Index

Matthew Hartley; Alan Ruby

doi:10.1017/9781108892667.013

Index

A. B. Bekturov Institute of Chemical Sciences, 62

abuse and harassment reporting, 81

Academic Council (Asian University for Women), 31–32

Academic Excellence Project 5-100 (Russia), 106

academic freedom, 18, 66, 72

Access Academy (Asian University for Women), 22–24, 32

access programs

Asian University for Women and, 22–25, 32, 164

Dublin City University and, 41, 163

as shared value, 163

Tata Institute of Social Sciences and, 124–125

accreditation processes, 4–5, 61, 81, 96, 102, 151

administration and administrative staff. see governance and administrative structures, presidents and directors

admissions

to Asian University for Women, 20–22, 29, 35, 164

class divides and, 1, 20, 29–30

to Nazarbayev University, 69–70, 164

to Pontificia Universidad Católica de Chile, 75–76, 80–81, 87

to Qatar University, 94, 96, 102

in rankings of institutions, 1

Russian standards for, 106

to Tata Institute of Social Sciences, 124–125

testing and, 22

to University of Maryland, Baltimore County, 141

adult education and lifelong learning, 45, 48–50, 155

Afghanistan, student recruitment from, 35

Aga Khan University, 64

Age-Friendly Network, 48–49

Ahmad, Kamal, 16–21, 30–31

Al Thani, Sheikh Tamin bin Hamnad, 99

All Hallows College, 36

Al-Misnad, Sheikha Abdulla, 95–97

Alpha Innovation campus (Dublin City University), 36

alumni. see graduate outcomes, students

Ancora Centers (Pontificia Universidad Católica de Chile), 81

Andharia, Janki, 133

Arab Spring (2011), 97, 163

Arabic language, 90–91, 94, 96, 98

Asian University for Women (AUW), 10, 161, 171

about, 16–17

admissions processes of, 20–22, 29, 35, 164

class divides and, 17, 20, 29–30, 34–35

community outreach by, 20–21, 163

curriculum of, 24–25

faculty recruitment and responsibilities, 25–28

funding for, 17–20, 26, 32, 34–35, 168

future challenges of, 34–35

governance of, 30–33

mission and founding of, 17–20

preparatory programs of, 22–25

student demographics, 28–30

successes of, 33–34

attrition and retention rates, 103, 117, 141, 147, 155

autonomy of institutional governance, 18–19, 58, 66, 74, 169

Baghdady, Ahmed, 90

Ballymun Regeneration Limited, 44–45

Ballymun, Ireland, 37–38

Bang, Chang Young, 60–61

Bangladesh

Asian University for Women charter and, 18–19

student recruitment in, 21

Bannykh, G., 109

Bard College, 107

Bharat, Shalini, 131–132, 134–135, 166

Biblioteca Escolar Futuro, 81

Black students and scholars, 139–144

boards of directors/trustees

Asian University for Women and, 18–19, 30–32, 35

Nazarbayev University and, 66, 72

Tata Institute of Social Sciences and, 123

Bolashak scholarship program, 60

Bologna process, 59, 106

Bombay bubonic plague (1896), 127

Breaking Ground initiative (University of Maryland, Baltimore County), 147

Bridges Program (Pontificia Universidad Católica de Chile), 81

Broin, Deiric Ó, 44

Burma, 21

business and enterprise engagement, 52–55

feedback on graduates through, 98

Kazakh Institute of Management, Economics and Strategic Research and, 62

Kazakh-British Technical University and, 62

Nazarbayev University and, 71, 73

Qatar University and, 100

School of Advanced Studies and, 120

University of Maryland, Baltimore County and, 138–139

BWTech (University of Maryland, Baltimore County initiative), 139

Cambridge University, 67

Carnegie Classification of Institutions of Higher Education, 139

Carnegie Mellon University, 58, 67

caste system, 127

Catholicism, 77–80, 83–84, 86

Catonsville, Maryland, 138

Center for Engaged Research (Dublin City University), 46–47

Chemistry Discovery Center (University of Maryland, Baltimore County), 145

Childline 1098 (Indian social service), 134

children. see Early Childhood Research Center

Chile

Pinochet coup in (1973), 77

Pontificia Universidad Católica de Chile’s relationship to, 76–77, 79, 81, 85

Chittagong, Bangladesh, 16 see also Asian University for Women

Church of Ireland College of Education, 36

civic engagement. see community outreach and engagement, see service to society

Clark, Burton, 3, 8

class divides

Asian University for Women and, 17, 20, 29–30, 34–35

Nazarbayev University admissions and, 70

Tata Institute of Social Sciences and, 126–128, 135

Clinton, Bill, 144

