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Lean Six Sigma in Higher Education Institutions: The Need to Change is a research-led study designed for leaders and change agents within Higher Educational institutions. Stephen G. Anthony and Jiju Antony present the development and testing of a Lean Six Sigma Maturity Model (LSS) which can be used to assess the current level of LSS maturity of any university setting. Lessons presented will help universities to develop necessary action plans and strategic objectives to successfully build maturity in LSS. Chapters examine the current state of Operational Excellence (OPEX) methodologies in the Higher Education sector, Frameworks and Maturity Models for delivering change, and the study concludes by presenting nine areas need to be considered by the academic leaders and change on their agenda in any HE Institutions to guarantee LSS success.

Although Lean Six Sigma (LSS) and its popularity in the context of larger manufacturing and service organizations has long been recognized, it is not widely recognized in the context of Higher Education (HE). This book serves as a practical and systematic roadmap for developing, implementing, sustaining and deploying LSS in any higher education institution. Including various case examples and studies carried out by leading research scholars and practitioners in the field, plus a dedicated chapter on the tools and techniques which can be utilised for problem solving in the HE sector – the contributors illustrate the power of LSS methodology and its relevant tools in the HE context. By demonstrating a clear need for LSS, and guiding the reader through practical implementation solutions, this book, edited by a globally recognised leader in LSS methodology, is a must-have resource for academics and continuous improvement professionals who are interested in applying LSS as a process improvement methodology within the university sector, as well as trainers and consultants who would like to develop LSS training material for their university clients.

The World University Research Rankings 2020 is a novel methodology designed to evaluate research multi-disciplinarity, complemented by indicators to gauge research impact and research collaborative-ness. Together, these three key aspects make up the composite index for the world university research rankings methodology.The aim of this evidence-based new index is to inform universities objectively on their world research standing; provide insights into their relative strengths and weaknesses; raise awareness and promote collaborative and multi-disciplinary research. The indicators that were chosen reflect this aspirational goal to help universities better understand how they can seize opportunities in this increasingly complex and inter-connected world, and relook at how universities'research excellence can be assessed holistically with respect to how they are able to harness the synergies created from bringing together multi-disciplinary and collaborative teams to sustain and elevate research impact.This new index is designed through a novel and fresh methodology from the existing ones (i.e. QS, THE, ARWU) to evaluate the three key components — research multi-disciplinarity, research impact, and research collaborative-ness. Together, these form a new and differentiated composite index under this research assessment framework for universities. Data is derived objectively based on OECD's schema in Web of Science's InCites through a 10-year period from 2009 to 2018.

Although initially utilized in business and industrial environments, quality management systems can be adapted into higher education to assess and improve an institution's standards. These strategies are now playing a vital role in educational areas such as teaching, learning, and institutional-level practices. However, quality management tools and models must be adapted to fit with the culture of higher education. Quality Management Implementation in Higher Education: Practices, Models, and Case Studies is a pivotal reference source that explores the challenges and solutions of designing quality management models in the current educational culture. Featuring research on topics such as Lean Six Sigma, distance education, and student supervision, this book is ideally designed for school board members, administrators, deans, policymakers, stakeholders, professors, graduate students, education professionals, and researchers seeking current research on the applications and success factors of quality management systems in various facets of higher education.

This open access book focuses on the dimensions of the discourse of'The World Class University', its alleged characteristics, and its policy expressions. It offers a broad overview of the historical background and current trajectory of the world-class-university construct. It also deepens the theoretical discussion, and points a way forward out of present impasses resulting from the pervasive use and abuse of the notion of'world-class'and related terms in the discourse of quality assessment. The book includes approaches and results from fields of inquiry not otherwise prominent in Higher Education studies, including philosophy and media studies, as well as sociology, anthropology, educational theory.The growing impact of global rankings and their strategic use in the restructuring of higher education systems to increase global competitiveness has led to a ‘reputation race'and the emergence of the global discourse of world class universities. The discourse of world class universities has rapid uptake in East Asian countries, with China recently refining its strategy. This book provides insights into this process and its future development.

