Educational Institutions Research Articles

Sustainable innovations through project partnerships at higher education institutions: challenges and implications for stakeholder engagement

PurposeThe purpose of this study is to identify challenges and derive options for stakeholder engagement of project partnerships for sustainable innovations in higher education institutions (HEIs).Design/methodology/approachGuided by Donabedian’s structure-process-outcome (SPO) model, our conceptual exploration focuses on understanding stakeholder experience and identifying stakeholder engagement options in different project phases. This research includes empirical data on sustainability expectations towards HEIs collected from 239 business students from the USA and Germany. The Kano method and factor analysis were used for data analysis.FindingsThis research suggests that balancing differences in stakeholder types and priorities, identifying and fulfilling key stakeholder expectations and addressing their resource limitations play a crucial role in the partnership’s structure stage. Adjustments for timing and forms of engagement, based on the stakeholder types and their expectations, are necessary during the process stage. Attaining stakeholder consensus on goal achievement and fostering trust and long-term commitment for sustainability are vital tasks in the outcome stage.Practical implicationsHEIs are advised to identify and assess stakeholders according to their anticipated inputs and contributions to the expected project outputs. They should consider adopting minimal thresholds of involvement and actively engaging key stakeholders, students, by demonstrating direct sustainability impacts.Originality/valueThis conceptual study adds value by enhancing the understanding of sustainable project partnerships in HEIs through the adoption of concepts from open innovation, service management and relationship management research. It illuminates the significance of stakeholder engagement and experience, including the management of expectations, thereby supporting HEIs in effectively implementing sustainability initiatives.

De-ethnicizing Ethiopian higher education leadership: the quest for merit-based governance

Background This study examines the growing trend of ethnicized leadership in Ethiopian higher education institutions and advocates for a shift toward merit-based governance to improve institutional integrity and performance. Since 1991, with the introduction of ethnic federalism, leadership appointments in Ethiopian universities have increasingly been based on ethnic identity rather than qualifications. This has led to governance challenges, weakened academic standards, and reduced institutional efficiency. The study highlights the need for governance reforms prioritizing meritocracy to enhance the quality and sustainability of Ethiopia’s ethnically diverse higher education system. Methods The study utilizes a qualitative research approach, combining both primary and secondary data. Primary data were collected through semi-structured interviews with university administrators, faculty, and governance experts, while secondary data were gathered from institutional reports, government policies, and academic literature. Institutional theory, principal-agent theory, and meritocratic theory frame the analysis, providing insights into how ethnic-based leadership appointments affect university governance and performance. Results The findings reveal that ethnicized leadership has eroded governance structures, lowered academic quality, and compromised institutional efficiency. Leadership appointments based on ethnicity rather than merit have led to poor decision-making, weakened accountability, and reduced transparency. In contrast, merit-based governance improves accountability, decision-making, and institutional performance. The study emphasizes that transitioning to a meritocratic leadership model is vital for restoring institutional integrity and academic excellence in Ethiopian universities. Conclusions Ethnic federalism, while initially designed to empower regions, has politicized federal institutions, including universities, reducing them to regional entities rather than national institutions. This system of ethnicized leadership has fostered a culture of favoritism, rampant corruption, and ineffective governance, ultimately weakening Ethiopia’s higher education system. Recommendations Governance reforms that prioritize merit-based appointments are urgently needed. Legal reforms, transparent leadership selection processes, depoliticization efforts, and capacity-building initiatives are recommended to foster a meritocratic culture and improve institutional performance in Ethiopian universities.

