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Index

Published online by Cambridge University Press:  19 December 2024

Matthew Hartley  and
Alan Ruby
Matthew Hartley
Affiliation:
University of Pennsylvania
Alan Ruby
Affiliation:
University of Pennsylvania

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Type
Chapter
Information
Pursuing Institutional Purpose
Profiles of Excellence
 , pp. 182 - 190
Publisher: Cambridge University Press
Print publication year: 2025
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - ND
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-ND 4.0 https://creativecommons.org/cclicenses/

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

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  • Index
  • Matthew Hartley, University of Pennsylvania, Alan Ruby, University of Pennsylvania
  • Book: Pursuing Institutional Purpose
  • Online publication: 19 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781108892667.013
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  • Index
  • Matthew Hartley, University of Pennsylvania, Alan Ruby, University of Pennsylvania
  • Book: Pursuing Institutional Purpose
  • Online publication: 19 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781108892667.013
Available formats
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  • Index
  • Matthew Hartley, University of Pennsylvania, Alan Ruby, University of Pennsylvania
  • Book: Pursuing Institutional Purpose
  • Online publication: 19 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781108892667.013
Available formats
×