Competitive Higher Education Research Articles

Development of human capital in Kazakhstan’s higher education institutions: financial investments, faculty qualifications, and research output (2018–2022)

This study examines the development of human capital in higher education institutions (HEIs) in Kazakhstan from 2018 to 2022, focusing on financial investments, infrastructure support, faculty qualifications, research output, and student outcomes. Utilizing comprehensive data from official sources, the analysis reveals significant growth in financial commitment to higher education, with substantial increases in expenditures, revenues, and investments in educational infrastructure. The data indicate a diverse and increasingly qualified faculty, though gender imbalances persist at senior academic levels. Research output, as measured by publications indexed in Scopus, has shown consistent growth, reflecting enhanced research productivity. Student performance metrics, including graduation rates and employment outcomes, highlight the effective preparation of graduates for the job market, with rising average salaries and employment rates. Innovation activities within HEIs, such as patent applications and trademark registrations, demonstrate a dynamic but variable landscape. The study identifies key areas for improvement, including the need for sustained investment, policies promoting gender equality in academia, and support for innovation activities. The findings underscore the importance of aligning educational programs with market needs to further improve graduate employability. This study provides valuable insights for policymakers and educational leaders to enhance the quality and competitiveness of higher education in Kazakhstan, contributing to the country’s socio-economic development.

Beyond markets. On field competition in higher education

ABSTRACT Competition today has become a central policy imperative in higher education. Connected to resource efficiency and scarcity, it remains closely attached to the idea of the market but reaches beyond when related to positional or status orders. In the higher education literature such varieties of competition – as distinct social processes – are still under-investigated. In drawing on common references to competition in the literature and empirical examples the paper identifies and outlines two separable forms: market and field competition. The distinction shows that there are fundamental differences in the way competition in higher education plays out which should not be viewed merely as variations of market settings. To outline the differences among the two forms the paper follows a two-step iterative process. The paper first highlights a time-bound analytical problem in common market-references. Drawing on empirical work by Michel Callon it specifies market competition as the construction, singularisation and detachment of a good. As empirical examples from the German higher education case show, such singularisation and detachment are rarely complete, competition rather operates through the attachment of universities to status-consecrating intermediaries, as analysed in the status competition literature. In a second step, the paper outlines the main premises of status competition but also its lack of a comprehensive frame that could qualify it as a distinct form of competition. The ‘field’ fills this void by providing a selective relational space on which universities can act and observe themselves competing, reinforced by multiple intermediaries.

The impact of organizational incentives on the loyalty of studying abroad teachers in Hainan, China: The mediating role of organizational commitment

Competition in higher education is essentially a competition for talent, particularly manifested in the competition among high-level university teachers. Therefore, enhancing teachers' loyalty to their profession and universities, controlling talent turnover, and establishing a responsible and well-structured teaching staff are fundamental to the sustainable development of universities. This study, based on the motivation-hygiene theory, utilized convenience sampling to conduct a questionnaire survey on internationally studying teachers from 21 universities in Hainan Province, China. A total of 667 valid questionnaires were collected, and a structural equation model was employed to investigate the influence of organizational incentives in Hainan's universities on the loyalty of international teaching staff; as well as the mediating effect of organizational commitment of international teachers between organizational incentives and loyalty. The research results show that both organizational incentives and organizational commitment can positively predict teachers' loyalty, and organizational incentives can positively predict organizational commitment. Organizational commitment plays a partial mediating role between organizational incentives and teachers' loyalty. Based on this, this study suggests that university administrators should establish a reasonable incentive mechanism and cultivate the organizational commitment of overseas-study teachers, in order to comprehensively enhance the loyalty of overseas-study teachers and ensure the stability of the teaching staff.

How do universities compete? Introduction to the special issue

ABSTRACT Competition in higher education seems ubiquitous. Universities today compete for values such as diversity and internationality in the same way as they compete for innovation, impact and employability. The meaning and perception of competition in higher education have changed substantially within the last decades. Competition today is imperative, attribute and action. It is detached from distinct frames – relevant in political science, sociology and economics alike – and both measure and goal in itself. Given the centrality and ambiguity of competition in higher education today, understanding how competition operates is central to grasping contemporary dynamics that reshape higher education. Against this background, the question ‘How do universities compete?’ relates to a constructivist perspective that critically reflects research frames on competition in two distinct ways. First, this perspective refrains from adapting comprehensive economic or sociological frames to higher education without taking the specificities of higher education into account. Second, such a context-sensitive view on competitions corresponds with attention to the level and form of agency competing organisations exhibit. Overall, the contributions in this special issue provide context-sensitive analytical frames that respond to empirically observable competition in higher education. The way universities compete depends on contextual factors of how competition is organised, the role of intermediaries as well as the interrelationship between state agency and organisational self-perceptions as acting organisations. Initially directed at increasing efficiency, competition is characterised nowadays by a wide range of intended and unintended effects that will be identified and discussed in this special issue.