Lean Six Sigma is one of the operational excellence methodologies that has been widely adopted in manufacturing, service and healthcare sectors. There are few articles discussing Lean Six Sigma in the Higher Education context. This book is a collection of articles carefully edited by three academics and practitioners who are based in the Higher Education sector. The book contains state-of-the-art literature review articles, empirical studies, emerging trends on Lean Six Sigma in Higher Education and case study related papers.Lean Six Sigma for Higher Education caters to students, researchers and academics who are interested in understanding the rudimentary concepts of Lean Six Sigma. It also covers the challenges and barriers in implementation and sustenance of this powerful operational and service excellence methodology.

One of the key elements in determining the socio-economic significance of education is quality. Quality management plays an integral role in higher education by ensuring that quality benchmarks are being met, thereby attributing to its prestige, increased enrollment, and student success. Quality management policies must be successfully implemented for the institution to thrive. With quality management still in the growing stage, research is needed regarding the applications, challenges, and benefits of these policies within advanced academics. Quality Management Principles and Policies in Higher Education provides emerging research exploring the theoretical aspects of quality management policies and applications within the educational field. Featuring coverage on a broad range of topics such as faculty involvement, administration practices, and critical success factors, this book is ideally designed for educators, administrators, educational consultants, researchers, policymakers, stakeholders, deans, provosts, chancellors, academicians, and students seeking current research on successfully implementing quality management systems in teaching, learning, and administrative processes.

This book discusses how modern universities increasingly use reputation management in relation to internal and external challenges. Universities are increasingly characterized by social embeddedness, relating to many external stakeholders and international markets of students, researchers and research projects. This implies global pressure to standardize, formalize and rationalize their internal organization. The book uses data from China, Norway and US to show how reputation symbols are used and balanced, based on their web pages. Further, it uses extensive data from US universities to show how their internal organization structure is developing over time, related to three types of units/positions - development, diversity and legal offices and roles.

Leadership of Higher Education Assessment provides a comprehensive treatment of leadership theories and helps practitioners integrate this knowledge into their assessment work. Synthesizing leadership theories into manageable concepts relevant to the college and university context, this useful guide supports assessment leaders in addressing complex institutional situations and developing their own unique philosophy of assessment and leadership style. In the face of ongoing challenges such as data accessibility, data security concerns, a shifting accreditation environment, complex politics, and lack of available resources, this book is a critical guide for assessment leaders who want to take command of their practice.

In the era marked by globalization and its profound impacts on individuals, societies, states and markets, world-class universities need to position themselves in the forefront of seeking conceptual and practical solutions to daunting challenges by paying greater attention to their roles in serving local society and contributing to global common goods. Based on the findings of the Seventh International Conference on World-Class Universities, World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions provides updated insights and debates on how world-class universities will contribute to the global common good and balance their global, national and local roles in doing so.

The higher education industry is booming, with over 100 million students worldwide and more funds flowing than ever before. University websites gleam with images of happy students and wise mentors, and their managers put out upbeat accounts of innovations. Yet universities have never been unhappier places to work. Highly paid, corporate-style managers and cost-cutting governments have casualised the teaching workforce, outsourced much of the professional and support work, and created widespread distrust. Student mobilizations have closed down universities from South Africa and India to Latin America. Staff and faculty strikes, once unheard of in universities, have rocked campuses even in the richest countries. And there's an angry – sometimes anguished – debate inside universities. Critics speak of outdated pedagogy, exploitation of young staff, distorted and even faked research, outrageous fees, outrageous pay for top managers, corporate rip-offs, corruption, racism, and mickey-mouse degrees. Despite this, higher education is booming. The official figures for 2015 showed more than 200 million higher education students enrolled worldwide. Simon Marginson, a noted analyst of the political economy of universities, has observed that many countries are now approaching a high-participation system where more than half the relevant age-group go into higher education. And Universities represent, collectively, a tremendous social asset, which educate the professions on which public health, public education, modern communications and social services rely. They produce most of the technical knowledge that goes into economic change, and are the source, directly or indirectly, of much of the critical thinking and imagination in culture and politics. The Good University is not a research report, but rather, an argument for change and a search for a better logic and new paths of practice. We are not cursed forever with the current models; we can design universities worth building, and think practically about how to build them. This does not mean working in an enclave. Universities are linked to the state, the economy, the public culture and the wider education system, so creating good universities implies a broad agenda of democratic change. Universities capacity for challenge, critique, invention and growth has survived, but it has to be fought for.

