<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Christopher R. Schmidt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STATE LEVEL MECHANISMS FOR LEARNING FROM WHISTLEBLOWING CASES AT INSTITUTIONS OF HIGHER EDUCATION IN THE UNITED STATES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">internal audit</style></keyword><keyword><style  face="normal" font="default" size="100%">internal controls</style></keyword><keyword><style  face="normal" font="default" size="100%">organizational learning</style></keyword><keyword><style  face="normal" font="default" size="100%">whistleblowing</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/450-1468166580.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">State level mechanisms for soliciting, validating, and learning from whistleblower claims of fraud, theft, or misconduct against public colleges and universities are explored in four US states: California, Massachusetts, Michigan, and Ohio. Sequential public information requests were used to understand the methods that were used in each state, the types of claims that each state experienced, and to understand their processes for learning from such claims. The types of claims, breadth of scope that the claims span, and disposition of the claims is used to characterize each state’s approach and compare and contrast results with other states in the sample. There was a wide variation in responses and approaches used in each state. Varying from no information solicited or maintained (Michigan) to full histories that include case level detail (Ohio), excellent multi-year case tracking and reporting (California) to the voluminous tracking of every property loss or damage in every institution (Massachusetts). An organic rubric is developed and used to compare and contrast the responses and service level provided by each of the states. Although anonymous whistleblower claims are essential to the governance and administration of higher education, state level mechanisms vary widely in their approaches to administering this process and ensuring better future outcomes. Establishing a standard based upon best practices would ensure that institutions are making the best use of all information available to them to improve their immunity from employee fraud and theft and misconduct.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">43-56</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Viara  Slavianska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCREASING THE QUALITY OF BULGARIAN HIGHER EDUCATION THROUGH STRATEGIES FOR ACADEMIC PERSONNEL MANAGEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">human resource management</style></keyword><keyword><style  face="normal" font="default" size="100%">personnel motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/450-1401456692.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The strategies for academic personnel management as a factor for increasing the quality of higher education are discussed in the present article. The quality of the educational service is not only a national and European priority, but it is also a basic strategic advantage of every Bulgarian university, currently functioning in a highly competitive environment – for this reason it is steadily outlined in its strategy for development. One of the ways for improving the education is through elaboration of the system for human resource management. In essence it is intended to attract, retain and motivate the quality personnel through a collection of policies, procedures, and criteria in the field of training, assessment and reward. In this connection there are presented the strategies for personnel training and motivating, applied by Bulgarian higher schools as an instrument for improving the work performance. There are identified real and potential problems and on this basis is demonstrated the necessity of improving the motivational policies and practices as a means for improving the quality of the educational service. Some possible solutions for increasing the motivation in academic environment are offered. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">56-64</style></section></record></records></xml>