Degree Awarding Institutions Research Articles

Teacher-Student Interaction, Non-Academic Staff Support, And Their Impact On Student Retention: The Mediating Role Of Institutional Factors In Foreign Degree-Awarding Institutions In Sri Lanka

Since Sri Lanka introduced open economy policies in 1977, industries and higher education have faced heightened competition. Despite fierce competition for state university admissions, only a few students are accepted even if they meet the qualifications. The rise of foreign degree-awarding institutions in Sri Lanka has led thousands of students to enroll there. However, there has been a noticeable increase in students abandoning their courses recently. Efforts by these institutions to address student retention have been insufficient due to an incomplete understanding of dropout causes. This study investigates the impact of teacher-student interaction and non-academic staff support on student retention, with institutional factors as mediators. The research, involving 360 out of 6,074 undergraduate students from Sri Lankan foreign degree-awarding institutions, used Structural Equation Modeling (SEM) to analyze the data. The findings reveal that teacher-student interaction and non-academic staff support positively influence institutional factors, affecting student retention. However, while teacher-student interaction significantly impacts student retention, non-academic staff support does not have a direct effect. Institutional factors mediate the relationship between both teacher-student interaction and non-academic staff support with student retention. The results provide valuable insights for improving student retention through targeted management actions.

Barriers to Preservation for Digital Information Resources in University Libraries of Pakistan

Abstract The purpose of this study was to investigate barriers faced by Pakistani university libraries to implement digital preservation programs. A questionnaire was developed and pilot tested before being sent to 70 libraries of the public sector universities and degree awarding institutions to measure the phenomena. Out of the targeted 70 libraries, 63 responded to the survey (90 % response rate). The results highlighted that a lack of institutional/national policies, financial and technological resources, and administrative support are key barriers that hinder the implementation of digital preservation practices in Pakistani university libraries. The findings of this novel study emphasize devising a national policy for digital preservation in Pakistan. Results point out key barriers to digital preservation and help designing knowledge-based systems in order to meet information and knowledge needs of library users around the clock.

Awareness of Digital Preservation Among Pakistani Librarians

Abstract For implementation of effective and efficient digital preservation programs, librarians and other professionals in the memory institutions need to have sufficient levels of awareness of digital preservation key concepts, strategies, tools, and standards/best practices. This survey aimed to investigate the awareness of librarians in Pakistani universities about these components. The population of the study included the librarians working in the central libraries of public sector universities and degree awarding institutions (DAIs) of Pakistan established before 2010. A questionnaire was developed after reviewing the relevant literature and was thereafter pilot tested in selected libraries. After successful completion of this phase, data was collected from the target population. A total of 178 responses were received from 63 out of 70 universities and DAIs. Overall, respondents showed a good level of awareness of different components of digital preservation.

Transnational public and global health education in China

Transnational public and global health programs in China have rapidly expanded over the past 20 years, and have potential to make important contributions to China’s global health workforce. However, there has been sparse if any literature specific to transnational public and global health higher education in China. In response, this perspective article aims to: (1) outline current transnational public and global health programs in China, and (2) delineate opportunities and challenges for transnational public and global health programs to enhance China’s global health workforce. Based on internet searches, eight active transnational public and global health programs in China were identified in September 2022 (one Bachelors; four Masters; three doctorate). Degree awarding institutions are located in Australia, Portugal, the United Kingdom, and the United States. Courses for stand-alone transnational programs were co-delivered by faculty from the Chinese and foreign sponsoring institutions. The earliest and latest programs were respectively established in 2001 and 2022, and the average year of establishment was 2013. The endurance of some programs (three programs operating ≥ 10 years) indicates the potential sustainability of transnational public and global health programs in China. However, opportunities for cross-cultural engagement appear to be constrained by lack of English (or other language) requirements in some programs, limited recruitment of international students, pandemic travel restrictions, and a dearth of funding for global health research outside China. In addition, students enrolled at transnational universities in China are currently ineligible for China Scholarship Council funding. As China’s need for global health capacity grows amid a rapidly shrinking population of younger citizens, strategic investments in transnational public and global health programs may be of increasing value.