Assessing Littering Centric Environmental Literacy of University Graduates in Bangladesh

To create a sustainable society, this study aims to assess the littering centric environmental literacy and impact of socio-demographic variables on environmental literacy among university graduates in Bangladesh. By using multistage sampling technique, we collect 209 responses from bachelor and master level students from different higher educational institutions from Khulna city. Descriptive statistics, ANOVA and weighted mean index has been used to trace out the research objective. This study finds that students have a moderate level of environment literacy (3.67 in a scale of 5.00). Students have a higher score on environmental knowledge (3.77 in a scale of 5.00) and a lower score on environmental attitude and concern (3.62). Noticeable, students have the most positive attitude in the affective tendency but least positive attitude in the cognitive tendency. It also finds that students are aware about the environmental issues but did not perform that responsibility in their daily life. ANOVA analysis reports that parental education and income has a significant impact on environmental literacy and its components. Alternatively, number of highly educated member in family and hometown status has significant impact on knowledge, attitude and environmental literacy. This finding helps stakeholders to understand the students’ literacy about a pro-environmental issue.

The Legal Regime of Portuguese Higher Education Institutions: Contributions for Future Changes

The Portuguese higher education system is binary, divided into two subsystems, university and polytechnic, being regulated, since 2007, by the so-called RJIES (Legal Regime of Higher Education Institutions). The RJIES regulates the organic structure of the higher education institutions (HEIs) as well as the competencies of mandatory bodies, such as the general council, which is also given the power to elect the rector/president, another of the mandatory bodies. The RJIES, in place for 17 years, has not been revised since 2007 despite being subject of criticism and claim for changes. This paper presents a reflection for future changes to this RJIES regarding the process of electing the rector/president. This is noted and complained about by a wide range of the academic community – teachers, students, and non-teaching academic staff, in addition to other interested parties in universities and polytechnic institutes. Therefore, we present a brief review of the literature related to this topic, the results of survey and interviews carried out with top managers of Portuguese Higher Education Institutions (HEIs).The survey was completed online by a wide range of public HEIs managers (rectors and directors, presidents, vice-rectors and vice-presidents, pro-rectors and pro-presidents) and their stakeholders (teaching and non-teaching workers and students, through their representative structures, unions and student unions, and other leaders of professional and business associations). Interviews were also carried out in 2021, which remain completely current, given the fact that legal changes have not occurred so far. The results that will be presented indicate that changes should be made. Brief conclusions and a proposal for amendments to the current legislation, covering the rector/president election process, will be presented. It is advocated a new model of election of rector/president, the intervention of two different bodies, one of them being the general and supervisory council (new designation defended), with a composition mainly of external members, selected in a different way in relation to the current one.

The Role of the Glass Ceiling on Organizational Commitment of Female Academic Staff in Jordanian Higher Education Institutions

The current study examined the role of the glass ceiling on the organizational commitment of female academic staff in Jordanian Higher Education Institutions. Workplaces dominated by gender discrimination and a glass ceiling tend to have employees with less organizational commitment and lose experienced, and knowledgeable female talent. 245 participants were included in the study and asked to rate their level of agreement using a Likert scale on multiple statements regarding their perspectives/beliefs on two questionnaires (glass ceiling and organizational Commitment). Our findings indicated that there is a negative correlation between three dimensions of the glass ceiling; family barriers (r= - 0.68), social barriers (r= - 0.51) organizational barriers (r= - 0.77) and organizational commitment were significant. Among the dimensions of the glass ceiling, family barriers and organizational barriers were the best predictors of organizational commitment.

A demographic-based challenges and trust issues on the implementation of the new BSND curriculum

Ensuring that the curriculum is aligned with the latest standards, guidelines, and best practices in nursing education and healthcare can be challenging. Developing fair and effective assessment methods to evaluate students' competency can be difficult. It is essential to ensure that assessments and pedagogical approaches accurately reflect the knowledge and skills students need as future registered nutritionists and dietician. The purpose of this study was to assess the challenges experienced by faculty and program administrators in relation to the mandates stipulated in the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. Faculty (n=37) and program administrators (n=5) were randomly selected from five higher education institutions in Mindanao, Philippines. Findings indicated that the administrators and teaching staff manifested low level of trust issues on the implementation of the curriculum. Consequently, they feel positive about the design, execution, and outcomes of the program. However, it is important to note several challenges they experienced. Lack of doctorate programs in institutions, absence of vertically articulated doctorate programs, and outdated library materials were the most prominent challenges the faculty and program administrators experienced. They also noted challenges related to excessive workloads for faculty beyond their Individual Daily Plans, the absence of Registered Nutrition and Dietetics (RND) professionals in food service establishments to supervise practicum experiences, and a lack of Memorandum of Agreement (MOA) with accredited Level III hospitals for practicum training programs.

