Higher Education Leadership

This paper explores the cultural and organisational dimensions of academic life that lay the foundations for academic freedom. We briefly review the relationship between university autonomy and academic freedom, the relationship between ethics and freedom and the impact of increased commercialisation on scholarly independence, particularly how the increasing casualization of employment limits the freedom of academics to teach critically and publish freely. We examine the geopolitics of knowledge and how the hegemony of Western thinking frames dominant epistemologies and imposes constraints on academic freedom. We also explore the ways in which Cartesian rationalism underpins contemporary understanding of what constitutes valid knowledge, and how this can and does act as a constraint in what we come to know and study, not least in terms of values but also in terms of how caring (affective) relations impact research and teaching. Our paper highlights the silenced doxa in the organisation of the academy, including the impact of care-lessness on women and primary care givers in particular. We examine the social class biases in how higher education is organised, and how class exclusions are themselves constraints on being an academic or a student in a university. Finally, the paper illustrates the importance of distinguishing between the institutional autonomy of the university, the personal and professional freedoms of individual academics, and each of these from subject autonomy, namely the freedom of scholars to create and maintain new disciplinary fields, especially fields of scholarship that are critical and challenging of prevailing academic orthodoxies.

İnsanoğlunun hayat serüveninde belki de en fazla zorlandığı evre ergenlik evresidir çünkü bu evrede yavaş yavaş çocukluktan çıkıp yetişkinliğe geçiş yapmakta olan bir birey, artık ne çocuktur ne de tam anlamıyla bir yetişkindir. Bu evre sadece ergenler için değil aynı zamanda ergenlik çağında çocuğu olan anne babalar, ergen öğrencileri olan öğretmenler ve hatta ergenlerle çalışan psikolojik danışmanlar için de oldukça zorludur.
Bu nedenle ergenler ve gençlerle çalışan psikolojik danışmanların bu evrenin doğasını iyi tanımaları, ergenlerin ve gençlerin karşı karşıya kalabilecekleri temel zorlukları iyi bilmeleri ve bu özel gruba yardım ederken hangi teknik ve stratejileri kullanmaları gerektiği konusunda iyi yetişmiş olmaları gerekir.
İşte hem kuram hem de uygulamada engin deneyime sahip Kathryn Geldard ve David Geldard tarafından kaleme alına bu kitap, ergenler ve gençlerle çalışan okul psikolojik danışmanları, psikologlar ve psikiyatristlerin ihtiyaçlarına göre hazırlanmıştır. Kuşkusuz kitabın, anılan mesleklere hazırlanan öğrenciler için de bir başvuru kitabı olduğu gözden kaçırılmamalıdır.
Kitapta, gençlerin ihtiyaçlarına yanıt verecek beceri ve stratejilere ayrıntılı bir biçimde yer verilmiş, bu beceri ve stratejiler örneklerle zenginleştirilmiştir. Her bölümün sonunda yer alan "Önemli Noktalar" o bölümde yer alan konuları sade bir biçimde özetlemektedir. Kitapta ayrıca, gençlerle çalışan danışmanlar için etik konulara da yer verilmiştir.

In the era of the 21st century, the best higher education institutions have more than one role. Not only do they educate and train students but they also create new ideas and knowledge for the short-term contemporary issues as well as long-term complex problems. In the strategic goals, five aspects are critical in higher education: the democratization of knowledge and access, the contestability of the market and funding, the research technologies, the global mobility and the integration with the industry. Universities should have strategic plans including strategic goals. In this study, the strategic models and plans of the public (5) and private (5) universities are analysed from the five different aspects. In order to deeply understand the dynamics at these universities, the phenomenological interpretive analysis is preferred. University leaders
and managerial departments should consider market needs and do strategic plan accordingly. Hence, they should develop the strategic thinking capacity of both their academic staff and researchers for short and long terms need of the industry. Results have shown that most universities have wrong perception regarding the strategic model and plan. Neither private nor public universities possess enough knowledge on the subject.
Keywords: Higher education, university and industry partnership, strategic model and planning, higher education management, financing of higher education.

