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This study explores the contributions of different dimensions of the intellectual capital of higher education institutions (ICHEIs) to their performance, incorporating the previously unexplored dimension of quality of life (QoL) as a performance measure, and correspondingly taking into account the connection between the Theory of Stakeholders and the Theory of Legitimacy. Applying a Structural Equation Model and the Partial Least Squares method, we present new empirical findings from a sample of 738 students and 587 lecturers/researchers from seven Portuguese public HEIs. The ICHEIs positively influence the institution's performance, through relational capital and structural capital; and QoL emerges as an important dimension of HEIs' performance standards, especially regarding students' perception of academic QoL. When HEIs understand and measure their IC, they will gain a better understanding of their core competencies, enabling a better allocation of resources and implementation of more effective strategic and operational actions. [ABSTRACT FROM AUTHOR]

This study aims at finding out the effect of incentives on the behavior of faculty, through a qualitative analysis of the views of the respondents, supported by evidence from the literature. Development of codes at two levels, such as descriptive and inferential codes, leads to the generation of patterns. Data were collected from six universities and terminated into a cross-case analysis for the purpose of comparison and contrasting the findings. The study found that the incentive system of higher education institutions is disassociated from the cultural and contextual aspects of the workplace - elevating the wrong dimensions of the employee’s performance. Such peccable or susceptibility of behaviors has further increased the tendency among the faculty towards opportunistic behavior. The findings will help administrative leaders and incentive system designers to align enticements with the bigger goals of higher education, instead of achieving short term benefits. [ABSTRACT FROM AUTHOR]

Knowledge collaboration (KC) is an important strategy measure to improve knowledge management, focusing on not only efficiency of knowledge cooperation, but also adding value of intellectual capital and social capital. In virtual teams, many factors, such as team's network characteristics, collaborative culture, and individual collaborative intention, affect the performance of KC. By discussing the nature of KC, this paper presents that the performance of can be measured from two aspects: effectiveness of collaboration and efficiency of cooperation. Among them, effectiveness of collaboration is measured through value added and efficiency of cooperation is measured through accuracy and timeliness. Then the paper discusses the factors affecting the performance of KC from network characteristics, individual attributes and team attributes. The results show that network characteristics, individual attributes and team attributes in virtual team have significant impacts on the performance of KC. [ABSTRACT FROM AUTHOR]

In the 1990s, most US states adopted new forms of performance-based accountability, e.g., performance-based budgeting, funding, or reporting. This study analyzed changes in institutional performance following the adoption of these new accountability standards. We measured institutional performance by representative education and research indicators—graduation rates and levels of federal research funding. We collected data from 1997 to 2007 and used a hierarchical linear modeling growth curve analysis. The main finding was that states which adopted performance-based accountability did not see a noticeable increase in institutional performance. In addition, we highlighted a critical policy issue—whether state and institutional factors contribute most to institutional performance in higher education. [ABSTRACT FROM AUTHOR]

This research paper is a pilot study that investigated the suitability of adopting an automated balanced scorecard for managing and measuring the performance excellence of academic staffs in the higher education setting. A comprehensive study of related literature with requirements elicited from the target population in a selected premier university in Malaysia through document analysis, interviews and survey questionnaires provided the foundation for the system development. By adopting the balanced scorecard, the proposed system provided a means for top down alignment of organisational objectives while creating a medium of communication between the lecturers and management. Though the method suggested in this study primarily focuses on the academic staff, it addresses the lack of a representative form of performance measurement for lecturers that accommodates the complexities of the profession while providing the potential adoption of an unconventional method to encourage excellence and development amongst all levels of employees in the industry. [ABSTRACT FROM AUTHOR]

Using Measuring Up data from 2000, 2002, 2004, and 2006, this study examines the extent to which the state performance grades, and changes in grades, are associated with the characteristics of each state and its arrangements for higher education governance and control. To what extent is each state’s higher education performance a product of relatively controllable governance and regulatory practices versus relatively uncontrollable measures of state size, affluence, and demographics? Using both Time Series Analysis and OLS Regression, the results show that the measures of state size, affluence, education levels, and growth account for the greatest share of explained variance in State Measuring Up grades. Few of the higher education governance and accountability practices are statistically associated with the index scores on Measuring Up. Only the centrality of state higher education governance is significantly related to two of the state grades, and the relationship is negative. Moreover, changes in state regulation, performance systems, and governance structures over the past decade have not produced dramatic changes in the grades each state receives on the national report card. [ABSTRACT FROM AUTHOR]

This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity. [ABSTRACT FROM AUTHOR]

This article reports the results of an investigation to identify the disciplinary strengths and the international standing of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for research administrations, researchers and students such information is not available in South Africa currently. The Essential Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University, University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in which the South African institutions meet the threshold requirements for inclusion in the database shows that the country has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher education and science and technology policy. [ABSTRACT FROM AUTHOR]

The article discusses methods with which universities in the United States can effectively serve the social and economic ends demanded by the institution while simultaneously adhering to classical academic norms that encourage the free and open exchange of research and ideas. To effectively achieve this end, universities must be measured not against the traditional yardstick of productivity, since they have never produced tangible objects besides people, and instead should focus on the production of students and research.