The components of trustworthiness for higher education: a transnational perspective

Kharouf, Husni; Sekhon, Harjit

doi:10.1080/03075079.2014.881352

Cited by 21 publications

(15 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Managers must ensure that their institution delivers programmes and services efficiently and effectively, and in a way that satisfies student expectations. Then, managers should communicate information about the quality of their institution's products and services so that the students will possess the knowledge that will promote trust in the institution (Kharouf et al, 2015). Students need information that will confirm to them that the institution is competent, credible and ethical.…”

Section: Theoretical Contributionsmentioning

confidence: 99%

Transnational higher education

Heffernan

Wilkins

Butt

2018

IJEM

View full text Add to dashboard Cite

Purpose-The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach-Students undertaking British degrees at two transnational partnership locations (Hong Kong, n ¼ 203 and Sri Lanka, n ¼ 325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings-University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications-The findings suggest that student relationship management strategies should focus on strengthening the higher education institution's reputation, and increasing the students' trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value-Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.

show abstract

Section: Theoretical Contributionsmentioning

confidence: 99%

Transnational higher education

Heffernan

Wilkins

Butt

2018

IJEM

View full text Add to dashboard Cite

show abstract

“…Stakeholders in host countries need to trust foreign higher education providers in order to build and maintain effective relationships, and this requires perceived benevolence, shared values, compromise, and effective communication (Hill et al 2014;Kharouf et al 2015). Determining the extent to which curricula are standardised or localised at international branch campuses presents another dilemma for institutions (Shams and Huisman 2011).…”

Section: Host Country Stakeholdersmentioning

confidence: 99%

Ethical issues in transnational higher education: the case of international branch campuses

Wilkins

2015

Studies in Higher Education

View full text Add to dashboard Cite

The establishment of an international branch campus can impact upon a diverse range of stakeholders in both home and host countries. Many of the arguments against international branch campuses are based on ethical issues, such as the lack of academic freedom and civil liberties in host countries. Ignoring ethical issues may deny institutions the achievement of legitimacy, which can result in financial losses and reputational damage. Thus, the purpose of this article is to identify the ethical issues that higher education managers should recognise and address when considering the establishment of an international branch campus. A framework based on analysing how home and host country stakeholders might be impacted by the establishment of an international branch campus-and how they might influence higher education institutions-is proposed. It was found that institutions which are flexible, quick to learn, and possess the dynamic capabilities necessary to drive organisational change might be the institutions that have the greatest chance of success in foreign markets. Given that at the start of 2015, at least 24 new international branch campuses were planned or in the process of being built, it is concluded that higher education institutions will have to continue treading the thin line between trying to fit in with their host cultures while simultaneously trying to achieve academic freedom and improve local social, political, and legal conditions.

show abstract

“…Should the social contract between students and institution [29,31] be seriously considered, learning analytics as moral practice provides form and function to the fiduciary [14,34] and duty of care [42] that higher education has towards students. The social contract and fiduciary duty of care provides a crucial basis for thinking critically about the range of student control over what data will be analysed, for what purposes, and how students will have access to verify, correct or supply additional information [34].…”

Section: Student Agency and Privacy Selfmanagementmentioning

confidence: 99%

“…What are the implications of learning analytics and student surveillance on the social contracts that higher education institutions (HEIs) have with their stakeholders, and, in particular, their students [29,31]? How does allowing students to opt out of the harvesting, analysis and use of their personal data impact on the fiduciary duty of HEIs [14,34] given their responsibility to ensure appropriate support and guidance to students in their learning journeys?…”

Section: Introductionmentioning

confidence: 99%

Student privacy self-management

Prinsloo

Slade

2015

Proceedings of the Fifth International Conference on Learning Analytics and Knowledge

View full text Add to dashboard Cite

Optimizing the harvesting and analysis of student data promises to clear the fog surrounding the key drivers of student success and retention, and provide potential for improved student success. At the same time, concerns are increasingly voiced around the extent to which individuals are routinely and progressively tracked as they engage online. The Internet, the very thing that promised to open up possibilities and to break down communication barriers, now threatens to narrow it again through the panopticon of mass surveillance.Within higher education, our assumptions and understanding of issues surrounding student attitudes to privacy are influenced both by the apparent ease with which the public appear to share the detail of their lives and our paternalistic institutional cultures. As such, it can be easy to allow our enthusiasm for the possibilities offered by learning analytics to outweigh consideration of issues of privacy. This paper explores issues around consent and the seemingly simple choice to allow students to opt-in or opt-out of having their data tracked. We consider how 3 providers of massive open online courses (MOOCs) inform users of how their data is used, and discuss how higher education institutions can work toward an approach which engages and more fully informs students of the implications of learning analytics on their personal data.

show abstract

The components of trustworthiness for higher education: a transnational perspective

Cited by 21 publications

References 63 publications

Transnational higher education

Transnational higher education

Ethical issues in transnational higher education: the case of international branch campuses

Student privacy self-management

Contact Info

Product

Resources

About