Pedagogical Practices Utilized in Office Education for Developing Students’ Managerial Competencies in Degree Awarding Institutions in Rivers State

This study investigated pedagogical practices utilized in office education for developing students’ managerial competencies in degree awarding institutions in Rivers State. The study was completed using two research questions and two hypotheses. Descriptive survey research design was adopted for the study. The population and sample of the study comprised of 43 business education lecturers and 515 final year students during the 2022/2023 academic session from four tertiary institutions, namely: Rivers State University, University of Port-Harcourt, Ignatius Ajuru University of Education and Federal College of Education (Tech.), Omoku offering degree programme in business education in Rivers State. The instrument was subjected to face and content validity by three experts, two experts were of Business Education and one expert of Measurement and Evaluation from Ignatius Ajuru University of Education, Rivers State. Cronbach Alpha reliability coefficient test was used to test the instrument internal consistency, the computation done with the aid of Statistical Package for Social Science (SPSS), version 21 yielded a reliability index of 0.74 for the two clusters of the questionnaire. Data collected were analyzed using mean (▁x) and standard deviation (sd) to answer the research questions, while independent t-test was used to test hypotheses raised at 0.05 level of significance. Out of the entire copies of questionnaire distributed, only 80% were properly filled and returned. The results revealed that both lecturers and students agreed that traditional and innovative pedagogical practices are being utilized for developing students’ managerial skills. The traditional pedagogical practices used by the lecturers include lecture, case study, seminar and discussions; while the innovative pedagogical practices utilized include mentoring, experiential, inquiry, blended learning and team learning. The results also revealed that there is no significant difference between the view of lecturers and students on the pedagogical practices utilized in office education for developing students’ managerial competencies in degree awarding institutions in Rivers State. Based on the findings, it was recommended among others that workshops and conferences should be organized intermittently to refine the traditional and innovative pedagogical skills of office educators in order to enhance their students’ managerial competencies.

Open-Source and Proprietary Library Automation Software: A Comparative Academic Librarian's Perspective

The purpose of this study was to get an understanding of how academic librarians perceive open-source and proprietary library software. The researchers used a survey research approach and a self-constructed questionnaire as data collection tool. The study targeted 103 library professionals working at HEC-recognized degree awarding institutions (DAIs) and universities in Lahore, both public and private sectors, yielding an 84% response rate. To meet research objectives, descriptive and inferential statistics were applied. Study findings explored that library software should have the facility of advanced searching, library standards, and a user-friendly interface. Comparative analysis revealed that open-source library software contains more modules and requires highly skilled employees. On the other hand, human resources with minor skills can use proprietary software. Factors that prevent adopting OSS for academic libraries include a lack of technical support, skilled and motivated library professionals, inadequate cooperation between supervisors and subordinates, and insufficient training opportunities. Experienced library professionals should guide and offer full cooperation in the selection and implementation of software. Library schools and associations should play a decisive role through school curriculum and professional development programs in preparing graduates and practitioners for embracing modern technologies. Open-source software developers should also organize training programs for software users to work independently in libraries.

Instructional Approaches, Entrepreneurial Competencies Development and Business Education Students’ Intention to be Self-Employed after Graduating from Degree Awarding Institutions in Rivers State

This study investigated instructional approaches, entrepreneurial competencies development and Business Education students’ intention to be self-employed after graduating from degree awarding institutions in Rivers State. Four specific purposes, three research questions and one hypothesis were posed to guide the study. Descriptive survey research design using quantitative approach was adopted for this study. The population and sample of the study was made up of 359 undergraduate final year Business Education students from four degree awarding institutions in Rivers State who offered Entrepreneurship Education during the 2020/2021 academic year. A researcher’s developed structured questionnaire was used for the study. The face validated instrument was subjected to reliability using Cronbach Alpha. The computation gave an average reliability index of 0.76 for the three clusters within the instrument. Only 342 copies of the instrument administered were successfully filled and retrieved from the respondents, this was made up of 95% of the entire number of copies administered. Data collected for the study were analysed using descriptive statistics of mean and standard deviation to answer the research questions. Multiple Linear Regression (MLR) was used to test the hypothesis at 0.05 level of significance. The results revealed that instructional approaches used for Entrepreneurship Education are conventional approach and experiential approach. The results also revealed that Business Education students agreed to have developed entrepreneurial competencies after being exposed to entrepreneurship education. The results also revealed that to a high extent Business Education students exposed to EE intend to be self-employed after graduation and this was significantly predicted by the instructional approaches used for EE and the entrepreneurial competencies developed by Business Education students. Based on the findings, the following recommendation was among others, that Centre for Entrepreneurship Development in degree awarding institutions in collaboration with Entrepreneurship Educators should provide opportunity for Business Education students to exploit adding value to local products through innovative competition as this will go a long way to stimulate their interest in taking risk and learning through fun.