cocurricular activities, 24–25, 41, 99–100

collaboration

in leadership, 165

through shared principles, 146–147

University of Maryland, Baltimore County and culture of, 151–152

College of Education (Qatar), 93

Colorado School of Mines, 67

Community College of Qatar, 92, 104

community outreach and engagement, 2

Asian University for Women and, 20–21, 163

DCU in the Community initiative, 44–48

Dublin City University and, 38–48, 51–56, 163

Early Childhood Research Centre and, 50–51

lifelong learning programs and, 48–50

market pressures and prestige vs., 51–55

metrics overlooking, 169

Pontificia Universidad Católica de Chile and, 87–88

as shared value, 162–163

Tata Institute of Social Sciences’ field action projects and, 129–130, 133

University of Maryland, Baltimore County and, 139, 147

world-class university model vs., 2, 160see also service to society

Corbett, Kizzmekia, 148

COVID-19 pandemic, 12–13, 130, 148

critical incidents, 13

curricula

academic quality and, 98

Asian University for Women and, 24–25

national control of universities and, 59, 106

organizational culture and, 71, 84

organizational culture informing, 108

Pontificia Universidad Católica de Chile and, 81–82

School of Advanced Studies and, 107–108, 112–115, 119

service learning and, 82

Soviet legacy and, 109

Tata Institute of Social Sciences and, 124, 128

Dash, B. M., 136

David-Fox, M., 113

DCU. see Dublin City University (DCU)

DCU in the Community, 44–48

DCU Water Institute, 47

deans. see governance and administrative structures, presidents and directors

delayed specialization, 108, 112–115

directors. see presidents and directors

diversity and inclusivity

Asian University for Women and, 29, 35

challenges of, 157–158

Dublin City University and, 38

Nazarbayev University and, 70, 72–73

Pontificia Universidad Católica de Chile and, 80–81, 85–87

School of Advanced Studies and, 105

University of Maryland, Baltimore County and, 139–148, 157–158, 163

Doha, Qatar, 91–92, 94

Dorsey, John, 141

Douglass, John, 2

Dublin City University (DCU), 10

about, 36–38

access programs of, 41, 163

as age-friendly university, 48–50

civic engagement vs. market pressures and prestige in vision for, 51–56

DCU in the Community initiative and, 44–48

Early Childhood Research Center and, 50–51

future challenges of, 55–56

mission of, 38–42, 52, 163

Duke University, 67

Dunens, Elizabeth, 138

Early Childhood Research Center, 50–51

Education City (Doha, Qatar), 92–94, 103

Education for a New Era (Qatari reform strategy), 93

Education Fund of Nursultan Nazarbayev, 62

English language learning

Asian University for Women and, 23

at Kazakh universities, 63

Nazarbayev University and, 66, 69–70

in Qatar, 93–94, 97–98

Qatar University and, 96, 101

School of Advanced Studies and, 107–108, 110–111, 114, 119

equity. see class divides, diversity and inclusivity, access programs

ethos

defined, 9, 42, 55, 58, 65see also excellence, organizational culture, service to society, values and norms

Eurasian National University, 63–64

excellence, 4–5

case selection and, 9

institutional belief systems and, 161–166, 168, 171

Nazarbayev University’s founding and, 58

policy lessons for, 168–172

Pontificia Universidad Católica de Chile’s commitment to, 83–85

purpose in measure of, 13–14, 160–161

Qatar University and, 101–102

School of Advanced Studies concepts of, 109, 115

self-determination of, 11, 95

sustaining unique conceptions of, 166–168

world-class university model of, 160

faculty and faculty recruitment

Asian University for Women and, 25–28, 164, 168

community-engaged scholarship and, 42–44, 47, 51–52, 54, 56, 82, 88

Dublin City University and, 42, 167

environments of innovation and, 39

governance roles of, 31–32, 115, 117–118, 168

individualization and, 109

Nazarbayev University and, 68, 71

Pontificia Universidad Católica de Chile and, 76, 80–81, 85–86

Qatar University and recruitment of, 95–96, 98, 100–101

recent college graduates as, 23–24, 117

School of Advanced Studies and, 105, 107–108, 115–118, 120–121

shared leadership responsibilities and, 165–166

sustaining excellence, 167

Tata Institute of Social Sciences and, 133

training and, 85

University of Maryland, Baltimore County and, 85, 140, 144, 157–158 see also research and research productivity, teaching

