ՊԵՏԱԿԱՆ ՀԱՆՐԱԿՐԹԱԿԱՆ ՈՒՍՈՒՄՆԱԿԱՆ ՀԱՍՏԱՏՈՒԹՅԱՆ ԿԱՌԱՎԱՐՄԱՆ ՆՈՐ ՄՈԴԵԼԻ ԷՈՒԹՅՈՒՆԸ

Purpose This study aims to investigate disability diversity management (DDM) in Ethiopian public higher education institutions (HEIs) through a comparative international education framework, providing insights and recommendations to enhance the inclusion of students with disabilities (SWDs). Design/methodology/approach A pragmatic approach and mixed methods examined DDM in five public universities across Ethiopia. Using a stratified random sampling method, 270 undergraduate SWDs were selected, yielding 247 usable questionnaires representing 60.4% of the target population. Additionally, 32 qualitative participants were interviewed, including 4 vice academic presidents, 5 student deans, 10 instructors, 3 heads of disability centers and 10 undergraduate students. Data collection used structured questionnaires featuring demographic and perceptual items, supplemented by semi-structured interview guides. Document analysis supported the findings. Findings DDM in Ethiopian public HEIs was perceived moderately, with an average rating of 3.4 on a five-point Likert scale. The qualitative analysis revealed key themes: insufficient physical accessibility, inadequate support services, and limited awareness among faculty. Major challenges included the lack of proper accommodations and training, significantly impacting accessibility for SWDs. Originality/value This study enriches the discourse on DDM in Ethiopian higher education, identifying critical challenges and perceptions of equity. The findings offer implications for policymakers and educators committed to fostering inclusive educational environments.

Risk management is a constantly recommended practice by boards of directors and for corporate governance worldwide. This fact stems from the uncertainties encountered daily by private and public organizations, in the face of changes in external and internal environments, through technological innovations, interpersonal relations, economic crises, and governance, among others. Knowing the risks means identifying the threats to which an organization is exposed and perceiving opportunities. Therefore, this study intends to identify and deepen the knowledge about the main risk management methodologies adopted in both private and public environments in Brazil. The study uses a qualitative descriptive process that leads to specific and cumulative results by investigating the general essences of the methods of risk management. The theoretical basis is necessary to support the research under the ForRisco project (“Risk Management in Federal Universities: elaboration of reference model and system implementation”), where the present test was started, for the purpose of launching its own methodology (ForRisco) that focuses on the interests of risk management in public higher educational institutions in Brazil. The project aims to launch a guidebook and software that promote and direct risk management in these institutions. All the investigated methodologies corroborate the promotion and the understanding of a risk management process based on a clear and well-defined structure. Finally, the ForRisco methodology is distinguished for the relationship between public higher educational institutions and risk management processes that are more secure and consistent with the Brazilian public administration.

Background: The demand for higher education in South Africa continues to increase, placing pressure on public higher education institutions to satisfy this demand. Supply chain management is one of the practices that may be implemented to ensure that public universities improve their operations and can, therefore, meet the increased demand for higher education in the country.Objectives: This study aimed to explore the barriers to the implementation of supply chain management practices at a South African public university.Method: The study used a qualitative case study approach using a sample of 17 members of management and staff at a South African traditional university in the Limpopo Province. Data were collected using a combination of a focus group discussion and semi-structured in-depth interviews.Results: The study generated eight themes that embody the barriers to the implementation of supply chain management at the institution. These themes were labelled as stakeholder buy-in, knowledge of supply chain management, supply chain systems and processes, procurement policy and practices, implementation of supply chain management, stakeholder change management, human resource management and organisational culture.Conclusion: Various internal barriers impair the implementation of supply chain management practices at the institution. Administration at the institution has invested limited resources, time and initiatives to ensure the successful implementation of supply chain management. The focus should be directed to finding lasting solutions to each of the barriers identified in this study. Further studies should address the issue of external barriers to supply chain management in public higher education institutions.

