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By focusing on the role that "in loco parentis" plays on college campuses, according to the author, we are offered a new angle of vision, one that may break us out of simplistic understandings of campus life in our time. In the 1960s, college students fought for free speech and against in loco parentis. Students did not want their colleges to dictate, through rules or unstated norms, how they could fight for causes they believed in. Colleges began to step out of the role of guardian and allowed students new freedoms of expression. Fast forward to today when the college students of the 60's and 70's are raising children. Many still believe in the importance of free speech as an ideal and yet their generation is also known as "helicopter" or even "snowplow" parents. In their role as defender of free speech, they object as college students protest or no-platform speakers they disagree with. At the same time, when their child faces difficulties on campus -- from issues with roommates, to issues with a professor, to being caught breaking school rules -- they go on the attack, demanding that the college make things right. The goal of this article is to do some reflecting so that colleges are better positioned to offer the most reasonable and educative response to the tensions that exist between and within free speech demands and demands that colleges take on some of the "in loco parentis" roles that they were asked to step out of in the 1960s. Higher education can model what it means to respect growth and freedom, creating norms of interaction that have the potential to influence the wider culture.

College mental health is at a crossroads. Prevailing approaches that focus efforts on healing individual students are unsustainable given unprecedented demand for mental health services. However, these challenges also present an opportunity for the field of higher education to diverge from that path and begin cultivating university communities where everyone -- not just mental health professionals -- take care of our students and each other. For well-being promoting efforts to reach all students, it is almost a requirement to focus on initiating changes in classrooms and other learning environments in collaboration with the instructors and other academic staff who interact with students on a daily basis. To this end, our Well-being in Learning Environments (WBLE) program creates partnerships with faculty to embed mental health support practices within classrooms, departments, and colleges. Herein, we reflect on six years of relationship-building with faculty, staff, and administrators to support student well-being at multiple levels within our institution, describing the theoretical framework, implementation, evolution, and outcomes of the WBLE program since its launch in 2017.

Previous research examining student satisfaction in China has been broad in its demographic profile while utilizing instruments that have questionable reliability. This study has incorporated a newly validated model to assess student satisfaction, specifically Chinese students majoring in English at a domestic Chinese university, an underrepresented element in current research. The purpose of this study was to examine the influence that the administration, campus environment, and course delivery have on Chinese students' satisfaction in studying English in a Chinese higher education institution. The study used a quantitative research design consisting of 615 first to fourth-year English majors currently enrolled in a Chinese university. Participants' responses were examined through factor, correlational, and regression analysis. The examination of these dimensions' influences on student satisfaction indicated correlations ranging from r = 0.441 to 0.603. Administration influenced satisfaction significantly with [beta] = 0.443, while campus environment and course design had [beta] = 0.111 and 0.383, respectively. Each dimension's statistical significance supported the study's hypotheses, but findings indicate that the campus environment had a negligible effect with f = 0.01. The practical implication of this study offers a validated model for examining student satisfaction. The questionnaire's size allows for easy deployment and examination, focusing on three critical dimensions against student satisfaction.

This study focuses on the factors that impact on assessment of student satisfaction with the quality of training services at the College of Commerce in the period from 2014 to 2019. A survey questionnaire was sent to 249 student respondents. The survey period was from April 2019 to the end of May 2019. The research results show that there are 7 elements: Trust, Empathy, Tangible medium, Response, Service capacity. Based on the research results, recommendations for personnel policies have been proposed to improve student satisfaction with the quality of training services at the Da Nang Commercial College in the 2019-2030 periods. [Starting on p. 59 the headers and footers are incorrect.]

This article uses methods from narrative analysis to consider how the macro-level experiences of racism and sexism appear in micro-level small stories about hierarchical microaggressive intersectionalities (HMI) in higher education. Small stories shared by university faculty and administrators reveal that microaggressions were simultaneously experienced along the lines of race, gender and role in the institution. Themes emerge that link deprofessionalization, invisibility, and fatigue to these small stories. On a nuanced level, the narratives in this paper demonstrate how broader societal notions of women's and women of color's roles in institutions translate into a negative campus climate for those who experience HMI.

