International Journal of Educational Management

Funding systems for Higher Education and their impacts on institutional strategies and academia: a comparative perspective : Table of Contents

Dr. Nicoline Frølich, Dr. Evanthia Kalpazidou Schmidt, Dr. Maria J. Rosa — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose - Purpose: The article discusses how funding systems influence Higher Education Institutions and their strategies and core tasks. Design/methodology/approach - Design: Taking the results of a comparative study between Denmark, Norway and Portugal as a point of departure, it identifies and analyses the main features of these state funding systems, their strengths and weaknesses, and their impact on academia. Findings - Findings: The system-level analysis offers an illustration of a trend across Europe. The article shows that mixed funding models have been implemented in all three countries. Originality/value - Originality: Funding systems and their impacts do not come in neat packages. The systems demonstrate a mixed pattern of strengths and weaknesses. The impacts of the funding systems converge, although different mechanisms are employed. There are no clear cut differences in the perceived strengths, weaknesses and impacts of the two main types of funding systems – input-based funding and output-based funding – presented and discussed in the article.

The impact of a pathway college on reputation and brand awareness for its affiliated university in Sydney : Table of Contents

Prof. Ann Maree Brewer, Ms. Jingsong Zhao — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose - The purpose of this paper is to explore the effect that a prospective pathway college affiliated to a large comprehensive university in Sydney may have on the university’s reputation. In particular, the association of reputation with preference for a pathway college, brand awareness and the opinion of college brand are examined.Design/methodology/approach - An on-line survey was conducted in metropolitan Sydney, Australia, and produced 501 questionnaires responses. A correlation study was used to analyse the relationship between variables of preference for college, perceived reputation, brand awareness, and opinion of college brand. Findings - The community reacted positively to a prospective college by agreeing that its merit was in providing a second chance for disadvantaged students and added to the diversity profile of the university. Reputation predicted brand awareness, preference for the college and the opinion of the college brand. Teaching quality of the college was found to be the most important factor to enhance the reputation of the university as well as brand.Originality/value - The study explored the difference and relationship between reputation and brand awareness in a higher education context and how this influenced student’s decisions. This knowledge has useful implications for higher education management practice

Study Abroad education in New England Higher Education, a pilot survey. : Table of Contents

Dr. John C. Niser — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose - The purpose of this pilot study is to develop relevant questions for research by gaining an initial understanding of how the field of Study Abroad education is organizing itself within institution of higher education. The context is the growing numbers of students, demands and expectations made on Study Abroad programs. Design/methodology/approach - The survey was carried out by analyzing publicly available data and information, as it would be available to students, of all the accredited institutions of higher education within the six States of New England. Findings - The findings confirm that albeit for Community Colleges, the vast majority of institutions offer Study Abroad programs. However this survey also revealed the important role providers are playing in offering generic programs to students from multiple institutions.Research limitations/implications - The findings call for further investigation into Institutional strategies concerning the choice of programs, particularly those involving providers who potentially imply loosing tuition and control over educational outcomes. Limitations are discussed suggesting the need to widen the geographical area studied as well as analyzing in more detail the Community College offerings that are not easily accessible with the methodology I used in this study. Practical implications - The findings also raise some questions and future avenues of research particularly in the area of examining the integration of generic Study Abroad programs within particular institutional and programmatic objectives. It is also suggested that further research is needed to better evaluate if/how Study Abroad programs are designed to capitalize on the employability advantage they offer to participating students when they enter the job market. Originality/value - The number of US students participating in Study Abroad programs is expected to continue to grow and it seems these programs will become part of mainstream offerings in most institutions. Similar trends are observed in Europe between member states. Besides giving a broad overview of the current offerings, this pilot study principally reveals several important avenues for future research that should help institutions in their choices of programs and the orientation they give to Study Abroad.

Women Teachers’ Aspirations to School Leadership in Uganda : Table of Contents

Dr. jill sperandio — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose - The under-representation of women in the leadership of secondary schooling is a problem common to many developing countries, raising issues of social justice and sustainable development. It has its roots in societal understandings about leadership, the schooling and career aspirations of girls, the organizational characteristics of the education system, and the expectations and preparation of teachers for leadership positions. This study of female teachers in Uganda sought to identify factors, both specific to the country and common across cultures, contributing to the low numbers of women leading secondary schoolsDesign/methodology/approach - A survey of 62 female secondary school teachers from 6 coeducational schools in different areas of Uganda, was used to establish leadership aspirations and teacher perceptions of the factors helping or hindering them in realizing these aspirations. Findings - The study revealed that the majority of female teachers surveyed aspired to school leadership, but few had positioned themselves to do well in the competitive application process. Many thought the process corrupt and did not expect to get the support of their current school administrator.Practical implications - The results of this study in Uganda support existing research worldwide that suggests leadership preparation for women should be gender specific. Originality/value - Women teachers need help to visualize a career path to leadership, encouraged to gain relevant experience, and given training that builds confidence in practical school management skills and builds on personal leadership skills.

THE INFLUENCE OF UNIVERSITY IMAGE ON STUDENT BEHAVIOUR : Table of Contents

Prof. Helena Alves, Prof. Mário Raposo — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose - This study analyses the influence of image on student satisfaction and loyaltyDesign/methodology/approach - In order to accomplish the objectives proposed, a model reflecting the influence of image on student satisfaction and loyalty was applied. The model was tested through use of structural equations and the final sample was of 2,687 students.Findings - The model showed that image is the construct that most influences student satisfaction. The influence of image is also relevant on student loyaltyResearch limitations/implications - In this study, the constructs of image resulted in a reliability level of 0.846 future research is needed in order to find more reliable image measurement indicatorsPractical implications - If higher education institutions have to compete through image, the first step to take is to measure the university image held by its students. It was proven by this study that the construct which most influences student satisfaction in higher education is the image construct, with a total effect of 0.86. Thus, if the institutional image rises or falls by a unit in terms of valorisation, satisfaction increases or diminishes by a proportion of 0.86 and loyalty by a proportion of 0,73.Originality/value - Several studies have shown that, in general, corporate image is important to attract and retain customers. This study depicts the specific influences of image specifically on student satisfaction and student loyalty and also the respective level of influence

Student Course Taking and Teacher Quality: Their Effects on Achievement and Growth : Table of Contents

Prof. Ronald Heck, Dr. Rochelle Mahoe — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose - This study examined the relationship between high school students’ curricular positions, their perceptions of the quality of their teachers, and school academic process variables on students’ growth rates and ending achievement in mathematics and science.Design/methodology/approach - Multilevel latent curve modeling was used to examine students’ growth trajectories using the National Longitudinal Educational Study (NELS) data.Findings - Within schools, both student curricular positions and perceptions of teacher quality affected growth and achievement. We found more positive student perceptions of their teachers ascending across course profiles. The effects of perceived teacher quality on growth rates and ending achievement, however, were more consequential for students in weaker academic profiles than in stronger profiles. Between schools, academic process variables also influenced outcomes. For example, individuals in schools where students collectively pursued more math and science had significantly higher growth rates than individuals in schools where lower percentages of students took these courses. Research limitations/implications - We caution that our measures of teacher quality and curricular differentiation only serve as proxy measures for more thorough information that could be collected about within-school teacher and curricular processes. Practical implications - The results imply efforts to increase student achievement will have to attack individual (e.g., poverty; early educational experiences; course taking) and organizational (i.e., school structural redesign, curricular and instructional processes) fronts simultaneously.Originality/value - Our study extends the discussion of how internal curricular differentiation and student perceptions about teacher quality may intersect to influence student growth trajectories within and between schools.