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Higher Education
Journal Prestige (SJR): 1.782
Citation Impact (citeScore): 2
Number of Followers: 130  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-174X - ISSN (Online) 0018-1560
Published by Springer-Verlag Homepage  [2348 journals]
  • Writing in doctoral programs: examining supervisors’ perspectives
    • Authors: Gabriela González-Ocampo; Montserrat Castelló
      Pages: 387 - 401
      Abstract: Abstract In the current context of doctoral education students are required to develop a range of complex academic literacy skills to accomplish optimal performance in their academic communities of practice. This has led to increase the interest in research on doctoral writing. However, research on how supervisors contribute to doctoral writing has not been extensive. The purpose of this study is to analyze the supervisors’ perspectives on doctoral writing by addressing three questions: a) What role do supervisors attribute to writing in doctoral training' b) What type of writing support do supervisors intend to provide to their students' and c) What are the relations between the role supervisors attribute to writing and the type of writing support supervisors offer to their students' Participants were 61 supervisors in the social sciences and humanities with diverse levels of expertise. Using a cross-sectional interpretative design, we collected qualitative data using an open-ended survey. Categories based on content analysis were established (Miles and Huberman 1994). The results demonstrated that supervisors attributed different roles to doctoral writing, ranging from process- to product-oriented and focusing on 1) producing appropriate academic texts, 2) generating epistemic activity, and 3) promoting communication and socialization. A significant number of supervisors did not attribute any role to writing but acknowledged writing as an important and neglected activity. Three categories of writing support were identified based on the type of activities supervisors reported and their involvement: 1) telling the students what to do, 2) reviewing and editing students’ texts, and 3) collaboratively discussing students’ texts. The results suggest that there are complex relations between the role that supervisors’ attribute to writing and the type of writing support supervisors are able to offer. The relations appear to be mediated by supervisors’ awareness and resources concerning doctoral writing.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0214-1
      Issue No: Vol. 76, No. 3 (2018)
       
  • The influence of Work-Integrated Learning and paid work during studies on
           graduate employment and underemployment
    • Authors: Denise Jackson; David Collings
      Pages: 403 - 425
      Abstract: Abstract To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N = 628 and N = 237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0216-z
      Issue No: Vol. 76, No. 3 (2018)
       
  • Reproducing “academic successors” or cultivating “versatile
           experts”: influences of doctoral training on career expectations of
           Chinese PhD students
    • Authors: Jianxiu Gu; John S. Levin; Yingzi Luo
      Pages: 427 - 447
      Abstract: Abstract This investigation focuses on Chinese doctoral students’ career expectations, and examines how the students’ career expectations changed over time under the influence of doctoral training based on survey data of 1467 doctoral students from 8 Chinese universities. Doctoral students’ evaluations of doctoral training were identified. The examination indicates that more than half of doctoral students expect a non-academic profession, and more than 70% of students did not alter their professional expectations radically over time. Logistic regression model results indicate that doctoral students’ career expectations and their changes over time were influenced by doctoral training in their university environment, students’ relationships with supervisors, and students’ experiences of collaboration with non-academic organizations. Doctoral students are dissatisfied with doctoral training that does not encourage and prepare them for diverse career paths. We conclude that in the present environment, the goal of doctoral training should not only be the reproduction of “academic successors” but also be the cultivation of “versatile experts.”
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0218-x
      Issue No: Vol. 76, No. 3 (2018)
       
  • Effects of higher education expansion on gender parity: a 65-year
           trajectory in Taiwan
    • Authors: Dian-Fu Chang
      Pages: 449 - 466
      Abstract: Abstract This study explores gender parity on the basis of distinctive expansion stages in the higher education system of Taiwan. Gender parity is one of the key components used to determine equal opportunities for accessing higher education. Therefore, this study evaluated gender parity and explored the potential gaps at the undergraduate, master and doctoral levels by using a quantitative longitudinal method to determine the effects of the system expansion. Student enrollment data from 1950 to 2014 were collected from the Ministry of Education in Taiwan and transformed by Becker’s coefficient of discrimination (D) to interpret the significance of the gender parity at various development stages in the system. In addition, this study applied an ARIMA (Autoregressive Integrated Moving Average) model to predict the D for the next decade. Reviewing the D trend from 1950 to 2014, this study found that higher education expansion has played a crucial role in promoting gender parity. The results of the ARIMA model reveal that the numbers of male and female students studying in undergraduate programs will become more equal in the next decade. Although male students are still favored for enrollment at the master and doctoral levels, the disparity is declining according to the results of this study. The findings in this study can be used to justify a higher education expansion policy based on the function of gender parity.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0219-9
      Issue No: Vol. 76, No. 3 (2018)
       
