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What is Institutional Culture

Chapter 12
Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions
The collective values, beliefs, aspirations, and behavioral norms shared by constituents of an entity or an organization.
Published in Chapter:
The Strategic Imperative of Quality Assurance: The Case of the American University in Cairo School of Business
Ahmed M. Abdel-Meguid (School of Business, The American University in Cairo, Egypt)
Copyright: © 2022 |Pages: 16
DOI: 10.4018/978-1-7998-8085-1.ch012
Abstract
This chapter focuses on the fundamental question: What is the strategic importance of quality assurance (QA) for higher education institutions (HEIs)? Divided into four main segments, the chapter begins by defining QA within the context of a continuum, ranging from entirely voluntarily QA—as a part of the HEI internal standard procedures—to more ‘prescriptive' models, as mandated by ranking and accreditation bodies. Secondly, the chapter engages in identifying specific strategic functions of QA in light of two inherent objectives of HEIs: competitiveness and sustainable impact. Next, the chapter showcases the role of QA played in advancing the American University in Cairo (AUC) School of Business to the renowned triple-crown accreditation status (AACSB, EQUIS, AMBA), while highlighting both challenges encountered and implementable solutions. Last of all, the chapter discusses potential future changes to QA, given the ‘new normal' of the higher education landscape.
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Chapter 12
Women in Higher Education Administration Leadership and the Role of Institutional Support
Institutional policies, practices, beliefs and traditions affecting the careers and lives of faculty, staff, administration and students ( Bingham & Nix, 2010 ).
Published in Chapter: Women in Higher Education Administration Leadership and the Role of Institutional Support; From: Accessibility and Diversity in the 21st Century University
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Chapter 11
Interim Presidents: Stabilizing the Precarious Perch
The values, practices, and collective understanding that guide the actions and decisions of a particular organization in higher education. These beliefs provide a frame of reference to interpret the actions and decisions of leaders at the institution (Kuh & Whitt, 1988).
Published in Chapter: Interim Presidents: Stabilizing the Precarious Perch; From: The Evolving College Presidency: Emerging Trends, Issues, and Challenges
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Chapter 15
The Role of University Leadership in Advocating Social Justice in South African Higher Education
A social system of meaning and custom that is developed within an institution to assure its adaptation and survival. These are characterized by a set of unspoken rules that shape values, beliefs, habits, patterns of thinking, behaviors, and styles of communication.
Published in Chapter: The Role of University Leadership in Advocating Social Justice in South African Higher Education; From: Diversity, Equity, and Inclusivity in Contemporary Higher Education
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Chapter 61
Building a Brand in Virtual Learning Spaces: Why Student Connections Matter
Culture is a manifestation of what is noteworthy and meaningful about an institution for various constituents. Culture can become part of the brand.
Published in Chapter: Building a Brand in Virtual Learning Spaces: Why Student Connections Matter; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 19
Overcoming Challenges to Impactful SoTL
The collective values in a post-secondary institution that sets the priorities for macro, meso, and micro levels.
Published in Chapter: Overcoming Challenges to Impactful SoTL; From: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
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Chapter 17
Planning for Critical Thinking in Language Arts Instruction
A particular set of rules and norms that govern an organization.
Published in Chapter: Planning for Critical Thinking in Language Arts Instruction; From: Handbook of Research on Critical Thinking and Teacher Education Pedagogy
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