The purpose of this study is to develop performance indicators in line with these goals and objectives in the light of domestic and foreign literature by examining the strategic goals and objectives in the strategic plans of public universities in Turkey. Within the scope of the research, firstly strategic plans of many universities operating at home and abroad were examined and a performance indicator pool consisting of 300 criteria was created in the light of the strategic plans of 11 different universities selected by purposeful sampling. Also Reports of the Council of Higher Education (YÖK) and Ministry of Development on strategic planning were examined. In the second stage, expert opinion was received from 2 faculty members working in the field of education management, and the 300 item list was reduced to 45 performance indicators under 6 main strategic dimensions. In the third and final stage of the research, performance indicators were classified according to their importance by using AHP (Analytical Hierarchy Process) method, which is a multi-criteria decision-making technique. The AHP study was carried out with 10 academics who had scientific studies in the field of strategic planning and worked in university administration. Finally, the performance indicators created for each strategic dimension are listed according to their criterion weights.

Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person--environment fit to maximize academic persistence.

Universities in South Africa seem to be struggling to create inclusive conditions for black students to succeed in their studies. The persistence of inequality in universities could be partly blamed on the use of the term 'historically disadvantaged', which is not defined in policy documents, and this has resulted in universities being unclear on what exactly to address in their transformation. Using the capability approach in this study, it is argued that policy should address the structural, institutional and environmental factors that contribute to student disadvantage, which prevent the development of opportunities and agency among students. Seven semi-structured interviews were conducted to collect qualitative data from key stakeholders who dealt with student affairs (university staff and student representative council [SRC] members) at one South African university with the aim of developing an understanding of student disadvantage from their perspective. The findings revealed that student disadvantage manifests through structural and institutional factors, namely a culture of racism, alienating university campuses, student poverty, university teaching, and gender inequality. The study recommends that universities consider addressing these factors in their transformation.

Since the 1980s, accountability, performance measurement and competitiveness have been implemented in universities globally. It is the management logic known as New Public Management (NPM). But the NPM in contemporary academia is not understood without attending to the emergence of digital management devices and platforms (DMDs). It is the combination of both events that we have called the digital turn in university management. The implementation of DMDs is not a homogeneous and fully satisfactory process but is loaded with attempts, fails, and failures that need the voice of academics to be understood in its extension. This article presents the results of 40 interviews with academics about their experience and engagement with DMDs. The results point to the existence of at least three repertoires: 1) device-lover, 2) functional-pragmatic and 3) oppositionist-rejector. Together, these results point out that, on one hand, both the experience and the identity of the academic; and on the other hand, the relationship with the institutional context; both are the key to the successful implementation of the DMDs.

Drawing on findings from the author's recently published COVID-19 study (Strayhorn, 2022), the purpose of this article is to highlight some of the major lessons that HEI leaders learned while navigating the uncertainties of the global pandemic, especially in terms of fostering a strong sense of belonging. First, the author defines sense of belonging in higher education based on current literature. Then practical examples of how HEI leaders facilitated, maintained, or restored a sense of belonging for campus constituents despite the existential threat of COVID-19 are presented. A final section presents three takeaway leadership lessons that may prove useful to many leaders faced with crisis management, regardless of institutional sector, control, or mission.

Purpose: Replicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness. Design/methodology/approach: HSIs will continue to struggle in fulfilling their mission, especially given the fast-growing Latina/e/o/x populations in the United States (US). A major challenge all HSIs face is the contrasting demographics between the student population, the faculty and staff and the administration -- with HSI administrations consistently being predominantly White. Findings: Hence, in this piece the authors shed light on the important work the authors have done these last two years through collaborative efforts to transform the institution and center servingness. Judith as the Interim Director of Chicano Programs, and Linda as the inaugural Vice President for equity, inclusion and diversity. Originality/value: Herein, the authors now share about the genre of testimonio as a decolonial methodology and about the experiences in our work as we attempt to decolonize the praxis at an HSI.