  • Developing evaluative judgement: enabling students to make decisions about
           the quality of work
    • Authors: Joanna Tai; Rola Ajjawi; David Boud; Phillip Dawson; Ernesto Panadero
      Pages: 467 - 481
      Abstract: Abstract Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0220-3
      Issue No: Vol. 76, No. 3 (2018)
       
  • Emergent achievement segregation in freshmen learning community networks
    • Authors: Jasperina Brouwer; Andreas Flache; Ellen Jansen; Adriaan Hofman; Christian Steglich
      Pages: 483 - 500
      Abstract: Abstract A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students’ success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students’ achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher-achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0221-2
      Issue No: Vol. 76, No. 3 (2018)
       
  • Less inequality through universal access' Socioeconomic background of
           tertiary entrants in Australia after the expansion of university
           participation
    • Authors: Krzysztof Czarnecki
      Pages: 501 - 518
      Abstract: Abstract This article investigates the consequences of an expansion of domestic university places in Australia after 2009 for inequalities in access to tertiary education. I focused on how different individual-level socioeconomic factors were influencing not only the likelihood of continuing education at the tertiary level but also a type of institution one studies at. Thus, I simultaneously analyse vertical and horizontal dimensions of inequalities in access. The expansion has not dramatically changed the differentiated access within different socioeconomic groups. However, the influence of parental education and secondary school context on continuing education has weakened. But those who have benefited the most are young people from upper service class. They not only approach near-universal access faster than other social classes but also improve their relative chances to study at the most prestigious institutions. Controlling for academic ability at the age of 15 showed that socioeconomic background continuous to matter after that age. This means that student-oriented equity policies undertaken closer to the point of transition to tertiary education have a capacity to decrease educational inequalities. Results are discussed against the background of the current higher education policy trends regarding equity in access.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0222-1
      Issue No: Vol. 76, No. 3 (2018)
       
  • A case study of faculty perceptions of teaching support and teaching
           efficacy in China: characteristics and relationships
    • Authors: Jiying Han; Hongbiao Yin; Junju Wang
      Pages: 519 - 536
      Abstract: Abstract This study investigated the characteristics of faculty perceptions of teaching support and teaching efficacy and the relationships between them in Shandong, a province in East China. The results from a sample of 2758 faculty members from 25 public institutions of higher education showed high levels of reported teaching support and teaching efficacy. Faculty members from key institutions scored higher on teaching resources and efficacy for course design but lower on administrative and peer support. Male faculty members scored higher on efficacy for course design, technology usage and classroom management. Teaching assistants scored higher on administrative and peer support but lower on efficacy for course design, instructional strategy, technology usage and classroom management. In addition to the positive relationship between teaching resources, peer support and all teaching efficacy factors, administrative support was negatively related to course design, technology usage, classroom management and learning assessment among faculty of provincial institutions but positively related to course design and technology usage among faculty of vocational institutions. No significant relationship was found between administrative support and teaching efficacy factors among faculty members from key institutions.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0223-0
      Issue No: Vol. 76, No. 3 (2018)
       
  • Internationalisation and migrant academics: the hidden narratives of
           mobility
    • Authors: Louise Morley; Nafsika Alexiadou; Stela Garaz; José González-Monteagudo; Marius Taba
      Pages: 537 - 554
      Abstract: Abstract Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention—an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics’ engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including ‘otherness’, affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0224-z
      Issue No: Vol. 76, No. 3 (2018)
       