This article explores the lack of diversity at the 8 Ivy League institutions using a Critical Race Theory lens. It includes a comprehensive literature review of the scholarship related to diversity in academe, but especially within the areas of elite institutions and administration. The article also provides data pertaining to the senior leadership at the Ivy League institutions juxtaposed with data on senior level administrators throughout the nation, using the American Council on Education’s On the
Pathway to the Presidency report. Lastly, the article provides recommendations to presidents and institutions for bolstering high-level diversity among high level administrators. The authors stress the importance of addressing the historical and current
policies and practices that either facilitate or negate the goals of diversity. They also encourage Ivy League institutions to create internal committees or task forces that focus on racial and ethnic disparities in senior administration.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

Compared to the few public higher education institutions in the prewar era, postwar Somalia boasts a large number of academic institutions at the tertiary level, mainly as privately owned universities. Although these community-initiated academic establishments are making tremendous contributions to the higher education sector, particularly in the absence of an effective national government, one can argue that much still remains at stake in terms of evaluation and quality assurance, key elements necessary for institutional accreditation and acceptance of credentials by other educational establishments issuing the same level of certificates. In this essay we aim to provide an overview discussion of the trends of higher education in Somalia and the way forward for newly emerged institutions, which have taken the bold initiative of changing the landscape of Somalia’s higher education.

Abstract: This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior
enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and
to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school
principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special
educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented
behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The
results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions
orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables
leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach,
whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by
school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found
that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on
relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can
be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or
relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

Keywords: leadership behavior, actions-oriented behavior, relations-oriented behavior, task-oriented behavior, contextual variation,
leader’s case study, behavioral articulation, Finland, Skills, Ability, Competences and Intelligence (SACI)

According to the objectives of the paper, the evaluation was checked together with the participants in semi-structured interviews. Two assessments were given to the students: the strategic talent management and the innovation potential assessment. A control group was used, wherein the students received an innovation potential assessment but not the strategic talent management assessment. There was a vital difference between students who took the strategic talent management assessment and those who did not in assessing their innovation potential. A difference was also seen in the area of flexibility, self-confidence and achievement drive. The research exhibited that the assessment had helped the majority of the participants to get more involved in the needs of the market to make a greater impact in on today’s society since they became more aware of their own skills, talents,
capabilities, and goals.

In a global world, it is impossible for a technology- based economy to think independently of other variables, underlying relational environment. In the higher education systems, different environments significantly affect the success of the new start-ups in the universities. In this study we try to look at what effects different interactive ecosystems might possibly have on improving creativity, innovation, patenting and licensing by showing different real-life examples from life sciences. Additionally, the paper tries to look at how exactly ethnographic studies affect participants in the process of creating innovative products. All this is given in a close connection with the interactive ecosystem in which the target participants become more active by developing empathy. Thus, by developing a new in
teractive ecosystem, specifically in the hospitals, participants’
behaviours and attitudes have changed and they have become much more actively engaged in the problems and needs of the health shareholders.
Keywords: Higher education, higher education management,
interactive ecosystems, new trends in higher education,
creativity, innovation patenting and licensing, organizational structure and strategy in higher education, translational research, start-ups for universities.

In the United States, for-profit institutions of higher learning are typically led by highly-skilled business professionals with limited academic expertise; not-for-profit institutions are usually governed by highly-successful academics who occupy positions of administrative power but have little or no training in strategic management. The former are more effective at managing an institution to meet changing landscapes, but rarely have the educational experience or insights to build and sustain strong academic programs. The latter have greater capacity to build strong academic programs, but often lack the managerial excellence to support institutional foresight and agile responsiveness to change. The authors present a conceptual road-map of hybrid institutional structures better able to meet the changing needs of higher education in the 21st century.

This study examined the factor structure of the School Counselor Leadership Survey (SCLS). Survey development was a threefold process that resulted in a 39-item survey of 801 school counselors and school counselor supervisors. The exploratory factor analysis indicated a five-factor structure that revealed five key dimensions of school counselor leadership: (a) interpersonal influence, (b) systemic collaboration, (c) resourceful problem solving, (d) professional efficacy, and (e) social justice advocacy. This article discusses implications for practice, research, and training.

