Open Access Overtaking Academic Library Leadership: Staying Ahead of the Organisational Dynamics an Increasingly Open Future May Bring [Scholarly Article - New Review of Academic Librarianship, 2022]

Title:

Open Access Overtaking Academic Library Leadership: Staying Ahead of the Organisational Dynamics an Increasingly Open Future May Bring

 

Authors:

Tim Schlak & Alexis Macklin

 

Published:

New Review of Academic Librarianship, 6 July 2022

https://www.tandfonline.com/doi/full/10.1080/13614533.2022.2079539

 

Abstract:

With the fairly recent introduction of Transformative Agreements as an acquisitions and OA publishing mechanism in the context of US academic libraries, smaller institutions from Carnegie Classification R2 on down are grappling with questions of adaptation, mission response, and value proposition in a shifting environment. As Open Access continues to expand with increasing proliferation of OA content, smaller libraries are searching for answers as flat and declining budgets will eventually coincide with rising OA availability. This editorial reviews these challenges as expressed by a unique Community of Practice the authors assembled and guided through a series of conversations. Leadership-focussed solutions are offered as a way of aligning academic library management with broader trends in Higher Education.

 

Between tradition and regulation: is there space for entrepreneurial behaviour in higher education? Blog post from Prof Ian Dunn [HEPI, October 2022]

Title:

Between tradition and regulation: is there space for entrepreneurial behaviour in higher education?

 

Author:

Ian Dunn, Professor

Provost of Coventry University, UK

Published:

Higher Education Policy Institute (HEPI), 6 October 2022

https://www.hepi.ac.uk/2022/10/06/between-tradition-and-regulation-is-there-space-for-entrepreneurial-behaviour-in-higher-education/

From the blog post:

There are very good reasons for the traditions that have been built into higher education. Working in higher education, we often hold true to these traditions. The traditions are pervasive; for example, many institutions have mortar boards and a mace bearer at graduation ceremonies. In many ways, traditions reach into how we operate and administer our institutions. It is true, however, that not many of us remember why they are there, and this can sometimes constrain our thinking. Why, for example, do we persist in using the honours degree classification? A system that may have had great value and meaning when a tiny fraction of the population enrolled in higher education, but this is clearly not the reality today.

 

“There is a hell and heaven difference among faculties who are from quota and those who are non-quota”: under the veneer of the “New Middle Class” production of Indian public universities [Scholarly Article - Higher Education, September 2022]

Title:

“There is a hell and heaven difference among faculties who are from quota and those who are non-quota”: under the veneer of the “New Middle Class” production of Indian public universities

 

Authors:

Nandita Banerjee Dhawan, Dina Zoe Belluigi & Grace Ese-Osa Idahosa 

 

Published:

Higher Education, 28 September 2022

https://link.springer.com/article/10.1007/s10734-022-00932-7

 

Abstract:

The university is a highly politicized and fractious realm for students and academics. Amidst trade-offs between the processes of massification, democratization, commodification, and globalization, the question of transformation for sustainability has become crucial to the social good(s) of higher education. This paper considers academic citizenry within Indian public higher education — a context where the increase in the enrollment of first-generation students and female students, due to affirmative action policies, has not substantially translated into altering the composition of academic staff. Informed by a mixed-method study conducted in 2019 with the participation of academics and those in leadership positions at four higher education institutions, we found that the enactment of such policies was operationalized for the production of the “New Middle Class” by universities. Of concern is that neither the representation nor the participation of academics who are women, “lower” castes, or minorities meets the mark of just, inclusive institutions. Despite the rhetoric of inclusiveness and development, the implementation of related policies clothe subalterns with the veneer of the intellectual class, permitting access on condition that sociocultural identities are concealed, and the hegemonic status quo maintained. Terms such as “quality” and “equality” function as tools for social control rather than serving social justice, where assertions of caste identity and resistance are simultaneously repudiated and misrecognized.

 

Babson College, USA - A Free, Self-paced Online Course (MOOC) on AI for Leaders

Name of course:

AI for Leaders

 

Offered by:

Babson College via edX

 

What you'll learn:

* How platform business models and AI technologies complement each other. 

* The characteristics of leaders that embrace AI powered platform business models. 

* Where to look for data and what data is valuable to your business and AI. How you can get started and the 5 steps for success – which we call PIVOT. 

* How your organization and team can catch-up with today’s leaders. 

* The economics of these new technologies and business models. 

* The 7 attributes of AI led organizations.

 

Language:

English

 

Level:

Introductory

 

Prerequisites:

None

 

For more information:

https://www.edx.org/course/ai-for-leaders

Stellenbosch University, South Africa - Year-old climate School already making its mark

Title:

Year-old climate School already making its mark 

 

Published:

Stellenbosch University, 2 September 2022

http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9431

From the news article:

The School for Climate Studies at Stellenbosch University (SU) is barely one year old, but has already achieved some major successes. This is even more remarkable considering that the entity was established in June 2021, when the pandemic was still causing wide-scale disruptions.

 

World Economic Forum (WEF) - Global Gender Gap Report 2022

Title:

Global Gender Gap Report 2022

Published:

World Economic Forum, 13 July 2022

https://www.weforum.org/reports/global-gender-gap-report-2022

Report description:

Gender parity is not recovering, according to the Global Gender Gap Report 2022. It will take another 132 years to close the global gender gap. As crises are compounding, women's workforce outcomes are suffering and the risk of global gender parity backsliding further intensifies.