  • Dimensions of higher education and the public good in South Africa
    • Authors: Melanie Walker
      Pages: 555 - 569
      Abstract: Abstract The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both “ideal-aspirational” but also “practical-feasible” in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and public-accountable contribution by universities.
      PubDate: 2018-09-01
      DOI: 10.1007/s10734-017-0225-y
      Issue No: Vol. 76, No. 3 (2018)
       
  • How lecturers’ understanding of change is embedded in disciplinary
           practices: a multiple case study
    • Authors: Anna Bager-Elsborg
      Pages: 195 - 212
      Abstract: Abstract In the literature, higher education teaching is typically conceptualised as generic or determined by disciplinary characteristics. Academic development literature mirrors this dichotomy when discussing the starting point for development work. However, this focus on universal characteristics overlooks crucial aspects of contextual influence on teaching and of lecturers’ derived willingness to change their teaching. This article contributes to the existing literature by illustrating how understanding of and willingness to change is a part of a disciplinary practice. The analysis demonstrates how disciplinary dispositions create frames of meaning in which the understanding of change is embedded. Further, it is argued that academic development has a greater chance of succeeding if it aims at the working-group level, challenges the discipline values and takes an outsider perspective.
      PubDate: 2018-08-01
      DOI: 10.1007/s10734-017-0195-0
      Issue No: Vol. 76, No. 2 (2018)
       
  • Research groups as communities of practice—a case study of four
           high-performing research groups
    • Authors: Lise Degn; Thomas Franssen; Mads P. Sørensen; Sarah de Rijcke
      Pages: 231 - 246
      Abstract: Abstract The aim of this paper is to investigate the organization of research in high-performing research groups in an age of increasing competition and pressure from outside and within higher-education institutions. To explore how researchers navigate such pressures and demands, the practice and perceptions of four high-performing research groups in Denmark and the Netherlands are examined, and the extent to which these groups can be understood as “communities of practice” or if they are displaying “team”-like characteristics is discussed. Previous studies have shown the benefits of communities of practice for organizational performance, and the present study demonstrates that the successful groups do indeed share many characteristics with such communities. A central argument of the paper is, however, also that incentive structures, inherent in many new policy initiatives that are meant to foster excellence in science, are more directed at “team-like” organization by focusing on, e.g., formally organized work processes, predefined goals, milestones, work packages, and hierarchically organized consortia. The potential implications of this are discussed.
      PubDate: 2018-08-01
      DOI: 10.1007/s10734-017-0205-2
      Issue No: Vol. 76, No. 2 (2018)
       
  • The employability skills of higher education graduates: insights into
           conceptual frameworks and methodological options
    • Authors: Fátima Suleman
      Pages: 263 - 278
      Abstract: Abstract In recent decades, a growing body of literature has emerged to illustrate the strong pressure on higher education institutions to prepare graduates for the world of work. This paper examines studies that attempt to incorporate the concept of employability skills in the empirical analysis. It thus focuses on the conceptual discussion and methodological options to show how researchers cope empirically with the assumptions associated with employability skills. This literature survey offers a taxonomy of methods that distinguishes between direct and indirect, as well as supervised and unsupervised, methods for the collection of data on skills. Although the underlying premise of the available research is that higher education institutions and policymakers should be provided with information on employability skills, the studies examined in this paper suggest that the identification of those skills is an impossible endeavour. Agreement is only found on some cognitive, technical, and relational skills. More importantly, it is argued that the supply-side approach overlooks economic and social processes that might affect employability. The problem of graduates’ employability transcends higher education institutions’ provision of useful and matched skills.
      PubDate: 2018-08-01
      DOI: 10.1007/s10734-017-0207-0
      Issue No: Vol. 76, No. 2 (2018)
       