This report presents the findings from an 18-month, Leadership Foundation funded, research project on collective leadership in UK Higher Education and its development. The overall aim of this project was to develop recommendations on how leadership and leadership development could be enhanced, particularly in terms of encouraging collective engagement with the leadership process. In order to do this we: (a) explored what is understood by the term ‘leadership’ by various institutional actors; (b) investigated the processes by which leadership is distributed at different levels within universities (i.e. school, faculty, executive group, etc.); and (c) examined the way(s) in which leadership development (in its broadest sense) contributes towards improved leadership capability for individuals, groups and the wider organisation.

Abstract: Obstinate actions-oriented behaviour is the study of learning and practicing behaviour theoractively, which is acquired from the content based, process based learning and spawning critical reflexivity to the learnt theoretical phenomena into practical actions. Obstinate actions-oriented behaviour is a multi-faceted behaviour that is generally
applied to gain success and to become effective through the ontology of theoractive learning. Obstinacy actions-orientation, in this study, is viewed in a positive light; and denotes a self-willed, natural and nurturing action towards the tenacious pursuit of a self-desired goal. This action is achieved by applying learning theories to practice, thus displaying theoractiveness, with self-willed obstinacy towards the individual goal or the organizational goal. Theoractive learning is grounded in content and process learning in order to generate critical reflexivity with which to judge and evaluate the learnt behaviour of an individual. This paper is conceptually designed and accumulates various relevant theoretical literature within organizations and leadership with a purpose to support the conceptual commentary. Terminologies used in this paper are precisely described and illustrated. The meanings were elucidated and supported by integrating the leadership theories. Theoretical consciousness can play a pivotal role in shaping an individual’s
competences, and in generating a theoractiveness; however, theories are often limited to content learning. Nonetheless, process-based orientation subconsciously implements these theories at a higher educational level. Obstinate actions orientation consists of both an
art-obstinacy and a science-obstinacy. Teaching by the “what method” is a science obstinate action, whereas, teaching by the “why and how” method is an art-obstinate action. Actions-oriented behaviour enables followership movement towards the leader’s desired conducive climate, creating a dominant leadership style within the context, and maintaining a leadership style fix.

Keywords: Content learning, process learning, critical reflexivity, leadership theories, action-oriented behaviour, theory and practice.

Social media tools permeate the college student experience including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior
student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential
exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase
mixed methods analysis of focus group interviews and 2,220 social media posts.

Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to
student enrollment in higher education, focusing on identity expression, positivepossibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.

Problem Statement: Today’s ever-changing educational environment has created a need for new leadership styles
that encourage positive change and improvement. In Turkish universities, the most commonly used leadership models are the classic and/or traditional ones, which lead to stagnation in innovation and entrepreneurship. Only a limited number of universities are actively engaged in innovative research activities and achieve success in terms of entrepreneurship and cooperative work with industry. Abroad effort is needed to improve cooperation and encourage leadership development.
Purpose of Study: This paper attempts to show and critically analyze the role of leadership models of university management in creating a learning environment for innovation and entrepreneurship.
Methods: Semi-structured interviews were conducted with 42 different faculty members and 12 graduate students over a period of three months at three different universities in
Istanbul. Interviews were centered on 6 core research questions. Interpretative Phenomenological Analysis (IPA) was used to analyze the interview outcomes. The data were analyzed using the Atlas.ti 7 software kit.
Findings and Results: A large percent age of the participants,
78%, mentioned that participatory democracy is an important new leadership model that can empower innovation and entrepreneurship. Most respondents, 80%, also identified the important role of intensive collaboration with industry managers. In the transformation of the university, a significant percentage of the participants, 69%, agreed that
experts should be frequently consulted and their views taken into consideration. Slightly more than half of the participants, 54%, said that their university could do more to encourage innovation and innovative ideas from students and faculty members; out of the respondents who expressed this idea, the majority, 86 %, said that new leadership and
management styles would be critical in promoting this change.
Conclusions and Recommendations: As the current study shows, universities that apply new leadership styles create an
environment more conducive to fostering entrepreneurship and innovation. Consistent with previous research, the leadership model of university management plays a vital role
in universities’ readiness to accept innovative and entrepreneurial changes. Universities should adopt new leadership styles instead of using conservative and traditional leadership models that discourage innovation
and entrepreneurship. Generally speaking, democratic leadership models are more effective at fostering open innovation. In the new management framework, leaders can create new environments and spaces, such as technology transfer offices, to collaborate with industry.

