Conceptualisation of an ethical risk assessment for higher education institutions

Grobler, Anton; Horne, Aniko

doi:10.20853/31-2-1032

Cited by 6 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is consistent with the findings of Gordon et al (2002), who report that general accountability disclosures range between 17.59% and 59.05% with a mean value of 30.54% among 100 US HEIs. The low levels of risk disclosure among HEIs may be due to the fact that the notion of risk management practices is relatively new to HEIs (Grobler, 2017). Further, Panels 2-5 of Table 3 also show that there is wide variability in the distribution of governance quality index, senior management team characteristics, vice-chancellor characteristics and general HEIs characteristic among our sampled HEIs.…”

Section: Descriptive Statistics and Univariate Analysismentioning

confidence: 86%

Non-financial reporting in non-profit organisations: the case of risk and governance disclosures in UK higher education institutions

Elmagrhi

Ntim

2022

Accounting Forum

View full text Add to dashboard Cite

This paper investigates non-financial reporting in non-profit organisations. Specifically, it examines the extent to which UK higher education institutions (HEIs) make voluntary disclosures relating to risk management practices, and investigates whether composite governance quality index and senior management team characteristics can influence such risk disclosures. Using a sample of UK HEIs over a number of years and drawing insights from neo-institutional theory, our findings are three-fold. First, our baseline findings contribute to the literature by showing that the level of risk disclosure among HEIs in the UK is relatively low, especially when compared to the findings of prior studies that have been conducted on similar-sized publicly traded corporations. Second, we contribute to the literature by providing timely evidence on the impact of governance quality on risk disclosure. In particular, our evidence contributes to the existing literature by demonstrating that better-governed HEIs tend to engage in higher risk disclosures than their poorly-governed counterparts. Finally, our study contributes to the extant literature by providing new evidence that offers support for the "shared" governance model among UK HEIs. Specifically, our findings show that the positive governance quality-risk disclosure relationship is moderated/explained largely by the characteristics of the senior management team. Our findings are robust to controlling for endogeneities and alternative estimation techniques, with major implications for non-financial reporting. HIGHLIGHTS. This paper examines non-financial reporting (NFR) in non-profit organisations, with specific focus on risk disclosures by UK higher education institutions (HEIs) . We examine the effect of UK HEIs' governance quality on the level of risk disclosures; We investigate whether management ARTICLE HISTORY

show abstract

Section: Descriptive Statistics and Univariate Analysismentioning

confidence: 86%

Non-financial reporting in non-profit organisations: the case of risk and governance disclosures in UK higher education institutions

Elmagrhi

Ntim

2022

Accounting Forum

View full text Add to dashboard Cite

show abstract

“…Various authors further outlined that most private companies, when compared with HEIs, have clear objectives, sufficient resources, and effective leaders with effective decisionmaking structures for implementation of business objectives (Mncube 2013;Chetty and Pather 2015). Consequently, risk management content and empirical studies are limited in the higher education sector, especially implementation as the best practices and implementation studies mostly explore the private sector (Brewer and Walker 2010;Moloi 2015a;Grobler and Horne 2017). Moreover, numerous studies confirmed the notion that risk management practices are relatively new in the higher education sector with limited empirical research (Ramirez and Christensen 2013;Grobler and Horne 2017;Andersen 2010;Moloi 2014Moloi , 2016d.…”

Section: Risk Disclosuresmentioning

confidence: 99%

“…Consequently, risk management content and empirical studies are limited in the higher education sector, especially implementation as the best practices and implementation studies mostly explore the private sector (Brewer and Walker 2010;Moloi 2015a;Grobler and Horne 2017). Moreover, numerous studies confirmed the notion that risk management practices are relatively new in the higher education sector with limited empirical research (Ramirez and Christensen 2013;Grobler and Horne 2017;Andersen 2010;Moloi 2014Moloi , 2016d. The slow adoption of risk management by HEIs is largely ascribed to these institutions being known as a place of forming ideas and being resistant to change (Power 2007;Kezar and Meyer 2007).…”