  • Unequal origin, unequal treatment, and unequal educational attainment:
           Does being first generation still a disadvantage in India'
    • Authors: Rashim Wadhwa
      Pages: 279 - 300
      Abstract: Abstract The Indian higher education system is supposed to be the source of equal opportunities to all students irrespective of their life circumstances. Does it succeed in realizing this ideal' In fact, the system of higher education inadvertently plays a critical role in constructing and recreating the inequalities between groups. The prime victims of inequality are first-generation students, whose disadvantages are unseen, their voices ignored and left on their own. In India, first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in the cultural and social capital. In this context, the purpose of this study was to examine if being a first-generation student had a significant influence on educational attainment. The field survey data of 900 senior secondary students was employed for the analysis. For the purpose of analysis, educational attainment was measured in terms of completion of higher secondary school and entry into higher education. The findings of the study confirm the difference in educational attainment between first-generation students and their counterparts. Results of logistic regression indicate that the location, category, family income, academic achievement, stream of education, and social and cultural capital are the pertinent factors which influence the educational attainment of first-generation students.
      PubDate: 2018-08-01
      DOI: 10.1007/s10734-017-0208-z
      Issue No: Vol. 76, No. 2 (2018)
       
  • A set of indicators for measuring and comparing university
           internationalisation performance across national boundaries
    • Authors: Yuan Gao
      Pages: 317 - 336
      Abstract: Abstract Since universities’ commitment to internationalisation has been increasing, instruments for measuring institutional internationalisation performance are urgently needed to monitor and evaluate the progress made about internationalisation. Although efforts have been made to develop various tools, an internationally applicable instrument for universities to measure and compare their internationalisation performance remains missing. This study attempted to develop an indicator framework of such kind to fill the gap. A total of 182 administrative staff and 17 policymakers from 17 flagship universities in Australia, Singapore and China were consulted in order to establish the framework. The study resulted in a set of 15 indicators that captures six key dimensions of university internationalisation. It attempts to cover internationalisation in its widest possible sense with practical number of indicators. This study also contributes to the knowledge body of developing measurement for university internationalisation by reflecting on the fundamental challenge of measuring the phenomenon.
      PubDate: 2018-08-01
      DOI: 10.1007/s10734-017-0210-5
      Issue No: Vol. 76, No. 2 (2018)
       
  • Voluntarily exiled' Korean state’s cultural politics of young
           adults’ social belonging and Korean students’ exile to a US community
           college
    • Authors: Sujung Kim
      Pages: 353 - 367
      Abstract: Abstract This study examines the complicated interlink between the Korean state’s neoliberal identity politics and working- and lower middle-class Korean students’ study abroad as a form of voluntarily exile. Drawing on a critical discourse analysis and a 14-month ethnographic study, this study discusses how these students’ decisions to study abroad are inextricably intertwined with the authoritarian Korean state’s neoliberal political-economic strategies of pushing out seemingly less-profitable citizens (namely, students and graduates of low-ranking 4-year institutions). This study also examines students’ strategies for simultaneously resisting and conforming to this neoliberal ethos. For working-class and lower middle-class Korean community college students, study abroad means a deviation from the normal educational and life trajectories in Korea while, at the same time, their education in the USA opens a pathway for reentering the Korean neoliberal system as more profitable citizens. Their being recognized as members of a profitable workforce indicates their achievement of neoliberal normalcy.
      PubDate: 2018-08-01
      DOI: 10.1007/s10734-017-0212-3
      Issue No: Vol. 76, No. 2 (2018)
       
  • International students’ experience in Australian higher education:
           can we do better'
    • Authors: Sophie Arkoudis; Mollie Dollinger; Chi Baik; Allan Patience
      Abstract: Abstract Australia has been very successful in recruiting international students. The Australian government regularly reports students’ high levels of satisfaction with their educational experiences; however, there is also evidence of some dissatisfaction with regard to social and educational experiences. This paper explores the extent to which universities are meeting the social and educational needs of international students by analysing their experiences through the two dominate rationales in international education, namely neoliberal and cosmopolitan rationales. It discusses findings from a project examining the perceptions and experiences of international students at a large metropolitan Australian university. The study was conducted in two phases: an online questionnaire, followed by focus group interviews. The findings indicate that while international students might rate their overall satisfaction as high on questionnaires, deeper analysis through focus groups highlights the lack of social integration and belongingness that international students perceive. These results challenge universities to innovate their practices in order to develop and integrate cosmopolitan experiences that not only may benefit students but also assist in sustaining the neoliberal rationale of the sector.
      PubDate: 2018-08-17
      DOI: 10.1007/s10734-018-0302-x
       