The book 'Student Politics in Africa: Representation and Activism' is published as the second volume of the African Higher Education Dynamics Series and brings together the research of an international network of mostly African higher education scholars with interest in higher education and student politics in Africa. 

It includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa, and in-depth case studies on student representation and activism in a cross-section of universities and countries.

Facing enormous global challenges, there is an immediate need to better align universities with business innovation supply chains, talent needs of employers as well as regional needs more generally. Moreover, the development of knowledge-driven, ‘smart’ development of our societies needs informed leadership.

Despite this, we experienced a distinct lack of inspiration and innovation in the higher education sector. Most discussions and models of higher education involve incremental adaptations of the existing models, which are far from adventurous and often only involve adding technology.

We firmly believe that universities need to embrace change and seize the opportunity to define how they contribute to a prosperous society, or risk becoming irrelevant. But how? And for what future? The best way to av

What does it mean to manage power? How can managers employ power effectively? Are there limitations to the uses of power in organizations? In today’s worldwide higher education landscape, stakeholders are required to use power as a base for gathering information and resources in order to achieve effective administrative goals and priorities within departments and schools. Many colleges and universities are often described as large, interdependent, and complex systems. Within those complexities, stakeholders are pressured to exercise power through subtle use of language, symbols, ceremonies, and settings. Pfeffer (1993) defines power as “the potential ability to influence behavior of others and change the course of organizational events while making others to do things that they would not otherwise do.” He believes that power is exercised in situations when a social or political conflict arises.

This paper explores how the organizational culture of American higher education often involves changes in the distribution of power. Leaders (e.g., presidents, faculty members, and senior officials) often times use prior knowledge to think politically and to act politically as means to achieve administrative effectiveness in higher education. This paper examines the usage of power and influence by current President Elizabeth Coleman at Bennington College from 1987-2012.

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership’s maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggest both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

Keywords :Leadership Elasticity; Leadership readiness; leadership behavioural pattern; relations and Task-oriented behaviour; leadership appropriateness; leadership flexibility; leadership style-flex; leadership style-fix; Leadership style-drift; leadership multi-style flex

Research and theories of leadership development link the capacity for complex thinking to effectiveness at leading adaptive change. However, few empirical studies examine how this link operates in natural work settings, or explore its implications for practicing the kinds of leadership being called for in higher education today. In this study, I address this gap using post-positivist, ethnographic methods to examine how three higher education leaders, who are publicly recognized as effective change agents and demonstrate the capacity for complex thinking via research-validated instruments, use complex thinking to understand and lead adaptive change in natural work settings. Drawing on a conceptual framework that spans multiple theories of leadership and human development, including Torbert’s developmental action inquiry, Kegan’s subject-object theory, and Heifetz’s adaptive leadership theory, I interpret the data in the context of two research questions: (1) How, if at all, do three developmentally mature leaders in higher education use complex thinking to understand their adaptive leadership work?; and (2) How, if at all, do participants' uses of complex thinking shape their decisions and actions on the ground? I find that participating leaders use their ongoing awareness of the constructed nature of reality, combined with high attunement to convergence and divergence of local and broader situational factors, to help their communities identify and address three types of value-reality gaps: part-whole tensions, critical ambiguities, and identity fractures. I provide rich illustrations of how these individuals draw on complex-thinking capacities to pursue six action strategies: (a) dynamically balance autonomy and oversight, (b) create shared frames illuminating larger realities, (c) engage and reorient the community, (d) co-construct and dynamically interpret goals, (e) cultivate strategic relationships grounded in mutual trust, and (f) create conditions that help people weather uncertainties, build new identities, and shape the future. I also discuss five, complex thinking informed action themes that run robustly through these three participants’ leadership practices: (a) cultivate expansive multicentered purposes, (b) illuminate the invisible, (c) redefine and recalibrate, (d) keep things connected, and (e) orchestrate co-construction. I discuss implications for leadership practice and outline opportunities for future research.