fieldwork and field action projects, 127–128

characteristics of, 132

evolution of, 128–132

success of, 133–135, 162

financial aid. see scholarship programs, funding models

free system (gratuidad program), 76

funding models

community engagement and, 47

international funding and donor base, 17–20, 26, 32, 34–35, 167

joint stock company models, 66–67

policy lessons for, 169–170

sustaining excellence and, 18, 167–168 see also specific institutions

Gandhi, Mahatma, 125

garment industry, 20–21, 23, 29

Gates Foundation, 19

gender and gender equity

Asian University for Women and, 168

Pontificia Universidad Católica de Chile and, 80–81

Qatar University and, 103

University of Maryland, Baltimore County and, 144

Global Coalition on Aging, 49

Goldsmiths College (University of London Colleges), 30

Gore, Madhav, 126, 129–130, 136

governance and administrative structures

academic planning and, 98

Asian University for Women and, 30–33

autonomy of, 18–19, 58, 66, 74, 169

community engagement built into, 46

development of, 71

Nazarbayev University and, 72–73

Pontificia Universidad Católica de Chile and, 84–86

Qatar University and, 96–98

Russian higher education and, 106

School of Advanced Studies and, 108, 113, 115–116, 118, 120–121

segregation of schools in, 86–87

shared leadership responsibilities in, 165

sustaining excellence, 168

University of Maryland, Baltimore County and, 123, 141, 144–145, 151–154 see also boards of directors, leadership, presidents and directors

graduate education and doctoral programs

at Nazarbayev University, 57, 67

at Pontificia Universidad Católica de Chile, 78

at Qatar University, 94, 97–98

at Tata Institute of Social Sciences, 135

at University of Maryland, Baltimore County, 141

graduate outcomes

Asian University for women and, 34–35

Dublin City University and, 40–41

Nazarbayev University and, 69, 73–74

Pontificia Universidad Católica de Chile and, 83

Qatar University and, 95, 103

School of Advanced Studies and, 114–115

University of Maryland, Baltimore County and, 114, 144, 155–156 see also jobs and employment

graduation and retention rates, 103, 117, 141, 147, 155

Grameen Bank (Bangladesh), 21

gratuidad program (free system), 76

Great Recession (2008), 145

Guba, E. G., 13

Guwahati campus (Tata Institute of Social Sciences), 122

Hamad bin Khalifa University, 104

harassment and abuse reporting, 81

Hartley, Matthew, 57

Harvey, L., 4

Hayhoe, R., 8

Henshall, S., 13

historically Black colleges and universities (HBCUs), 142–143

Homi Bhabha National Institute, 123

Hooker, Michael, 141–144, 147

Howard Hughes Medical Institute, 144

Hrabowski Innovation Fund, 147

Hrabowski, Freeman, 141, 146–149, 152–154, 156, 165

humanities and social sciences programs, 67, 71, 124, 129–131, 136

Hyderabad campus (Tata Institute of Social Sciences), 122

I-Carnegie, 67

inclusivity. see diversity and inclusivity, gender and gender equity

India

class divides in, 126–127

impact of Tata Institute of Social Sciences’ field action projects in, 134–135

reservation norms of enrolment in, 125

self-rule advocacy in, 125–126

social welfare programs of, 129

student recruitment in, 21, 135 see also Tata Institute of Social Sciences

India Tea Association, 21

Indian Institutes of Science Education and Research, 123

Indian Institutes of Technology (IITs), 123

Indian Ocean tsunami (2004), 130

Indian University Grants Commission, 130

individualization, 108, 119, 164

industry. see garment industry, oil and gas sector, business and enterprise engagement, jobs and employment preparations

infrastructure and facilities, 33, 63, 97, 156–157, 169

Institute for Education (Dublin City University), 36, 40

interdisciplinary programs

Nazarbayev University and, 71

Pontificia Universidad Católica de Chile and, 78

Qatar University and, 97

School of Advanced Studies and, 105, 108, 114, 163

Tata Institute of Social Sciences and, 123–124, 131, 136

University of Maryland, Baltimore County and, 145

International English Language Testing System (IELTS), 69

International Support Committee, 18

internationalization of institutions

national identity vs., 86, 162

Nazarbayev University and, 66–69

Pontificia Universidad Católica de Chile and, 80–81, 86

Qatar University and, 90–91, 97, 101–102, 167

Russia’s Academic Excellence Project and, 106

School of Advanced Studies and, 107

internship placements, 39, 41, 107, 164

interviews and interview protocols, 11–13

Ireland, early childhood services in, 50 see also Dublin City University (DCU), Northside of Dublin

