University Housing Development: A PPP Approach

Public sector organizations are being scrutinized and held accountable for their use of funds, now more than ever. Further, taxpayers are increasingly comparing the public sector to the private sector, demanding better customer service. As an added dimension, public organizations find themselves spending more on information technology (IT), even as their budgets come under pressure. In a situation similar to the private sector, public organizations find a large number of IT projects that are over budget, behind schedule, and producing fewer benefits than expected. The trend in computing is to migrate from mainframe-based systems to smaller computer platforms, frequently employing Graphical User Interface (GUI) software. Such migrations are proving difficult for private sector and public sector managers alike. The problem is more acute in the public sector, however, because the bulk of the IT management experience in the public sector is with mainframe-based systems. Such experience does not translate readily to the skills needed for Local Area Networks (LANs) and client-server architectures. Project management frameworks have been developed in the private sector that can provide guidelines, but blindly adopting such frameworks to the public sector can be misleading. What is needed is a workable project management framework that addresses the common elements of risk assessment and project management, while taking into account the unique needs of public organizations. Our purpose in this article is to suggest a framework that will address the needs of managing large-scale IT projects in the public sector. We first discuss the differences between public and private organizations, with emphasis on IT project management. Next a discussion is offered of trends in human resource management systems (HRMS), providing an introduction to the case. The case describes a specific attempt to implement an HRMS in a state government. The case is followed by the presentation of an IT project management framework. We close with a discussion of the lessons learned. Information Technology in the Public Sector The role of IT in public organizations has been the subject of numerous research efforts, including a major research program at the University of California at Irvine (Northrop et al., 1990). The Irvine group argued that many of the intended benefits of IT, such as better information for planning and managerial control, had not been realized. A long-term, longitudinal study found that most payoffs from computerization were in the areas of fiscal control, cost avoidance, and better interactions with the public. However, those payoffs were not immediate, and the prospects for future payoffs in these areas were mixed. Other research has focused on the control of information resources (including IT) at the state level. A national study of state governments investigated new organizational structures, planning processes, and policy formulation activities relating to the acquisition, use, and management of IT (Caudle, 1990). The study concluded that although the focus remained on IT management, public sector management was increasingly considering information itself as an important resource to be managed. Another study was designed to test the basic premise that management of IT in public organizations differs from that carried out in private sector firms (Bretschneider, 1990). Using a sample of slightly more than 1,000 public and private sector organizations, the study presented a list of potential differences between public and private organizations that could affect the capacity of an organization to manage IT effectively. The differences identified by Bretschneider included the following (MIS stands for the management information systems function in the private sector, and PMIS for the public management information systems in the public sector): 1 .PMIS managers must contend with greater levels of interdependence across organizational boundaries than do private MIS managers. …

Factors influencing university support for sustainable entrepreneurship: Insights from explorative case studies

Purpose: The article’s purpose is to explain the accounting systems in Polish universities and the challenges that have arisen following 2019’s entry into force of the new Act on Higher education, considering the historical background and traditions of universities in Poland. Methodology/approach: The author uses three research methods: literature analysis, direct observation, and analysis of source documents, such as statutes and the strategies of selected universities. Findings: An overview is presented of the changes in Polish universities in the accounting system that followed the new regulations on higher education entry into force, i.e., from 01/10/2019. Having assessed the development level of this research area as preliminary, the author formulated several conclusions that may have practical implications in the future. Practical implications: The content can be used in creating accounting systems in uni-versities while considering new challenges formulated in the strategies of these units, as well as challenges of a global nature – for instance, the digitalization of business processes or the shift of management awareness in academic communities. Moreover, it can serve as a base to create a set of desirable practices in complex accounting systems for universities. Originality/Value: The article, being a general review of the accounting system used at universities, fills the research gap in the literature of this specific area. It can be an origi-nal contribution to the process of reforming universities in Poland, indicating potential threats based on the history of universities, followed by setting new challenges for these institutions.