Reference universe and competition in higher education: Israeli higher education organizations constituting excellence

ABSTRACT Seeing that the culture and governance of competition determines relations among social actors, we turn to the concept of referentiality to investigate the institutional order of competition in higher education. Defining referentiality as the description of a model standard for comparison, this study explores how higher education organizations (HEOs), specifically universities and colleges in Israel, conceive of their positions in a landscape of multiple competitions. Through text analysis of 33 excellence statements made by Israeli HEOs since 2020, the study identifies components of referentiality, namely the substantive dimension of excellence (such as research, innovation, teaching, or sports), the basis for referencing (ranking scales and agencies), and the referent (global or local models). Findings reveal that the multiplicity of components for comparability, as well as the multiple categories of HEOs, create a complex array of referentiality and competition and outline the reference universe of Israeli HEOs. Our study underscores the performative and agentic nature of referentiality in shaping organizational identity and status in the expansive and highly competitive global academic field.

Presidential leadership in higher education: Balancing collaboration and competition in a time of systemic change

AbstractResearch on senior leadership in higher education systems is urgently needed, particularly in the context of system‐wide transformations. This study focuses on a critical juncture in Ireland, during which Institutes of Technology (IoTs) collaborated to undergo ‘redesignation’ as Technological Universities (TUs). Based on interviews with the fourteen presidents of the IoTs, this research employs the Community of Practice framework to analyse their interactions, strategies, and approaches to a policy‐initiated, systemic change. Despite decades of pervasive competition, these senior leaders formed a community of practice as they worked collectively to achieve the common goal of TU status. Four key themes emerged: Embracing a more expansive external role; Acknowledging obstacles to collective leadership; Forming groups, collaborating and competing; and Leading calmly and fostering unity. The findings of this study advance our understanding of three interconnected fields: senior leadership practices in higher education, the interplay of collaboration and competition in higher education; and the facilitation of policy‐induced systemic change within higher education systems. Our findings have significant implications for institutional leaders, policymakers and scholars aiming to comprehend and improve leadership practices in higher education.

An International Perspective and Theoretical Framework for the Construction of Business Courses in Private High-Tech Institutions in Shaanxi

This study aims to explore the international perspective and theoretical framework for the construction of business courses in private high-tech institutions in Shaanxi. With the acceleration of globalization, educational internationalization has become a crucial pathway to enhance the quality and competitiveness of higher education. Through literature review and theoretical analysis, this paper systematically examines the current research on the internationalization of business course construction both domestically and internationally. It integrates the spirit of the "Two Conferences" and current social hotspots to propose internationalization strategies and a theoretical framework for business course construction in private institutions in Shaanxi. Initially, a comprehensive review of existing literature analyzes the theoretical and practical advancements in international curriculum design, international talent cultivation models, and cross-cultural education. Subsequently, considering the actual conditions of private institutions in Shaanxi, the study explores specific paths for internationalizing curriculum construction, including the introduction of international cases, bilingual teaching, and international cooperation projects. Finally, based on theoretical analysis and literature review, a theoretical framework for the internationalization of business courses in private high-tech institutions in Shaanxi is proposed, emphasizing the importance of an international perspective in curriculum design, teaching methods, faculty development, and student cultivation. The findings indicate that private institutions in Shaanxi should actively incorporate an international perspective into business course construction, enhancing the international competitiveness of their courses through diversified teaching methods and international cooperation, and cultivating business talents with international vision and cross-cultural communication skills. This research provides theoretical support and practical guidance for the internationalization of business courses in private institutions in Shaanxi, with significant academic and practical significance.

Evaluating Student Satisfaction: A Small Private University Perspective in Japan

This study investigates undergraduate student satisfaction at a small private university in Japan, focusing on factors like social environment, instructors, facilities, support, academic grit, and student engagement. Given Japan's demographic challenges and the heightened competition in higher education, understanding these factors is crucial for student retention and institutional stability. The study employs a quantitative approach, analyzing data from a sample that mirrors the university's demographic composition. Key findings reveal that instructors, facilities, and support significantly influence student satisfaction, with distinct variations observed when analyzed by gender and academic year. In contrast, grit and engagement were not statistically significant predictors; their roles in the broader educational context warrant further exploration. This study reveals actionable strategies to elevate student satisfaction at a small private Japanese university, addressing institutional, administrative, and instructional dimensions. Recommendations include upgrading facilities and enhancing the social atmosphere to foster a conducive learning environment, focusing on faculty development to improve instructional quality, and tailoring engagement strategies to meet gender-specific and year-specific needs. These measures aim to mitigate challenges like declining enrollment and student attrition by creating a more fulfilling university experience and strengthening the institution's reputation and appeal.