Digital financial literacy and financial well-being – evidence from India

PurposeThis study aims to examine the influence of digital financial literacy (DFL) on the financial well-being (FWB) of students in Andhra Pradesh, specifically exploring the factors of impulsivity and self-control. Both DFL and FWB are treated as multi-dimensional constructs in the study. The research delves into the impact of DFL dimensions, viz. digital financial knowledge, digital financial experience and digital financial skills, on both impulsivity and self-control. Subsequently, the study assesses the effects of impulsivity and self-control on financial well-being.Design/methodology/approachTo gather data, a questionnaire-based survey method was employed, reaching 475 university students through purposive sampling. The study utilizes confirmatory factor analysis for scale validation and structural equation modeling for hypothesis testing.FindingsThe results reveal a significantly negative influence of digital financial knowledge (DFK), digital financial experience (DFE) and digital financial skills (DFS) on impulsivity, while demonstrating a significantly positive impact on self-control. Additionally, the study finds that impulsivity negatively affects financial well-being, whereas self-control has a positive impact. Focusing on higher education institutions in Andhra Pradesh, the research highlights students’ limited concern for long-term financial planning.Originality/valueThis study underscores the relevance of understanding the crucial role of digital financial literacy in enhancing their financial well-being. The implications of these research findings are substantial and can be utilized to shape educational programs for students in higher education institutions. Such programs can guide institutions in imparting knowledge and skills related to personal finance management, particularly in the context of the increasing digitalization of financial transactions.

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.

Depression, anxiety, and help-seeking among Slovenian postsecondary students during the COVID-19 pandemic

IntroductionThe COVID-19 pandemic has faced students with many challenges, contributing to their mental distress. This article explores the role of demographic characteristics, psychological status, year of study, and social support during the COVID-19 pandemic in explaining Slovenian university students’ mental health problems and help-seeking behavior.MethodsIn February and March 2021, data were collected on 5,234 full-time Slovenian postsecondary students who were enrolled in public and concessionary independent higher education institutions. Participants completed a questionnaire, which included The Patient Health Questionnaire (PHQ-9), General Anxiety Disorder questionnaire (GAD-7), Oslo Social Support Scale (OSSS-3), and items measuring psychological status, help-seeking behavior and demographics. Data were analyzed using multiple linear regression and hypothesis testing for differences.ResultsFactors, such as gender, age, psychological status and social support, contributed to experiencing anxiety and depression among Slovenian students during the COVID-19 pandemic, with year of study additionally contributing to experiencing depression. Similarly, gender, age, psychological status and social support contributed to help-seeking behavior. Higher levels of depression and anxiety were reported by female students, students with prior mental disorders, and students with lower social support levels. Female students and students with lower social support levels reported more frequent help-seeking behaviors.ConclusionThe results provide insight into the mental state of the Slovenian student population in the context of imposed public health measures at the end of the second COVID-19 wave in Slovenia. The findings can help identify vulnerable groups within the student population to whom we must be particularly attentive in times of crisis.