The rise in awareness of knowledge management as a viable organisational resource and potential source of competitive advantage has been the subject of a myriad of research to date. The phenomenon covers a multitude of disciplines, roles and procedures, and its subjectivity has at times mitigated its potential for pertinent study. Add to this mix, the public sector, which exhibits unusual, specific, bureaucratic and insular hierarchies which can make it difficult to assess it from a research perspective, and a pertinent case can be made for investigating the process of implementing knowledge management initiatives in this area. Today's public organisations are confronted with considerable challenges in the dynamic knowledge economy and continuously adapt to shifts in societal needs, behaviour, and expectations. To keep pace with global trends and new demands, public sector organisations have to embrace new paradigms that place the management of intangible assets at the core of their strategies. Recognising the vital role of knowledge resources in driving organisations can lead to better performance. The idiosyncratic nature of governmental institutions creates peculiar barriers for attempts to manage knowledge within the public domain. Public organisations tend to be highly bureaucratic and cloistered in rigid hierarchies which require knowledge management (KM) strategies that are able to address their specific context, and equally consider their unique cultural and legal implications. The purpose of this paper is to present an inclusive literature review of the current state of KM research in the public sector in order to further research. An extensive review collated KM articles that have interest in public organisations during the last number of years. Initial findings of this research indicate that KM in the public sector is relatively under‑researched compared with its private sector counterpart. Despite the existing research that has been undertaken, more efforts are required towards the development of applied frameworks to support public KM initiatives. Inducing culture changes in public organisations and introducing mechanisms of accountability have also been revealed as imperative issues of importance in the context of KM. From an application perspective, most studies have been conducted within the education and healthcare organisations, with a dearth of research in certain important government departments such as the Police and Army forces.The purpose of this paper is to highlight the level of research into KM in the public sector and assess the benefits of taxonomising the literature. This will offer significant new insights into public sector literature and will benefit future researchers in the field. The historically dichotomous roles of public and private sector research present a unique case for reviewing the nuances of public sector KM and investigating whether there is a case for unilateral supposition of the public sector and its unique nuances and if so, is it fortuitous for this to continue. A total of 3000 articles published in peer reviewed journals over selected time periods have been analysed for content pertaining to public sector knowledge management. From this analysis a total of 150 papers have been selected for their direct relevance to public sector knowledge management.There are viable areas of demarcation in public sector literature, and these serve to illustrate a lack of research in some crucial areas, such as the emergency services and the military. The research also suggests that efforts to marry the principals of private sector KM to the public sector are difficult as the uniqueness of public sector culture and orientation makes KM reform challenging.

Purpose– The purpose of the paper is to explore HRM practices and HRM-performance (HRM-P) link in public and private sector organizations across three societal clusters: the Anglo, the Germanic, and the Nordic European.Design/methodology/approach– The article is based on international Cranet HRM survey data collected from large private and public organizations.Findings– According to results, HRM is more advanced in private companies than in public sector organizations, even across three societal clusters. Instead, the analyses related to HRM-P link in private and public organizations refer to interesting similarities but also differences between organizational sectors (public versus private) and societal clusters.Research limitations/implications– The main limitation is retaining in those performance indicators that are applicable in both private and public organizations: subjective measures of productivity and service quality, only. Performance measures relevant especially in the public sector (e.g. qualitative targets, attaining budget frames) were not available, and the operationalization of HRM as an index covering the main areas of HRM may have reduced differences between public and private organizations. More in-depth research designs are needed in public sector HRM-P research.Originality/value– The paper contributes to HRM-P research by showing that the level of HRM and the HRM-P relationship varies to some extent according to sector and across Western societal clusters.

This systematic review, titled “The Future of Higher Education: University Systems, Artificial Intelligence and University Competitiveness in the Global Space,” was carried out with three primary objectives. The study aimed to analyze the impact of university systems on the global competitiveness of universities. This study aimed to evaluate the moderating effect of AI on the relationship between university systems and the global competitiveness of universities. Third, it aims to determine the combined impact of university systems, artificial intelligence, and the global competitiveness of universities. The review data were obtained via a systematic search of prominent academic databases, such as Scopus, Web of Science, ERIC, and Google Scholar. The search strategy comprised a specific set of keywords and Boolean combinations, including “artificial intelligence,” “university systems,” “higher education,” and “global competitiveness.” Studies published from 2019 to 2025 were analysed. The inclusion criteria emphasised peer-reviewed studies examining the relationship between AI, institutional systems, and competitiveness within higher education. Following the application of the selection criteria and screening process, a total of twenty empirical studies were incorporated into the final analysis. The analysis of data employed a thematic synthesis approach. Data regarding study context, methodology, AI applications, outcomes, and theoretical frameworks was systematically extracted, coded, and organized into thematic categories. The findings indicate that AI is integrated into multiple areas of university operations, such as administrative processes, student support services, research management, and curriculum development. Institutions that strategically adopted AI exhibited improved efficiency, increased innovation capacity, and greater global engagement. The review identified AI as a moderating factor that enhances the positive impact of institutional systems on global competitiveness when properly aligned with strategic objectives. The research findings indicate that AI integration in higher education is transforming university operations and competition internationally. It also identified limitations in the existing literature, such as the lack of unified theoretical frameworks, insufficient longitudinal studies, and inadequate attention to regional diversity and equity implications. The review suggested that subsequent research should utilize more comprehensive and integrative models that incorporate systems theory, digital transformation frameworks, and strategic innovation perspectives. It recommended that policymakers and institutional leaders create environments that facilitate ethical, inclusive, and context-sensitive integration of AI. The conclusions and recommendations aim to guide research, policy, and institutional strategies in responding to the changing challenges and opportunities posed by artificial intelligence within the global higher education context. Higher education, university systems, artificial intelligence, and university competitiveness are critical areas of study that warrant further exploration and analysis. Keywords: Higher Education, University Systems, Artificial Intelligence and University Competitiveness.

