Models of interuniversity collaboration in higher education – How do their features act as barriers and enablers to sustainability?

Coombe, Leanne

doi:10.1080/13583883.2015.1104379

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…Inter‐university collaboration or cross‐institutional student enrolment is another mechanism that was investigated in the early feasibility study, 12 which has seemingly had only limited uptake based on the findings of this study. Although there are several barriers to this occurring, 18 particularly in the current higher education climate in Australia, opportunities for this to occur should continue to be explored as a solution to the limited Indigenous public health academic workforce.…”

Section: Discussionmentioning

confidence: 99%

Educating for Indigenous public health competence – how do we stack up in Australia?

Coombe

Lee

Robinson

2019

Australian and New Zealand Journal of Public Health

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Objective: Internationally, work is underway to develop or revise public health graduate competencies, of which Indigenous public health competencies are a subset in Australia. This paper outlines the summative results from a review of Master of Public Health (MPH) programs undertaken to determine the level of coverage of Indigenous health in core content and to explore factors that influence the extent of integration. Methods: Of the 22 Australian universities offering an MPH program at the commencement of this study, seven were eventually reviewed using a mixed methods approach. Results: Results showed varying levels of relevant content in both core and elective subjects. Not all reviewed universities taught all the competencies in their core curriculum and some universities did not cover all the competencies in either the core or elective subjects. Conclusion: These findings highlight the need for inclusion of the Indigenous public health competencies to be made obligatory in MPH programs. Implications for public health: Significant gaps remain in public health curricula enabling students to develop competencies that enable them to become judgement safe practitioners when working with Indigenous peoples and communities. A revised curriculum framework document provides a range of useful strategies and resources to remedy these omissions.

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Section: Discussionmentioning

confidence: 99%

Educating for Indigenous public health competence – how do we stack up in Australia?

Coombe

Lee

Robinson

2019

Australian and New Zealand Journal of Public Health

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“…Challenges related to the pedagogical dimension also include students' credit allocation, student group formation, scheduling, learning methods, the distribution of activities and technical support [33], the coordination of academic calendars, student enrolment processes, workload distribution, student engagement, screen fatigue, class size, and feedback collection [34]. The synchronization of activities between participating institutions is crucial, taking into account factors such as holidays, exams, student travel, and time differences [30].…”

Section: Pedagogical Dimensionmentioning

confidence: 99%

Managing Inter-University Digital Collaboration from a Bottom-Up Approach: Lessons from Organizational, Pedagogical, and Technological Dimensions

Pina Stranger,

Varas,

Mobuchon

2023

Sustainability

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Driven by education policies, digitally enhanced partnerships between higher education institutions (HEIs) have become increasingly important in the pursuit of sustainability in European education. This article emphasizes the necessity of evidence-based policy implementation to prevent tensions between the decision-making layer (the upper level) and the institutional layer adopting the new norms (the bottom level) in the context of digital inter-university collaboration. To address this need, we conducted a comprehensive three-year (2020–2022) research project within the framework of Erasmus+. Our consortium comprises seven renowned European universities. The project’s primary objective was to investigate how digitalization impacts HEI cooperation and joint learning activities both at the intra- and inter-institutional levels. We conducted experiments that accounted for specific challenges or lessons emerging from three perspectives: organization, pedagogy, and technology. In the organizational domain, we identified challenges related to HEI alliance aspects, such as trust, teacher incentives, legal frameworks, operational requirements, external policies, and mobility needs; and information flow, specifically in terms of disseminating local projects, and clarifying local institutional jargon. The pedagogical perspective revealed challenges in pedagogical support, especially in developing teachers’ digital skills; learning assessment, involving agreement among teachers and externals participants; and course design, including a wide variety of aspects, such as course flexibility, different calendars, async/sync balance, mandatory and optional regimes, content creation, and learning validation. Lastly, in the technology dimension, we found challenges related to the relevance of software choices, and centralized digital structures. This research aims to highlight the importance of evidence-based data in shaping education policies. By drawing on real-world experiences from a consortium of universities, we shed light on the intricate dynamics of digital inter-university collaboration.

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“…This is to make a difference in the community, internally and externally, in order to ensure its economic growth (Ismail, 2019). For Coombe (2015) one way of implementing MSW involves creating education projects, improving the quality of curricula, saving financial resources and directing them to the community. As important as this fact is the existence of an actor that was able to mediate, support and create opportunities between HEIs and the community, a role that has been assumed by the Observatory of Social Responsibility and Higher Education Institutions (ORSIES).…”

Section: Bibliographic Reviewmentioning

confidence: 99%

Practices and Outcomes of Social Responsibility Governance in Higher Education Institutions. The Portuguese Case

Faria¹

2022

IJEBMR

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The study of social responsibility has gained high interest and extended its field of action to higher education institutions (HEIs) which, as entities, whether profit or non-profit, play a relevant role in the community in which they operate. The purpose of this article is to determine whether this role is visible and performed by HEIs. If so, the purpose of the article is to determine which HEIs are active in these practices and their specificity. Finally, the objective of this article is to determine the main results of such practices under the dimensions of university social responsibility created by Vallaeys et al. (2009): responsible campus, professional and citizen training, social management of knowledge and social participation. The methodology used focused on a qualitative, questionnaire-based survey study carried out on a sample of HEIs in the Porto region (Portugal) consisting of 27 HEIs divided between universities and polytechnic institutes. Data collection was carried out by e-mail and 14 answers were obtained, from which it was possible to perceive that the 14 HEIs respondents are aware of the concept and understanding of SUW. Executed practices vary between HEIs, with the majority comprising the economic, environmental and social areas. As results in the four domains of action the HEIs bet on lectures and seminars, social welfare, improvement of living conditions and social inclusion of professionals and students, the surrounding community, social justice, human rights and social cohesion, ethical respect, environmental sustainability and training of professionals able to grasp and apply this knowledge in the community among others.

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Models of interuniversity collaboration in higher education – How do their features act as barriers and enablers to sustainability?

Cited by 10 publications

References 31 publications

Educating for Indigenous public health competence – how do we stack up in Australia?

Educating for Indigenous public health competence – how do we stack up in Australia?

Managing Inter-University Digital Collaboration from a Bottom-Up Approach: Lessons from Organizational, Pedagogical, and Technological Dimensions

Practices and Outcomes of Social Responsibility Governance in Higher Education Institutions. The Portuguese Case

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