Impact of Organizational Justice on Job Performance among Teachers of Private Sector Universities, Pakistan: Authentic Leadership and Psychological Capital as Mediators

Impact of Organizational Justice on Job Performance among Teachers of Private Sector Universities, Pakistan: Authentic Leadership and Psychological Capital as Mediators

MANAGING THE POROUS BOUNDARIES: IMPACT OF WORKING FROM HOME ON WORK LIFE BALANCE OF UNIVERSITY TEACHERS DURING COVID 19

The closure of educational institutions due to COVID-19 has forced universities to shift from in-class to online education. We aim to address an aspect of this shift that remains widely unacknowledged, namely, the gender inequalities associated with the struggle to manage two separate domains (home and work) under the same roof. Using cross sectional data gathered through an online survey from various universities and degree awarding institutions, we explore the question of how working from home during the covid-19 pandemic has shifted (or not shifted) the work-life balance of male and female university teachers. Our research shows that work from home during covid-19 has some negative repercussions for the work life balance of female university teachers. Females are facing difficulty in maintaining a healthy work life balance. They reported more work family conflicts; more family demands and challenges; and less satisfaction while working from home as compared to male university teachers. The findings of our paper suggest that this new workplace arrangement has disproportionately increased the overall burden on female university teachers in both the important domains of their life (Family and work). Key Words: COVID-19, Gender, Work from Home, Work Life Balance

Understanding the Linkage between University Students' and Instructors Use of Online Resources and Their Academic Attainment in Social Studies

Few decades ago, the Internet became a new home for academic research and a spot where teaching and learning materials could be found. A cursory look at previous studies on university instructors' use of online resources shows intermittent influence students' academic outcomes in Nigerian schools. Although, several efforts have been put in place to establish a cordial and steady relationship between university instructors' use of online resources and the students' academic attainment in Nigerian schools, it seems that there is paucity of studies on the linkage between university instructors' use of online resources and students' academic attainment in Social Studies. This research explored the relationship between Social Studies lecturers' use of online resources and students' performance in the course. This study adopted descriptive research using correlational design, and purposive sampling technique. 398 students at two Bachelor of Education degree-awarding institutions in Nigeria responded to the questionnaire. The data collected were analyzed using frequency counts, percentage, mean and standard deviation and Pearson Product Moment Correlation. The outcomes of this discourse indicated no significant relationship between Social Studies lecturers' use of online resources and students' performance in the course. Additionally, it was evident from the results that the extent to which Social Studies students’ use of online resources in the selected tertiary institutions in Nigeria was high. This paper, therefore, concludes that the use of online resources has no significant relationship with students' performance in Social Studies. It was recommended that university instructors should grasp a new means in the use of online resources in the classroom in order to foster a good lecturer-students interaction that would eventually results in great academic attainment of students in the course.

The Current Status of Information Literacy Instruction in University Libraries of Pakistan

The purpose of this study was to explore the current practices of information literacy instruction in the libraries of universities in Pakistan. The research method consisted of a quantitative approach using a structured questionnaire for empirical data collection, which was sent to the universities and degree awarding institutions recognised by the Higher Education Commission of Pakistan. The collected data was analysed using the Statistical Package for Social Sciences software (SPSS version-24). Both the descriptive (frequency, percentage, mean, standard deviation) and inferential (Kruskal-Wallis, and Mann-Whitney U statistic) testing were applied for analysing the data. The findings of the study show that 63% of the responding university libraries offer information literacy (IL) education mostly to new students and this ranges from basic to advanced skills. Face-to-face delivery is the most popular IL delivery method. The IL instruction appears to take place in library training rooms. The outcome of this study will help the Library and Information Sciences (LIS) schools, library associations, and universities comprehend the present status of information literacy instructions in the libraries of Pakistani universities.

