Pub Date : 2022-12-07DOI: 10.1080/1360080X.2022.2156038
A. Fitriani
introduction, but not all chapters have a conclusion. It would be better if each chapter also presented a conclusion. This 154-page book has many advantages, such as the application of very critical ideas in constructing Ubuntu values as a solution to the educational crisis on educational problems found. This book would be more interesting if it broadly examined the concept of higher education with other general education in countries with similar educational problems. In short, this book is highly recommended to enrich the understanding of philosophy in overcoming the educational crisis by policymakers, academic developers, academic leaders, and general academics.
{"title":"Critical perspectives on economics of education","authors":"A. Fitriani","doi":"10.1080/1360080X.2022.2156038","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2156038","url":null,"abstract":"introduction, but not all chapters have a conclusion. It would be better if each chapter also presented a conclusion. This 154-page book has many advantages, such as the application of very critical ideas in constructing Ubuntu values as a solution to the educational crisis on educational problems found. This book would be more interesting if it broadly examined the concept of higher education with other general education in countries with similar educational problems. In short, this book is highly recommended to enrich the understanding of philosophy in overcoming the educational crisis by policymakers, academic developers, academic leaders, and general academics.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"474 - 477"},"PeriodicalIF":2.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45826597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1080/1360080X.2022.2150799
Xiaoli Jing, R. Ghosh, Baocun Liu
ABSTRACT Since the beginning of the 21st century, international branch campuses have experienced significant growth worldwide, and most of them are established in the Global South by the Global North, reproducing Western hegemony through education. In this context, we conducted a comparative study to analyse the convergence and divergence of the neocolonial practices at Shanghai Vancouver Film School and Algonquin College-Kuwait, two international branch campuses established by Canadian post-secondary institutions. The results demonstrate the two Canadian international branch campuses modernise and internationalise the post-secondary education system in their importing countries by resisting neocolonial harm and localising global standards. When mimicking their home institutions’ curriculum, they both exercise agency, albeit to different degrees, by resisting Western liberal ideologies and teaching contents irrelevant to the local context, attempting to create a third space for students to engage with multiple perspectives and knowledge systems.
{"title":"Resisting neocolonial harm and localising global standards at international branch campuses: a comparative study of two Canadian cases","authors":"Xiaoli Jing, R. Ghosh, Baocun Liu","doi":"10.1080/1360080X.2022.2150799","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2150799","url":null,"abstract":"ABSTRACT Since the beginning of the 21st century, international branch campuses have experienced significant growth worldwide, and most of them are established in the Global South by the Global North, reproducing Western hegemony through education. In this context, we conducted a comparative study to analyse the convergence and divergence of the neocolonial practices at Shanghai Vancouver Film School and Algonquin College-Kuwait, two international branch campuses established by Canadian post-secondary institutions. The results demonstrate the two Canadian international branch campuses modernise and internationalise the post-secondary education system in their importing countries by resisting neocolonial harm and localising global standards. When mimicking their home institutions’ curriculum, they both exercise agency, albeit to different degrees, by resisting Western liberal ideologies and teaching contents irrelevant to the local context, attempting to create a third space for students to engage with multiple perspectives and knowledge systems.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"276 - 290"},"PeriodicalIF":2.6,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1080/1360080X.2022.2148237
N. Godbold, K. Matthews, D. Gannaway
ABSTRACT The nature of academic appointments in Australia has changed. Given the recent emergence and growth of teaching focused academics roles across countries and contexts, in this conceptual paper we begin by parsing the language and role descriptions used for these academic appointments. Then, we consider what we know about teaching focused academics roles, and the research approaches used in these studies. We identify that teaching focused academics s struggle to understand, capture, and represent the knowledge creation component of their academic workload. We argue there is a need for research that builds a richer and holistic understanding of teaching focused roles and their workloads. We offer a solution: a learning-practice conceptual framework – combining Ann Webster-Wright’s authentic professional learning and Trowler’s practice sensibility with Goodyear’s framework for design – to open new vistas of research and policy implementation.