Over the past five years, university students have been involved in different leadership and innovation projects and activities. Such projects and activities are particularly about the incubation of start-up firms in which the students try to commercialize their knowledge bytaking entrepreneurship courses to develop partnerships and the delivery of their innovative products and services at the technology parks ofthe universities. This study aims to explore the effects of the entrepreneurship courses on developing startups at the technology parks in Turkey.

This chapter describes the developments in the Bologna process that started in 1999. The attempt to create the European Higher Education Area (EHEA) is arguably one of the largest reform projects ever in higher education and such reform initiatives warrant a critical assessment of the achievements. And the reform has impacted or will impact the specific context in which many internationalisation practitioners, not only in Europe but also beyond, will have to carry out their professional activities. There are intended consequences that make international cooperation and related activities easier, but -as with many reformsthere are unintended or side effects that complicate matters of international cooperation and exchange. The chapter will focus on achievements in terms of policies being realised and progress being made in the member states of the EHEA, but also look in some depth at the spin-off of the Bologna process: has the process triggered similar reform processes in other regions? And if so, how and what are the impacts? And what does this all imply for practitioners in the area of international higher education?

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.

This paper explores the traits of the leadership dexterity of special students. Leadership in special students is not an expected phenomenon. Cases of special students studying at the University of Tampere, Finland are reported on here. Each case contributes uniqueness and offers qualitative insight into this phenomenon. Interviews were conducted on the respondent's willingness. The interviewees were special students who suffered from different special dexterities such as cerebral palsy, dyslexia, and height phobia. The findings suggest that realizing weakness is important and transforming these in strengths that lead to behavioral changes. Initiating special abilities enhances in strengthening the weaknesses empowering them to perform better through adaptability. Their initiative persistence is high because they are pushing themselves harder. This empowers them to increase their competence through maintaining the stability and adaptability to perform. However, losing persistence is another form of weaknesses.

Today’s graduates are engaged with the demands of the current knowledge age; the skills needed to succeed in live and the workplace in 21st century. This paradigm shift coupled with high demand for university education puts higher learning institutions in a crisis situation due to: enrolment pressure against static resources; demand for 21st century competencies in knowledge, skills and attitudes that correspond with needs of contemporary workplace, and the economic inflation. In Kenya, tuition costs have been escalating beyond the management of students from the average income families thus putting the students in significant debts of fee arrears, and declining completion rates. Also the universities are expanding drastically through opening of new satellite campuses all over the country to meet demand for higher education whereas; both human and teaching resources continually remain constraints in existing and new campuses. To arrest this trend, the universities are struggling to re-invent themselves to reduce costs whilst improving quality, utilizing the minimum resources, and increasing flexibility for students. Innovative pedagogy is a responsive system to address these growing demands while efficiently utilizes the limited resources. In this context, new technologies have enormous potential to effect changes and enable universities to meet broader range of learners’ needs. The educators and policy makers have a duty to embrace the transformation. This concept paper therefore is informed by constructivism and ACTION models to base the argument on reinventions in Higher Learning Institution. The focus of the paper is on: impact of innovative pedagogy in learning, acceptance rate by the universities, implication for the future, and the challenges of using new pedagogies.