Making sense of ‘graduate employability’ in Hong Kong: a contextualized analysis of experience and interpretations of graduates of self-financing higher education institutions

ABSTRACT Declining employment prospects of graduates have been reported in the international literature and in Hong Kong. This casts doubts on the ‘employability’ of graduates of an expanding higher education sector. Yet, published patterns and trends of graduate employment outcomes do not tell us much about the contextualised processes that ‘match’ or ‘mismatch’ graduates’ qualifications with ‘appropriate’ graduate jobs. This paper addresses this research gap through examining lived experience and subjectivities of college/university-to-work transition of 10 graduates of self-financing degree-awarding institutions in Hong Kong, which were derived from a study of 40 local young workers in 2018. Drawing upon ‘positioning’ and ‘processual’ perspectives on ‘employability’, this paper sheds light on the nebulous, mutually constituted nature of the skills demanded by employers in workplace. Also, highlighting the tensions discerned in interview narratives, it elucidates the difficulties for graduates to present their skills as ‘directly’ transferable to the workplace. Graduates’ interpretations of (their) ‘employability’ reveal the differential values attached to (‘technical’ vs. ‘non-technical’) skills, (degree vs. sub-degree) qualifications and (self-financing vs. publicly funded) institutions constructed in the specific context of local higher education development. Implications for further research, assessment of higher education functioning and career services are discussed.

Workplace Politics and Employee’s Job Performance: Mediating Role of Job Stress, Evidence from Degree Awarding Institutions of Sindh, Pakistan

Workplace Politics and Employee’s Job Performance: Mediating Role of Job Stress, Evidence from Degree Awarding Institutions of Sindh, Pakistan

Are Degree-Awarding Institutions Doing Enough to Support the Implementation of Quality Assurance in Transnational Higher Education Partnerships?

As transnational education grows in complexity, it is imperative degree-awarding institutions develop ways to ensure the quality of their offshore provision. Although agencies, such as the Quality Assurance Agency (QAA) in the United Kingdom and Tertiary Education Quality and Standards Agency (TEQSA) in Australia, safeguard standards through guidelines and reviews, it is vital degree-awarding institutions consider their own actions in the pursuit of academic quality. Although codes of conduct can guide quality assurance, this article suggests these documents are not enough to ensure quality education occurs. Offering a study of two Chinese–British transnational partnerships, this article identifies two key challenges that can affect the implementation of quality assurance at the operational level: time and cultural difference. The findings suggest that senior managers at degree-awarding institutions should consider how their structures and policies encourage and support the implementation of quality assurance at the operational level.

On a one-step admission batch size model for degree awarding institutions in Nigeria

This study considers the admission batch size for the undergraduate programme in a degree awarding institution in Nigeria as akin to the transition model based on fractional flows. The study provides an objective tool to serve as a benchmark for the number of new entrants. Rather than relying only on quota admission figures, the model utilises the capacity requirements and the transition rates. The model is formulated and solved by assuming that the expected enrolment at each level of entry equates the capacity requirement. The results obtained provide a guide on the number of new entrants that should be admitted into the system in the subsequent session. Keywords : admission; capacity requirement; fractional flow model; quota system; transition rate.

The Status of Shari’ah in the Nigerian Legal Education: An Appraisal of the Role of Madaris

The stiff competition between the English Common Law and the Shari'ah (Islamic Law) throughout the colonial administration in Nigeria to date, has created a gap between the need for expertise in Shari'ah in the nation’s social and judicio-legal environment and the level of training provided by the Nigerian legal education system. This article studies the gap and contends that the Shari'ah content of the curriculum of the institutions offering Common and Islamic Law in particular, is not sufficient to enable its graduates to suitably handle the legion of Islamic legal matters in all levels of courts and other social services in the country. The madaris (Islamic Basic Schools) that should provide basic education to the LL.B Shari'ah or LL.B Common and Islamic law students are disintegrated from the mainstream of the admission requirements for the undergraduate degree programs. It concludes that unless the string between the madÉris and the degree awarding institutions is connected, great disservice will continue to be done not only to the Islamic legal and judicial system but also to the cause of justice.

