@article{ author = {Abbaspour, Abbas and KhorsandiTaskoh, Ali}, title = {Editorial Note: June Issue}, abstract ={Editorial Note: June Issue 2022}, Keywords = {Editorial Note}, volume = {3}, Number = {2}, pages = {2-5}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.2}, url = {http://johepal.com/article-1-212-en.html}, eprint = {http://johepal.com/article-1-212-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Phillips, Terron J. and Snodgrass, Lisa Lambert}, title = {Who’s Got the Power: Systems, Culture, and Influence in Higher Education Change Leadership}, abstract ={American higher education has managed to maneuver monumental periods of seismic change throughout the country’s history. Recent demographic, political, and ideological shifts within the internal and external environments of higher education indicate that the field is approaching yet another significant period of change; one that could require institutions to undergo significant structural and cultural redesign. The literature on change leadership and organizational theory suggests that those in senior-level leadership roles at institutions are often best positioned to encourage, implement, and lead change initiatives. But what are the actual lived experiences of senior administrators during change processes at the individual, institutional, and spherical level in higher education? This qualitative study examines the experiences of six senior-level administrators at American higher education institutions during periods of internal and external change. The participants described how internal and external factors impacted their perceived influence in implementing, and leading structural and cultural change at various levels within the field. Future studies might consider an examination of the practical influence and/or preparedness of higher education leaders to guide forecasted change initiatives within the field.}, Keywords = {Higher Education, Administration, Change Leadership, Systems Theory, Organizational Culture}, volume = {3}, Number = {2}, pages = {7-27}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.7}, url = {http://johepal.com/article-1-213-en.html}, eprint = {http://johepal.com/article-1-213-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Sage, Rosemary}, title = {A New Woke Religion: Are Universities to Blame?}, abstract ={This article argues that in haste to define people as victims, from specific identities like race, a new woke religion is giving an interesting world a malign image. Higher Education (HE) promotes woke agendas that narrow debates and confine curricula content, by dismissing thinking and action that does not align with new identity policy and practice. This is the roar of “smug, entitled mediocrities”, says Burchill (2021). The word woke is discussed and how HE uses it to limit opportunities, damage relationships and foster divisions with disastrous results. Woke-speak robs people of individuality and decency.  Education, with a duty to fit students for life and work, should also have a role in developing personal awareness, responsibility and ideas of citizenship. To achieve this, governing systems need radical overhaul to minimise human divisions and improve life quality. HE must take a lead by promoting both instrumental and intrinsic values. In moral philosophy, these values are the distinction between what is a means to an end and what is an end in itself.}, Keywords = {Values, Diverse Views, Cancel Culture, Changing Influences, Creative Thinking}, volume = {3}, Number = {2}, pages = {29-51}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.29}, url = {http://johepal.com/article-1-214-en.html}, eprint = {http://johepal.com/article-1-214-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Kulakhmet, Moldabek and Hajrullina, Alfira and Oleksiuk, Nataliya and Tvrdon, Miroslav and Protas, Oksana and Ragozina, Viktori}, title = {Professional Training of Managers in the Information and Educational Environment of Universities}, abstract ={The study aims to develop and experimentally test the professional training system for future managers in the information and educational environment. The study used the following methods: the methods of scenario; "focus groups"; theoretical formalizations of the educational process of training future managers; empirical methods for monitoring the description of pedagogical methodology and experiment; the methods of statistical and mathematical processing of the results of pedagogical experiment, quantitative and qualitative analysis of the obtained experimental data. A total of 698 students from six Ukrainian universities took part in the experimental study. According to the study, the formative and monitoring stage demonstrate positive changes in the development levels of knowledge, skills, abilities, and competencies of the experimental group students, which were the same as those of the control group at the beginning of the experiment. The control and system stages of the pedagogical experiment confirmed the reliability of the developed system of professional training of future managers verified by the Pearson criterion. The study's results made it possible to substantiate proposals for the prospects of professional training of future managers in higher education institutions.}, Keywords = {Professional Competence, Information and Communication Technologies, Educational and Methodical Support, Pedagogical System, Pearson Criterion}, volume = {3}, Number = {2}, pages = {53-70}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.53}, url = {http://johepal.com/article-1-215-en.html}, eprint = {http://johepal.com/article-1-215-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Kirloskar, Pranjali and Inamdar, Neet}, title = {International Cooperation among Universities: Accommodating Diversity Within Indian Higher Education}, abstract ={Internationalization of higher education (IHE) has grown in its scope and priority. The history and approach of Indian universities to IHE has been distinct. The recent policy documents such as National Education Policy 2020 and draft document of Science, Technology and Innovation Policy 2020 emphasize on international cooperation of Indian universities.  