This study aims to articulate the students' perception about cyber bullying, particularly on social media. Even though ICT technology provides a large number of benefits, particularly those who are young, as Campbell (2005) has pointed out that it has also a "dark side" (p. 68). Particularly after the intensive and extensive use of the social media, the impact of the cyberbullying has dramatically increased, but it is rarely discussed and prevented. Hence, in this study, the forty-five participants were selected from two different universities and by using phenomenological analysis (Moustakas, 1994), eight research questions were answered in the semi-structured interviews, which were approximately 45 minutes in length. By gathering theoriginal data were gathered from 'naive' descriptions the experiences related to cyber bullying were taken into account based on reflection and interpretation of the participant's different stories. The collected data were analyzed in Atlas.ti 6 in order to make depth study. Additionally, there were limitations in terms of selecting the participants since a few students wanted to share their personal experiences. As a result, the data showed that the students had inevitably affected by the cyber bullying in the social media in many ways. Among ali these students, the female students had been influenced to a greater degree comparing to male students. Most (96%) of the participants agreed that social relations had changed a lot and they had to have connections with their friends through the social media. The students— particularly females—viewed cyber bullying as a problem, but no one rarely discussed at the university. More importantly a large number (89%) felt loneliness and they did not know how to behave properly. Most (91%) students did not see any helpful resources when dealing with cyber bullying. Students (82%) were currently experiencing the majority of cyber bullying instances outside of the school day, but they had direct relationship with the events at the university. Students (84%) were not able to suggest some basic strategies in order to deal with cyber bullying. They (79%) agreed that they did not know how to respond to cyberbullying. Additionally, a large number of the (94%) participants agreed that the effects would be different on the elite environments comparing to the socially disadvantaged environments. They (96%) pointed out that the future of social media had been changing in terms of education and learning so that they did not have any chance to ignore the social media. Most (85%) of the participants clarified that the university social environment, centres and counselling offices would develop a better network and understanding in order to decrease cyber bullying. Most (88%) participants articulated that cyber bullying on the socail media would develop particuiar problems and would change the culture of social life. Most (81%) claim that social media are important not only for their social life but also for their Professional life so that they did not want to see their private photographs on the walls of their friends. These (61%) participants strongly pointed out that
privacy was remarkably important for the individuals but it was not controlled. Furthermore, most (92%) participants mentioned that the autonomy in the social media would make the individulas aggressive due to the fact that there was not any law and regulations to.

In Turkey, most university administrators and academic staff members are not yet fully aware of intellectual property rights (IPRs). Researchers often have difficulty in licensing opportunities that can provide additional revenue streams due to the lack of either strategic policies set by the administration or a dedicated technology transfer (or licensing) office (TTO). This paper attempts to shed some light
on the relationship between intellectual property rights and licensing awareness in Turkish universities as well as how this is affected by the lack of TTOs. Semi-structured exploratory interviews were conducted with 45 researchers in two different faculties (Medicine and Engineering). Results show that most of the participants, including a higher-than-expected percentage from the Faculty of Engineering,
were not aware of the importance of the technology that they had developed in terms of licensing and royalties that they could earn. In conclusion, it can be said that universities in Turkey have to undergo a policy change regarding managerial issues, especially with regards to Technology Transfer Offices. Increasing the visibility of technology transfer options and agreements, as well as further research on this topic, is recommended.

This chapter is about the marketisation of the modern university and its transaction with students. It identifies opportunities for responding to the challenges associated with marketisation. While appealing to the idea of knowledge for its own sake as a public good is an important part of preserving the idea of a university, more needs to be done if there is to be an adequate response. Responding to the challenges of marketisation requires active and constructive engagement in means as well as ends while resisting their excesses.
While the idea of the university is typically constructed as an end worth advocating for, there is growing separation between this and the reality of the contemporary means of engaging with students – in market terms, via the
university–student transaction.

Numerous articles, essays, and editorials have addressed the recent growth in online learning, especially at the college and university level. Most of these pieces have presented the relationship between online and classroom learning as a conflict, and many of them have heralded the demise of traditional, campus-based education and all institutions reliant on that method of teaching. Others assert that MOOCs are a fad that will disappear along with correspondence courses. Both predictions are wrong.