Analysis of the Effectiveness of Project-Based Seamless Learning Model on Concept Understanding

Aims: The aim of this study was to identify the effectiveness of project-based seamless learning model on concept understanding. Study Design: The research method used quantitative experimental design. Methodology: The research method used quasi experiment with research design nonequivalent pretest posttest group design, where there is an experimental group and a control group, the experimental group is given treatment and there is no treatment on the control group. The research subjects were 160 people, 80 people in the experimental group and 80 people in the control group. Data collection using tests conducted pretest and posttest. Data analysis used normality test, homogeneity test and independent sample t test. Results: The results of research and discussion, it can be concluded that there is an effective project-based seamless learning model on concept understanding. Based on the results of hypothesis testing on the posttest, the value on the posttest of the experimental group and the control group obtained a significance value of 0.002 <0.050. And also the difference in the average posttest score of the experimental group is 84.06, greater than the lower control group of 80.56. This proves that there are differences caused by the application of the learning model in the two groups. The experimental group used a project-based seamless learning model while the control group used a conventional model. Conclusion: there is the effectiveness of project-based seamless learning model on concept understanding. The hope is that the project-based seamless learning model can be applied at various levels of educational institutions or in various subject matters so that the quality of learning will be even better and continue to improve rapidly.

Integrating the Key Competencies of International Large-Scale Assessment (ILSA) into the Teacher-Education Curriculum in the Philippines

This study proposes a framework to integrate competencies from various international large-scale assessments (ILSAs) into the program design of a teacher educational institution (TEI) in the Philippines. Using a descriptive-developmental research design, the study examined how ILSA key competencies can be incorporated into the curriculum, along with practices of outcomes-based educational programs at the TEI. Inductive thematic analysis of focus group interviews revealed one overarching program-level theme: using ILSA as a benchmark for curriculum development. At the micro level, four core themes emerged: (1) strengthened content teaching, (2) increased pedagogical content knowledge (PCK) courses, (3) explicit targeting and teaching of ILSA competencies through course-intended learning outcomes (CILOs), and (4) ILSA-like assessments. The study recommends that the Philippine Department of Education (DepEd) and TEIs collaborate to align pre-service teacher training with global literacy standards, ensuring that pre-service teachers are equipped to teach ILSA-recommended skills.

Motivations for Enrolment and Dropout of First-Year Undergraduate Nursing Students: A Pilot Multimethod Study

Background/Objectives: Higher education institutions must improve the attractiveness and retention of the nursing profession to address the widespread shortage. This pilot multimethod study aimed to preliminarily understand the relationship between motivations for enrolment and dropout among first-year undergraduate nursing students. Methods: A two-step approach was conducted among first-year nursing students from five Italian universities involving: (a) a baseline quantitative online survey collecting their characteristics and motivations for enrolment; (b) a follow-up semi-structured interview qualitative data collection among students who dropped out. Descriptive and inferential statistics were used to describe the motivations for enrolment and differences between universities. Dropout motivations emerged from inductive content analysis, with data categorisation according to Urwin’s framework. Results: A total of 759 students completed the online survey. Primary motivations for enrolment included the desire to be useful (88.8%), help suffering people (84.3%), and find employment (74.2%); 22.3% cited unsuccessful admission to another university as motivation for enrolment. Of the 141 students who discontinued, 31 were interviewed (22%). Eleven categories and three themes were identified. More than half of the participants dropped out due to interest in other courses and lack of aptitude, while a smaller number cited personal circumstances. Other motivations for dropout were related to negative learning environments or feelings and difficulties related to course characteristics. Conclusions: This study provides an initial insight into these complex phenomena that will be instrumental in understanding data from an Italian multicenter cohort study. The findings can inform recommendations and strategies to strengthen the future nursing workforce.

AN ANALYSIS OF TEACHING AND LEARNING ENGLISH SECOND LANGUAGE (CASE STUDY ON NONFORMAL EDUCATION INSTITUTION)