Purpose: The purpose of this study was to survey communication sciences and disorders (CSD) faculty in the United States to determine their perspectives and knowledge about freedom of speech on college campuses. Method: An online, anonymous survey was presented to interested CSD faculty, recruited from the American Speech-Language-Hearing Association Higher Education Special Interest Group 10, who answered Likert-style questions regarding demographics, perceptions, and university experiences pertaining to free speech. Results: The 91 respondents represented mostly White female faculty and administrators from across the United States. The vast majority valued free speech, felt their free speech was supported at their university, considered that free speech must be balanced with respect for others, and valued ideological diversity. Respondents reported differing opinions regarding how supported they felt about their freedom of speech in all cases. More hostility was reported for conservative over liberal beliefs. Conclusions: This study's findings suggest that although perceptions regarding free speech vary for faculty and administrators, most respondents felt their free speech was supported by their university. However, as some individuals do not feel supported, consideration of ways to welcome open discussions with differing opinions within academic programs is warranted.

This study aims to offer a detailed foresight on organizational justice concept and define organizational justice from the perspective of women, female lecturers specifically, to unveil the views on the concept of organizational justice. The research was patterned after one of the qualitative research models namely phenomenologic method. Research population comprised of 10 volunteering female lecturers currently teaching in 2 state universities. In data analysis, descriptive analysis technique was employed. Findings of the research pinpointed that female lecturers defined organizational justice as securing interpersonal equality and added that in the absence of organizational justice this failure would render a negative effect on their personal happiness, job satisfaction, motivation and performance. Moreover they claimed that there was prevailing gender discrimination in organizations. For suggestions the next studies can be conducted to raise the awareness of all employees of the organization on organizational justice. This study, carried out for participants from different universities, can be developed and applied to measure the perception of organizational justice in a single organization. In order to end the genderist perspective and bring women to the position where they should be important, women employees may be able to realize their power.

In 2013, Chancellor DuBois convened a Task Force on Diversity with the aim of making the Virginia Community College System (VCCS) a model for diversity by "increasing the demographic diversity of the VCCS so that teaching faculty and leaders look more like the communities we serve" (Chancellors Diversity Task Force, 2014, p. 3). The hard work of the Task Force members culminated in a report that summarized their findings and recommendations, including a "Call to Action" list of 11 steps, many of which have been implemented or are in progress. Several of these key initiatives have put the VCCS on track to meeting its diversity goals: the adoption of a VCCS policy statement on diversity and inclusion; the hiring of a Chief Diversity Officer and appointment of College Diversity representatives at each of the 23 VCCS colleges; the formation of diversity steering committees at each college; and the creation of an online Diversity Dashboard database which provides "institutional and system-wide longitudinal data on gender and minority status" (p. 12). We commend these efforts and would like to build on the foundation provided by the Task Force. Furthermore, we maintain that the success of the Complete 2021: Educating for a Competitive Commonwealth VCCS Strategic Plan depends upon increasing diversity and inclusion across the colleges, particularly in the hiring and retention of more diverse faculty and administrators. Although increasing diversity on college campuses has many benefits, improving student success and completion arguably being the most significant, we believe that campus diversity is intrinsically valuable, apart from the many benefits it affords institutions. This report offers recommendations from the individual to the system level.

The study sought to establish challenges faced, strategies used as well as opportunities available for the effective implementation of the technical and vocational education and training (TVET) curriculum in colleges in Botswana. Results showed that there are no significant differences in the way curriculum is implemented in public and private TVET colleges. Results further showed that curriculum implementation by TVET lecturers is significantly influenced by the microsystem, mesosystem and exosystem factors and that the implementation is mostly done through the use of lecturer-centered teaching strategies. A number of challenges that affect the effective implementation of the curriculum were identified. Efforts by government to facilitate synergies between TVET colleges and industry hence opening up more sources of funding, and possibilities for skills development and exchange between industry and colleges were opportunities identified that could potentially enhance the implementation of the TVET curriculum.

In this chapter, the experiences of mid-level business and finance staff positions in private colleges are explored to illuminate how they engage the campus environment as they help navigate their institutional fiscal vitality through the lens of empowerment theory. Through qualitative interviewers, findings include how they negotiate shared governance with members of the community who have tenure and how they empower those around them.

