Foresight in Higher Education Exploring Institutional Maturity Through the Lens of Students’ Perceptions
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| Dokumentumtípus: | Diplomadolgozat |
| Kulcsszavak: | foresight maturity Future Studies higher education Institutional Foresight Maturity Strategic Foresight |
| Online Access: | http://dolgozattar.uni-bge.hu/58633 |
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| 040 | |a BGE Dolgozattár Repozitórium |b hun | ||
| 041 | |a en | ||
| 100 | 1 | |a Pahlavanyali Nariman | |
| 245 | 1 | 0 | |a Foresight in Higher Education |b Exploring Institutional Maturity Through the Lens of Students’ Perceptions |c Pahlavanyali Nariman |h [elektronikus dokumentum] |
| 520 | 3 | |a This study investigates foresight maturity within higher education institutions (HEIs) from the perspective of students, employing the Corporate Foresight Maturity Model (CFMM) introduced by Rohrbeck and Kum (2018) to assess key dimensions of Perceiving, Prospecting, and Probing. Through an explanatory sequential mixed-methods approach, quantitative survey data provided an initial overview of students’ evaluations of their institution’s foresight capabilities. This was followed by qualitative interviews that deepen insights into students’ perceptions, particularly regarding the institution's adaptability and innovation. The results revealed that students recognised strengths in their institution’s strategic planning and environmental scanning, however, perceived notable gaps in adaptability, responsiveness, and a limited culture of experimentation. While the institution demonstrated a capacity to identify and plan for emerging challenges, students suggested that enhancing flexibility and fostering a more innovative environment are essential for future resilience. The study emphasises the value of incorporating students’ perspectives in assessing foresight maturity, which offers HEIs remarkable insights for fostering a culture of adaptability, expanding global partnerships, and strengthening strategic foresight. These findings contribute to institutional foresight maturity, underscoring the need for HEIs to align foresight practices with both immediate and evolving educational demands to remain competitive in a rapidly changing landscape. | |
| 695 | |a foresight maturity | ||
| 695 | |a Future Studies | ||
| 695 | |a higher education | ||
| 695 | |a Institutional Foresight Maturity | ||
| 695 | |a Strategic Foresight | ||
| 700 | 1 | |a Gáspár Dr. Tamás |e ths | |
| 700 | 1 | |a Koudela Pál |e ths | |
| 856 | 4 | 0 | |u http://dolgozattar.uni-bge.hu/58633/1/Pahlavanyali_Nariman_FIMB_%20Thesis%20submission%20in%20April%20%28Final%20Version%29.pdf |z Dokumentum-elérés |
| 856 | 4 | 0 | |u http://dolgozattar.uni-bge.hu/58633/2/Pahlavanyali%20Nariman.pdf |z Dokumentum-elérés |
| 856 | 4 | 0 | |u http://dolgozattar.uni-bge.hu/58633/3/Pahlavanyali%20Nariman_external.pdf |z Dokumentum-elérés |