This research aims to analyze the English language learning process at nonformal education namely Kumon Citraland Puri Serang. The objectives of this research are 1) to examine how the strategy used by Kumon citraland on teaching English. 2) to investigate what is the media used by Kumon Citraland Puri Serang to teach English. 3) to analyze the material used by Kumon Citraland Puri Serang on teaching English. 4) to analyze how to evaluate students. This study is descriptive qualitative research that used interviews, observation and documentation to collect data. Based on the research results, it shows that Kumon Citraland Puri Serang has its own learning strategy which is different from other courses, where Kumon Citraland uses a placement test to determine the starting point/basic level that will be taught according to the student's abilities. Kumon Citraland Serang also uses several learning media including audio and CD players, text books, practice sheets, the My Kumon application, and Kumon Konek. The material taught at Kumon is very diverse, starting from the lowest level, namely level 7A, to the highest level, namely level O. Each student will move up a level when they have completed the material at one level, namely 200 practice sheets. As evaluation material, Kumon Citralan Puri also provides several summary questions from each level to find out how far students understand the material that has been taught. These questions consist of listening, writing, reading comprehension and speaking skills.

Outcomes of a mentoring scheme to improve career engagement in academia among students from minority ethnic groups

IntroductionStudent mentorship in higher education institutions is often advocated as a way to improve opportunities for students from minority ethnic groups.MethodsThis study examines this further by applying a linear regression model to explore the relationship between a 6-month pilot mentoring scheme at King's College London and career engagement in academia for students from minority ethnic groups, by investigating whether there were differential impacts by ethnic group, and by degree of exposure to mentoring, measured by the number and mode of mentoring sessions i.e., online, in-person or bimodal (a combination of online and in-person).ResultsThe results reveal that while there were no significant differences in career engagement between Asian and Black students, there were significant differences in career engagement between Black students and students who identified as Mixed or Other. Surprisingly, the number of sessions was negatively related to career engagement. However, the positive, significant interaction effect between the number and mode of sessions suggests that this relationship varies based on the mode of the sessions, with bimodal sessions leading to an increase in career engagement, in contrast to solely in-person sessions which led to a decrease in career engagement in academia.ConclusionThe results from this study point to some differential effects of mentoring by ethnic group, with Black students experiencing less gains in terms of career engagement in academia, relative to students who identified as Mixed or Other ethnic groups. This suggests that Black students may need more tailored support, in-depth mentoring or better-matched role models for improved outcomes.

Internalization and Internationalization: Perspectives from Higher Education Institutions in Timor-Leste

The internationalization of higher education has emerged as a transformative strategy for institutions seeking to enhance educational quality, foster global competitiveness, and promote cultural diversity. This paper provides a comprehensive review of current literature on internalization, internationalization, examining its motivations, realities, and multifaceted impacts across diverse educational contexts. It explores the evolution of internationalization strategies, encompassing curriculum development, student and faculty mobility, research collaborations, and institutional partnerships. The paper analyzes regional perspectives and global trends, highlighting the dynamic interplay between internationalization and institutional sustainability. By synthesizing empirical research and theoretical insights, it offers a nuanced understanding of how internalization and internationalization reshapes higher education landscapes and prepares institutions to meet the challenges of a globalized world.

An Overview of Higher Education in Tourism and Hospitality in Portugal

Objective: This study evaluates the higher education provision in Portugal's tourism and hospitality sector, examining its evolution and alignment with labor market demands to address the growing skills gap in the industry. Theoretical Framework: The research is grounded in concepts of labor market demands, educational alignment, and workforce development amid digital, societal, and economic transformations. Theories on skills mismatch and human capital development help understand the dynamics between education and employment in this sector. Method: A comprehensive review of higher education offerings in tourism and hospitality in Portugal was conducted, assessing the number of courses and student vacancies while analyzing job market trends. Data were collected from national educational databases and industry reports to examine the evolving relationship between educational programs and labor needs. Results and Discussion: Results indicate a notable increase in tourism and hospitality courses and student vacancies in Portugal’s higher education system, reflecting efforts to cultivate a skilled workforce. However, gaps persist in regional job distribution and the need for specialized training in certain areas. Research Implications: The findings suggest that higher education institutions are progressing in closing the skills gap by offering programs aligned with industry needs, which may influence workforce development strategies and curriculum design. Originality/Value: This study contributes to the literature by analyzing Portugal's educational response to labor market shifts, highlighting the growing alignment between education and industry needs, and providing actionable insights for improving human capital development in tourism and hospitality.