Concerns about alcohol use at college events have been documented for students, administrators, faculty, and the community across the history of higher education in America. Concerns range from the scrapes and bruises related to events that encourage or allow student inebriation, to student alcohol poisoning. Yet, a host of campuses have developed traditions and events that involve students engaging in the consumption of alcohol. One of the most historical events of this nature was the University of Virginia's Easters celebration. Through studying its history, one gains a better understanding as to why administrators have consistently grown concerned about alcohol consumption, especially as institutions have transitioned from in loco parentis to considerations of duties owed to students. An examination of this long-standing historical event--and the tragedy that led to its end--traces administrations' often slow responses, placing these events in current and historical contexts. Further, this event can be used to chronicle the changes in views of alcohol consumption by college students. Thus, by considering the choices of administrators, boards, and students, as well as the way alcohol consumption has been viewed in society across generations, a complex and responsive consideration of campus consumption may shed light on the historical and the current transition from in loco parentis to a duty to care.

Higher Education has witnessed an increase in support of lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities on college campuses. Despite this slow growth, many colleges and university climates remain largely unwelcoming to LGBTQ students, faculty, and staff. Student activism has largely been responsible for this growth, supported by staff and faculty advocates. This qualitative case study explored the tactics and strategies staff and faculty leveraged in advancing LGBTQ equity at Rural Public University in the Midwestern United States. The study advances a conceptual framework for queer activist leadership in higher education. Findings reveal how a small network of campus leaders engaged in queer leadership strategies through queer centered activism to advance LGBTQ equity in institutional policy and practice. Findings reveal rich implications for college administrators and higher education leaders advancing change for LGBTQ equity.

Government with Decision No. 12 of 2012 on higher education states that every university will be authorized to operate and issue a diploma after accreditation. Accreditation is the acknowledgment of the public or external parties to the college concerned and is also a form of assessment of the quality and feasibility of institutions conducted by independent organizations such as the National College Accreditation Committee (NHE-AC). Private higher education institutions under the coordination of Kopertis XII region, Maluku and North Maluku face challenges and difficulties to compete. In 2016, from 44 private universities under the coordination area of Kopertis XII only 7 of them have institutional accreditation status. This amount is considered very little compared to other Kopertis region's, therefore need further research to reveal the challenges faced by universities. The purpose of this research is to know the factors causing low accreditation submission among private universities under coordination of Kopertis region XII. The method used is qualitative descriptive approach. Data collection techniques are conducted through interviews and observation; Data were analyzed using Ishikawa or fishbone diagram. The results of this study indicate that of the 7 criteria given by BAN-PT, there are several factors causing the low delivery of accreditation by universities, namely: the vision and mission that has not been socialized and well understood by all parts of the academic community; Internal management within organizations that have not met standard operating procedures (SOPs); quality assurance agencies that have not been functioning properly; unqualified human resources, limited facilities and infrastructure; information systems are only partially available; curricula that are inconsistent with higher national education standards; interest of lecturers to conduct research and low dedication of education; and low number of publications.

Interventions addressing the endemic of sexual violence at European universities are scarce, particularly those that take a bystander focus to sexual violence prevention and involve university staff. Evidence-based data on their effectiveness are also lacking. This article reports the description of a pilot evaluation study of the USVreact Italian training program addressed to university staff for counteracting sexual violence. We assessed initial (T1) representations of gender-based violence, rape myth acceptance, and attitudes to bystander intervention (172 participants), and evaluated the effectiveness of the course by comparing, via paired-sample "t" tests, the responses before and after (T2) training (66 participants). Comparison between pre- (T1) and posttraining (T2) responses indicated that the participants' ability to recognize subtle forms of violence and reduce rape myth acceptance was increased after training. Relatively few training programs based on the bystander approach to prevent gender-based violence at university have been performed to date in Europe and data on their effectiveness are scarce. Several limitations notwithstanding, the present pilot evaluation study provides suggestions for a more systematic evaluation of training interventions that address cultural legitimation of gender-based violence and that sustain bystander interventions in sexual assault prevention.