Though there is policy architecture, the response to IHE may differ across universities. This paper argues that, though a few universities have begun to recognize the importance and execution of international engagement, internationalization is not yet uniformly integrated in the Indian HE. The diversity in responses could be due to diversity in terms of number of types of higher education institutions, diversity among study programs, non-uniformities between number of incoming and outgoing students, distinct realities and attitudes towards internationalization among different university structures. We discuss how universities, as actors, are susceptible to change, and thus it is crucial to consider the structural differences among universities while assessing the effectiveness of policies and extent of institutional international engagement.  The study may provide insights to higher education leaders and policymakers, who need to weigh different realities to strengthen the global competitiveness of Indian universities.}, Keywords = {Internationalization of Higher Education, Indian Universities, Systemic Diversity, NEP 2020}, volume = {3}, Number = {2}, pages = {72-83}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.72}, url = {http://johepal.com/article-1-216-en.html}, eprint = {http://johepal.com/article-1-216-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Shavaran, Sayed Hamidreza and Rajaeepour, Saeed and Taheri, Mojtab}, title = {Development and Validation of the Faculty Members’ Academic Optimism Inventory (FMAOI)}, abstract ={This study describes the development and validation of an instrument aimed at measuring the faculty’s academic optimism in higher education. The data were collected from 211 faculty members who graduated from Iranian, Indian, Australian, United States, and British universities. At first, a question pool was developed to operationalize experts’ perceptions about academic optimism in their academic environments. In the second stage, the face and content validity of the scale were examined. Then, a pilot test was deployed to clarify the construct ambit and settled the measure and the meaning of academic optimism, through statistical methods. Then, an exploratory factor analysis was performed on 29 items, followed by a confirmatory factor analysis, which result in an ultimate scale of 23 statements in three factors including professionalism, academic emphasis & collective trust. The Cronbach’s alpha coefficient was applied and showed a reliable scale (r= 0.83). The final model represented very good fit (GoF =0.73), and the psychometric properties, such as discriminant, convergent and factorial validity, as well as reliability was assessed. Lastly, the implications of this tool for future research directions are discussed.}, Keywords = {Academic Optimism, Faculty Efficacy, Inventory Development, Faculty Members, FMAOI}, volume = {3}, Number = {2}, pages = {85-101}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.85}, url = {http://johepal.com/article-1-217-en.html}, eprint = {http://johepal.com/article-1-217-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Devies, Brittany and Ostermeyer, Emily and Allbritton, M. Ross and Pacheco, Derrick Raphael and Dizor, Connor and Henry, Kara Jane R. and ClayJr., Alle}, title = {Reimagining Curriculum Design: Using Focus Groups to Enhance Leadership Educator Practice}, abstract ={As educators continue down the ever-changing path of leadership learning, we must critically analyze our approach to curriculum design. A central aspect of this course design process utilized a focus group of peer leadership educators, in which the group leveraged the diversity of its members to center the student perspective and ensure a well-rounded analysis of the new curriculum. This group of leadership educators piloted an asynchronous, online, contemporary issues in leadership course in which providing formative feedback on course content, pacing, and design resulted in a more inclusive and robust curriculum. Reflections from our collective process are grounded in our lived experiences as leadership educators and leadership learners. Implications for practice are explored throughout as well. The reflections and implications focus on four key areas: leadership educator development, the need for diverse perspectives in leadership learning, growth through feedback, and ways to disrupt the traditional narratives of curriculum design.}, Keywords = {Leadership, Curriculum, Focus Groups, Curriculum Design}, volume = {3}, Number = {2}, pages = {103-120}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.103}, url = {http://johepal.com/article-1-218-en.html}, eprint = {http://johepal.com/article-1-218-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Chitpin, Stephanie and Karoui, Olf}, title = {Educational Decision-Making During COVID-19 in Ontario: Lessons for Higher Education}, abstract ={The COVID-19 pandemic has presented novel and unprecedent challenges within the educational realm, from the closure of educational establishments and the rapid implementation of e-learning to monitoring and managing the spread of the virus within the school community. The present research in Ontario, Canada, a province which has experienced prolonged lockdowns, explores the challenges faced by educational leaders as they navigate their schools through the pandemic. This qualitative case-study resulted from interviews conducted with eleven principals who were diverse in terms in gender, years of experience, and school type. The findings of the study reveal that leaders experienced a lack of resources to aid them in their decision making and experienced difficulties in managing their staff and students. However, leaders revealed that they were best capable of overcoming those concerns when using distributed leadership models within their organizations. While the study was conducted in a K-12 context, the findings present valuable insight into leading higher educational establishments through crisis.