Higher Education Institutions Research Articles

Navigating Competitive Waters: Marketing Mix, Strategic Branding and Growth in Private Higher Education

The entry of many private higher education institutions (HEIs) into the tertiary education industry in Sri Lanka has been conducive to a high degree of rivalry among competitors. Amid this rivalry, the private sector HEIs have realized the importance of designing and implementing strategically planned sustainable growth for institutions to provide value for their stakeholders. This study tested a theoretical model that includes two influencing factors– marketing mix strategy and strategic branding, and one moderating factor–competition, hypothesized to influence the performance and growth of HEI. Respondents (n = 322) from existing HEIs were surveyed to measure the key constructs. A multilinear regression supported a fit of data to the model. The study empirically revealed that marketing mix strategies designed and implemented by the HEIs do not positively influence the performance and growth of the institution. At the same time, strategic branding is a significant factor in influencing performance and growth. Moreover, the relationship between the marketing mix strategy and sustainability and the relationship between strategic branding and sustainability were moderated by the degree of rivalry that impacts the growth of the HEI. These results provide evidence to validate prior theories grounded in literature.

The Relationship Between Institutional Pedagogy and the Brand Identity Formation of Higher Education Institutions

This study sought to facilitate insight into the potential role of pedagogy in the brand identity formation of higher education institutions (HEIs) through a study of selected HEIs in The Gambia. Specifically, the study sought to address the following research question: What role do pedagogical practices play in building the brand identity of selected universities in The Gambia? The intra-paradigm qualitative mixed method of data collection underpinned the research design. This research design facilitated a preliminary analysis of the contents of institutional documents and social media postings. This process was followed by telephonic and virtually mediated in-depth interviews through which this researcher explored the interactionist interpretations, recollections, experiences, and opinions of 54 participants (students and staff) on the themes of institutional brand management practices, institutional pedagogical practices, institutional brand identity, and the links between pedagogical practices and institutional brand identity. The study used the Corporate Brand Identity Matrix as a supporting analysis framework. The findings show a relationship between pedagogical practices and institutional brand identity formation. The evidence suggests that the selected HEIs use hardly differentiated production-style portfolios of academic courses to pursue largely unengaged students, prospective students, and other stakeholders. Further findings indicate that teaching and learning practice is dominated by academic staff's discretionary use of transmissive pedagogy. This insight emerged against the background of additional evidence, which shows a link between pedagogy policy and practices of HEIs and stakeholder impressions. A synthesis of these findings culminated in the emergence of the pedagogy-based higher education brand identity matrix (P-HEBIM), which this study proposes as a novel framework for the branding of HEIs. The study sets out a practitioner guide on how higher education managers can pursue the institutional brand management priorities of branding strategy development, competitor intelligence, and brand communication using the P-HEBIM as a framework.

Conceptual framework for enhancing decision-making in higher education through data-driven governance

In an increasingly complex and competitive landscape, higher education institutions must leverage data-driven governance to enhance decision-making processes. This paper presents a conceptual framework aimed at integrating data analytics into the governance structures of higher education, facilitating informed decision-making, and improving institutional effectiveness. The framework emphasizes the importance of collecting, analyzing, and utilizing data across various dimensions, including academic performance, student engagement, financial management, and operational efficiency. By adopting a data-driven approach, institutions can identify trends, forecast outcomes, and make strategic decisions that align with their mission and goals. The study outlines key components of the framework, including data governance, analytics capabilities, stakeholder engagement, and institutional culture. Data governance ensures that data quality, integrity, and security are maintained, while analytics capabilities empower decision-makers with actionable insights. Engaging stakeholders—faculty, administrators, students, and external partners—fosters a collaborative environment where data-driven decisions are embraced and supported. Furthermore, the framework addresses the challenges institutions face when implementing data-driven governance, such as resistance to change, data silos, and inadequate technological infrastructure. Strategies for overcoming these challenges include investing in professional development, enhancing data literacy, and promoting a culture of continuous improvement. The framework also highlights the significance of ethical considerations and transparency in data usage, ensuring that decision-making processes are equitable and accountable. The findings indicate that by embracing data-driven governance, higher education institutions can enhance their responsiveness to changing demands, optimize resource allocation, and improve overall institutional performance. Ultimately, the conceptual framework serves as a guide for higher education leaders seeking to harness the power of data in their decision-making processes, fostering a proactive and adaptive institutional environment.

