LECTURE 2: SIGNIFICANCE OF ADMINISTRATION AND

SUPERVISION OF HIGHER EDUCATRION

The administration and supervision of higher education institutions

are crucial components of the education system, with significant
implications for the quality and effectiveness of higher education.

Here are some key points highlighting their significance, along with
references for further exploration:

1. Quality Assurance:
 Effective administration and supervision ensure that higher
education institutions maintain high academic standards.
This involves overseeing curriculum development, faculty
qualifications, and the assessment of student learning
outcomes (O’Meara & Knudsen, 2015).

2. Resource Management:
 Administrators and supervisors manage the financial and
human resources of institutions, ensuring that funds are
allocated efficiently for research, infrastructure, and student
support services (Cohen, 2014).

3. Policy Implementation:
 They play a vital role in implementing government policies and
regulations related to higher education, such as accreditation
requirements and compliance with federal guidelines
(Morphew & Hartley, 2006).

4. Student Support:
 Administration and supervision teams often oversee services
that support student success, including counseling, academic
advising, and career services (Terenzini & Reason, 2005).

5. Innovation and Adaptation:

 They facilitate the adoption of innovative teaching methods
and technologies to keep higher education institutions
relevant in a rapidly changing world (Christensen & Eyring,
2011).
6. Diversity and Inclusion:
 Administrators and supervisors work towards creating
inclusive and diverse learning environments, ensuring equal
opportunities for all students (Smith & Allen, 2020).

7. Globalization:
 They help institutions adapt to the challenges of globalization,
including international student recruitment and collaboration
with universities worldwide (Altbach, 2007).

8. Accountability:
 Ensuring accountability and transparency in higher education
is a significant role. Administrators and supervisors help
institutions meet their reporting and accountability
requirements (Trow, 2007).

9. Research and Innovation:

 They support research activities within institutions, fostering a
culture of inquiry and contributing to the advancement of
knowledge (Kezar & Eckel, 2002).

10. Strategic Planning:

 They engage in strategic planning to set the direction of the
institution, aligning its mission and goals with changing
societal needs (Birnbaum, 2000).

References:
1. O’Meara, K., & Knudsen, K. (2015). “The Role of Academic
Deans: An Overview of the Literature.” Review of Higher
Education, 38(4), 599-624.

2. Cohen, A. M. (2014). “The Financial Challenges of American

Higher Education.” Harvard Business Review.

3. Morphew, C. C., & Hartley, M. (2006). “Mission Statements: A

Thematic Analysis of Rhetoric Across Institutional Type.” The
Journal of Higher Education, 77(3), 456-471.
4. Terenzini, P. T., & Reason, R. D. (2005). “Toward Valid
Benchmarking: An Empirical Study of 18 Institutions that Differ
Substantially in Mission.” The Journal of Higher Education,
76(6), 647-671.

5. Christensen, C. M., & Eyring, H. J. (2011). “The Innovative

University: Changing the DNA of Higher Education from the
Inside Out.” John Wiley & Sons.

6. Smith, D. G., & Allen, W. R. (2020). “Diversity’s Promise for

Higher Education: Making it Work.” Johns Hopkins University
Press.

7. Altbach, P. G. (2007). “The International Imperative in Higher

Education.” Change: The Magazine of Higher Learning, 39(1), 18-
24.

8. Trow, M. (2007). “Reflections on the Transition from Elite to

Mass to Universal Access: Forms and Phases of Higher Education
in Modern Societies since WWII.” In J. J. F. Forest & P. G.
Altbach (Eds.), International Handbook of Higher Education (pp.
243-280). Springer.

9. Kezar, A., & Eckel, P. D. (2002). “The Effect of Institutional

Culture on Change Strategies in Higher Education: Universal
Principles or Culturally Responsive Concepts?” The Journal of
Higher Education, 73(4), 435-460.

10. Birnbaum, R. (2000). “Management Fads in Higher

Education: Where They Come From, What They Do, Why They
Fail.” Jossey-Bass.
 ACTIVITY 2

Assessment Activity:

Policy Analysis and Recommendation

Objective:

To assess students’ understanding of the significance of

administration and supervision in higher education and their ability
to analyze and recommend improvements in higher education
policies.

Instructions:

1. Select a Higher Education Policy:

 Choose a specific higher education policy or issue related to
administration and supervision. This could be a policy related
to accreditation, faculty development, student support
services, budget allocation, or any other relevant topic. Ensure
that the policy is current and relevant to the field of higher
education.

2. Provide Background Information:

 Offer students background information about the selected
policy, including its history, objectives, and current impact on
higher education institutions.

3. Analysis and Evaluation:

 Ask students to critically analyze the selected policy. They
should consider its strengths, weaknesses, and implications
for higher education institutions, faculty, and students.
Encourage them to use relevant literature and research
findings to support their analysis.

4. Recommendations for Improvement:

 Instruct students to propose recommendations for improving
the policy based on their analysis. These recommendations
 should be well-founded, practical, and consider the broader
goals of higher education.

5. Prepare a Policy Brief:

 Require students to create a concise policy brief summarizing
their analysis and recommendations. The policy brief should
be structured professionally and include an executive
summary, background information, analysis,
recommendations, and references.

6. Presentation:
 Schedule a presentation day where students present their
policy briefs to the class or a panel of faculty members. Each
presentation should be limited to a specific time frame (e.g.,
10-15 minutes) to encourage clarity and conciseness.

7. Peer Review:
 After each presentation, allow peers to provide constructive
feedback and engage in discussions about the policy, analysis,
and recommendations.

8. Evaluation:
 Assess students based on the quality of their analysis, the
relevance and feasibility of their recommendations, the clarity
of their policy briefs, and their ability to articulate the
significance of administration and supervision in higher
education within the context of the selected policy.

By conducting this assessment activity, students will not only

demonstrate their comprehension of the significance of
administration and supervision in higher education but also their
capacity to engage in critical policy analysis and provide meaningful
recommendations for improvement, which are valuable skills in the
field of higher education management and leadership.