}, Keywords = {Covid-19, Educational Administration, Decision-making, Crisis Management, Distributed Leadership}, volume = {3}, Number = {2}, pages = {122-142}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.122}, url = {http://johepal.com/article-1-219-en.html}, eprint = {http://johepal.com/article-1-219-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Zarrati, Zahra and Ermetova, Jamila and Azadovna, Shahodat Rakhimov}, title = {COVID-19 and Higher Education in Uzbekistan: Lessons from Two Universities}, abstract ={COVID-19 led to a global movement as higher education policy-makers and leaders are disseminating their experiences during the 2020-2022 pandemic era under the heading of “Lessons Learned from COVID-19”. The available research, policy-briefs, interviews, books, conferences, and webinars might include innovative titles and themes; however, the mainstream of all works specially by late 2021 and during 2022 is on the lessons learned from COVID-19. The present research with its qualitative research design aims to portray the experience of academic staff and students from two universities in Uzbekistan: Urgench State University (UrSU) and Tashkent State University of Economics (TSUE). A total number of 414 responses (academic staff 64 and students 350) were received through Google Forms. Data analysis was administered through Strauss and Corbin’s (1998) Constant Comparative method of data analysis with peer reviewing to ensure the credibility of the emerged themes. Educational Weaknesses and Strengths, as well as Psychological Problems: Study at Home and Depression were the two main emerged themes. Leadership advice is also presented by members of both universities to help Higher Education (HE) policy-makers and leaders in Uzbekistan improve the quality of education at their universities and colleges.}, Keywords = {Higher Education in Uzbekistan, COVID-19, Academic Staff and Pandemic, University Students and Learning in Pandemic}, volume = {3}, Number = {2}, pages = {144-164}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.144}, url = {http://johepal.com/article-1-220-en.html}, eprint = {http://johepal.com/article-1-220-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Shukla, Mayank and MukeshSahni, Marshal and Shukla, Balvinder}, title = {Self-Reflective Holistic Health for University Students during Covid-19: Using a Novel Tool}, abstract ={During the outbreak of COVID-19 pandemic, students were engaged in self-reflection to overcome the anxiety and related disorders. Universities entail the responsibility of a focused engagement approach for their students, this was reinforced using survey-based self-reflection. A survey of fifteen questions covering three domains of holistic health namely - attitude, self-reflection and conscience was undertaken, every question has an ordinal response of Likert scale - one to five. Maximum score is seventy-five and minimum is fifteen. There are five qualitative ordinal levels which can be derived from this score. Perception of illness in the recent past (six months) gave positive finding in 1/3 of the participants, despite good attitude among most of the participants, 85% of the participants showed good holistic health. Participants were largely neutral for donation and charity.  Students shall have self-conscience for constant engagement and involvement to face the new-normal with a better outlook for holistic health. We used survey questionnaire as a holistic health tool for this purpose.}, Keywords = {Conscience, Attitude, Self-Reflection, Student Needs, Holistic Health}, volume = {3}, Number = {2}, pages = {166-172}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.166}, url = {http://johepal.com/article-1-221-en.html}, eprint = {http://johepal.com/article-1-221-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Leask, Betty}, title = {Leading and Managing Internationalisation - Crafting Your Own Unique Story: An Interview with Prof. Betty Leask}, abstract ={Interview with Prof. Betty Leask}, Keywords = {Internationalisation of Higher Education for Society, Internationalisation of the Curriculum at Home, Virtual Exchange, COIL, COVID Pandemic}, volume = {3}, Number = {2}, pages = {174-183}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.174}, url = {http://johepal.com/article-1-222-en.html}, eprint = {http://johepal.com/article-1-222-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} } @article{ author = {Wiebe, Sean and Bishop, Meliss}, title = {Book Review: Re/Humanizing Education}, abstract ={Author: Ellyn Lyle (Ed.) Publisher: BRILL Country of Publication: The Netherlands Year of Publication: 2021 ISBN: 978-90-04-50758-6 Pages: xxii-240}, Keywords = {Re/humanizing Education, Transformation, Relationality, a/r/tography, Curriculum}, volume = {3}, Number = {2}, pages = {185-191}, publisher = {Ali Khorsandi Taskoh (Ph.D.)}, doi = {10.52547/johepal.3.2.185}, url = {http://johepal.com/article-1-223-en.html}, eprint = {http://johepal.com/article-1-223-en.pdf}, journal = {Journal of Higher Education Policy And Leadership Studies}, issn = {2717-1426}, eissn = {2717-1426}, year = {2022} }