One of the problems facing public education institutions in Brazil is the question of the correct handling and treatment of waste electrical and electronic equipment (WEEE). Being that these institutions are part of the public sector, they should adhere to Decree no. 99,658/1990 for the disposal of their goods. However, this decree is not completely in accordance with the Brazilian National Solid Waste Policy (PNRS), especially when considering the regulations for disposal of public goods. Thus, these institutions have no WEEE management model which encompasses not only the Decree but also the PNRS. An example of this situation can be found at the Federal University of Itajuba (UNIFEI) in Minas Gerais, Brazil. Due to the lack of such a management model, the university warehouse is at full capacity and unable to receive additional electronic equipment. Therefore, the objective of this study is to create a management model for WEEE to be used at public education institutions using the guidelines set forth in both the Decree and the PNRS. An action research investigation was performed at UNIFEI which relied upon two improvement and learning cycles to deal with all the WEEE found at the university. The first was undertaken at the university warehouse and the second at other sectors within the institution. In addition to the practical results obtained by properly disposing of 474 WEEE products, this study showed that action research is an adequate management tool for public institutions looking to deal with problems of this nature, being that these institutions are almost always subject to bureaucratic controls with respect to their public property, and expected to follow rigorous legislation that is often times controversial.

Due to the competitive environment, the changes in the higher education landscape and limited financial resources, higher education institutions are forced to evaluate and review their marketing strategies in order to recruit suitably qualified students. This study will examine the impact of the current promotional tools at public higher education institutions in the Tshwane metropolitan region. The main objective of this study was to evaluate the promotional tools used by public higher education institutions in the Tshwane Metropolitan Region from a student perspective. Furthermore, the study strived to establish whether the demographics of the students played a role regarding the value they attach to choice factors when selecting a higher education institution. Prospective students will benefit from the study because promotional tools were identified to make informed decisions about their institution of choice. The study also identified the effect of the existing promotional tools used as sources of information by students and identified the most appropriate promotional tools to enable proper allocation of the promotional budget. An empirical study was conducted using a questionnaire adapted from Wiese (2008) study. Likert scale was used to structure questions. Non-probability sampling was used to select first year students from two public institutions in the Tshwane Metropolitan Region. Data was captured into a software package and analysed using SPSS Version 18. Descriptive statistics summarised the results of the research questions, namely; socio demographical profile of respondents, factors influencing students’ decision making process, the information sources used by students and the effectiveness of promotional tools. The results of this study showed that students preferred higher education institutions to use personal communication tools for student recruitment. Interestingly, students rated social media as one of the most important communication methods. Furthermore, emphasis on the core product and specific aspects of the tangible product and augmented product was found. It was also noted that students from diverse backgrounds and provinces used different sources of information during their search for enrolment at a higher education institution. The study limitations were that the survey was only restricted at two higher education institutions in the Tshwane metropolitan region. It was noted that marketing practitioners at higher education institutions may renew their existing promotional tools (open days and career exhibitions) to gain competitive advantage.

The Department of Education, South Africa, published a white paper on the transformation of the higher education sector in 1997, to ensure that the sector would meet the criteria for the higher education agenda of the country. Governance of the higher education sector in South Africa is defined in an Act of parliament governing the sector, Act 101 of 1997, as amended. The Act defines the governance organs required. Whilst the corporate governance requirements are well defined and practiced, there is no formal requirement for the governance of information technology (IT). This paper investigates the maturity levels of IT governance processes in public higher education institutions in South Africa, using the COBIT 4.1 framework developed by the Information Systems Audit and Control Association (ISACA). Ten of the twenty-three public higher education institutions in South Africa participated in a survey requiring 78 responses each. The empirical results of this survey on the level of IT governance process maturity will be presented and discussed to better understand the factors contributing to IT governance process maturity levels in the public higher education sector in South Africa.