{"title":"Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles","authors":"N. Godbold, K. Matthews, D. Gannaway","doi":"10.1080/1360080X.2022.2148237","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2148237","url":null,"abstract":"ABSTRACT The nature of academic appointments in Australia has changed. Given the recent emergence and growth of teaching focused academics roles across countries and contexts, in this conceptual paper we begin by parsing the language and role descriptions used for these academic appointments. Then, we consider what we know about teaching focused academics roles, and the research approaches used in these studies. We identify that teaching focused academics s struggle to understand, capture, and represent the knowledge creation component of their academic workload. We argue there is a need for research that builds a richer and holistic understanding of teaching focused roles and their workloads. We offer a solution: a learning-practice conceptual framework – combining Ann Webster-Wright’s authentic professional learning and Trowler’s practice sensibility with Goodyear’s framework for design – to open new vistas of research and policy implementation.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"323 - 334"},"PeriodicalIF":2.6,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47752179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-13DOI: 10.1080/1360080X.2022.2145927
Beth M. Lehman, K. Colbert, S. Goltz, Audrey Mayer, M. Rouleau
ABSTRACT Although implicit bias training programs have become common, the effects of these programs on employee attitudes and behaviours are still unclear, particularly when it comes to the efficacy of repeated, mandatory training. Additional understanding of these programs’ efficacy is needed for setting effective training policy. We measured the effects of training in a mandatory bias literacy program for academic staff involved in personnel decisions at an American public university, specifically by examining the relationship among bias-related knowledge, attitudes, and behaviours and two training variables: the number of times training had been completed, and the time since last training. Time since training had a beneficial effect on behavioural intentions whereas training repetition showed a slight detrimental effect. Results of demographic factors investigated indicated effects of gender, amount of personnel-related committee service, and years at the university on training outcomes. Implications of these results for training policy at universities are discussed.
{"title":"Effects of repeated implicit bias training in a North American university","authors":"Beth M. Lehman, K. Colbert, S. Goltz, Audrey Mayer, M. Rouleau","doi":"10.1080/1360080X.2022.2145927","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2145927","url":null,"abstract":"ABSTRACT Although implicit bias training programs have become common, the effects of these programs on employee attitudes and behaviours are still unclear, particularly when it comes to the efficacy of repeated, mandatory training. Additional understanding of these programs’ efficacy is needed for setting effective training policy. We measured the effects of training in a mandatory bias literacy program for academic staff involved in personnel decisions at an American public university, specifically by examining the relationship among bias-related knowledge, attitudes, and behaviours and two training variables: the number of times training had been completed, and the time since last training. Time since training had a beneficial effect on behavioural intentions whereas training repetition showed a slight detrimental effect. Results of demographic factors investigated indicated effects of gender, amount of personnel-related committee service, and years at the university on training outcomes. Implications of these results for training policy at universities are discussed.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"306 - 322"},"PeriodicalIF":2.6,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43835428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-13DOI: 10.1080/1360080X.2022.2146566
Savo Heleta, Samia Chasi
ABSTRACT Over the past few decades, internationalisation of higher education in South Africa has been framed and conceptualised based on the dominant approaches, concepts and definitions from the global North. Using a decolonial lens, we focus on how internationalisation is defined in South Africa. This is important as definitions influence strategic directions, policies and priorities of higher education systems and institutions. We show that replication of Eurocentric definitions is inappropriate for post-apartheid complexities and transformational priorities and contributes to the maintenance of coloniality and Eurocentric hegemony in higher education. We propose a new definition, which is relevant for the South African context and takes into consideration historical complexities and injustices, contemporary socio-economic realities, and the need for epistemic decolonisation. We hope that the new definition will have a progressive impact on different aspects of internationalisation and contribute to transformation and decolonisation of higher education in South Africa and, potentially, elsewhere.
