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How does the central state affect public goods provision by local actors? I study the effect of state capacity on local governance in sub-Saharan Africa, which I argue depends on whether traditional authorities are integrated in the country’s constitution. I use distance to administrative headquarters as a measure of state capacity and estimate a regression discontinuity design around administrative boundaries. If traditional authorities are not integrated, then the state and traditional authorities compete with each other, working as substitutes. That is, a stronger state undermines the power of traditional authorities. If traditional authorities are integrated, then the two work as complements. A stronger state then increases the power of traditional authorities. I show that these relationships are crucial to understanding the influence of state capacity on local economic development.

Over the past three decades, governments have recurrently intervened in higher education. Over time, significant changes have occurred in inherited national governance modes. These reforms have been assessed in different ways, such as by emphasising the shift to the more supervisory role of the State, or the increasing privatisation and marketisation following the neoliberal paradigm, or the overall process of re-regulation. This paper sheds light on these different judgements by addressing the governance shift by focusing on the sequences of policy instrument mixes adopted over time in 16 European countries. By analysing 25 years of policy developments, it is shown how the content of national governance reforms consistently varied over time and that no common template has been followed. (HRK / Abstract übernommen).

The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

Engaging students as partners (SaP) in teaching and learning is an emerging yet contested topic in higher education. This study interviewed 16 students and staff working in partnership across 11 Australian universities to understand how they conceptualised SaP and the opportunities they believed SaP afforded their universities. Thematic analysis revealed three overlapping conceptions of partnership: SaP as counter-narrative, SaP as values-based practice, and SaP as cultural change. The findings are first interpreted through the lens of liminality and an ethic of care. This is followed by a discussion of inclusivity of involvement, resistance, and reinforcement of neoliberal agendas despite good intentions. Finally, implications for cautious enactment of both practice and research are offered. (HRK / Abstract übernommen).

The principle of collegiality is one of the philosophical backbones of academic tradition. However, in the USA, institutional policies that aim to enforce collegiality have met strong opposition. This paper examines the framings of collegiality in American higher education and underlying institutional logics through qualitative content analysis of the Chronicle of Higher Education articles published between 2013 and 2022. The analysis identified six collegiality frames: Communal Ties, Collective Responsibilities, Likability/Interpersonal Skills, Cultural Fit, Willingness to Serve, and Coerced Conformity. Most typically, collegiality is portrayed as a characteristic of the faculty community marked by collaborative interactions. The framing of collegiality as communal ties is often accompanied by a \"narrative of loss\" (Kligyte & Barrie, 2014). Career advice articles targeting academic job seekers and faculty review candidates frame collegiality as a desirable individual quality and an implicit yet crucial criterion in peer evaluation. In contrast, articles discussing institutional policies and employment disputes offer a more critical framing, presenting a view of collegiality as an euphemism for coerced conformity and an instrument for managerial control. This paper contends that the divergent collegiality framings reflect the interplay of competing institutional logics and logic casting within the higher education landscape. (HRK / Abstract übernommen).

Responsible leadership is crucial for higher education institutions (HEIs) in developing countries to build an institutional reputation by generating advanced knowledge and strengthening socioeconomic development. Drawing on signaling theory, this study investigates the relationship between responsible leadership and academics' job insecurity, and examines the mediating role of institutional reputation in public and private universities in Bangladesh. The study highlights the differing impacts of responsible leadership on job insecurity in HEIs. Notably, responsible leadership was found to reduce job insecurity in private universities, while it increased in public universities. Institutional reputation, however, played a significant role in mitigating job insecurity in public universities, a trend not observed in private universities. By investigating a model of university responsible leadership on academics' job insecurity and comparing the public and private sectors in Bangladesh, this study advances our understanding of the complex relationship between responsible leadership and job insecurity in HE within developing countries. Specifically, in a private university, responsible leaders who interact with faculty members in ethical and responsive manners reduce academics' job insecurity, whereas in public universities, it is only possible by building an institutional reputation. Our findings have important implications for HE leaders who aspire to strengthen the development of HEIs in developing countries and to enhance national well-being and the economy. (HRK / Abstract übernommen).

The role of the department chair is considered one of the most thankless jobs in higher education, but there is surprisingly little research on the daily work-lives of faculty members serving in departmental leadership roles. This study updates the literature by using a national sample of 3,317 associate and full professors serving in department leadership roles at 161 U.S. colleges and universities over a period spanning six academic years. Providing an updated application of Hagedorn’s (2000) theory of faculty satisfaction and existing literature on department chairs, we use exploratory factor analysis to identify factors that act as triggers, or spaces for job-related tension and conflict. We then use multiple linear regression to study how these factors predict department leaders’ overall job satisfaction, after controlling for relevant background characteristics like gender, faculty rank, prior job mobility, salary, and institutional environment. Regression results reveal the factors significantly influence department leaders’ overall job satisfaction, but there are meaningful differences based on faculty rank, with associate professors being less satisfied in their jobs compared to full professors. We provide implications for future studies of department leaders.

Our paper aims to shed light on regional multidimensional well-being inequalities in Italy. We first decompose the Theil index in its “within” and “between” components and we find that disparities in multidimensional well-being go beyond the historical GDP divide between the Centre-North and the South of Italy: “within” multidimensional well-being inequalities result to be as relevant as inequalities “between” these sub-national areas, suggesting that territorial-specific factors may be at work. Then, using a regional panel in the period 2004–2012, we analyse the relationship between multidimensional well-being disparities and regional institutional quality in terms of voice and accountability, government effectiveness, regulatory quality, rule of law, and corruption. We find that institutional quality matter in affecting regional multidimensional well-being inequalities and the effect varies heterogeneously accordingly to the level of public expenditure, institutional dimensions, and spatial spillovers. These findings indicate local policies could be better targeted to reduce gaps and increase expenditure efficiency, foremost among which are anti-corruption actions and measures to enhance the effectiveness of regulatory interventions, especially in regions which are lagging behind.

This paper presents findings on the role of the university and institutional support for climate change education interventions at two universities in East Africa. The findings were part of a larger study on opportunities and challenges for climate change education at universities in the African context: A comparative case study of Makerere University in Uganda and University of Dar es Salaam in Tanzania. A comparative multiple case study design was adopted collecting qualitative data from 58 lecturers, researchers, administrators and students on climate change related programmes at the two universities. Data was collected through semi-structured in-depth interviews and focus group discussions. Analysis was done using thematic analysis based on Braun and Clarke’s (Qualitative Research in Psychology, 3(2), 1–41, 2006) approach with the help of MAXDA software. Findings from the cross-case analysis revealed similarities and differences in perspectives and multiple realities of participants at both universities regarding the role of the university and institutional support for climate change education in the African context. The findings shed light on the context and nature of climate change education interventions and how these are supported at both universities. The study contributes to empirical literature on the role of higher education in addressing climate change and the institutional support to the interventions in the African context.