A core position in the knowledge economy policies has been ascribed to higher education. This has enhanced the complexity of the environment in which higher education institutions operate. These deal with a wide range of pressures stemming from the State, the corporate world, the society at large and political interests, let alone those arising from the constituencies of higher education institutions (academics, students and non-academics). Institutions are expected to cope with these pressures by developing strategies involving quality management, performance and assessment, innovation, while reconfiguring the relationships between research, teaching and learning. The core business of higher education is being reshaped, challenging institutions'internal life to strategically respond to the reconfiguration of their role and missions. Topics such as governance and management, strategies and strategizing, budget control, performance and assessment, quality management, local and regional innovation come to the fore front. Under Pressure: Higher Education Institutions Coping with Multiple Challenges addresses these topics by convening approaches to the understanding of the interactions between policy drivers and institutional practices in governance, funding, performance indicators, regional innovation, strategy and strategizing, quality and management, and professionals.

The higher education industry might seem like it's booming, with over 200 million students in universities and colleges worldwide and funds flowing in like never before. But the truth is that these institutions have never been unhappier places to work. Corporate-style management, cost-cutting governments, mobilisations by angry students and strikes by a disgruntled workforce have taken their toll - in almost every country around the world. It's no wonder that there is talk of'universities in crisis.'But what should a'good university'look like? In this inspiring new work, Raewyn Connell asks us to consider just that, challenging us to rethink the fundamentals of what universities do. Drawing on the examples offered by pioneering universities and educational reformers around the world, Connell outlines a practical vision for how our universities can become both more engaging and more productive places, driven by social good rather than profit, helping to build fairer societies.

Is the data available on your college campus fully utilized? Analyzing data does not have to be a complex process, but there can be obstacles to putting data to good use: overworked staff or understaffed departments; silos that prevent crossing institutional boundaries; lack of research training; or simply being overwhelmed by the possibilities. Addressing these obstacles, this volume presents pragmatic ideas for implementing data-informed decision making to improve student affairs practice. It first illustrates how to easily analyze quantitative data and read assessment reports�demonstrating that advanced research knowledge is not necessary to make meaning of survey findings. It then provides suggestions for utilizing findings from large data sets typically available on campus and gives practical guidance for making sense of and using quantitative data to inform practice. Also included is how to use data to understand the experiences of non-dominant populations on campus, which is especially relevant given the diversity of today�s college students. Several chapters speak directly to using data to understand marginalized groups based on race, religion, and sexual orientation, while others focus on using data to understand campus diversity experiences. This is the 159th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

The study presents the results of a survey of research university upper management about what they think priorities should be for their university's capital spending. Are they spending enough? Too much? Should they be spending more or less on the academic library, scientific infrastructure, dormitories, sports facilities, and information technology. The 56-page study presents the findings from a survey of 314 deans, department chairmen, provosts, registrars, trustees, chancellors, vice presidents, administrative department directors and other upper level administration and management from more than 50 research universities in the USA, Canada, the UK, Ireland and Australia. Data is broken out by title and by department or work role, such as for fundraising and marketing, technology transfer, student services, educational administration and other categories. Data is also broken out by country, for public and private universities and by other variables such as level of compensation and gender of the survey participants, among others.

This 50- page report looks closely at the opinions on university revenue prospects of a sample of 314 deans, chancellors, department chairmen, research institute directors, provosts, trustees, vice presidents and other upper level administrators from more than 50 research universities in the USA, Canada, the UK, Ireland and Australia. The survey participants give their opinion on prospects for revenues from state aid, tuition, fundraising, research grants, patents and licensing, and from sales of university services such as medical care, rental of university facilities, publishing ventures and other sources.