{"title":"Rethinking and redefining internationalisation of higher education in South Africa using a decolonial lens","authors":"Savo Heleta, Samia Chasi","doi":"10.1080/1360080X.2022.2146566","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2146566","url":null,"abstract":"ABSTRACT Over the past few decades, internationalisation of higher education in South Africa has been framed and conceptualised based on the dominant approaches, concepts and definitions from the global North. Using a decolonial lens, we focus on how internationalisation is defined in South Africa. This is important as definitions influence strategic directions, policies and priorities of higher education systems and institutions. We show that replication of Eurocentric definitions is inappropriate for post-apartheid complexities and transformational priorities and contributes to the maintenance of coloniality and Eurocentric hegemony in higher education. We propose a new definition, which is relevant for the South African context and takes into consideration historical complexities and injustices, contemporary socio-economic realities, and the need for epistemic decolonisation. We hope that the new definition will have a progressive impact on different aspects of internationalisation and contribute to transformation and decolonisation of higher education in South Africa and, potentially, elsewhere.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"261 - 275"},"PeriodicalIF":2.6,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1080/1360080X.2022.2144790
Paul Harpur, B. Szucs, D. Willox
ABSTRACT This paper analyses the extent to which intersectionality is considered in university strategic approaches to equity, diversity, and inclusion, and how intersectionality is expressed within strategic plans. Intersectionality is a framework for understanding compounding experiences of those who identify with multiple diversity areas and how these factors interact to create an experience specific to this combination. Through a survey of publicly available diversity and inclusion action plans at Australian universities, this paper maps the extent of both intersectionality awareness and enactment. This paper shows that while there were mentions of intersectionality, these were often limited to aspirational statements and acknowledgements rather than meaningful enactment. This demonstrates a desire by universities to respond to intersectionality in education, but either a lack of action or understanding of how to act for positive impact. This paper provides considerations and recommendations for Australian universities to meaningfully include intersectionality in their strategies and action plans.
{"title":"Strategic and policy responses to intersectionality in higher education","authors":"Paul Harpur, B. Szucs, D. Willox","doi":"10.1080/1360080X.2022.2144790","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2144790","url":null,"abstract":"ABSTRACT This paper analyses the extent to which intersectionality is considered in university strategic approaches to equity, diversity, and inclusion, and how intersectionality is expressed within strategic plans. Intersectionality is a framework for understanding compounding experiences of those who identify with multiple diversity areas and how these factors interact to create an experience specific to this combination. Through a survey of publicly available diversity and inclusion action plans at Australian universities, this paper maps the extent of both intersectionality awareness and enactment. This paper shows that while there were mentions of intersectionality, these were often limited to aspirational statements and acknowledgements rather than meaningful enactment. This demonstrates a desire by universities to respond to intersectionality in education, but either a lack of action or understanding of how to act for positive impact. This paper provides considerations and recommendations for Australian universities to meaningfully include intersectionality in their strategies and action plans.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"19 - 35"},"PeriodicalIF":2.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45692108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/1360080X.2022.2140888
B. Macfarlane
ABSTRACT The sabbatical provides an important illustration of the changing nature of academic life and is a symbol of the growing demands of performativity. Drawing on historical literature and archival sources concerning university sabbaticals at Australian and English universities, the paper demonstrates that underlying assumptions about its purposes have changed slowly, but markedly, over time. A shift has occurred from a conception of the sabbatical as a period of rest, recuperation and academic travel to one of hyper-productivity. This change is linked to the emergence of the so-called research university, the rise of performativity, and the increasing demands of an audit culture. The academic sabbatical is also an often forgotten but significant indicator of the internationalisation of universities in the nineteenth and early to mid-twentieth century.