Optimizing University administrative structures: Strategies for enhancing efficiency and effectiveness in higher education institutions in Nigeria

This study investigated the inefficiencies within Nigerian university administrative structures, prompted by ongoing challenges such as bureaucratic bottlenecks, poor coordination between academic and administrative units, and insufficient technological integration. These issues have hindered the effectiveness of university operations and negatively impacted staff and student satisfaction. The research adopted a mixed-methods approach, using both quantitative surveys and qualitative interviews to gather data from select Nigerian universities. The survey measured perceptions of administrative inefficiencies through Likert-scale questions, while interviews with key stakeholders provided deeper insights into structural challenges. The findings revealed significant delays in decision-making, caused by hierarchical administrative structures, as well as a lack of communication between academic and administrative units. Additionally, technological integration was found to be inconsistent and inadequate, exacerbated by financial constraints and insufficient training. These results were consistent with prior studies, highlighting the need for structural reforms to enhance efficiency. The study concluded that optimizing university administrative structures requires decentralizing decision-making, improving communication between departments, investing in modern technology, and implementing clear accountability mechanisms. Based on these findings, the study recommended promoting collaborative practices, adopting digital solutions, and fostering transparency to rebuild trust within the university community. Addressing these inefficiencies is crucial for improving institutional performance and ensuring Nigerian universities remain competitive in a rapidly evolving global educational landscape.

Mapping Mobile Journalism in Academia: A Scoping Review

Abstract: Mobile journalism (MoJo) has become an increasingly relevant topic in the evolving landscape of media. This study investigates the interest and involvement of researchers from higher education institutions in Central and Eastern Europe in the field of Mobile Journalism. Utilizing a quantitative approach, the research analyzes the scientific output of these scholars over the past decade (2014–2024), focusing on the frequency of publications indexed in the Web of Science and Scopus databases related to MoJo. Additionally, a qualitative analysis was conducted on 28 identified articles to explore the main thematic areas addressed by these scholars, offering a comprehensive overview of key topics and trends in the academic literature surrounding MoJo. The findings corroborate the hypothesis that there is a notable lack of published research on mobile journalism by Central and Eastern European scholars, as no relevant articles were discovered from authors affiliated with universities in this region. The thematic categories identified highlight a tendency to focus on the impact of technology on journalism and changes within the industry, indicating significant gaps in other important areas that warrant further exploration. Keywords: mobile journalism, mojo, scoping review, Central Eastern Europe.

Fostering educational equity through leadership and policy innovations for sustainable development in higher education

This paper explores leadership strategies and policy innovations aimed at fostering educational equity in higher education, particularly for underserved and marginalized communities. It emphasizes the crucial role of institutional leadership in aligning strategic goals with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), to ensure inclusivity, access, retention, and long-term success for disadvantaged students. The analysis includes a discussion of key leadership approaches, such as inclusive leadership and mentorship programs, and policy innovations that address financial, academic, and social barriers to equity. The integration of specific SDGs into educational policies is also examined, highlighting the importance of comprehensive support services, diverse curricula, and community partnerships. Recommendations for higher education leaders and policymakers focus on expanding financial aid, promoting inclusive campus environments, and strengthening collaborative efforts with government and community stakeholders. Ultimately, this paper advocates for a proactive and strategic approach to embedding equity within the core functions of higher education institutions, ensuring that they contribute to sustainable development and social justice.

Associations Between DCD Traits, Perceived Difficulties Related to ADHD, ASD, and Reading and Writing Support Needs Among Students in Higher Education: A Pilot Study

Background/Objectives: Since the Act for Eliminating Discrimination against Persons with Disabilities was enacted in 2016, the number of students with disabilities in higher education institutions has increased significantly, creating a greater need for support. Developmental Coordination Disorder (DCD) often coexists with other neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and reading and writing difficulties; yet, awareness of DCD remains low. This study aimed to investigate the prevalence of DCD traits among Japanese higher education students and their relationship with ADHD, ASD, and reading and writing support needs Methods: A pilot study was conducted with 77 university students (mean age: 19.17 ± 0.68) in the Kansai region, using the Adolescents and Adults Coordination Questionnaire (AAC-Q) to screen for DCD traits, along with a questionnaire assessing difficulties related to ADHD and ASD, and a survey on reading and writing support needs. Results: The study found that 12.9% of students scored more than 1 standard deviation above the mean on the AAC-Q. Students in the DCD trait group (n = 10) reported greater difficulties related to ADHD and ASD than those in the non-DCD group (n = 67). Correlation analysis revealed a moderate-to-strong association between AAC-Q scores and difficulties related to ADHD and ASD among students in the DCD trait group. Conclusions: This study suggests the need to raise awareness about DCD traits and to provide comprehensive support for students with ADHD and ASD in Japanese higher education institutions.