Circular economy (CE) is seen as one key strategy to a more sustainable paradigm and to achieve the United Nations Sustainable Development Goals (SDGs). Due to their role-model function, public sector organizations are expected to lead the transition to sustainable development not only by setting the agenda but also by improving their own organizational sustainability through the implementation of CE practices. Assessment can ease the integration of CE efforts, and it has been increasingly implemented in public sector organizations. Despite this trend, there is no comprehensive review of existing CE assessment approaches either in public or in similar service sector organizations. This chapter aims to bridge this gap by providing a systematic overview and analysis of 27 existing CE assessment approaches (1) for public sector and (2) service sector organizations, as well as for (3) CE assessments that can be applied in any organization. The findings show that there is no commonly accepted and standardized approach to assess CE efforts of public or related organizations and practitioners, who have little guidance. Existing assessment approaches in public organizations focus either on management areas, such as procurement, or on services, such as higher education. In the service sector and related organizations, there are approaches to support CE assessment at the entire organizational level, covering more areas. Overall, the dominant CE assessment method is the Life Cycle Assessment. Crucially, whilst CE assessments are related to sustainability assessments, this link is underdeveloped. This research contributes to the nascent body of CE assessment literature by shedding a light on the so far neglected public and service sectors. It further helps public sector practitioners to depart from existing assessment efforts when developing new approaches.

On the recommendation of National Knowledge Commission, Ministry of Human Resource Development (MHRD), University Grants Commission (UGC), the universities in India are planning major academic reforms to bring quality in higher education. University Grants Commission, a national apex body responsible for planning, policy making and maintenance of standards in higher education in India has taken a number of measures including introduction of choice based credit system in the university. This system will provide ample opportunities to make a choice from array of subjects offered by the same department and other departments in the campus. The present paper discusses the introduction of choice based credit system in library and information science keeping in view the international trends and developments with regards to its recognition, credit transfer and quality assurance. The paper further discusses the credits, courses and components of Master's course in Library and Information Science based on choice based credit system and introduced in Mizoram University, located in the north-eastern part of India. The authors conclude that the effective implementation of the course depends on proper counselling to the students opting for soft courses and open electives and monitoring at regular interval. The ultimate objective of this system is to bring quality at par with international standard in which the pass out students not only enhance their subject knowledge and learning skills but get international recognition as well.

<em><span>Madrasah diniyah</span></em><span> is a very special Islamic education system in Indonesia that can be implemented from primary, secondary, and even higher education levels. This study aimed to explain the integration of the madrasah system in Islamic Religious Universities in the framework of strengthening religious moderation. The research method used was qualitative with a symbolic interactionalism approach. The main informants in this study were eleven people from the elements of the chancellor, vice-rector 1, head of <em>Madrasah diniyah</em> (Mudhir), teachers/</span><em><span>ustadz</span></em><span>, and students at State Islamic Institute (IAIN) Tulungagung selected by purposive sampling technique. The research implementation procedure was technically carried out by the stages of data collection, reduction, presentation, and analysis. This study found that the integration of the <em>Madrasah diniyah</em> system into the learning system at IAIN Tulungagung is quite effective in increasing students' religious knowledge. The implementation of <em>Madrasah diniyah</em> needs the support of all stakeholders in higher education. The obstacles faced need to be minimized in terms of infrastructure improvement and participant readiness. The <em>Madrasah diniyah</em> system which is integrated into the learning system in universities is a breakthrough in the world of higher education. With the effective integration of the <em>Madrasah diniyah</em> system into the learning system at Islamic religious universities, the implementation of <em>Madrasah diniyah</em> requires the support of all stakeholders. Therefore, the <em>Madrasah diniyah</em> system integration model is a model that can be developed in other Islamic religious universities.</span>