The distribution and mobility of academic talents in the Guangdong‐Hong Kong‐Macao Greater Bay Area

AbstractThe Guangdong‐Hong Kong‐Macao Greater Bay Area is becoming a new world economic centre, but research on the law of academic talent mobility in the Greater Bay Area is still scarce at present. This study builds an overall analysis framework, introduces the curriculum vitae analysis method, and systematically collects resumes of academics from universities in Guangdong, Hong Kong, and Macao. Through this, we try to find the stock, distribution, study origin and inflow of academic talents in the Greater Bay Area, the internal mobility of academic talents in the Greater Bay Area, and the global mobility network of academic talents in the Greater Bay Area. Academic mobility is a significant topic in higher education research, closely related to higher education's competitiveness and attractiveness. This research is of positive significance for clarifying the basic situation of academic talents in the Greater Bay Area, scientifically carrying out talent planning during the new stage of China's national economic and social development, and scientifically attracting talents based on the law of talent mobility.

Embracing diversity under isolation and cease-fire: a poststructuralist look at administrators’ policy on multilingualism

Although multilingualism in higher education context continues to garner increasing scholarly interest, research remains scarce on school administrators’ policies on multilingualism. To the best of our knowledge, this study constitutes one of the very few attempts to tackle this issue in higher education context and the first of its kind to pursue such endeavour in North Cyprus setting. This study seeks to investigate, through a post-structuralist perspective, the perceptions and policies of multilingualism by the director and assistant directors of an English preparatory school in a North Cyprus university which has flourished as a haven for international education. The study combines a multiplicity of data through semi-structured interviews and informal chats to provide a richer insight into the multifaceted case being investigated. The findings demonstrate that administrators regard multilingualism as a seal of internationalism and educational quality. They remain hesitant and even mostly sceptical, however, about whether translingual practice could offer any meaningful contribution to language learning processes. Although poststructuralist understanding considers truth and identity to be decentred and forever changing, and despite the scope of our study being limited to one particular institution only, our findings promise great potential for inspiring reflection and research in other universities in North Cyprus and elsewhere, which similarly aspire to international competition in higher education.

Determinants of university brand loyalty in an emerging higher education market

PurposeA university’s brand is a key competitive advantage in higher education (HE). This study examines the university's reputation’s intermediary impact on core services (emotional environment, perceived faculty and course suitability) and brand loyalty in private universities in Iran.Design/methodology/approachA quantitative method was used to achieve research objectives. The data collected from students enrolled in major private universities in the capital of Iran were analyzed to test the proposed model, both directly and indirectly, using structural equation modeling (SEM).FindingsThe findings confirmed all of the hypothesized relationships. Prominently, the core service construct (emotional environment, perceived faculty and course suitability) was found to be significantly affecting the university brand reputation. The study found evidence for the impact of university reputation on students' loyalty. Findings also indicated the presence of several indirect relationships among the considered dimensions.Research limitations/implicationsCurrent research offers implications for universities that are met with the perpetual challenge of survival in the competitive HE marketplace. Findings from the study not only help build theory on university brand loyalty but also make an essential contribution towards guiding managers in developing effective strategies by building reputation and loyalty by concentrating on the most crucial determinants.Originality/valueAlthough research in HE marketing is growing, the effects of university core services on building loyalty have not garnered attention, which is theoretically a vital construct. The paper presents a new framework to realize university brand loyalty with the help of integrated relationships among select dimensions in the setting of an emerging HE market.

Prioritizing components of university brands by using the integrated Delphi and AHP methods

Branding is a crucial strategy for universities to gain an advantage over their competitors in the face of increased competition in higher education, especially in admission activities. This study aimed to identify and prioritize the university brand components that influence the attraction of prospective students. In this study, the Delphi method is combined with the analytic hierarchy process (AHP) to identify eight factors, comprising 31 subfactors that constitute the university's brand. These factors and subfactors are then prioritized in attracting prospective students. The data were gathered through four rounds of interviews with experts who were leaders or individuals with extensive experience in communication or enrollment at member universities of Vietnam National University, Hanoi. The research findings indicate that the five factors considered to be the highest priority in attracting potential learners are the university's training program, reputation, human resources, financial policies, and communication activities. Additionally, this study presents the priority rankings of 31 subfactors.

