HIGHER EDUCATION QUARTERLY最新文献

Our work contributes to existing research on student loyalty by testing a model that includes organisational justice as a predictor. In Study 1 (n = 257, Polish sample), students' perceived organisational justice of their university was a positive predictor of their loyalty. In Study 2 (n = 522, Polish sample), we replicated these findings and observed that academic identification accounted for the relationship between university's organisational justice and students' loyalty. In Study 3 (n = 500, American sample), we replicated findings from Study 1 and Study 2 and tested perceived legitimacy of university staff and authorities as another mediator of the investigated relationship. We conclude that the experience of organisational fairness at university translates into stronger academic identification and greater perceived university legitimacy, both of which lead to increased loyalty. Thus, we recommend that evaluation tools in higher education institutions more explicitly measure student perceptions of fairness.

There is a growing interest in the underlying mechanisms affecting female leaders in higher education. And this paper examines the problem by focusing specifically on Polish public universities which historically stands out by particularly low number of female university rectors. The core of the study is based on 15 in-depth expert interviews with female university rectors and vice-rectors. The paper argues that the large deficit of female rectors has been influenced by the traditional masculine figure of a university rector deeply embedded in the Polish academic culture. We demonstrate evidence that the masculine figure of a rector still strongly affects the perception of who is destined to perform the role.

The literature shows that the question of how to integrate quality assurance into higher education institutions is associated with several obstacles including non-support from university actors. This study explored the university actors' response to the recently implemented external quality assurance and accreditation regime for higher education in Malawi. The findings showed that university actors respond to external quality assurance in divergent ways, mainly characterised by formal instrumentality, professional pragmatism and symbolic compliance. This meant that it would be naïve for external quality assurance agencies to assume that when university actors participate in external accreditation processes, it means that they embrace external quality assurance as a mechanism for enhancing quality. The implication was that national policy makers and quality assurance agencies should not consider university actors as ‘passive recipients’ that mutely accept quality assurance reforms, but rather seriously attend to them as both ‘makers’ and ‘shapers’ of policy in order to develop quality assurance systems that can be genuinely embraced. The study contributes to research that take a critical perspective in interpreting university personnel response to quality assurance.

This study delves into the impact of knowledge sharing on innovative work behaviour within higher education institutions in Ghana, utilising data gathered from 285 participants. Employing a quantitative approach and utilising a descriptive-correlational research design, this research reveals a consistently high level of innovative work behaviour. All dimensions of innovative work behaviour, including idea promotion, idea generation, and idea implementation, received notably high scores. Likewise, the sub-components of knowledge sharing, namely the community of practice, organisational communication, personal interaction, and written contribution, were rated as high within these institutions. The study establishes a significant positive correlation between knowledge sharing and innovative work behaviour (β = 0.88, p = 0.00). The study advocates for promoting knowledge-sharing mechanisms within higher education institutions, fostering an environment that facilitates seamless knowledge exchange amongst all members.

Private master's comprehensive institutions (PMCIs) in the United States navigate pressures to expand college access and equity while striving for prestige in the academic hierarchy. To strive for prestige entails competing for world-class status of greater selectivity, research intensity and resources, but such a pathway to excellence may, because of market-competition, deepen institutional and student stratification in the sector. In this study, we examine how organisational characteristics associated with striving influence low-income student enrolment at PMCIs over time. Our panel analysis revealed selected factors constraining the enrolment of low-income students at the average PMCI. But the magnitude of these statistical relationships was rather modest and did not suggest dramatically worsening institutional and student inequality in the sector. These findings support a flexible theory of organisational fields, illuminating more equity-centred behaviours at the typical PMCI than what prior literature indicates. We discuss implications for research and policy emphasising equity's connection to institutional excellence.