{"title":"The academic sabbatical as a symbol of change in higher education: from rest and recuperation to hyper-performativity","authors":"B. Macfarlane","doi":"10.1080/1360080X.2022.2140888","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2140888","url":null,"abstract":"ABSTRACT The sabbatical provides an important illustration of the changing nature of academic life and is a symbol of the growing demands of performativity. Drawing on historical literature and archival sources concerning university sabbaticals at Australian and English universities, the paper demonstrates that underlying assumptions about its purposes have changed slowly, but markedly, over time. A shift has occurred from a conception of the sabbatical as a period of rest, recuperation and academic travel to one of hyper-productivity. This change is linked to the emergence of the so-called research university, the rise of performativity, and the increasing demands of an audit culture. The academic sabbatical is also an often forgotten but significant indicator of the internationalisation of universities in the nineteenth and early to mid-twentieth century.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"335 - 348"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49470732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/1360080x.2022.2136863
P. Bentley, Carroll Graham
Dear Colleagues, Welcome to our final issue of 2022, which includes six articles and three book reviews, unusually including two independent reviews of the same book. We start with Hayden McDonald and colleagues’ analysis of health promotion activities at eight Australian universities and taxonomy to help implementation. Similarly, we hope our readers are enjoying some of their own health promotion activities over the holiday break. When staff return in 2023, many university managers will face the invidious task of workload allocations. Our second article, by Beth R. Crisp, reviews the literature and reflects on her professional experience administering these complex systems. Developing ‘a shared understanding of what is “good enough”’ is sound advice, particularly in organisations where unpaid overtime is (almost) a norm of professionalism. The relatively long hours of academic researchers are partly due to strong intrinsic motivation, but universities also seek to leverage this through research incentive systems. The motivations of university managers are clear, but how academics view these incentive structures is not. Félix Guerrero-Alba, Fernando Martín-Alcázar and Gonzalo Sánchez-Gardey undertook a mixed-methods study at a Spanish university to investigate this issue. The new year will see many newly minted PhD graduates returning home after completing their studies abroad. The Malaysian government, like many others, strongly encourages PhD graduates to return and bring home their knowledge, skills and connections. But returnees and their institutions face considerable challenges of adjustment, as outlined by Chang Da Wan, Aliya Kuzhabekova and Botagoz Ispambetova We certainly hope that 2023 will not bring another ‘rapid transition to online learning’ during a pandemic, but that does not mean we cannot be prepared by learning from what worked well. Dijana Townsend, Kate Wilson and Marina Harvey reflect on how the transition was achieved by applying a 3S triage process (see, solve and share) at an Australian military academy. In 2018, the Polish higher education sector underwent a series of reforms, including ‘modernising’ institutional governance with greater autonomy, hierarchy, and vertical steering from leadership. Universities also introduced more external stakeholders, counterbalancing and challenging academic and managerial control. Davide Donina and colleagues’ survey of Polish rectors offers insight into the impact of these changes on different institutional types. Sometimes people can independently and concurrently work on the same good idea. This is what happened when Rita Suswati and Shifei Duan each offered their independent perspectives on the same book Universities and regional engagement: from the exceptional to the everyday by Tatiana Lakovleva, Elisa Thomas, Laila Nordstrand Berg, Römulo JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT 2022, VOL. 44, NO. 6, 529–530 https://doi.org/10.1080/1360080X.2022.2136863
欢迎阅读我们2022年的最后一期，这一期包括六篇文章和三篇书评，不同寻常的是，其中包括对同一本书的两篇独立评论。我们从海登·麦克唐纳和他的同事对澳大利亚八所大学的健康促进活动的分析和有助于实施的分类开始。同样，我们希望我们的读者也能在假期里享受一些自己的健康促进活动。当2023年员工回归时，许多大学管理者将面临工作量分配的艰巨任务。我们的第二篇文章由Beth R. Crisp撰写，回顾了相关文献，并反思了她管理这些复杂系统的专业经验。形成“对什么是“足够好”的共同理解”是一个合理的建议，尤其是在那些无偿加班(几乎)成为职业规范的组织中。学术研究人员的工作时间相对较长，部分原因是由于强烈的内在动机，但大学也试图通过研究激励制度来利用这一点。大学管理者的动机是明确的，但学者如何看待这些激励结构却不清楚。fsamlix Guerrero-Alba, Fernando Martín-Alcázar和Gonzalo Sánchez-Gardey在一所西班牙大学进行了一项混合方法研究来调查这个问题。新的一年里，许多刚毕业的博士毕业生将在国外完成学业后回国。马来西亚政府和其他许多国家一样，强烈鼓励博士毕业生回国，把他们的知识、技能和人脉带回家。但是，正如张大万、阿利亚·库扎别科娃和波塔戈兹·伊斯潘贝托娃所概述的那样，回国人员及其机构面临着相当大的调整挑战。我们当然希望2023年不会在大流行期间再次出现“向在线学习的快速过渡”，但这并不意味着我们不能通过学习成功的经验来做好准备。Dijana Townsend, Kate Wilson和Marina Harvey在澳大利亚一所军事学院反思了如何通过应用3S分类过程(参见，解决和分享)实现过渡。2018年，波兰高等教育部门进行了一系列改革，包括“现代化”机构治理，赋予更大的自主权、等级制度和领导层的垂直指导。大学也引入了更多的外部利益相关者，平衡和挑战学术和管理控制。Davide Donina和他的同事对波兰校长的调查提供了这些变化对不同机构类型的影响的见解。有时人们可以独立地、同时地为同一个好想法工作。这就是当Rita Suswati和Shifei Duan在同一本书中分别提出他们的独立观点时所发生的事情:大学和区域参与:从特殊到日常，Tatiana Lakovleva, Elisa Thomas, Laila Nordstrand Berg, Römulo高等教育政策与管理杂志2022,VOL. 44, NO. 1。6,529 - 530 https://doi.org/10.1080/1360080X.2022.2136863