The education of physiotherapists is disengaged from social control, which is one of the principles of the Brazilian public healthcare system. Social control ensures the participation of the population in the planning and monitoring of the public healthcare system and depends on qualified professionals. Thus, the aim of the present study was to investigate how training in social control occurs in undergraduate physiotherapy courses at public higher education institutions in the state of São Paulo, Brazil. Five teaching staff members were interviewed and six teaching projects were analyzed from a total sample of six public higher education institutions in the state of São Paulo using a qualitative method. The physiotherapy curriculum at Brazilian higher education institutions is based on the national curricular guidelines. However, these guidelines have gaps in the curricular guidance related to social control in terms of ensuring consistent training throughout the course, practical experiences, and a sufficient workload. To overcome barriers to training in social control, there is a need for the qualification of teaching staff, the adoption of skill-based education, the strengthening of social control, and a human resource policy favoring the hiring of physiotherapists in the Brazilian public healthcare system. Training in social control in physiotherapy courses at higher education institutions remains a challenge, considering the complex skills involved and the requirement of curricular changes. The present study only analyzed public educational institutions in the state of São Paulo, Brazil.

The internal auditing value addition in organisational processes “has been an issue of global concern to” almost all investors of internal audit services. Investment in internal audit practices is expected to yield returns in effective organisational “governance, risk management and” internal control processes. “However, there is a reported lack of evaluation studies that explore the effect of internal audit practices” on organisational performance. This critical issue of not adequately evaluating the effect that internal audit brings to organisational processes “can be partially explained by the shortage of adequate internal auditing evaluation methods and” tools. “The overarching aim of this study was therefore to fill this inherent void by investigating the effect of internal audit practices on organisational performance to appropriately determine the extent of internal auditing effects on business” processes. The advanced evaluation model of evaluating the effects of technology systems on organisational performance indicators was applied for this purpose in this study. This model has been validated in “a case study of two departments in a public higher education institution which invests heavily in internal audit practices, as mandated by the Public Finance Management Act 1 of 1999” (Republic of South Africa, National Treasury 2017). In this study, the advanced evaluation model allows the institution “to determine the extent to which operational and overall performance can be boosted through automational, informational, and transformational effects of” internal audit practices. In addition, the study results have revealed the benefits of internal auditing of nonfinancial processes as well as financial processes: the results have confirmed a shift of internal audit practices from finance-based activities to more value adding operational activities. Moreover, this study observed that the effect of internal audit practices on organisational performance depends on factors such as “independence of internal audit activity, competence of internal auditors, internal audit quality, information technology tools, relationship between internal and external auditors, and” effective audit committee. This study found that “compliance with internal policies and procedures is the most crucial performance indicator in the” public higher education institution studied. In summary, the findings of this study, using an advanced evaluation model validated the benefit of internal auditing as a tool to help improve performance of an organisation.

A major role of all public higher education institutions is to foster the public good. In democratic societies, the public good emphasizes the more collective activities and benefits and how resources are accessible to all in a society. Institutions of higher education create new knowledge, promote cultural tolerance, increase civic activity, and have lasting intergenerational effects among other things which all serve to enhance the collective activities of a polity. Since public higher education institutions promote the public good, and since public higher education institutions are governed by policy, educational policy becomes a crucial determiner of the public good. Moreover, policies are constructed with language or discourse. Thus, the discourse of policy, which has the power to structure the actions, speech, and thoughts of those affected by the policy, has a direct impact on the public good. In light of this importance, this paper critically examines the discourse of educational policy.

The present study analyzes the impact of gamification and playful didactics on promoting active participation among high school students in public educational institutions in Ecuador. A mixed-methods approach with a descriptive and exploratory scope was applied, using a quasi-experimental design with pretest and posttest. The sample consisted of 120 students from three public institutions who participated in an eight-week intervention based on gamified activities and playful dynamics. Surveys, observations, and focus groups were used to collect data, which were analyzed through descriptive statistics, Student’s t-tests, and content analysis. The results show a significant increase in high participation levels, which rose from 15% to 60% after the intervention. Furthermore, there was a substantial improvement in intrinsic motivation, group interaction, and the perception of meaningful learning. Both students and teachers positively evaluated the implementation of these strategies, highlighting their potential to transform the classroom environment, foster cooperation, and promote deeper learning. It is concluded that gamification, combined with playful didactics, constitutes an effective pedagogical tool to innovate in Ecuadorian public education.