In South Africa, the concept of ‘higher vocational’ education and training is multi-layered and understood very differently depending on which institutional type it is being associated with. In spite of the establishment of a National Qualifications Framework (NQF) in 1995 which was intended to bring about some coherence across the education and training system, and enhance portability of credits and articulation, perceptions of institutional hierarchies and the ‘value’ of their qualifications have persisted. Public Technical and Vocational Education and Training (TVET) colleges (FE colleges in the UK) have historically offered vocational qualifications which in NQF terms (Levels 5 and 6) are within the university/higher education space, but these qualifications have never been accepted as ‘higher education’ due to their location in TVET colleges, and the fact that they have not been accredited within the university quality assurance structures. In the university system on the other hand, the term ‘higher vocational’ is rarely used to refer to qualifications that are closely related to work or practice, with the term ‘professional qualifications’ being preferred.Notwithstanding, in the last decade there has been growing recognition of the need for qualifications that span the boundary between TVET colleges and universities, and allow greater access to further and higher education for young people who for various reasons cannot access university. Moreover, in terms of government’s national plan for post-school education (White Paper on PSET, 2013), the TVET subsystem is set to grow by a much greater margin than the university sector. Albeit to a limited extent, universities and TVET colleges are collaborating in the design of Level 5 ‘Higher Certificates’ that can be offered by colleges, or universities, and become pathways into university programmes. These higher certificates enjoy higher status than historical TVET Level 5/6 offerings, due to their having the input and approval from universities at the outset, although much of this provision is being driven by universities of technology and comprehensive universities at present, rather than what in the South African differentiated higher education system are designated ‘research’ universities.This chapter traces the convoluted pathway that TVET colleges and vocational education in South Africa have traversed, and the significant reversal of integrated higher vocational education systems within South Africa’s post-school education and training sector. This chapter outlines policy approaches to higher vocational education in South Africa, which largely position vocational higher education in higher certificates and diplomas that do not articulate with professional undergraduate degree qualifications, hence preserving the status quo.South Africa’s higher education institutional landscape has undergone significant restructuring since the advent of democracy in 1994, and this chapter outlines ways in which these changes have privileged academic disciplinary learning at the expense of vocational higher education. Furthermore, we focus on instances of TVET college higher education vocational provision and identify some of the key challenges for college participation in higher vocational education.Conceptual framings that we draw on in this chapter are those of David Raffe and others with regard to scholarship on the notions of parity of esteem and unification.

ABSTRACTIn recent decades, many Latin American governments have implemented policies to expand opportunities in higher education, aiming at reducing discrimination and social inequalities. These policies have taken different forms, according to the peculiarities of the respective higher education systems. The purpose of this paper is to explore the scope and limitations of these policies. We develop our analysis of theoretical literature on the subject, and review empirical information available from secondary sources of recent experience in five countries: Argentina, Brazil, Chile, Mexico and Venezuela. Argentina has increased opportunities for disadvantaged social sectors by expanding the public sector. Brazil has attempted to improve access for ethnic and social minorities in both public and private institutions. Chile is a unique case because of the continuing commitment to allow market forces to shape higher education. In Mexico, increased opportunities for access have resulted from the creation of intercultural universities and technical institutions in the public sector, as well as through growth in the private sector. Finally, in Venezuela, expansion occurred through the creation of a new system of universities that operates in parallel to traditional public institutions. We note that, in all cases, the policies reflect an underlying belief that there are only benefits to unlimited expansion, without regard to possible consequences, such as an excess of university graduates in economies with limited job opportunities for them. Moreover, these policies do not take into consideration the deficit of cultural and educational capital of young people who come from the most marginalised social sectors, deficits that may hinder their success. Concepts such as ‘overeducation’ or ‘credencialism’ call into question that optimistic belief and explain the limitations of the coverage expansion in terms of real democratisation.

