Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Editorial Note: September Issue
2
5
EN
Abbas
Abbaspour
Ali
Khorsandi Taskoh
Editorial Note: September Issue 2020
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Leadership Self-Efficacy (LSE) in Doctoral Programs: Examining the Supervisors’ Lived Experiences in Canadian Universities
7
23
EN
Maha
Al Makhamreh
Benjamin
Kutsyuruba
In this article, we describe Leadership Self-Efficacy (LSE) in doctoral programs by examining the lived experiences and perspectives of doctoral supervisors. A phenomenological research design was used to interview 16 supervisors from Canadian universities across all disciplines, social sciences and humanities, the natural sciences and engineering, and health sciences. The findings revealed the interplay of five types of efficacy in this context: research-self-efficacy (RSE) that is related to supervisors; research-self-efficacy (RSE) that is related to students; leadership self-efficacy (LSE) that is related to supervisors’ roles; student self-efficacy (SSE) that is related to students’ role; and, collective efficacy (CE). The main type of efficacy that made the difference in the doctoral studies context and allowed supervisors to help their students achieve their milestones, while maintaining their mental health, was the supervisors’ Leadership Self-Efficacy (LSE). Effective supervisors found techniques to enhance the level of their LSE, and to support their students and enhance their students’ sense of efficacy. However, the findings also suggest that supervisors experienced challenges in their roles and were not sufficiently supported, which may adversely influence their LSE and, in turn, affect doctoral students’ performance and wellbeing. Implications include addressing the LSE in the doctoral supervision context at the individual level, group level, and departmental/institutional level.
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Use of Social Media Platforms and Content Delivery in Higher Education
25
39
EN
Loise
Gichuhi
Jeremiah
Kalai
Reuben
Mutegi
Ursulla
Okoth
Lucy
Njagi
The outbreak of COVID-19 brought about global lockdown and educational managers were confronted with the unenviable choice of closing institutions until the pandemic plummeted or learning new ways of content delivery. The purpose of this article was to investigate use of social media on content delivery in higher education in Kenya: A case of School of Education, University of Nairobi. The objectives were to determine the social media platforms used in content delivery and the individual characteristics which determined their use. The case study research design included a target population of 150 Master of Education (M.Ed.) school-based students and 20 lecturers. The findings indicated that WhatsApp was the most popular platform for both lecturers and students, followed by YouTube and Facebook. Reasons for use of the said social media platforms were convenience, cost-friendliness, timesaving, and access of information to many. It was observed that there were no clear patterns on the types of social media platforms used by gender, age, year of study and teaching experience. The study concludes that while social media has been entrenched in content delivery; exploitation of the same to its full potential remains untapped. The study recommends that the University management reconsider the mobile provider for supply of SIM cards and bundles on basis of internet coverage and reliability of connectivity.
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Compassion in Higher Education Leadership: Casualty or Companion During the Era of Coronavirus?
41
47
EN
Fiona
Denney
Coronavirus has presented the world with enormous challenges but also, potentially, an opportunity in that it has provided a way for people to share that they are suffering and to permit others to respond with compassion. Universities have become increasingly difficult working environments since the late 1990s due to high levels of competition, global league tables and a move towards scientific managerialism. A lack of compassion in academia now contrasts sharply with the care and support that we have seen in our communities as a result of Covid-19. This opinion piece acknowledges that different forms of suffering can be either inevitable or preventable and argues that our university leaders must take the opportunity presented by Covid-19 to redesign compassion into our structures and eliminate the preventable suffering. This is a call to arms for the sector to embrace compassion as the leadership tool of the future.
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Reflections on Education: What Is the Current Problem or Issue? - How the Past Informs the Present Is Vital for an Inclusive Education
49
61
EN
Elizabeth
Negus
In an inclusive society and across developed countries, higher education is seen as vitally important. It is positive for society, which needs advanced learning to develop economic productivity. The world requires a skilled workforce with excellent leadership and sustainable policies that can enhance individuals’ knowledge and prepare them for success on a global scale. On a personal level, it is vital for the individual to reach their potential and contribute to society. It is evident that those having had an appropriate education are more satisfied with work and leisure time, with better health as well as less likely to be unemployed (Maslow’s Hierarchy of Needs, 1943; The Spirit Level, 2009). The 19th century author, Charles Dickens, was concerned about equality and many of his novels attempted to show how class systems impact on the health and wealth of individuals. In Bleak House (1853), The Pickwick Papers (1836), Little Dorrit (1857), Great Expectations (1861) and Hard Times (1854) and A Christmas Carol (1843) he presents goodwill and revenge; suffering and death - issues irrespective of class, thus exacting justice of a different order. The article explores the past and present to reflect on the future, particularly in relation to education.
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
International Alumni Engagement: Operations, Leadership, and Policy at U.S Research Universities
63
77
EN
Lisa
Unangst
Maintaining and leveraging relationships with alumni has long been a function of higher education institutions worldwide, both for the purposes of ‘alumni engagement’ but also, and particularly obviously in the U.S. context, to achieve philanthropic goals (Holmes, 2009). This article reviews the scope of international alumni affairs activity among research intensive, doctoral granting institutions in the United States as identified by the Carnegie Classification of Institutions of Higher Education. Divergent paradigms and emergent themes are identified, including: definitional inconsistencies across the landscape; inconsistent staff support; variable programmatic functions; lack of data on the diversity of alumni leadership; and the increasingly important roles of digital media and intercultural competence. Findings are discussed in light of new forms of engagement necessitated by the COVID-19 crisis and with a view towards implications for university leadership globally.
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Higher Education, (In)Visible Key Actors, and Global Post-pandemic Trends: An Interview with Glen JONES
79
85
EN
Glen A.
Jones
Interview with Prof. Glen A. JONES
Ali Khorsandi Taskoh (Ph.D.)
Journal of Higher Education Policy And Leadership Studies
2717-1426
1
2
2020
9
1
Book Review: What They Didn’t Teach Me on My PGCE and Other Routes into Teaching
87
89
EN
Lynne
McKenna
Author: Sarah Mullin
Publisher: Word & Deed Publishing Incorporated
Country of Publication: Canada
Year of Publication: 2020
ISBN: 978-1-9994224-4-8
Pages: XXVII-378