Academic institutions
important attributes of, 147–149
issues of, 1–2
Academic quality, 11
curricular rigor, 16–20
faculty hiring and development, 14–16
raising, 11–24
sticker price and selectivity, 13–14
and student learning, 11–12
tactical vagueness, 11–12
Access-and-legitimacy perspective model, 124
Accreditation, 25
mission statements for, 28–29
principle of, 28
Accreditation Council for Community and Junior Colleges (ACCJC), 30
Administrative structure and staffing, 85
Administrative team
members of, 107
mission-guided, 109
American Dream, 24
Analytical thinking, 85
Articulated institutional commitment, 82–84
Attitudes, among leadership team, 117–119
Blackboard, 72
Boisson v. Arizona Board of Regents et al. (2015), 132
Business education, 11
Cabinet, for communication, 109–110
Can-do together attitude, 117
Center for International and Global Engagement (CIGE), 82
Civic responsibility, 85–86
Cocurricular activities, 87–88
Collaborative leadership, 114–115
Communication, to improve quality of university instruction, 49–61
Community responsibility, 85–86
Competency-based learning, 68
Comprehensive internationalization (CI)
administrative structure and staffing, 85
articulated institutional commitment, 82–84
collaboration and partnerships, 90
curriculum and co-curriculum, and learning outcomes, 85–88
elements making up, 82
faculty policies and practices, 88
NAFSA definition, 81–82
student mobility, 89–90
Core learning outcomes (CLO), 86–87
Council of Independent Colleges (CIC), 38
Course completion, 59–61
Course failure, 61
Critical thinking, 85
Cultural diversity, 122
Curricular improvement, for raising academic quality, 16–20
Curriculum, 85–88
Department of Undergraduate Teaching, 54
Discrimination-and-fairness perspective model, 123–124
Distance education
through online. See Online education
opportunities of implementing, 73–74
rise of, 65–69
Diversity elements, at universities, 122
Diversity management
access-and-legitimacy perspective model, 124
based on creating identity, 125–126
based on perspective, 123–126
discrimination-and-fairness perspective model, 123–124
integration-and-learning perspective model, 124–125
process for deciding diversity strategy for universities, 127
as university strategy, 121–127
Duty of care obligations
fail to develop, 136
fail to ensure plans, policies and procedures, 139
focusing on students neglecting faculty and staff, 134–135
Global Benchmarking Study on, 130
informal organizational structure to deal with, 135–136
insurance as substitute for, 135
leading practice for university management, 140–141
legal framework of, 131–133
managing, 129–141
poorly managing incidents, 139
scholastic sector v. worldwide global benchmarking study, 133–134
shortcomings of universities with regard to, 133–139
travel management policies and procedures, 137
travel risk assessment, 137
Effective management team building, 105–110
cabinet for communication, 109–110
distinctive institutional characteristics from, 108–109
well-defined mission for, 106–107
Eisenhower, Dwight D., 116
Elman, Sandra, 28
Erasmus program, 96
Ethics and values, 86
European Higher Education Area (EHEA), 95
European University Association (EUA), 95
Faculty hiring, for raising academic quality, 14–16
Faculty policies and practices, 88
Federal Reserve’s economic policies, 17
Flipped class method, 54
Fluid strategic action model, for higher education, 37–46
Friedman, Thomas, 113
Gateway courses, 19
Gender diversity, 122
Global Benchmarking Study, 130
Global learning literacy, 85–86
Global Liberal Arts Alliance (GLAA), 90
Globally relevant education, 84
Grades, 59–61
Higher education
cost of, 72–73
fluid strategic action model, 37–46
market demands in, 41–42
population of students, 49–50
Spain’s role in, 93–100
success of students in, 52–54
Higher Education Act, 66
Higher Learning Commission (HLC)
Honors programs, 20
Horizon 2020 (H2020), 96
Hoshin principles, adaptation of, 40
Hoshin Strategic Management, 39
description of principles, 40
monitoring and measuring, 43–44
in practice, 44–46
redirecting priorities, 44
Ibero-American Knowledge Space, 99
Innovators, The, 112
Institute for Professional Development, 66
Integral leadership, 105
Integration-and-learning perspective model, 124–125
Interdisciplinary and integrative thinking, 86
Internationalization
comprehensive. See Comprehensive internationalization (CI)
of Spanish institutions, 95–97
Internet, 66
Iowa Short Fiction Prize, 22
Issacson, Walter, 112
Jones, Glen R., 66
Journal Citation Reports (JCR), 100
Kalsbeek, D.H., 14
Keller, George, 23
Landowner-invitee theory, 132
Lausanne Hotel School, 21
importance of, 144–146
team and pipeline
attitudes, 117–119
creating and sustaining, 111–119
practices, 115–117
principles, 112–115
Learning management systems (LMS), 70, 72
Lingua franca, 94
Literary and artistic expression, 86
Locus of authority, 74
London School of Economics, 21
Massive Open Online Courses (MOOC), 68
Memorandums of Understanding (MOUs), 90
Mental white space, 70
Middle States Commission on Higher Education (MSCHE), 30
Mission statements, 28–29
examples of, 83
Net revenue per student, 14
New England Association of Schools and Colleges, 28
Northwest Commission on Colleges and Universities
Occupational Safety and Health Act of 1970 (OSHA), 133
Online courses. See Online education
Online education
costs of implementation, 72–73
culture of evidence and excellence in, 74–75
current practices in, 68–69
effectiveness and quality, 69–71
evaluation of decision to go, 76
Park’s Global Proficiency Certificate, 84
People’s Republic of China (PRC), 39–46
Performance-based faculty, 15–16
Phi Beta Kappa membership, 18
Plan for Strategic Action, Hoshin principles into, 40, 43
in accrediting agency standards and reviews, 33
importance of, 144–146
key components, 27
types, 34
Policies and practices
faculty, 88
staff, 88–89
Pulitzer Prize, 22
Quality education, 12
Quality Matters, 71
Quality of university instruction, communication to improve, 49–61
Racial diversity, 122
Reading for active participation (RAP), 61
to change instructional practices without direct intervention, 57–59
classroom implementation of, 58
designing for teaching, communicating, and implementing, 54–56
introduction of, 54
level of implementation, student evaluation and reading of text, 58
Realistic visioning, 26
Responsible leadership, 4
Science without boundaries program, 97
Self-assessment, need for, 146–147
Southern Association of Colleges and Schools (SACS), 28
Spain, role in higher education, 93–98
academic reach in, 93–95
implications of academic initiatives, 97–98
internationalization of institutions, 95–97
percentages of international graduate students, 97
percentages of international undergraduate students in, 97
Spanish, 93–94
Sperling, John, 66
Spiral learning, 70
examples from Park University, 86–87
staff policies and practices, 88–89
Staff policies and practices, 88–89
Strategic action model, for higher education, 37–46
Strategic Operational Priorities, 43
Strategic planning. See Planning
Strategy
defined, 4
value provided by, 6
Student learning, academic quality and, 11–12
Student mobility, 89–90
Student reading, impact of, 59–61
Study methods and habits, 54
Substantial human capital, 34
Sweet Briar College, 25
Thomas University (TU), 39–46
Three Musketeers, The, 108
Travel management policies and procedures, 137
Travel risk assessment, 137
University leadership. See Leadership
University of Southwest (USW), 106–107
Vision statements, 29
WASC Senior College and University Commission, 27
W.E.B. DuBois Medal, 22
Western Governors University, 68
World Is Flat, The, 113
Zucker, B., 14