Section: Risk Disclosuresmentioning

confidence: 99%

Risk Management Practices by South African Universities: An Annual Report Disclosure Analysis

Sityata

Botha

Dubihlela

2021

JRFM

View full text Add to dashboard Cite

This paper assesses risk management practices at South African universities by analyzing the extent of risk management disclosure recommended by King IV and the level of risk governance maturity. This study was motivated by #Feesmustfall disruptions, which pointed to the lack of effective risk management, preparedness for volatility and increased scrutiny by stakeholders. A qualitative content analysis using a risk disclosure checklist was conducted on 18 annual reports and analyzed using an exploratory research design. The results revealed that over 80% of the sampled South African universities have disclosed most of their risk management practices, showing an improved disclosure due to King IV’s “apply and explain” philosophy as introduced in 2016. However, there were areas of improvement identified, such as: defining and approval of risk appetites and tolerance; development and implementation of business continuity plans; confirming the unpreparedness for volatility; annual revision of policies; and integration of risk management into the culture and daily activities of the university. This paper builds upon previous studies that highlighted a lack of detailed disclosures in South African organizations’ annual reports. This study also provides interesting insights into the impact of social events on organizational practices and supports the notion that legislative accounting practices should echo stakeholders and societal expectations.

show abstract

“…Ultimately, recent research has revealed ethical leadership paradigms (i.e., care, critique, integrity, fairness, and support) are closely associated with educational institutions' well-being and the achievement and satisfaction of educational personnel and students alike (Alonderiene & Majauskaite, 2016;Grobler & Horne, 2017;Güçel et al, 2012;Langlois et al, 2014). In most instances, given the K-12 context, much research identifies ethical leadership as a remarkable facet of high performing schools, particularly ones in poverty-stricken areas (Fullan, 2003;Shapiro & Stefkovich, 2011).…”

Section: Introductionmentioning

confidence: 99%

The linkage between ethical leadership and lecturer job satisfaction at a private higher education institution in Vietnam

et al. 2021

View full text Add to dashboard Cite

The aim of current study is to inspect the potential impact of ethical leadership practices (EL) of intermediate level administration (i.e., faculty deans, department heads) on lecturer job satisfaction (LJS) at a private higher education (HE) institution (UX) in Ho Chi Minh city, Vietnam. A conceptual framework linking EL and LJS was developed based on the ethical leadership conceptualizations of Brown et al. (2005), Kalshoven et al. (2011), and Langlois et al. (2014). Accordingly, ethical leadership works as a multidimensional construct encompassing a set of five values or explicit behaviors, i.e., care, critique, integrity, fairness, and ethical guidance. Further, the constructs and the effects of EL on LJS is conceptually approached in light of Social Exchange Theory and Social Learning Theory. Primary quantitative data was collected through an anonymously self-administered survey of all 378 lecturers permanently employed at eight faculties at UX’s main campus by the non-probability purposive sampling method. The totality of 256 valid questionnaires yielded a response rate of 68% for stepwise data analysis with inferential statistical methods (i.e., internal reliability test, factor scores, correlation, and multiple regression). The regression findings reveal that all five dimensions of EL significantly positively explained the variance in job satisfaction as perceived by UX lecturers (p < .001). These findings suggest both theoretical and practical implications and directions for future research are also discussed. The present study expands our understanding on ethical leadership by verifying its effects on lecturers’ levels of job satisfaction in HE. This study concludes that well-established ethical leadership codes for HE administration may assist them in making key decisions with care, fairness, critique, integrity, and ethical guidance.

show abstract

Conceptualisation of an ethical risk assessment for higher education institutions

Cited by 6 publications

References 21 publications

Non-financial reporting in non-profit organisations: the case of risk and governance disclosures in UK higher education institutions

Non-financial reporting in non-profit organisations: the case of risk and governance disclosures in UK higher education institutions

Risk Management Practices by South African Universities: An Annual Report Disclosure Analysis

The linkage between ethical leadership and lecturer job satisfaction at a private higher education institution in Vietnam

Contact Info

Product

Resources

About