Managing diversity in higher education

Yusof, Norhafezah; Hashim, Rosna Awang; Valdez, Nena P.; Yaacob, Aizan

doi:10.1075/japc.00003.yus

Cited by 7 publications

(3 citation statements)

References 26 publications

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“…On the one hand, it facilitates exchange and relationships with internal publics (Melewar et al, 2018; Overton-de-Klerk; Sienaert, 2016; Simancas-González; García-López, 2017; Eger et al, 2020;Uslu, 2018). On the other, it allows establishing an important interaction with the university's external publics, such as the different members of the social, cultural, political, and economic environment (Marino;Lo-Presti, 2018;Edmiston-Strasser, 2009;Yusof et al, 2018).…”

Section: Universities' Digital Institutional Communicationmentioning

confidence: 99%

Evaluating the content strategy developed by universities on social media

Capriotti

Losada-Díaz

Martinez-Gras

2023

EPI

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Institutional communication is becoming a strategic instrument for universities, since it facilitates the relationships with their various publics and allows positioning of the institutional brand, which will contribute to building a distinctive reputation. The types of content disseminated by universities via their social media accounts will contribute decisively to these objectives, since the way in which the different topics are communicated may influence the publics’ perceptions of these higher education institutions. This research analyses the different types of content disseminated by universities (in Europe, the United States and Latin America) via their accounts on social networks (Twitter, Facebook, and LinkedIn), to assess the main content topics that define the universities’ communicative positioning. A content analysis of the publications by universities on their social networks was carried out, representing an appropriate method to recognize the main themes and topics of their communication strategy. The results reveal two main thematic blocks of content: functional (teaching, research and social commitment topics) and institutional (organizational and contextual topics). Institutional publications are the most relevant block of content, far above the functional posts. In terms of specific topics, the organizational ones are the most common, well above publications on teaching or research, while contextual and social commitment content is used marginally. Most universities, in all regions and on all social networks, follow a dominant strategy of institutional content. So, the higher education institutions are mainly using social networks as a strategic tool for institutional positioning, more than informing about their daily activity.

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Section: Universities' Digital Institutional Communicationmentioning

confidence: 99%

Evaluating the content strategy developed by universities on social media

Capriotti

Losada-Díaz

Martinez-Gras

2023

EPI

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“…Similarly, a case study of Dutch students also revealed that teacher performance influences student achievement and that this influence is more pronounced for non-western students (Middlekoop, Ballafkih, & Meerman, 2017). Thus, lecturers not only need to be aware of the problems associated with diversity but also make necessary modifications to their teaching techniques to accommodate students of diverse backgrounds (Yusof, Awang-Hashim, Valdez, & Yaacob, 2018). Insensitivity to these issues may lead to inequality subsequently undermine the potential learning that can occur among diverse peers.…”

Section: Related Studies On Diversitymentioning

confidence: 99%

Untitled

2019

APJEE

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This study investigated the current level of awareness on diversity-related issues and its relations to diversity climate and global-mindedness of students and lecturers in Malaysian Higher Education Institutions. A total of 615 students from various private and public universities, polytechnics and community colleges participated in the survey. They comprised Chinese, Malay, Indians and others. The Diversity Climate Survey and the Global Mindedness Scale by J. E. Hett were used and the analysis was conducted using ANOVA and Bivariate Correlational Analysis. The construct reliability for both tests ranged between .86 and .90 and .58 and .76 for Diversity Climate and Global Mindedness respectively. Results indicated that differences were found in the perceptions of diversity climate and levels of global mindedness in terms of gender, ethnicity and types of institution. Overall, the Malaysian Higher Education Institutions have reported a moderate climate in diversity and a low level of global-mindedness. In terms of ethnicity, there was a significant difference in students' perception of Diversity Climate and Global Mindedness. A broader scope of knowledge and awareness on learner diversity is needed to ensure sustainable development of our higher education institutions.

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“…The specifics of the bottom-up approach implementation depend on the particular aspects of higher education in question: teaching, education, and the integral development of the individual in the paradigm of professional development (Yusof et al, 2018;Warr Pedersen et al, 2017). Thus, bottom-up teaching is predominantly instructor driven and is focused on separate details of teaching the discipline, implying detailing as a way of decoding and simplifying each component through repetition and memorization (Quain, 2018).…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Social Component of Higher Education: Bottom-up Approach

Marushkevych

Zvarych

Lavrychenko

et al. 2021

IJLTER

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Pedagogical strategies for the implementation of the social content of higher education should be exercised through the application of the bottom-up approach. The bottom-up approach is aimed at ensuring proper development of the student’s personality. This approach is based on the subject-specific (academic achievements) and generic (leadership, management skills and focus on personal and professional development) competencies. The purpose of this study was to investigate the range of tools as well as the effectiveness of the bottom-up approach to the implementation of the social component of higher education through perspective development and the emphasis on students’ leadership and management skills. The study is of an empirical nature and the research component is based on the formative experimental methodology. Fifteen students of the Faculty of Primary Education participated in the experimental part of the study. They were involved in the specific bottom-up approach to educational environment organization and were evaluated accordingly by a jury. The two-year implementation period of the bottom-up approach to the implementation of the social content of higher education took place through customized projects of personal and professional development. The average socialization readiness level within the group was 78.2 (out of 100 max.), with 13.3% of students showing an average socialization readiness level, and 86.7% of students achieving a good level. The results confirmed the effectiveness of the principal notions of the study. The task of adapting the content of higher education in order to achieve a positive momentum of students’ socialization readiness was successfully completed. The most promising approach for future research is finding out the advisability and effectiveness of expanding the range of participants of the projects of personal and professional self-development and leadership with the preservation of the essence and identified values of the bottom-up approach.

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Managing diversity in higher education

Cited by 7 publications

References 26 publications

Evaluating the content strategy developed by universities on social media

Evaluating the content strategy developed by universities on social media

Untitled

Implementation of the Social Component of Higher Education: Bottom-up Approach

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