Public relations, or PR, is the art of creating better understanding among the public so that it can increase public trust in certain individuals or institutions. In the context of educational institutions, public relations are a part of management related to interactions between educational institutions and the community. The purpose of the discussion is to find out the implementation of strategic management in educational institutions and public relations management in Islamic educational institutions. This discussion uses literature using the literature study method. data collection techniques, namely documentation such as books, journals, magazines, and others. Results of the discussion: 1) In implementing school public relations strategies, there needs to be an appropriate strategy to achieve educational goals, especially in increasing parent participation. One way to increase the participation of parents of students is to build a good relationship between the school and parents. 2) Humanitarian management in educational institutions itself is defined as a process of planning, organizing, directing, coordinating, mobilizing, communicating, and evaluating that involves all stakeholders in the school environment to achieve educational goals effectively and efficiently. The essence of implementing public relations management in Islamic boarding schools is almost the same as that of other Islamic public relations institutions, namely designing public relations activities based on the values of Al-Qur’an and Al-Hadith.

A Unique Opportunity for Education Policy Makers Jenna Conway (bio) When it comes to solving problems and measuring impact, public education organizations primarily rely on two approaches—using civil service to hire personnel directly or using competitive procurement to hire outside experts on contract. These two approaches can limit such organizations' efforts to gain insights, to incorporate cutting-edge research into policy and practice, and to develop innovative solutions quickly, nimbly and affordably. In this commentary, I discuss how public education organizations can use research-practice partnerships (RPPs), especially partnerships with public higher education institutions, to tackle new, unique, and complicated education problems and thereby help children. Consider how traditional approaches can inadvertently limit public education organizations. In civil service, most jobs are full-time, classified positions with very specific descriptions that are subject to a range of restrictions to protect the rights of employees. It can be hard to gain new insights without procuring outside experts whose rates are significantly higher than most government pay scales. Similarly, public education organizations may have a research director or team, but they usually don't have the capacity to analyze all the available data or measure the impact of everything the organization does. For new initiatives or pilot programs, public education organizations rarely have the internal research or analytical capacity to conduct rigorous, real-time research on interventions as they are implementing them. Instead, they typically rely on outside research. Doing so entails a lengthy grant application or procurement process and requires an extended time period to collect and analyze data and produce findings. Finally, with procurement, a public organization must specify both the problem and proposed solution up front, establish constraints, and require bidders to define precisely what they will do and provide and how much it will cost. This can inhibit an iterative design process where prototypes can be tested and improved. To top it off, the procurement process itself can take a year or more. Procurement may work well for well-established projects and services, but it proves more challenging when a state is [End Page 157] designing a new service, intervention, or tool, especially one that will be used by a large and diverse set of users. In contrast, RPPs, particularly those involving public higher education institutions, offer a unique opportunity for policy makers to expediently and cost-effectively gain expertise, integrate real-time research into their policies and practices, and design and build innovative solutions in an iterative manner that better meets their needs. First, RPPs allow public education organizations to gain cutting-edge expertise without having to hire full-time staff or procure expensive consultants, which may not be economically feasible. When I was assistant superintendent of early childhood for the Louisiana Department of Education, we established a multi-year partnership with Daphna Bassok at the University of Virginia School of Education. In an ambitious transformation of its birth-to-five early childhood system, Louisiana unified its child care, Head Start, and school-based prekindergarten systems. Specifically, over five years, Louisiana established uniform expectations across programs, supported local networks in every community, measured interactions in every classroom, offered incentives for quality improvement at the classroom level, and coordinated enrollment locally to make it easier for families to choose the best option for their children. Louisiana's approach, which was different from that of most other states, entailed significant change for early childhood educators and for the department. Operating from the hypothesis that teacher-child interactions are what matters most for child outcomes, Louisiana rapidly gathered classroom data from thousands of child care, Head Start, and school sites across the state. It would have been hard to hire staff or craft a contract with specific targets when we were unsure what the data would reveal and when no other state or entity had done what we were doing. In exchange for our collaborating on research projects (and the grant proposals that preceded them), helping them safely and securely access appropriate data, and offering their graduate students valuable internship opportunities, UVA helped Louisiana make sense of large volumes of new classroom data, offered insights on how to encourage improvement, designed new approaches to engage families through enrollment, and...