Each year over a million newly-minted high school graduates enroll in four-year colleges and universities across the country. They do so often after a lengthy and almost always stressful selection process. Faced with growing evidence of declining standards, rising political correctness and spiraling costs, families feel more powerless than ever before – and question whether a college degree is really the key to the American dream. What is a parent to do? This book provides an answer. Higher education expert Anne Neal offers families a concise guide to finding the right college. Rejecting the notion that reputation is everything, this guide offers insightful chapters on curricula and teaching, campus and dorm life, freedom of thought and speech, and affordability – issues that are more and more in the news. Families are given a handy checklist of questions designed to help them zero in on key issues of quality and cost to ensure a college program that will provide the skills and knowledge needed for success after graduation.

2017 Phillip E. Frandson Award for Literature in the Field of Professional, Continuing, and/or Online Education, University Professional and Continuing Education Association (UPCEA)The Future of University Credentials offers a thorough and urgently needed overview of the burgeoning world of university degrees and credentials. At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials have become especially prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights. The book casts a wide net, focusing on traditional higher education degrees and on the myriad certificates and other postsecondary awards that universities and other institutions now issue. He describes the entire ecosystem of credentials, including universities and colleges, employers, government agencies, policy makers and influencers—and, not least, the students whose futures are profoundly affected by these certifications. And he looks intently at where university credentials might be headed, as educational institutions seek to best serve students and employers in a rapidly changing world. The result is an unprecedented, comprehensive look at the current credentialing landscape in higher education—as well as at the future challenges and opportunities for this vital field.

In this book we aim to discuss and reflect on how HEIs are coping with the demands placed on them and how the various dimensions of change are intertwined. In particular, we aim to discuss the following questions: How do governance regimes steer higher education institutions? This part of the book focuses its attention on how higher education and research institutions operate under different governance regimes at international, regional and national levels, and how that context shapes governance and management arrangements at institutional level. How are institutions managing their quality and performance? This part deals with the systems institutions are developing to manage their quality and their wider performance to cope with the internal and external forces pressing them to constantly improve their levels of quality and wider performance in teaching, research and third mission. How are higher education professionals responding to the transformations? This part is devoted to investigate the ways academic and non-academic professionals working in higher education and research institutions respond to the transformations occurring in their organisations, and changes in practices and functions performed by those working in higher education. It also explores the implication of higher education transformations on students.

As a result of the world class university rankings, many governments adopt public incentives and sanctions to push universities to excel. Above all, the better faculty research publication in SSCI and SCI journals, the more resources and social prestige universities will obtain. This timely book attempts to relate these dilemmas in Taiwan to many non-English speaking counterparts which also struggle with the worldwide SSCI syndrome. A spectre is haunting almost all universities in the world, including Taiwan—the spectre of “indexization.” Academics, particularly social scientists are panting from the pressure of globally spread neoliberal ideology and market-based principles. Collegiality on campus in the good old days has declined, and managerialism gained power instead. Competitive funding and university rankings are excessively emphasized, and research results are required to be internationalized, i.e., published in English. Although this book is a case study of so-called SSCI syndrome in Taiwan, the problems and challenges as well as prescription contained here are common to all academics, especially those in the non-English speaking countries positioned as “peripheral.”

Academic standards in higher education depend on the judgements of individual academics assessing student work; it is in these micro-level practices that the validity and fairness of assessment is constituted. However, the quality of assessments of open-ended tasks like the coursework essay is difficult to ascertain because of the complex and subjective nature of the judgements involved. In view of current concerns about assessment quality and standards, this book is a timely reflection on the practices of academic judgement at university. It explores assessment quality through an empirical study of essay marking in an undergraduate discipline where large class sizes and significant numbers of second language students are common. The study shows that assessors vary in their interpretations of criteria and standards and that this results in inconsistent grading of essays. The book contributes to a growing scholarship of assessment with an evidence-based explanation of why assessors disagree and a discussion of the implications of this for the validity of assessment practices at university.