In recent years, educational technology and innovative programs have been introduced
to many education systems. Although these technologies have a great potential to improve teaching,
learning and management processes especially at higher education, many obstacles and resistance
hinder their implementation. In order to shift towards an entrepreneurial higher education institu-
tion, organisational culture needs to be adapted to the present conditions. Given the importance of
the subject, there is a need for a deeper look into the nature of organisational culture in the context
of its relationships with innovative and technology-based development for educational institutions.
This paper attempts to show and critically analyse the role of organisational culture on the develop-
ment of innovation and technology-based projects (ITBP) at the higher education; particularly by
considering the perceptions of the researchers. Semi-structured interviews were conducted with 34
researchers from different fields. Interpretative phenomenological analysis (IPA) was used in this
study. Academic people (89%) from well-developed organisation in terms of physical components
had better results in developing innovation and technology when compared to the academic people
from non well-developed cultural organisation. Furthermore, values of the organisation are signifi-
cantly important in order to increase the depthless of the innovation and technology-based projects
development.

The purpose of this study was to examine faculty satisfaction with online teaching using the Online Instructor Satisfaction Measure (OISM) developed by Bolliger et al., (2014). The aim was also to investigate factors that may influence faculty satisfaction including gender, position, teaching experience, Internet experience, and workload. Thus, a quantitative approach using a survey questionnaire was implemented. The participants were 104 instructors affiliated in higher education institutions in Saudi Arabia. The descriptive statistics show that the instructors’ satisfaction with online teaching was generally neutral. The instructors’ high levels of satisfaction with online teaching were in terms of student-to-student interaction, instructor-to-student interaction, affordances, and course design, development, and teaching. In contrast, the instructors were less satisfied with institutional support. While the results indicate a clear gap between policy and practice, especially with regard to technology, educational institutions should faithfully consider the educational demands of the 21st century. These demands include faculty satisfaction with online teaching in terms of access, training, support, and include consideration of instructors’ professional and psychological needs as well.

California community colleges contribute alarmingly few computer science degree or certificate earners. While the literature shows clear K-12 impediments to CS matriculation in higher education, very little is known about the experiences of those who overcome initial impediments to CS yet do not persist through to program completion. This phenomenological study explores insights into that specific experience by interviewing underrepresented, low income, first-generation college students who began community college intending to transfer to 4-year institutions majoring in CS but switched to another field and remain enrolled or graduated. This study explores the lived experiences of students facing barriers, their avenues for developing interest in CS, and
the persistence support systems they encountered, specifically looking at how students constructed their academic choice from these experiences. The growing diversity within California’s population necessitates that experiences specific to underrepresented students be considered as part of this exploration. Ten semi-structured interviews and observations were conducted, transcribed and coded. Artifacts supporting student
experiences were also collected. Data was analyzed through a social-constructivist lens to provide insight into experiences and how they can be navigated to create actionable strategies for community college computer science departments wishing to increase
student success.

Three major themes emerged from this research: (1) students shared pre-college characteristics; (2) faced similar challenges in college CS courses; and (3) shared similar reactions to the “work” of computer science. Results of the study included (1) CS interest development hinged on computer ownership in the home; (2) participants shared
characteristics that were ideal for college success but not CS success; and (3) encounters in CS departments produced unique challenges for participants.

Though CS interest was and remains abundant, opportunities for learning
programming skills before college were non-existent and there were few opportunities in college to build skills or establish a peer support networks. Recommendations for institutional leaders and further research are also provided.

Higher education is more critical than ever in determining a country’s economic development and standards of living. Knowledge and innovation are increasingly important to the economic competitiveness of a nation. Higher education services have thus emerged as an important and growing component of many nations’ economic strategies. Recent estimates place the value of the global higher education market above $1 trillion including both domestic and international expenditures.

The purpose of this paper is to begin to bridge the divide between the international education community and the international trade community. The paper shows where education overlaps with the four primary modes of trade: 1) cross-border supply (e.g., online delivery to students in another country), 2) consumption abroad (e.g., student mobility); 3) commercial presence (e.g., international branch campuses or study abroad locations); and 4) presence of natural persons (e.g., faculty members traveling overseas to teach a class). Each of these activities can be regulated, often unbeknownst to educators, by trade agreements between countries.