EDUCATION IN KASTAMONU ACCORDING TO EDUCATION YEARBOOKS AND PROVINCE YEARBOOKS (1869-1903)

Yearbooks, which are first-hand sources, are important for obtaining information about the Ottoman education system. This study aims to reveal the educational status in Kastamonu province between 1869 and 1903, which aligns with the data in the Kastamonu Provincial Yearbooks and Education Yearbooks. The first publication of the Kastamonu Provincial Yearbook was in 1869, and the last was in 1903. Education Yearbooks were published between 1899 and 1903. It is known that Kastamonu provincial yearbooks were not published every year. Although they occur at different intervals, twenty-one Kastamonu Provincial Yearbooks and five Education Yearbooks, excluding the Education Yearbook of 1902, are the main data sources in the study. Data in the study was collected using the document review method and subjected to descriptive analysis. Historical research was used as the study method. In the years examined, educational institutions understood to exist in Kastamonu province are primary schools, middle schools, high schools, industrial schools, and schools for non-Muslims. The change in the number of students and teachers in educational institutions over the years is also among the study's important findings.

Moral education and social transformation: The Jesus model

Educational institutions are expected to play a significant role in preparing people to function well in society. Although critical thinking and problem-solving skills are necessary, people also need to have a social conscience. Educators should, therefore, pay more attention to moral education. Jesus Christ developed and implemented a moral education curriculum and there is a record of that in the New Testament. An examination of it reveals that Jesus built his training around social issues and that he employed a strategy that bears some similarity to Mezirow’s transformation learning theory: his audience was adult and he called upon his students to process disorienting dilemmas, drawing them to reflect critically on assumptions from which was to come mindset change and, ultimately, behavior change. Whereas Mezirow focused on individual experiences and individual transformation, Jesus planned to impact the world—Jewish society and far beyond it—through bands of disciples working in concert. Educators who seek to contribute to social transformation through moral education should consider following the Jesus model which is outlined in this paper.

‘Operations and cooperations’: John Thelwall, George Birkbeck, and the Movement for Public Education in Britain

Drawn from new research towards the first full biography of the radical Romantic polymath John Thelwall, this article explores his ‘operations and cooperations’ with his friend George Birkbeck, leading up to the founding of the London Mechanics’ Institution, Birkbeck College, and the University of London. Manifesting his lifelong preoccupation with democratic education, Thelwall’s heretofore unknown contribution is rooted in the extensive, transnational lectures and educational institutions, both political and elocutionary, that he delivered and operated for mechanics (defined in relation to social class, science, language, and the body politic). They in turn were founded in eighteenth-century debating societies, and the long-neglected ‘universal academy’ of ‘Orator Henley’. The article concludes that Thelwall too, so far ahead of his time and so long forgotten, still has much to teach us.

Pet Ownership and Its Influence on Animal Welfare Attitudes and Consumption Intentions Among Chinese University Students

As global awareness of animal welfare continues to rise, it has become essential to understand the factors that shape individual attitudes and consumption behaviors related to animal welfare. This study empirically investigates how pet ownership influences attitudes towards animal welfare and related consumption intentions among Chinese university students. Findings demonstrate that students from pet-owning households exhibit significantly more favorable attitudes and behaviors concerning animal empathy, awareness of animal welfare, willingness to purchase animal welfare certified products, and the willingness to pay a premium for animal welfare labels. Pet ownership fosters emotional resonance, enhancing empathy and perceptions regarding animal welfare, and influences preferences for animal welfare certified products through simulated consumer choices. By applying propensity score matching (PSM) to mitigate endogeneity concerns, this research advances theoretical discussions surrounding animal welfare attitudes and consumption behaviors. Looking ahead, the promotion of animal welfare should involve coordinated efforts across educational institutions, policy frameworks, and market mechanisms to cultivate a broader understanding and adoption of animal welfare principles.