Library Book Theft and Audits in University Libraries of Pakistan

ABSTRACTLibrarians are the custodians of library materials. University libraries have a large number of materials in their collections; these collections have different challenges to maintain their existence and utilization. Security and protection of these resources is a difficult task. Book theft or loss is a phenomenon naturally associated with libraries and librarians. This article is an attempt to provide an overview of existing conditions of theft and loss of library material and to describe a major initiative that has been taken to overcome the situation. This study was designed with survey methodology and circulated to library professionals at 172 university and degree awarding institutions. There were 94 responses (54.65%) received. The study revealed that librarians faced objections from auditors and sometimes paid a penalty for stolen or lost books. The theft and loss of materials are examined critically by university management, library committees, and internal and external auditors. Some library professionals are required to pay from their own pockets for stolen and lost material. However, a few librarians write off library books as per Pakistan's Higher Education Commission (HEC) rule. Research highlighted that most libraries have not used technology such as RFID, 3M, or EM Tags for the security of books. An effective technological book security system minimizes loss and provides relief for librarians from audit issues and financial penalties.

Pakistani University Library Web Sites: Features, Contents, and Maintenance Issues

ABSTRACTThis study explores the current status and features of Pakistan's academic library Web sites. A checklist describing features and content was prepared based on a review of the literature related to academic libraries’ Web sites. Then, all 85 library Web sites of Pakistani universities and degree-awarding institutions recognized by the Higher Education Commission (HEC) of Pakistan were surveyed and analyzed using the checklist. Interviews with library professionals were conducted to learn more about the problems and issues with building and maintaining library Web sites. Results indicate that Pakistani academic library Web sites have effective features such as contrasting color schemes, easily readable text, minimal use of horizontal scrolling, and English-language text. Staff information, OPACs, and navigation features are also widely found on the Web sites. Features found less frequently include the use of Web 2.0 technologies, Web site aid tools, information about library buildings, and general library information. By offering information about the status of Pakistani academic library Web sites, the study can serve as a foundation for discussion between libraries and other parts of the university, as well as a benchmark for evaluating the progress of academic library Web sites in Pakistan

Orchestrating Research with Medical Education

India is known for its educational prowess since ancient times and is considered as the seat of few of the oldest universities in the world. However, with this unmatchable herit-age and deference in the area of higher educa-tion worldwide, India is yet to make an impact on global education scenario qualitatively. India now has over six hundred degree award-ing institutions, whereas in 1950 there were just 30 and the institutions affiliated to these were 695. Currently, the numbers of universi-ties / higher learning centers have grown to nearly 700 with affiliated and constituent in-stitutions approaching 40000 maximum. Thus, it could be seen that there is quantum leap in the number of institutions. Though, the higher education is considered as the peak stage of formal education, it should include more spe-cialties required for socio economic develop-ment for a self-reliant country.

Quality Assurance: The Standards for Teaching and Learning in Higher Education Institutions of Pakistan

This paper analyzes and evaluates the hypothetical imperatives, suggested by the educators, educationists and others about the quality of teaching and learning in higher education so that asset of standards to ascertain the quality may be developed. In this paper special attention has been given to the strategies for translating the imperatives into valid and reliable instruments and procedures for making judgments about the quality referred above. Besides, the paper reviews the efforts of higher education commission to change and stream line the method and materials of private and public institutions of higher education with special reference to teaching and learning. Since many of the recognized public and private universities of Pakistan give affiliation to the private colleges who offer undergraduate and graduate programs of studies, their affiliation policies and procedures have also been discussed and debated in the paper with a view to suggest ideas to check and streamline the classroom activities and procedures of such institutions. A very important feature of the paper is the role of the raters of teaching learning and the influence of their personal and professional characteristics on their judgments. In the end a set of standards and associated procedures to evaluate the teaching and learning situation of the universities and degree awarding institutions of Pakistan have been proposed.