Islam, 93

isomorphism, 7

Jansen, J. D., 13

jobs and employment preparations

Asian University for Women and, 34

Dublin City University and, 39–41, 52–53, 164

School of Advanced Studies and, 111–113, 115

Tata Institute of Social Sciences and, 130

joint stock company models, 66–67

Jordan, June, 166

Katsu, Shigeo, 165

Kazakh Institute of Management, Economics and Strategic Research (KIMEP), 60–62, 65

Kazakh-British Technical University (KBTU), 62–64

Kazakhstan

Nazarbayev University and national identity of, 57–58, 68

regulatory environment of, 57, 59–66 see also Nazarbayev University

Kegan, R., 167

Kinninmont, Jane, 91

Knight, P. T., 4

Kostina, S., 109

Krylova, N. B., 109

Kuhn, Albin O., 140, 150

Kumar, A., 123

Kuraev, A., 110, 118

Lahey, L., 167

Lanares, J., 5

Law of Education (Russia, 1992), 109

Lawrence Berkeley National Laboratory, 67

Lawrence-Lightfoot, Sara, 8

leadership, 13–14

Asian University for Women’s admissions criteria and, 22

Asian University for Women’s governance and, 32

collaboration and, 151–152

continuity of, 152–154

educating students for, 99–100

as organizational quality and shared responsibility, 165–166

policy lessons for, 170–171

at Pontificia Universidad Católica de Chile, 85

Leadership Council (Pontificia Universidad Católica de Chile), 76

Learning and Teaching Committee (AUW), 31

Lee, Calvin B. T., 140–141

LGBTQ+ identities, 80

liberal arts education

Asian University for Women and, 16–18, 22–25, 35

preparatory programs and, 164

School of Advanced Studies and, 105, 107, 110, 112, 114

University of Maryland, Baltimore County and, 150

Libman, A., 109

lifelong learning and adult education, 45, 48–50, 155

Lincoln, Y. S., 13

MacCraith, Brian, 50, 55

Manshardt, Clifford, 126

market pressures. see business and enterprise engagement, regulatory policies, rankings of institutions