Succession planning in higher education: A systematic literature review (2012–2022)

This research investigates the dynamic landscape of succession planning (SP) strategies in higher education, with a focus on synthesizing existing literature to guide improvements in presidential succession practices. The intense global competition in higher education has led to imbalances in the quantity and composition of potential successors, hindering institutions’ rapid advancement and affecting their competitiveness on the global stage. The study addresses critical challenges such as attracting, retaining, and nurturing successors in key positions beyond material incentives. Employing a literature analysis methodology, the research comprehensively examines the existing body of literature related to succession planning, offering recommendations to promote stability in leadership, foster continuous talent development, and mitigate talent crises. The study evaluates the current state of succession planning in higher education, identifying issues and their root causes. It provides a summary and analysis of ongoing research efforts related to successor quality, team formation, and cultivation models. Despite advancements through national talent cultivation policies, persistent challenges like talent scarcity, the absence of gender-inclusive succession plans, a lack of originality, and inconsistent staff flow hinder progress. The research attributes these challenges to traditional personnel systems and university administrators. Proactive measures are proposed, including creating awareness of succession planning, advocating for personnel mechanism reform, establishing a comprehensive training system, and developing a scientifically-grounded succession plan. Though the study aims to contribute to leadership development and address pressing issues faced by higher education institutions, with only a limited number utilizing mixed techniques, it restricted the comprehensive inclusion of social context knowledge and evidence regarding the motivations, beliefs, and experiences of individuals in this investigation.

Competition in Higher Education: Sorting, Ranking and Fees

Competition in Higher Education: Sorting, Ranking and Fees

Competition, competitiveness, and competitive advantage in higher education institutions: a systematic literature review

ABSTRACT The higher education (HE) sector has witnessed escalating competition, resulting in an increase in scholarly interest. Despite this, a comprehensive review of the existing literature in this domain remains absent. Thus, based on Tranfield et al.’s (2003) methodology, we systematically review 80 articles published between 2012 and 2022, extracted from four databases, namely Scopus, Web of Science, University of Hull (UoH), UK library database, and Google Scholar; with focus on competition, competitiveness, and competitive advantage in higher education institutions (HEIs). We present these three concepts, their sources, types, implications, and improvement strategies, while noting their interconnectedness. In our discussion, we highlight that although competition in HE results from both internal and external sources, internal competition is attributable largely, to external pressures from the government, ranking institutions, and global corporations. Additionally, we observe that competition has both positive and negative consequences, with the latter having a stronger impact on institutions, academics, and students. Consequently, we advocate that a balanced approach is required to optimize institutional performance and growth. This systematic review offers six contributions bothering on future research trajectories, significance of HEIs, strategic insights for practitioners, a harmonious balance between competitiveness and service quality, the governments’ impact, and conceptual clarity via two frameworks introduced. The first framework illustrates the interconnections between the three focal concepts, and the second visualizes the interplay among diverse resources for which HEIs strive. This paper is therefore vital for scholars and practitioners, in the face of persistent competition in the HE sector.

GLOBAL TRENDS IN HIGHER EDUCATION: PROSPECTS FOR THE DEVELOPMENT AND MODERNIZATION OF DOMESTIC POLICY

The relevance of conducting a detailed analysis of global trends in higher education and their reflection in the national educational policy today is due to a number of important factors. Monitoring global trends is important because they identify new challenges and opportunities for national education systems. Firstly, in connection with the growth of global competition in the labor market, national systems of higher education must adapt to international standards and requirements in order to prepare graduates who will be competitive on the world stage. Global technological and economic trends require higher education to constantly update programs to provide graduates with up-to-date skills. Secondly, understanding global trends in higher education is important for building an ef­fective national education policy. Modern challenges, such as the international mobility of students and scientists, call for the development of strategies that promote interaction with other countries and the implementation of the best global practices in domestic educational systems. Thirdly, due to the diversity of cultures and languages, the globalization of higher educa­tion requires the development of strategies that will promote cultural diversity and intercultural understanding among students and teachers. Thus, a thorough analysis of global trends in higher education and their impact on domes­tic educational policy becomes strategically important for national governments and educational institutions. The introduction discusses the importance of understanding and taking into account global trends for modernizing domestic educational strategies. It is noted that global transformations create a need to harmonize domestic policies with the requirements of the modern world. Next, the article examines in detail the impact of globalization on the competitiveness of higher education. The factors that determine the quality and development of education in the national context are studied, in particular, how global competition affects the choice of students and the attractiveness of higher education institutions. In addition, the article considers the prospects of modernization of domestic educational policies in the conditions of globalization. Special attention is paid to the need to adapt programs, structures and training methods to international standards and expectations. The conclusions summarize the main conclusions regarding the importance of adapting domestic educational policies to global trends to ensure the sustainable development of higher education and the training of competitive personnel on the international labor market.