Based on our experiences at a military service academy and the study of leadership informing administrators in overseas branch campuses, we propose a link between conceptual leadership development in these learning environments and the relevance of the four types of knowledge--declarative, procedural, contextual, and somatic for educational administrators and leadership educators. Demonstrating an appropriate and experiential frame of reference through application of the knowledge types can help inform students and educational leaders about contextual applications of leadership and affect leadership development in diverse educational settings. Our paper also discusses application challenges and impact on future learning environments. Through examination of the chosen environments we maintain that effective leader development requires a balance between institution-centered experiential exercises and learner-centered pedagogy based on the contextual learning environments explored.

Sexual violence is a serious problem demanding attention in higher education. Neoliberalism, which is ubiquitous in higher education, may appear as an effective guiding philosophy for institutional leaders but falls short when it comes to preventing and responding to sexual violence. Using Michigan State University (MSU) as a case, we, graduates of MSU, argue that neoliberal responses to sexual violence, including processes of airbrushing and the protection of powerful people, led to institutional betrayal and thus exacerbated harm to victim-survivors and the community generally. We also present alternatives to the neoliberal response that emphasize collective action and education on sexual violence: a teach-in/learn-in and a grassroots effort called Reclaim MSU. The university's self-contradicting speech and action and protection of certain faculty and administrators who committed, or protected those who committed, sexual violence illustrate some of the ways neoliberal responses fueled a sense of institutional betrayal.

Objective: This study is an examination of college students' bystander behaviors in relation to several exosystem factors related to their institution, including trust in their college's support systems, perceived procedural justice by campus police, and perceived procedural justice by campus administrators. Participants: Online surveys were completed by 223 students at a mid-sized public institution in the Northeastern U.S. Methods: Responses were analyzed using an OLS multiple regression to examine bystander behaviors in relation to their perceptions of institutional exosystem factors. Results: Students who felt more favorably about both campus police and campus admin were more likely to have intervened in the past as a bystander; trust in school had no effect. Conclusions: Perceptions of institutional leaders and representatives are important to consider as influential motivators for bystander behavior. School personnel trainings and policies which increase visibility of staff as trustworthy and fair should be part of comprehensive campus antiviolence efforts.

Innovation and its associated practices (e.g., entrepreneurial-focused curricula, creativity initiatives, makerspaces) are increasingly moving from the periphery to the center of postsecondary institutional identities on an international scale. Set against this context, the purpose of this study was to examine a Canadian institution distinctively identified for its positioning as the country's leading institution for innovation education. Building on a robust literature base and theoretical perspectives, we employed a case study methodology to examine these phenomena. Qualitative data were collected from administrators and staff from varying offices and perspectives (i.e., senior and junior, externally and internally facing), faculty from different disciplines and ranks, and students. Findings suggest that centering innovation presents a distinctive set of complications for institutional stakeholders as they empower students with the tools needed to build regional creative economies. Implications emerged for international researchers and practitioners interested in innovation at the level of students, institutions, communities, and nations.

Under Title IX of the Education Amendments of 1972--a federal civil rights law that prohibits sex discrimination in education--universities are responsible for both addressing and preventing sexual violence on their campuses. Despite the recent growth of Title IX offices, administrators, and policies aimed at preventing sexual violence on university campuses, many students describe reporting their sexual assaults to university administrators as one of the most traumatizing aspects of their experience. This study seeks to explain the disconnect between university efforts to respond to sexual violence and numerous reports of institutional betrayal by survivors. I report from interview data on university administrators' experiences of creating and implementing Title IX policies. I argue that the fear of media and public scrutiny and the role of Title IX administrator as a "neutral" party constrain administrator's decision-making abilities. As a result, well-intentioned administrators tasked with protecting gender equality, may subtly reproduce a system that further marginalizes women and their experiences of sexual violence. This study sheds new light on how universities are responding to sexual violence.

At Kingsman University (KU), fraternity and sorority life is as central to campus culture as its athletic teams. Included in that culture are alcohol abuse, mistrust of the institution, and failure to act when a situation turns dire. Furthermore, some people suspect that fraternities and sororities perpetuate racism. Following a near-fatal incident of a first-year student by fraternity hazing at a chapter that was already on alert, the KU President called leaders from around campus to spearhead an overdue culture change. Undergraduate students worked alongside upper-level administrators and campus departments to formulate recommendations to eliminate KU's notorious hazing culture.