The Roundtable on Higher Education brought together the key stakeholders of the North Dakota University System (a unified system of 11 colleges and universities, including 5 community colleges) to establish consensus on a common vision, a clear set of expectations and the results for which the system would be held accountable. The roundtable effectively engaged these stakeholders at the front end of the process in a manner that made them active participants and led to the stakeholders taking ownership of the effort. Although there was an element of risk in this approach, the benefits have far exceeded expectations. This initiative is resulting in the development of a new relationship between the University System and the state's executive and legislative branches, as well as a new relationship between the University System and the private sector. Roundtable members refer to this new way of doing business as "public and private partnerships built upon mutual trust and a common purpose." Building these meaningful partnerships has taken a considerable commitment in North Dakota, but the results will likely have a major impact on the future of the state. The Roundtable on Higher Education has reached a level of accomplishment beyond the expectations of the State Board of Higher Education, the college and university presidents and those directly involved in the roundtable. For example, the landmark and comprehensive legislation passed during the 2001 legislative session was virtually identical to what was submitted. The State Board of Higher Education has authorized an entirely new funding model for the University System (as recommended by the roundtable), and the legislature granted the University System "flexibility with accountability"--a change that will be vitally important to the system's ability to play an expanded role in growing the state's economy. One challenge will be to maintain the momentum of this initiative, as well as the engagement of key stakeholders, especially since the initiative does not have an anticipated end date. Rather, it will be an evolving process with continued involvement by the key stakeholders. As targets are met and needs change, new recommendations will need to be defined. A high level of commitment will be essential to realizing the full potential of the roundtable. It is anticipated, however, that the project's success will help sustain it. The fundamental concept of engaging key stakeholders in developing consensus upon which to build a visionary plan is not original, nor is it unique to this initiative. Executive and legislative branch leaders in a number of states are attempting to better connect the tremendous resources and power of their higher education systems to the public agenda of their respective states. What is original and somewhat uncommon about this initiative is the application of effective leadership principles that help transform "knowing what needs to be done" into "making it happen." This leadership component is, undoubtedly, the most critical factor in the success of the Roundtable on Higher Education to date.

Publish and Flourish, or Perish: RAE, ERA, RQF, and Other Acronyms for Infinite Human Resourcefulness

The purpose of this study is to identify different norm-referenced assessment systems used in Turkish higher education, and to compare them empirically. Norm-referenced assessment regulations of 70 universities in Turkey was primarily analyzed, and universities were divided into four different groups depending on their norm-referenced assessment systems (only applying T-score conversion, the most commonly used method; applying T-score conversion and quantiles together; applying T-score conversion, quantiles and standard deviation together; applying standard deviation based norm-referenced assessment system). After the algorithms of two universities applying T-score conversion and three universities applying other norm-referenced assessment system were selected, they were used to convert end-of-year grade for each course of 19,574 students in a state university into letter grades and 4-point system. To test the differences of the norm-referenced assessment systems used in these universities, the norm-referenced system of a university were compared with the criterion-referenced system of the same university as well as norm-referenced systems of other universities. The paired t-test was used to identify the difference between norm-referenced and criterion-referenced assessment, while the differences between norm-referenced assessment systems were analyzed through one-way analysis of variance. The findings revealed that the letter grades calculated through the norm-referenced assessment were statistically different than the ones calculated with criterion-referenced; besides, a statistically significant difference was identified between the letter grades obtained using the norm-referenced assessment systems of universities. At the end of the study, the findings were discussed in term of students and instructors.

This paper deals with the implementation of a job evaluation system in a University in the North of Italy (A. Avogadro University). Job evaluation in public organizations is characterized by specific issues (high bureaucracy, high organizational complexity, high influence by trade unions, etc...), in particular in those supplied services in which human resources role is of outstanding importance. Sometimes, the high organizational complexity (in terms of dimension, number of levels, aggregations stages, coordination instruments, etc...) depends on the complexity of university management. The project goals are the following: - to adopt the guidelines of National Labour Contract (CCNL) and local updating; - to provide university central administration with a managerial tool to manage human resources; - to form the basis for the development of a management by objectives (MBO) system; - to give to central administration some concepts about the process reengineering of university organizational lay-out. This job evaluation system is based on a series of common agreed by both university top management and labour associations. These agreed principles are coherent with the up-above mentioned goals. The point-factor rating method was applied. The factors selected by the university central administration and the trade unions in accordance with the National Labour Contract were the following: - degree of responsibility - complexity of job - size of the structure - specialization - innovation On the basis of the points obtained through the application of this method four ranks of responsibility and payment were established.