This report is the outcome of a study carried out for the European Delega- tion to Russia on EU-Russia Joint Programmes. The assignment began in January 2013 and will be completed in October 2014, with a conference in Moscow to discuss the study’s findings with Russian and European uni- versities, as well as senior experts on Joint Programmes.
The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia’s Common Space on Science and Education.
The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support avail- able for their development. Benefits and challenges should be identified.
This report is our account of the study’s findings, best practices and les- sons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes.
We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Mem- bers States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and respond- ing to all our queries.

This paper discusses the issues and challenges associated with diversity leadership initiatives currently in place within institutions of higher learning. The writer will address qualities associated with effective transformational leadership in higher education and how those abilities can positively affect an institution's desire to build a diverse faculty. Topics discussed include the debate over the lack of qualified doctoral candidates of color for higher education employment and developing institutional strategic plans and initiatives for diversity faculty leadership agendas. In addition, the writer will discuss faculty diversification efforts that have been successful with Asian- Americans and Anglo- American women, yet, these same initiatives continue to underrepresent Hispanic, African- American, and Native American groups. Finally, the writer will analyze the lack of diversity representation in higher education and how institutions can foster, develop, search, and hire accomplished women and individuals of color.

Applied baccalaureate degrees are recent credentials in Canadian higher education. The first applied degrees were offered in British Columbia in the 1980s. Applied degrees are now offered in five Canadian provinces. Applied baccalaureates, more so than traditional undergraduate degrees, are designed with the labour market in mind. Graduates combine the high-level knowledge of a traditional baccalaureate with work-relevant, hands-on skills and experiences.

It has been almost fifteen years since Ontario’s Colleges of Applied Arts and Technology (CAATs) began offering baccalaureate degrees. How are these newcomer degrees impacting students, employers, colleges, and the Ontario post-secondary sector as a whole? Funded by the Ontario Human Capital Research and Innovation Fund, The CAAT Baccalaureates Project investigated outcomes to date for these newer Ontario degree offerings.

The Pathways to Education and Work team launched this study in the Fall of 2016. Researchers examined how applied degrees are developed and administered in Ontario colleges. The study included interviews with policy makers, college leaders and instructors, who shared their perspectives on the successes, challenges, and future prospects of applied baccalaureates. Students enrolled in college baccalaureate programs were also interviewed. Researchers learned about their career trajectories, and their reasons for pursuing an applied degree. Finally, the project drew on statistical data to analyze the uptake of applied degrees in the Ontario labour market since 2010.

Applied baccalaureates are distinctive degree offerings that have the potential to provide new education-to-work pathways, and meet the needs of students who are not attracted to, or served by traditional four-year university degree programs. Findings from the “CAAT Bacc” project may be used by government and institutional policy makers to evaluate the success of applied degrees to date, and to plan for the future roles of applied degrees in the Ontario credentials landscape.

The project received funding from the Ontario Ministry of Advanced Education and Skills Development. The research team included Professors Leesa Wheelahan, Michael Skolnik and Gavin Moodie, Post-Doctoral Fellow Qin Liu, and Graduate Assistants Diane Simpson and Edmund G. Adam. Qin Liu managed this project.

African scholarly research is relatively invisible globally because even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. Many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars’ work.

To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.

SCAP found that scholars:
• carry heavy teaching and administrative loads which hinder their research productivity
• remain unconvinced by open access dissemination
• find it easier to collaborate with scholars in the global North than in the rest of Africa
• rarely communicate their research with government
• engage in small, locally-based research projects that are either unfunded or funded by their universities
• produce outputs that are often interpretive, derivative or applied due, in part, to institutional rewards structures and funding challenges
• do not utilize social media technologies to disseminate their work or seek new collaborative opportunities.

All of these factors impact Africa’s research in/visibility at a time when scholarly communication is going through dramatic technical, legal, social and ethical changes.

“Seeking Impact and Visibility” shares the results of SCAP’s research and advocacy efforts. It not only analyses these four universities’ scholarly communication ecosystems, but illuminates the opportunities available for raising the visibility of their scholarship. It concludes with a series of recommendations that would enhance the communicative and developmental potential of African research.

This study will be of interest for scholars of African higher education, academically linked civil society organizations, educationally affiliated government personnel and university researchers and managers.