Higher education worldwide is operating in a highly volatile context, a consequence of rapid globalisation, constricting funding and intense technological change. These forces challenge assumptions about work, productivity, and international demand for knowledge, skills and resources, igniting needs for highly competent and educated graduates.To remain viable, universities have to build their capacity to respond promptly, positively and wisely to an interlaced combination of “change forces”. One approach is to redesign learning and teaching to enhance subject discipline knowledge and skills. An alternative approach is to develop a learning and teaching framework that builds institutional knowledge and capabilities and connects them to the university's strategic plan. Taking a longitudinal perspective, covering seven years and three separate research projects, this book focuses on the alternative approach.Producing Pedagogy describes the development and subsequent evaluation of a whole-of-institution approach to pedagogy, based on five associated principles: Sustainability, Engagement, Scholarship, Flexibility, and Contextual Learning. This refereed volume collates insights about the development of the pedagogy using as its case study a regional Australian university.

Whilst external quality audits have been in place for more than a decade in some countries, limited research exists on the extent to which such audits have been effective in improving systems and processes for quality assurance in higher education institutions, and the extent to which such audits have improved academic standards, outcomes and student experience. External Quality Audit looks at the experience of countries where external quality audits have been established by governments, and provides analyses of their effectiveness in improving quality assurance in universities and other higher education institutions.Brings together the experience of academics and administrators in higher education institutionsExamines international experience on the extent to which external quality audits have improved quality assurance at national, institutional and faculty levelsGives perspective from a variety of higher education institutions

In recent years, student feedback has appeared at the forefront of higher education quality. In particular, the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. Despite this, there has been a relative lack of academic literature, especially in book format, focusing on the experiences of academics, higher education leaders and managers with expertise in this area. This comprehensive book addresses this gap.With contributions by experts in the area of higher education quality (academics, higher education leaders and managers) from a range of countries the book is concerned with the practices and theory of evaluation in higher education quality, in particular the issue of student feedback.Experiences from interaction experts in the fieldPractical applicationsA resource guide that can be utilized in the higher education sector

Hochschulen sind schon lange keine Elfenbeintürme mehr. Sie stehen vielmehr im Lichte der Öffentlichkeit und sind mit zahlreichen Erwartungen und Ansprüchen konfrontiert. Transparenz und eine Rechenschaftspflicht gegenüber der Öffentlichkeit sind Bestandteile der gesellschaftlichen Verantwortung von Hochschulen. Die vorliegende Studie beleuchtet konzeptionelle Grundlagen einer dialogorientierten Nachhaltigkeitsberichterstattung von Hochschulen, die dem Anspruch auf Transparenz und gesellschaftsorientierter Rechenschaftspflicht entspricht. Erfolgsbedingungen und Fallstricke der praktischen Umsetzung werden anhand eines praktischen Fallbeispiels mit in den Blick genommen.°°Dialogorientierung und der Einbezug von Stakeholdern sind Kernelemente einer transparenten Nachhaltigkeitsberichterstattung. Beispielsweise sollen durch Dialogforen wesentliche Inhalte der Berichterstattung ermittelt werden. Solche Dialogforen bringen in der Praxis zahlreiche Unsicherheiten und Schwierigkeiten mit sich. Wer soll beteiligt werden, welches Format soll gewählt werden und wie kann mit den Ergebnissen umgegangen werden?°°Vor dem Hintergrund der Konzeption und Erstellung eines Nachhaltigkeitsberichts an der Leuphana Universität Lüneburg untersucht der Autor die Potenziale der Stakeholder-Beteiligung und evaluiert zwei im Rahmen der Berichtserstellung durchgeführte Dialogforen. Durch die Verknüpfung von Theorie und Praxis zielt die Studie darauf ab, Unsicherheiten und Schwierigkeiten in der Umsetzung einer dialogorientierten Nachhaltigkeitsberichterstattung zu reduzieren. Damit soll nicht zuletzt ein Beitrag dazu geleistet werden, die Praxis der Nachhaltigkeitsberichterstattung in Hochschulen fortzuentwickeln und weitere Hochschulen zu motivieren, sich auf den Weg zu einer dialogorientierten Nachhaltigkeitsberichterstattung zu machen.