Mater Dei Institution of Education, 36

Matthews, Sylvia, 19

medical education programs, 67

Meyer, Jack, 18

Meyerhoff Scholars Program, 142–145, 148, 164

Meyerhoff, Robert and Jane, 142

mimicry, 2

Ministry of Education and Higher Education (Qatar), 92

Ministry of Education and Science (Kazakhstan), 59–61, 63–65, 74

missions and mission statements

Asian University for Women and, 34–35

belief in, 161

building organizational culture and, 71

Dublin City University and, 38–42, 52, 163

ephemeral nature of, 14

faculty recruitment and, 25–26, 28, 30, 86

financial resources and, 30

national identity and, 72–73

policy lessons in, 170

Pontificia Universidad Católica de Chile, 78–83, 85–86, 163

Qatar University and, 94, 98–102

School of Advanced Studies and, 117–118

shared beliefs in, 166, 171

Tata Institute of Social Sciences and, 124, 131, 133

“theory in use” approach to, 5–7

multiculturalism, 27

Mumbai campus (Tata Institute of Social Sciences), 122

Munck, Ronaldo “Ronnie”, 43–44, 47

Myanmar, 21

National Analytical Center (Kazakhstan), 65

national identity

education’s role in, 104

Nazarbayev University and, 58, 68, 72–74, 163

Qatar University and, 90–91, 98–99, 101, 104, 162–163

Qatari education system and, 93–94

School of Advanced Studies and, 163

Tata Institute of Social Sciences and, 125–126, 128, 132

National Institute for Higher Education (Ireland), 36

National Institutional Ranking Framework (India), 123

National Ministry of Education and Science (Kazakhstan), 59–61, 63–65, 74

National University of Singapore, 58, 67

natural disasters and crisis relief, 81, 129

Nazarbayev University (NU), 10, 161, 171

admissions and student recruitment, 57, 69–70

as international research university, 64–66

enabling environment for, 58–64

founding and characteristics, 57–58

organizational culture established in, 70–73

precursors informing, 64, 66

strategic partners and choices, 66–69

Nazarbayev, Nursultan, 57, 60–62, 65, 72

New University of Astana, 64

Newton, J., 5

Northside of Dublin, 36–39, 50–51, 163

Novikova, O., 109

oil and gas sector, 62, 91, 105

Olin College of Engineering, 64

organizational culture, 3

belief systems in, 161–166, 168, 171

continuity of leadership and, 153

core principles interacting with, 115–120

excellence/quality conceptualizations and, 5, 83, 98

individual responsibility in, 112–113

leadership responsibilities in, 165–166

liberal arts and, 114

Meyerhoff Scholars Program and, 143–145

national identity and, 126

policy lessons for, 168–172

rankings’ impact on, 1, 169

resistance to change in, 119–120, 157

service in, 83–88, 162

sustaining excellence in, 166–168

organizational saga, 3, 7, 12

overlap method, 13

Ozarowska, Joanna, 45–46

Pakistan, 129

Parasuraman, S., 124–125, 131–132, 135, 137, 165, 171

Partition of India and Pakistan (1947), 129

partnerships in development, 65

Asian University for Women and World Teach, 24

community-engaged research and, 43, 45–47, 53

Dublin City University and local employers, 38

international research and, 58

Nazarbayev University and, 64–69, 163

organizational culture and, 70

Pontificia Universidad Católica de Chile and, 82–83

prestige through, 68, 83

School of Advanced Studies and, 107

Tata Institute of Social Sciences and, 131–132

Pathways for Promise preparatory program, 22–25, 32, 164

pedagogy and pedagogical approaches. see teaching

Penn State University (PSU), 144

Peters, T. J., 166

Pinochet, Augusto, 77

place, 2–3, 5, 133, 171

policy lessons, 14, 168–170

Pontificia Universidad Católica de Chile (UC), 10, 161, 171

admissions processes of, 75–76, 80–81, 87

case selection and, 11

challenges and opportunities for, 86–89

funding for, 75–76, 82, 87

institutional history of, 76–78

mission of, 78–83, 85–86, 163

service in organizational culture of, 83–88, 162

Poole, B., 4

portraiture, 8–9

poverty, 37–39, 127, 136

preparatory programs

Asian University for Women and, 21

DCU in the Community program and, 46

Nazarbayev University and, 66

Qatar University and, 96

Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring, 144

presidents and directors

continuity of leadership and, 54, 135–136, 152

lessons for, 170–171

role of, 84, 135–136 see also specific presidents and directors

Program of Strategic Academic Leadership (Russia), 107

Prueba de Selección Universitaria (PSU), 75

Public Policy Center (Pontificia Universidad Católica de Chile), 81

purpose. see quality in higher education, community outreach and engagement, service to society, excellence, values and norms, missions and mission statements