ABSTRACTThis study investigates the current state of disability diversity in Ethiopian public higher education institutions (HEIs) by analyzing perceptions of inclusivity, awareness of disability management, and the effectiveness of related policies. Employing a mixed‐methods approach, data were gathered through surveys and interviews involving students, faculty, and administrative staff. The results reveal significant challenges: a low perceived inclusivity with mean scores ranging from 1.84 to 2.32 on a 5‐point scale, highlighting an unwelcoming campus environment for students with disabilities. Key findings indicate inadequate support services, insufficient faculty training, and limited awareness of existing policies. These challenges align with similar issues faced in other developing nations, yet starkly contrast with conditions in more affluent countries. This study underscores the urgent need for Ethiopian HEIs to enhance their disability management practices, improve faculty training, and increase the visibility of support services. By connecting to global frameworks such as the Sustainable Development Goals (SDG 4: Quality Education) and the Convention on the Rights of Persons with Disabilities, this study advocates for strategic improvements that foster a truly inclusive academic environment for all students.

The growing use of part-time, non-tenure track faculty in higher education has become a nationwide phenomenon. The college-teaching part-time instructor is one who is working for low pay, has little job security, and has few benefits. College part-time instructors' employment is in a contingent state. They do not have the job protection provided to tenured professors because they are usually hired for only the upcoming term with no guarantee of being hired for any future terms.;The purpose of this study was to describe the status of part-time faculty in Maryland public and private four-year colleges and universities as perceived by department chairs and to explore whether there are significant differences between private versus public on each of the five areas of study. The five areas were (1) extent of information collected on the professional commitments of their adjunct faculty, (2) extent adjunct faculty are evaluated and what evidence is required, (3) extent adjunct faculty become integrated into the department, (4) extent performance expectations are explained to adjunct faculty, and (5) extent adjunct faculty are satisfied with employment conditions in the department.;A cover letter and seven-page survey was sent to identified Maryland public and private four-year college and university department chairs using Survey MonkeyRTM. For this particular study, descriptive statistics and ANOVAs were used as appropriate measures. Statistical results revealed there was a significant difference (p < .10) between chairs from public and private institutions on their composite scores in the area of the extent adjunct faculty are evaluated and the evidence required. Department chairs from private institutions recorded a higher mean score than department chairs from public institutions, indicating chairs from private institutions agreed more with this statement, resulting in a higher mean score. Conducting Cross-Tabulation, a strong, significant association (Cramer's V = .317, p < .05) was found between the type of school (public/private) and the survey question that adjunct faculty are expected to use student-centered effective teaching techniques. While both groups tended to agree with this statement, chairs from private institutions were much more spilt in their responses.;There were no significant differences between chairs from public and private institutions on their composite scores in the area of information collected on the professional commitments of their adjunct faculty, in the area of adjunct faculty becoming integrated into the department, in the area of performance expectations being explained to adjunct faculty, and in the area of adjunct faculty satisfaction with

This study broaches the matter of providing quality educational management in modern academic schools. The premise is advanced that with a growing significance of knowledge and technology in contemporary society and the intensification of economic and cultural globalization, education is increasingly viewed as an effective tool of shaping a personality capable of living in the conditions of dynamically developing knowledge. With this in mind, the article aim to analyze the concept of modernizing models and methods of educational management both in foreign countries and in Ukraine. The idea is maintained that there is an interrelation between the model of education management and the teacher’s style of instruction. A special emphasis in the article is placed on the world experience, which vividly illustrates that scientific reinforcement in training managers of education is accomplished simultaneously by research teams across the world, which prioritize both designing the processes of managing the development of pedagogical education and creating alternative frameworks of training managers. This study exposes the results of the conducted comparative analysis of modernizing models and methods of educational management both in foreign countries and in Ukraine. The indications are therefore that successful management of a modern educational institution is possible only when a collegial management model is applied. The evidence seems to be strong that under new socio-economic conditions it is required that the management of an educational institution should be able to organize the staff in order to enable them to participate in making and implementing joint strategic decisions. Given the evidence, such a managerial method will provide further support and consensus in execution and application of the adopted decisions. On this basis, it may be inferred that the strategic plan of actions is an important compulsory document in the activities of tertiary educational schools, a mechanism for managing the onset of functioning and monitoring the effectiveness of the entire management system.