Conclusion: Re-Imagining Higher Education Institutions Public Mission Initiatives Through the Lens of Organizational Perspective

Papadimitriou, Antigoni; Boboc, Marius

doi:10.1007/978-3-030-55716-4_14

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Universities and recruiters should consider the role of people-related TQM and how metaperceptions influence individuals' self-perceptions of their own aptitudes for different professions, especially those characterised by competing institutional logics, which can involve different types of jobs. A major mission of universities should be to help students find their career aptitudes, which are related to career decision-making and choices (Austin, 2002;Papadimitriou and Boboc, 2021). The inherent difficulties in choosing a future career path are heightened by the fact that the new generation of workers, particularly those in professional careers, are increasingly motivated to search for meaningfulness in their work (Vogel et al, 2019) and enter a career that is consistent with what they believe is their calling or vocation (Duffy et al, 2011).…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

People-related TQM practices: the role of metaperceptions

Cobelli

Orlandi

Burro

2022

TQM

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PurposeThe authors investigate the role of people-related Total Quality Management (TQM) practices, specifically metaperceptions, in hearing care students' vocational decision-making. In Italy, audiologists are health professionals and must hold a degree in hearing care. They operate according to clinical principles but must also develop marketing and commercial skills. While employers take these aspects for granted, the expectations of hearing care students often differ from reality. Thus, the authors aim to investigate the vocational expectations of hearing care students.Design/methodology/approachA survey was distributed to 600 hearing care students. Multiple regression analysis with bootstrapped confidence intervals was employed to test the hypotheses.FindingsStudents who perceived audiology as their calling were more interested in the clinical aspects than the marketing and commercial aspects of audiology. Moreover, those desiring a meaningful career path in audiology were more interested in becoming a store owner or franchisee.Social implicationsUniversities and recruiters should consider the influence of relevant others' metaperceptions on students' self-perceptions of their aptitudes for different careers. Universities should assist students to identify aptitudes that are relevant to career-related decision-making. In this context, people-related TQM can help students avoid incorrect aspirations and expectations.Originality/valueThis study is the first to investigate the role of metaperceptions from a people-related TQM perspective. Metaperceptions play a crucial role in determining the correct course of study as well as job satisfaction and expectations.

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Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

People-related TQM practices: the role of metaperceptions

Cobelli

Orlandi

Burro

2022

TQM

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“…The role universities play in contributing to local communities has been much discussed (de Rassenfosse & Williams, 2015; Papadimitriou & Boboc, 2021). Universities are generally expected to facilitate social development through teaching and research (Jones et al, 2021).…”

Section: University-community Engagement and Social Licence To Operatementioning

confidence: 99%

“…It increases a university's understanding of its local context, encourages sharing of facilities and knowledge, identifies additional resources that can be utilized, facilitates sustainable development, and improves its reputation (Chile & Black, 2015). To be fully effective, university-community engagement must be embedded in an institution's philosophy, vision and mission, as well as in its policies, practices, organizational culture, and be clearly positioned in its research and teaching activities (Mtawa et al, 2016; Papadimitriou & Boboc, 2021). However, the role of local communities in university-community engagement is under-considered, especially in developing countries (Mbah, 2019).…”

Section: University-community Engagement and Social Licence To Operatementioning

confidence: 99%

Universities Need a Social License to Operate and Grow: Reflecting on the University-Community Engagement of two Transnational Universities

Chen

Vanclay

2022

Journal of Studies in International Education

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Transnational higher education is big business. However, it is unclear what transnational universities must do to behave in a responsible way or to gain a social licence to operate. Examining the University of Nottingham Ningbo China (UNNC) and Xi'an Jiaotong-Liverpool University (XJTLU), we discuss what universities could do to gain approval from host communities. They have to meet home and host country regulations, and the expectations of local communities and other stakeholders. Consideration of their social licence and of the negative and positive social impacts they create will contribute to their reputation and ability to access local knowledge. To earn a social licence to operate and grow, universities must understand and respond to their local context, share benefits with local communities, and have effective community engagement practices. In the universities we studied, there was limited information provided to community stakeholders and poor stakeholder engagement. However, high levels of trust from residents existed, partly because of the good reputation of universities generally.

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Echoes of Change

Asrifan,

Nursyam,

Hermansyah

et al. 2025

Advances in Educational Marketing, Administration, and Leadership

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This chapter examines how institutional culture transforms higher education contexts. The chapter uses Elmore and McLaughlin's three-tiered and Schein's corporate culture models to show how beliefs, actions, and practices may change things. It emphasizes the importance of institutional culture in preparing students for globalization and technological advances by emphasizing adaptation and resilience. The chapter suggests student-centered approaches, technology for personalized learning, and community and industry partnerships for HEIs to capitalize on their cultural strengths. By purposefully creating their institutional culture, HEIs can adapt to social changes and improve education. The chapter concludes that institutional culture drives innovation and quality in higher education by combining cultural understanding with strategic leadership and community participation.

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Conclusion: Re-Imagining Higher Education Institutions Public Mission Initiatives Through the Lens of Organizational Perspective

Cited by 3 publications

References 8 publications

People-related TQM practices: the role of metaperceptions

People-related TQM practices: the role of metaperceptions

Universities Need a Social License to Operate and Grow: Reflecting on the University-Community Engagement of two Transnational Universities

Echoes of Change

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