Qatar

Arab Spring and, 97

branch campuses in, 64, 93, 103–104

education system of, 92–94

historical and economic background, 90–92

National Development Vision of, 99

Qatar National Vision 2030, 91

Qatar University (QU), 11

about, 94

admissions processes of, 94, 96, 102

challenges for, 104

establishment of, 93

internationalization of, 90–91, 97, 101–102, 167

mission and vision, 98–102

national identity and, 98–99, 101, 104, 162–163

organizational evolution of, 94–98

QS World University Rankings, 2, 75

quality in higher education

conceptualizing, 4–5, 7

individualization as element of, 109

Nazarbayev University and, 59, 73–74

partnerships with top programs and, 68

Qatar University’s processes for, 95–96, 98–102

rankings of institutions and, 1

regulatory policy and, 14, 18, 60, 106

RAND Qatar Policy Institute (RQPI), 95

rankings of institutions, 1–2

perverse outcomes from, 169

pressure exerted by, 52–53, 101, 168

reliability of, 160

self-determination vs., 7, 89

Rao, Nirmala, 30–33, 168

regulatory policies

in Kazakh education, 58–64

in Russian education, 105–107, 118–119

institutional leaders navigating, 14

lessons for, 168–170

Research and Ethics Committee (AUW), 31

research and research productivity, 1

community engagement and, 42–43, 47, 50–56, 81–82, 88, 131

Dublin City University and, 37, 42, 50

funding and policy support for, 169

international partnerships in, 58

Nazarbayev University and, 58, 71, 73–74, 167

Pontificia Universidad Católica de Chile and, 78–80, 85

prestige through, 115

Qatar University and, 96–97, 100–101

School of Advanced Studies and, 108, 115–117, 121

service to society through, 79

Tata Institute of Social Sciences and, 130–131

teaching in balance with, 78, 80, 86, 89, 100, 117, 150, 160

retention and attrition rates, 103, 117, 141, 147, 155

Rosovsky, Henry, 17–18

Rosso, Pedro Pablo, 78

Ruby, Alan, 57

Russia

conceptions of students in, 110–111

higher education landscape of, 105–107, 109, 111, 113–114, 134 see also School of Advanced Studies

Russian Academic Excellence Project, 163

Russia–Ukraine War, 38, 115, 121

sagas. see organizational saga

St. Claire’s Sports Campus (Dublin City University), 36

St. Patrick’s College, 36

St. Petersburg State University, 107

Sánchez Díaz, Ignacio, 80, 82, 84, 165

SAS. see School of Advanced Studies, University of Tyumen (SAS)

Savelyeva, N., 116

Savitribai Phule University, 123

Schein, Edgar, 3

scholarship programs

Asian University for Women and, 20, 29, 33

Nazarbayev University and, 70

Pontificia Universidad Católica de Chile and, 87

in Qatar, 29, 92 see also access programs

School of Advanced Studies, University of Tyumen (SAS), 11, 162

about, 107–109

concepts of students in culture of, 108, 110–113

creation of, 105, 107

delayed specialization at, 113–115

funding for, 106–107

individualization and, 108–110

organizational culture interacting with core principles of, 115–120

regional development and, 120

student responsibility and self-motivation at, 111–113

School of Oriental and African Studies (SOAS, University of London), 30

science and technology programs

Dublin City University and, 39, 52

Nazarbayev University and, 57, 67, 71

Qatar University and, 99–100, 103

University of Maryland, Baltimore County and, 139, 142–144, 150

secondary schools, 66, 82–83, 103 see also preparatory programs

Sen, Amartya, 3

Senior Reform Committee (SRC, Qatar University), 95

Serageldin, Ismail, 18

service to society

Dublin City University and, 38–40

excellence through, 171–172

Pontificia Universidad Católica de Chile and, 77, 79–81, 83–86, 162

Qatar University and, 95, 99–100, 102, 104

as shared value, 15, 162–163

Tata Institute of Social Sciences and, 126, 136, 162

community outreach and engagement, 99

fieldwork and field action projects, 99

Servicio Local partnerships (Pontificia Universidad Católica de Chile), 82

Sheares Ashby, Valerie, 148, 154

Sir Dorabjee Tata Trust, 123

Sir Dorabji Tata School of Social Work. see Tata Institute of Social Sciences (TISS)

Snow, C. P., 67

snowball sampling, 12

social sciences and humanities programs, 67, 71, 124, 129–131, 136 see also liberal arts education, specific institutions,