Peak bodies: Indigenous representation in the Australian higher education sector [Scholarly Article - Australian Journal of Education, April 2021]

Title:

Peak bodies: Indigenous representation in the Australian higher education sector 

 

Authors:

Michelle Trudgett, Susan Page & Stacey K Coates 

 

Published:

Australian Journal of  Education, 23 April 2021

https://doi.org/10.1177/00049441211011178 

 

Abstract: 

The number of Indigenous Australians engaged in the higher education has risen steadily in recent years. Since the 1970s, several groups have been established to represent issues impacting Indigenous staff and students across the Australian higher education sector. Despite the deep passion and commitment by Indigenous leaders to advance Indigenous education in general, no single group currently provides adequate representation and advocacy on these issues. This article reports on findings from an Australian Research Council-funded study on Indigenous leadership in higher education. In doing so, it shares the perspectives of senior Indigenous leaders, university executive such as Vice-Chancellors and Indigenous academics. Ultimately, this article purports that it is necessary for the Federal Government and Universities Australia to work collaboratively with Indigenous People if we are going to see collective advancement across the sector and that this needs to occur in a more meaningful way than currently exercised.

 

Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC [Scholarly Article - IJIET, 2021]

Title:

Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC 

 

Authors:

Shuang Li, Zhong Sun & Liming Luo 

All three authors are from the Capital Normal University, Beijing, China

 

Published:

International Journal of Information and Education Technology, volume 11, Number 4, pp 184-188 (2021)

http://www.ijiet.org/show-152-1761-1.html

 

Abstract:

With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

 

WEBINAR (Thursday, 3 December 2020), hosted by the International Leadership Association (ILA) - Intersections of Leadership, Climate Change, and Social Justice

Event:

Intersections of Leadership, Climate Change, and Social Justice

[Part of the Sustainability Leadership Webinar series]

 

Hosted by:

International Leadership Association (ILA)

 

Presenters: 

Andrés Bernal, Research Fellow, Institute for Sustainable Prosperity

Kelly Henderson, Eden Hall K12 Education Coordinator, Chatham University

Feyisola Alabi, Special Initiatives Manager, Mayor's Office, City of Pittsburgh

Barbara Johnson, VP of Race and Gender Equity, YWCA of Greater Pittsburgh

Moderator: 

Kate Sheridan, Director of Career Development, Chatham University

Date:

Thursday, 3 December 2020

Time:

13:00 - 14:00 (EST)

Cost:

$9.95 for non-members; free for ILA Members

For more information & to register:

http://www.ila-net.org/webinars/Archive/2020-12-sheridan.html

Scholarly Article (2020) - Leadership in the Time of COVID-19: Reflections of Latin American Higher Education Leaders

Title:
Leadership in the Time of COVID-19: Reflections of Latin American Higher Education Leaders

Author:
Daniel Samoilovich

Published:
International Higher Education, Number 102, Special Issue 2020
https://www.internationalhighereducation.net/en/handbuch/gliederung/#/Beitragsdetailansicht/811/2920/Leadership-in-the-Time-of-COVID-19%253A-Reflections-of-Latin-American-Higher-Education-Leaders

Abstract:
To navigate the storm of the COVID-19 pandemic, university leaders should consider its structural impact on teaching and learning, research and innovation, decision-making structures, and on their own role in providing the academic community with a strong vision. As Shakespeare wrote in As You Like It, “Sweet are the uses of adversity, Which like the toad, ugly and venomous, Wears yet a precious jewel in his head.”

Scholarly Article (29 April 2020) - Embedding inquiry‐based practices in schools: The strategic role of school leaders

Title:
Embedding inquiry‐based practices in schools: The strategic role of school leaders

Authors:
Femke Geijsel, Wouter Schenke, Jan van Driel & Monique Volman

Published:
European Journal of Education, 28 April 2020
https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12395

From the abstract:
"The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice‐based research with school development goals for inquiry‐based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry‐based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry‐based practices in their schools?"

Webinar to watch - How Leaders Can Navigate Chaos in Uncertain Times, hosted by Singularity University on 26 March 2020

Title of webinar:
How Leaders Can Navigate Chaos in Uncertain Times

Speakers:
Kyle Nel, Executive Vice President of Corporate Innovation
&
Amanda Manna, Vice President of Strategy & Operations

Webinar hosted by:
Singularity University on 26 March 2020

Webinar covers:
* "Navigating Ambiguity is an essential skill for uncertainty in all its forms. 
* Building deep trust and fostering an adaptive team culture starts with knowing the strengths each team member has and leveraging them appropriately. 
* Embracing new ways of working should be accompanied by new tools and KPIs – simply adapting old ways to be “digital” keeps us from true transformation. 
* Specific strengths and weaknesses are not relegated to certain roles and levels, so transparency and humility between team members at all levels is vital for success."

To watch this webinar:
https://su.org/resources/webinar/how-leaders-can-navigate-chaos-in-uncertain-times/

Data Science Projects - The “Jira mindset” is damaging your data science team: Completing a successful data science project has little to do with ticking off tasks

Title:
The “Jira mindset” is damaging your data science team: Completing a successful data science project has little to do with ticking off tasks

Author: 
Dave Dale

Published:
towards data science, 12 February 2020

From the article:
"For the uninitiated, “Jira” is a project management tool that seems almost ubiquitous outside of tech companies. Built originally to manage software development projects, it naturally gets re-applied to data science projects. I want to argue that, though Jira may be a fine tool, data science projects are different!"

To read this article:
https://towardsdatascience.com/the-jira-mindset-is-damaging-your-data-science-team-66efc46aaa47