University rankings in Nordic higher education: a scoping review

ABSTRACT In response to global competition in higher education, university rankings have been developed. These have been interpreted as indicating the regions and countries with the most prestigious and competitive higher education institutions. The rankings are viewed as important in many countries, but their role is ambiguous and contested in the Nordic region. This study aimed to analyse how rankings were addressed in research literature in the Nordic countries between 2003 and 2022. Both peer-reviewed studies and ‘grey’ (unpublished) literature were analysed via a scoping review methodology, encompassing 86 studies in total. The review identified five research themes pertaining to university rankings, touching on universities’ structural and governance reforms, educational affairs, funding and finances, research policies, and internationalization. The study also investigated the changes over time in the themes addressed in rankings-related discourse in the Nordic countries. Most of the studies were conceptual in nature and were conducted via qualitative methods.

Tracer Study Alumni: Sinergi Pendidikan Lulusan Prodi Keuangan dan Perbankan Syariah

Competition in higher education is increasingly complex, and a design is needed that makes students become superior and professional generations. The objectives of this research are (1) to produce quality graduates who have high competence in both hard skills and soft skills; (2) tracking graduates of the DIII Finance and Sharia Banking study program relevant to market needs; (3) recommendations of service users/alumni. With the existence of research on Service Users to be able to provide input on the competencies needed in the current and future world of work as well as make improvements to the curriculum. Curriculum development will always be adjusted to external developments. The method used was distributing surveys and measuring using a Likert scale. The research results from searching through the learning tracing instrument show that the average GPA of 56% is between 2.50-3.50 and the remaining cum laude is 44%. Many graduates who work after completing the DIII Finance and Sharia Banking study period are accepted by approximately 5 people, amounting to 56%. The average rate of getting a job through print media advertisements is 56% with a total of 5 people. The average salary earned by alumni is Rp. 3-5 million by 67%. To certify the authenticity of alumni tracking activities with proof of IPR and publication of journal publications

Tamil Schoolteachers' Knowledge Competency on Implementing Creativity, Critical Thinking, Collaboration and Communication Skills in Classroom Learning

The Ministry of Education has implemented a 21st century learning approach to prepare Malaysian students for global competition in higher education and future employment. This shift to 21st century learning has created uncertainty among Tamil schoolteachers, who are accustomed to the conventional education system centered on teacher-led learning and examinations. This research aims to identify the essential knowledge elements required by Tamil schoolteachers to implement the 4C (Critical thinking, Creativity, Collaboration, and Communication) precisely in classroom learning. A qualitative research approach, specifically a Multiple Case Study design, was chosen to conduct the research with a total of nine participants. Data were collected through semi-structured interviews, document analyses, and micro-teaching video analysis, and thematically analyzed and triangulated. The findings indicate that teachers require four types of knowledge to effectively implement the 4C in the classroom: pedagogical knowledge, technological knowledge, 4C skill knowledge, and socioeconomic knowledge. Equipping Tamil schoolteachers with these types of knowledge will assist them to develop their students' 4C skills effectively.

Evaluating Demand for Full-Time Enrollment in Public Higher Education

There is distinct competition for full-time student enrollment in higher education. With the wide availability of online degrees and course offerings, students can consider multiple options as consumers of higher education. With increased competition in higher education, reaching prospective undergraduate students highlights the importance of market segmentation as a vital step toward increasing full-time enrollment. A critical step to attracting potential undergraduate students requires a deeper understanding of student segment populations. The purpose of this study is to investigate how distinct student segments and demand factors influence higher education enrollment within public higher education institutions. The study examined three types of undergraduate student segments: traditional, non-traditional, and transfer students to evaluate how online course modalities as well as major fields of study influence student demand for full-time enrollment. Historical and publicly available secondary data were examined for the academic years 2014-2015 through 2018-2019 to describe relationships between total full-time enrollment (dependent) with online course enrollment and major fields of study (independent) variables. Administrators in public higher education institutions will be able to use the findings from this study for the development of an enrollment framework focusing on student segmentation strategies.