social work education

community orientation for, 130–131

in rural vs. urban regions, 127

interdisciplinary approach to, 131–132

prevention vs. amelioration in, 128, 136–137

Western approaches to, 126, 129–130

socioeconomic class. see class divides, diversity and inclusivity

soft skills, 100, 108

Soros, George, 18

Soviet legacy, 59, 63, 72, 106, 109, 111, 118

Stalin, Josef, 113

standardized testing, 75, 102

STEM. see science and technology programs

strategic partnerships. see partnerships in development

strategic plans

Dublin City University and, 42, 46, 55

institutional ideology vs., 170–171

Nazarbayev University and, 57–58, 72

Pontificia Universidad Católica de Chile and, 79, 84

Qatar University and, 99

School of Advanced Studies, 108

shared belief in, 166

University of Maryland, Baltimore County and, 146, 152

Student Experience Committee (Asian University for Women), 31

student-centered environments

as shared value, 27–28, 39–40, 163–164

culture of collaboration and, 151–152

distinctiveness of, 162

financial cuts and, 146–147

leadership in, 165

research vs., 80, 156

strategies for, 102–103

students

class divides among, 28–30

community engagement and, 46–47, 79, 82

fieldwork and field action projects of, 128–129, 132

governance roles of, 31, 76, 168

individualization of, 108–110

leadership development for, 99–100

Nazarbayev University’s recruitment of, 69–70, 72–73

organizational culture’s impact on, 117–118

participation in lifelong learning programs, 49

responsibility for study and career goals, 111–112

School of Advanced Studies conceptions of, 108, 110–113

self-motivation and, 112–113

success narratives, 88–89

Swett, Jorge, 77

Symbiosis International University, 123

Tata family and Tata Trust, 123–124, 135

Tata Institute of Social Sciences (TISS), 11, 162, 171

about, 122–124

admissions processes of, 124–125

continuity of leadership of, 135–136

enrolment, 124–125

fieldwork and field action projects of, 127–133

funding for, 123

Indian national identity and, 125–126

social impact successes, 133–135

teaching, 2

Asian University for Women and, 26–28

community engagement and, 49, 51, 162

Dublin City University and, 42–43, 47, 51–52, 54

fieldwork and field action projects, 132–133

Pontificia Universidad Católica de Chile and, 85, 89

Qatar University and, 94–95, 97, 100, 103

rankings of institutions and, 1–2, 169

research in balance with, 78, 80, 86, 89, 100, 117, 150, 160

School of Advanced Studies and, 117

Tata Institute of Social Sciences and, 132

University of Maryland, Baltimore County and, 139, 145, 150–151, 156

Teaching Council (SAS), 118

technology. see science and technology programs

tenure and promotion processes, 56

Tierney, William, 3

Times Higher Education Rankings, 75

TISS. see Tata Institute of Social Sciences (TISS)

transforming lives and societies. see community outreach and engagement

transparency in governance, 84

Treisman, Uri, 142

Trinity College (Ireland), 37, 41

tuition costs

Asian University for Women and, 29, 33–34, 168

Pontificia Universidad Católica de Chile and, 76

in Russia, 106

School of Advanced Studies and, 108

Tata Institute of Social Sciences and, 124–125

University of Maryland, Baltimore County and, 156

Tuljapur campus (Tata Institute of Social Sciences), 122

UC. see Pontificia Universidad Católica de Chile (UC)

La UC Dialoga program (Pont), 81

Ukrainian refugees, 38

UMBC. see University of Maryland, Baltimore County (UMBC)

Unified National Test (UNT, Kazakhstan), 69–70

United Arab Emirates, branch campuses in, 64

Universidad Católica de Chile. see Pontificia Universidad Católica de Chile (UC)

Universidad de Chile, 75

University College Dublin, 37

University College of London (UCL), 66

university governance. see governance and administrative structures

University of Aberdeen, 62

University of Maryland Baltimore, 140, 158

University of Maryland College Park, 140, 158

University of Maryland, Baltimore County (UMBC), 11, 171

about, 138–139

continuity of leadership of, 152–154

culture of collaboration at, 151–152

culture of innovation at, 146–147, 153–154, 164

evolution of, 139–148

fiscal processes of, 145–147

founding of, 138–139

funding for, 147, 156, 158

future challenges of, 154–158

leadership and continuity, 166

pride in distinctiveness of, 148–151

University of Mumbai, 123

University of North Carolina (UNC), 144

University of Pennsylvania (Penn), 67

University of Pittsburgh, 67

University of Tyumen (UTMN), 105–108, 110, 113, 115, 118–120 see also School of Advanced Studies

University of Wisconsin-Madison, 67

Urban, Mathias, 50–51

UTMN. see University of Tyumen (UTMN), School of Advanced Studies, University of Tyumen (SAS)

values and norms

continuity of leadership and, 154

Dublin City University and, 38–40

education reproducing, 104

evolution of, in organizational culture, 116–117

excellence through, 5, 15, 171–172

interview process and, 3

Nazarbayev University and, 71

organizational culture described through, 3, 14

Pontificia Universidad Católica de Chile and, 77

rankings’ influence on, 168

shared leadership as, 165–166, 170

shared understanding of, 162–166 see also belief systems

Vidovich, L., 4

Von Prondzyski, Ferdinand, 43

Waterman, R. H., 166

wealth of institutions, 1–2 see also funding models

Weick, Karl, 167

Wellesley College, 19

World Bank, 26, 58, 64

world-class university model, 7, 11, 160, 168–169

World Conference on Early Childhood and Care (2022), 50

World Teach, 24

Yale reports on liberal arts (1828), 114

Yarmolinsky, Adam, 142

Young Ballymun project, 47

Book contents

Index

Save book to Kindle

Save book to Dropbox

Save book to Google Drive