  • The determinants of academic salaries in Russia
    • Authors: Ilya Prakhov
      Abstract: Abstract The system of higher education in Russia, as in many other countries, is in the midst of reforms related to the global trends of globalization and transformation to a knowledge economy. In order to successfully respond to these global challenges, it is necessary to improve the quality of the university sector and rethink the role of professors in enhancing academic productivity. A 20-year period of recession after the collapse of the Soviet Union has led to a diversification of universities and teachers and resulted in both a sharp fall in academic salaries and a decline in the attractiveness of the academic profession. Since the professoriate constitutes the main source of academic productivity, this article assesses the consequences of the decline in the academic sector before the start of major reforms of academic salaries. Using the data from the ‘The Changing Academic Profession’ project (CAP-Russia 2012 subsample), we identified and evaluated the activities of the professoriate that determine the income of university staff. The results show that, in general, the number of publications positively affected academic salaries, but for certain indicators of research activity, the effects are ambiguous. Administrative duties are important for academic salaries, with a positive effect ranging from 15 to 51%. Seniority also has a positive impact on a professor’s salary. The most consistent results in the pre-reform period were obtained for National research universities (NRUs), where academic salaries are determined by research activity (articles in academic journals) and administrative duties. Salaries rise with seniority, which corresponds to the human capital theory (as well as alternative theories). Salaries in NRUs also reflect gender equality. The results of the study can be used to assess the consequences of the recession in the academic sector in Russia and as a baseline for analyzing current reforms in universities.
      PubDate: 2018-08-16
      DOI: 10.1007/s10734-018-0301-y
       
  • ‘Judgement’ versus ‘metrics’ in higher education
           management
    • Authors: Crawford Spence
      Abstract: Abstract This article argues that universities currently privilege an instrumental ethos of measurement in the management of academic work. Such an ethos has deleterious consequences, both for knowledge production and knowledge transfer to students. Specifically, evidence points towards the production of increasingly well-crafted and ever more numerous research outputs that are useful in permitting universities to posture as world class institutions but that ultimately are of questionable social value. Additionally, the ever more granular management of teaching and pedagogy in universities is implicated in the sacrifice of broad and deep intellectual enquiry in favour of ostensibly more economically relevant skills that prepare graduates for the travails of the labour market. In both cases, metric fetishization serves to undermine nobler, socially minded visions of what a university should be. For such visions to flourish, it is imperative that universities take steps that explicitly privilege a collegial ethos of judgement over a managerialist ethos of measurement.
      PubDate: 2018-08-06
      DOI: 10.1007/s10734-018-0300-z
       
  • Leadership and management in quality assurance: insights from the context
           of Khulna University, Bangladesh
    • Authors: Afroza Parvin
      Abstract: Abstract This article examines the challenges in quality assurance in higher education in the context of Bangladesh through the lens of “managerial leadership.” It focuses on unveiling the issues in management and leadership that affect quality performance at program level. The public universities of Bangladesh have remained outside any internal/external assessment or accreditation process until the government initiated a nationwide quality assurance program in 2015. This is attributed largely to the culture of ignorance of accountability among the academics that has created a landscape of mutually indemnified systems of inefficient management at all levels: university, school, and discipline. To this end, this study investigates the role of concerned authorities in realizing the fullest potential of existing constitutional responsibilities, developing necessary policies and regulations accordingly, and ensuring proper implementation and monitoring of the policies. Underpinned by a context-bound theoretical framework, this article reports the research outcomes through triangulation of findings from reflections of former vice-chancellors, deans, and heads on their own managerial-leadership experiences. Based on empirical findings, this paper unveils how lack of effective leadership has led to “lack of accountability,” that in turn, has created “inefficient management” in public universities in Bangladesh.
      PubDate: 2018-08-04
      DOI: 10.1007/s10734-018-0299-1
       
 
 
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