging in a commissioned research undertaking.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130535786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8025-7.ch012
Jennifer Fleming
This chapter explores Finland's history, highlighting the country before and after the declaration of independence. It evaluates patterns and trends in social and cultural norms, education, employment, science, technology, and engineering to find evidence of gender inequality, marginalization, and oppression towards Finnish women scholars. Data is collected, analyzed, and reported from a diverse group of peer-reviewed and economic published perspectives, including the Programme for International Student Assessment (PISA), Organization for Economic-Cooperation and Development (OECD), International Labor Organization (ILOSTAT), Panorama Education, World Economic Forum, Global Wage Report, University of British Columbia, National Science Foundation, World Intellectual Property Organization(WIPO), National Centre for Education, European Commission, and Statista Finland databases.
{"title":"Why Are Finland Women Scholars Not Finnish-ing the Race Towards Science, Engineering, and Technology","authors":"Jennifer Fleming","doi":"10.4018/978-1-7998-8025-7.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-8025-7.ch012","url":null,"abstract":"This chapter explores Finland's history, highlighting the country before and after the declaration of independence. It evaluates patterns and trends in social and cultural norms, education, employment, science, technology, and engineering to find evidence of gender inequality, marginalization, and oppression towards Finnish women scholars. Data is collected, analyzed, and reported from a diverse group of peer-reviewed and economic published perspectives, including the Programme for International Student Assessment (PISA), Organization for Economic-Cooperation and Development (OECD), International Labor Organization (ILOSTAT), Panorama Education, World Economic Forum, Global Wage Report, University of British Columbia, National Science Foundation, World Intellectual Property Organization(WIPO), National Centre for Education, European Commission, and Statista Finland databases.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130046410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8860-4.ch014
T. Porter
Theoretical frameworks on mismatch, rooted in affirmative action literature, provide divergent conclusions on how overmatch, a synonym for affirmative action, and undermatch shape degree completion outcomes for Black undergraduates at selective postsecondary institutions. Through examining data from the 2003–2009 Beginning Postsecondary Students Longitudinal Survey, this study creates an academic index that estimates the precollege academic credentials of approximately 650 Black, first-time undergraduates enrolled at the top three tiers of selective colleges during the 2003–04 academic year to examine the effects of undermatching or attending a college that is less rigorous than a college that matches their precollege academic record. The findings suggest that overmatched Black students who enrolled at the most selective institutions were far more likely to graduate than students with similar precollege academic credentials who enrolled at their best academic match. The results also indicate that undermatching had an adverse effect on degree completion rates.
{"title":"Mismatched Students, Missed Opportunities","authors":"T. Porter","doi":"10.4018/978-1-7998-8860-4.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-8860-4.ch014","url":null,"abstract":"Theoretical frameworks on mismatch, rooted in affirmative action literature, provide divergent conclusions on how overmatch, a synonym for affirmative action, and undermatch shape degree completion outcomes for Black undergraduates at selective postsecondary institutions. Through examining data from the 2003–2009 Beginning Postsecondary Students Longitudinal Survey, this study creates an academic index that estimates the precollege academic credentials of approximately 650 Black, first-time undergraduates enrolled at the top three tiers of selective colleges during the 2003–04 academic year to examine the effects of undermatching or attending a college that is less rigorous than a college that matches their precollege academic record. The findings suggest that overmatched Black students who enrolled at the most selective institutions were far more likely to graduate than students with similar precollege academic credentials who enrolled at their best academic match. The results also indicate that undermatching had an adverse effect on degree completion rates.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116017452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7703-4.CH010
S. Savva
The chapter introduces a post-doctoral project which involves the design, implementation, and evaluation of an online continuing professional development program, adhering to a multimodal literacy teaching paradigm, in order to accommodate for inclusive education. The proposed research is based on the development of multiliteracies affinity practice (MAP) framework, an innovative framework drawing on the creative overlap of multiliteracies pedagogy of the New London Group, the learning by design model adapted from Cope and Kalantzis, and Gee's affinity spaces theory. A design-based research (DBR) methodology was utilized to embark on the research through three phases: the preliminary phase, the prototyping phase, and the assessment phase. Based on the preliminary formative evaluation of the implementation of the MAP framework that draws on Guskey's five levels of evaluating teachers' professional development, it is evident that the online professional development program enabled participants to enhance their literacy teaching practices for inclusive teaching.
{"title":"Multiliteracies Professional Development Practice","authors":"S. Savva","doi":"10.4018/978-1-5225-7703-4.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-7703-4.CH010","url":null,"abstract":"The chapter introduces a post-doctoral project which involves the design, implementation, and evaluation of an online continuing professional development program, adhering to a multimodal literacy teaching paradigm, in order to accommodate for inclusive education. The proposed research is based on the development of multiliteracies affinity practice (MAP) framework, an innovative framework drawing on the creative overlap of multiliteracies pedagogy of the New London Group, the learning by design model adapted from Cope and Kalantzis, and Gee's affinity spaces theory. A design-based research (DBR) methodology was utilized to embark on the research through three phases: the preliminary phase, the prototyping phase, and the assessment phase. Based on the preliminary formative evaluation of the implementation of the MAP framework that draws on Guskey's five levels of evaluating teachers' professional development, it is evident that the online professional development program enabled participants to enhance their literacy teaching practices for inclusive teaching.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116022376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7438-5.CH013
Kerri Pilling Burchill, David Anderson
This chapter suggests a new framework for thinking about the role of informal mentoring in higher education based on the persistently changing role of education. The chapter provides the findings from a qualitative research study that examined how the lived experiences of three novice professors guided their engagement in informal mentoring opportunities. The study offers evidence to capture how engagement in mentoring opportunities improved the quality of teaching. With each mentoring opportunity, these three professors gained knowledge and skills that they integrated into their classrooms to be more effective teachers. The conclusions address the following areas: the importance of previous lived experiences as a catalyst for in engaging in mentoring opportunities; the importance of mentoring having an informal structure, one where they controlled the learning direction; the nature and ramifications of the informal versus formal aspects of this process; and the findings in this study align with Kolb's learning theory.
{"title":"A Study of Novice Faculty Members' Experiences During the Mentoring Process","authors":"Kerri Pilling Burchill, David Anderson","doi":"10.4018/978-1-5225-7438-5.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-7438-5.CH013","url":null,"abstract":"This chapter suggests a new framework for thinking about the role of informal mentoring in higher education based on the persistently changing role of education. The chapter provides the findings from a qualitative research study that examined how the lived experiences of three novice professors guided their engagement in informal mentoring opportunities. The study offers evidence to capture how engagement in mentoring opportunities improved the quality of teaching. With each mentoring opportunity, these three professors gained knowledge and skills that they integrated into their classrooms to be more effective teachers. The conclusions address the following areas: the importance of previous lived experiences as a catalyst for in engaging in mentoring opportunities; the importance of mentoring having an informal structure, one where they controlled the learning direction; the nature and ramifications of the informal versus formal aspects of this process; and the findings in this study align with Kolb's learning theory.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121314493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5990-0
{"title":"Overcoming Challenges and Creating Opportunity for African American Male Students","authors":"","doi":"10.4018/978-1-5225-5990-0","DOIUrl":"https://doi.org/10.4018/978-1-5225-5990-0","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122306436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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