This study aims at identifying the reality of stimulating educational environment for creativity at the Najran University (NU), and the importance of the availability of certain influencing factors, which in turn contribute to the provision of innovative and creative projects. Reviewing the literature and related studies, the importance of the availability of those factors in the university educational environment were explored and organized into two main categories. The first category: Practices and roles played by the university administration in the development of students to provide creative and innovative projects (6 elements). The second category: Practices and roles played by the teaching staff members in the development of students to provide creative and innovative projects (3 elements). A questionnaire consisting of twenty items was designed and distributed to a sample of university teaching staff members. The results clarified that such practices and roles were in the moderate level of sample agreement in general, with a decrease in the levels of some elements and slightly higher in others. The results also showed that there were no statistically significant differences due to sex and specialization variables. The study recommended the need to address the shortcomings of each of the following elements. Providing learning resource centers at the university, supporting extracurricular activities "Students Club", establishing incubators supporting creative projects, providing scientific research centers, establishing scientific and research partnerships, motivation and encouragement, teaching methods, scientific research, and self-learning skills.

This article discusses the possible ways in which visual research methodologies can be extended and applied to study similarities and differences in higher education institutions (and systems) in the context of the visual and digital turn in social science methodologies. The article focuses on the methodological potential of the institutional website analysis as a fruitful approach in comparative higher education research. The article futher focuses on two specific comparative methodological issues: different purposes of comparisons and different organisational aspects which can be compared. The review of the current state of research based on university websites found that the analyses are largely cross-sectional and focused on issues related to institutional identities and positioning of individual self-identities towards institutions as well as on representations of different types of students. Organisational aspects of structure and hierarchies, disciplinary differences, leadership and management cultures, organisational aesthetics as well studies which focus on the representation of non-student groups of university members, are rare and represent potential research frontiers. Most of the reviewed articles are guided by linear causal explanation logic, while other comparative purposes like a better description, critique and provision of alternative explanations are less present and potentially could lead to a better understanding of higher education.

The author discusses "the big picture" of higher education, which pertains to the perpetuation of decreasing civil discourse and increasing challenges in higher education. These may be attributed to several factors including decreased funding, increased mental health crises, heavier workloads, and systemic inequities. Even though major initiatives across most campuses include diversity, inclusivity, civility, and internationalization, significant inequalities still exist. Toxic leaders supported by conducive environments and supportive followers may be at least partially responsible. Solutions are presented that may assist in stopping the perpetuation of inequitable, overtaxed systems, in order to improve the lives of individuals in society as a whole while making higher education truly diverse, inclusive, innovative, ethical, and impactful.

As a faculty dean, I was constantly surprised over the years by the number of female academics who expressed reluctance to do my job. Why were they so reluctant? Why did they cite intense argument and personal criticism as significant deterrents? Focusing specifically on academic argument, and the crucial role of autonomy in academe, this paper will identify and explore two discursive orientations often found in university culture today that have the potential to limit autonomy. It is argued that their presence creates a peculiarly challenging environment for female academic leaders. Drawing on relevant philosophical literature and my own personal experience as a member of senior academic administration, the paper will examine the nature of the challenges entailed and the insights it may provide into females' reluctance to become academic leaders. Challenges notwithstanding, it is hoped that the personal perspective brought to bear on the discussion will encourage female academics to see beyond potential barriers and to pursue leadership as a realistic, worthy option in their professional lives.

The reasons a student may choose to enroll and matriculate at a particular postsecondary institution are many. Yet a sense of belonging and a strong emotional connection often supply all the incentive students need. Campus environments play a central role in the college choice process as the ecology, climate, and culture of an institution profoundly influence student perceptions and behaviors. Higher education leadership must take this into consideration if they hope to increase and maintain enrollment numbers. Yet the literature rarely reports the institutional point of view. This study surveyed higher education administrators to discern whether they heed student messages regarding the significance of campus environments and visits to college choice and persistence. Statistical and subjective analysis--via independent samples t-testing and open-ended questioning--concluded that administrator perspectives concerning the campus environment closely correspond with prevailing student perspectives. This is good news for higher education.