{"title":"Editorial","authors":"P. Bentley, Carroll Graham","doi":"10.1080/1360080x.2022.2136863","DOIUrl":"https://doi.org/10.1080/1360080x.2022.2136863","url":null,"abstract":"Dear Colleagues, Welcome to our final issue of 2022, which includes six articles and three book reviews, unusually including two independent reviews of the same book. We start with Hayden McDonald and colleagues’ analysis of health promotion activities at eight Australian universities and taxonomy to help implementation. Similarly, we hope our readers are enjoying some of their own health promotion activities over the holiday break. When staff return in 2023, many university managers will face the invidious task of workload allocations. Our second article, by Beth R. Crisp, reviews the literature and reflects on her professional experience administering these complex systems. Developing ‘a shared understanding of what is “good enough”’ is sound advice, particularly in organisations where unpaid overtime is (almost) a norm of professionalism. The relatively long hours of academic researchers are partly due to strong intrinsic motivation, but universities also seek to leverage this through research incentive systems. The motivations of university managers are clear, but how academics view these incentive structures is not. Félix Guerrero-Alba, Fernando Martín-Alcázar and Gonzalo Sánchez-Gardey undertook a mixed-methods study at a Spanish university to investigate this issue. The new year will see many newly minted PhD graduates returning home after completing their studies abroad. The Malaysian government, like many others, strongly encourages PhD graduates to return and bring home their knowledge, skills and connections. But returnees and their institutions face considerable challenges of adjustment, as outlined by Chang Da Wan, Aliya Kuzhabekova and Botagoz Ispambetova We certainly hope that 2023 will not bring another ‘rapid transition to online learning’ during a pandemic, but that does not mean we cannot be prepared by learning from what worked well. Dijana Townsend, Kate Wilson and Marina Harvey reflect on how the transition was achieved by applying a 3S triage process (see, solve and share) at an Australian military academy. In 2018, the Polish higher education sector underwent a series of reforms, including ‘modernising’ institutional governance with greater autonomy, hierarchy, and vertical steering from leadership. Universities also introduced more external stakeholders, counterbalancing and challenging academic and managerial control. Davide Donina and colleagues’ survey of Polish rectors offers insight into the impact of these changes on different institutional types. Sometimes people can independently and concurrently work on the same good idea. This is what happened when Rita Suswati and Shifei Duan each offered their independent perspectives on the same book Universities and regional engagement: from the exceptional to the everyday by Tatiana Lakovleva, Elisa Thomas, Laila Nordstrand Berg, Römulo JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT 2022, VOL. 44, NO. 6, 529–530 https://doi.org/10.1080/1360080X.2022.2136863","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"44 1","pages":"529 - 530"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45523239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/1360080X.2022.2140749
Freeman Akama, J. Keenan
ABSTRACT Ten interviews of senior leaders gave a clear picture about what they considered mentoring should be in a College of Education in Ghana – a coaching model of directive instruction and a hierarchical transfer of skills and knowledge. While mentoring was viewed as a central part of a training teacher’s course, funds, attitudes and workload did not allow for in-house mentoring of staff. These findings are discussed with observations of how gender and religious cultural expectation affected the responses of the senior leaders and how the management structure at the college may be inhibiting it from implementing a system of mentoring. This paper was written as a collaboration between educational lecturers in Ghana and the UK and brings a global perspective on the situation. It concludes with recommendations to managers of educational institutions to implement a mentoring structure and widen the definition of what it means to be a mentor.
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