Best practices in creating partnerships for transformative engaged learning experiences at a small, liberal arts, Lasallian institution

AbstractAll undergraduate students at Saint Mary's College of California, a small, private institution, are required to complete an engaged learning (EL) course or experience for graduation. This graduation requirement was established to provide students with the opportunity to learn in and from the community; an important value from the principles of the Liberal Arts and Catholic Lasallian traditions that inform the College's pedagogy. The social justice and community engagement center on campus called the Catholic Institute for Lasallian Social Action (CILSA), establishes EL partnerships with nonprofit organizations, school districts, campus departments, and other higher education institutions throughout California for EL courses, internships, place‐based work, and research projects. We value the expertise of our partners and view them as co‐educators in creating transformative learning experiences for nearly 600 students annually. In this article, we will share our process in sustaining community partnerships, our scaffolding engagement efforts, and best practices for collaborating with partners.

A Systematic Literature Review on the Role of Human Ecology Higher Education Institutions in Policy Development for Food and Nutrition Security in the Philippines

The issue of Food and Nutrition Security (FNS) in the Philippines has been exacerbated by the COVID-19 pandemic and persistent social, environmental and agricultural problems. To address this concern, the involvement of Higher Education Institutions (HEIs) is explored by reviewing the local policies in the Philippines. Applications and recommendations on how human ecology can address the complex problem of FNS were then noted. This systematic literature review used a framework synthesis approach wherein the Australian National University (ANU) Transdisciplinary Framework was used to check if the stated policies, applications, and recommendations were aligned with the framework components, which are interactive, integrative, change-oriented, systemic, context-based, and pluralistic. This transdisciplinary framework is expected to promote policy change and development related to FNS. After that, 38 articles were included in the review. Upon the review, no local policies fit all of the ANU Transdisciplinary Framework’s components. Nonetheless, these policies mostly separately address food security and nutrition security. However, there are still no established responses to the concern of FNS as an integrated concept of food security and nutrition security. HEIs contribute to developing FNS-related policies by intensifying advocacy for integrating food and nutrition security and improving FNS-related research and programs.

E-learning and sustainability of higher education in Sub-Saharan Africa: a review and synthesis

Purpose This study aims to examine the state of literature on the role of e-learning in the sustainability of higher education institutions in Sub-Saharan Africa, with the goal of identifying explored thematic areas, finding out the deficiencies in extant literature and recommending areas of future research work. Design/methodology/approach The research used a systematic literature review, examining articles published between 2012 and 2022. In total, 52 publications were identified and subjected to analysis. Findings The findings reveal that few studies have explored the relationship between e-learning and the sustainability of higher education in Sub-Saharan Africa, with larger economies in the region dominating research output. In addition, traditional technology adoption and social learning theories dominate the theoretical frameworks in this area. Moreover, the authors observed limited adaptation of these theories to local contexts, leading to outcomes with limited contextual details or lack of the same. Despite its potential, e-learning has yet to be fully embraced as a strategic tool for the sustainability of higher education in Sub-Saharan Africa. Originality/value Although various systematic literature reviews exist in the field of sustainability in higher education, there seem to be no reviews specifically focused on e-learning within the context of Sub-Saharan Africa. This review sheds some light on potential future research paths regarding the theory, content and context of e-learning for the sustainability of higher education in Sub-Saharan Africa, and by extension, in developing countries worldwide.

Water footprint and Med-Diet adherence: preliminary results from MedDietMenus4Campus

Abstract Background The Mediterranean Diet (MedD) is widely recognized as a health-promoting and sustainable dietary pattern. This study evaluated the environmental impacts of higher education institutes (HEI) menus via water footprint and the compliance with MedD in Croatia, Portugal and Turkey. Methods Water footprint calculation followed the methodology of Mekonnen and Hoekstra (2012). Adherence to the Med-Diet was evaluated using the Med-Diet Compliance Index (MeDCIn). All available options were considered, except for restrictions such as vegetarian, considering a 5-day/week and 1-meal/day menu. Menus spanning a two-week period were analyzed from two distinct HEI in each country. Results Mean water footprints varied across three countries (1213.9-2297.4 L/person). Turkish HEI 1 (2297.4 L/person) and 2 (1934.2 L/person) exhibited the highest water footprints, while Croatian HEI 2 (1213.9 L/person) and Portugal HEI 2 (1308.6 L/person) had the lowest. MedDiet index scores ranged from 0.50 to 5.50. Portugal University 1 (5.5) and 2 (4.5) scored the highest, whereas Croatia University 1 (0.5) scored the lowest. Conclusions In the preliminary results, Portugal presented a lower water footprint and higher MedD adherence, possibly due to the higher use of seafood. The higher water footprint in Turkey might be due to more balanced servings of vegetables and fruits and significant portions of red meat. The low MedD compliance scores in Croatia can be attributed to insufficient fresh fruits, whole grains and pulses, and the low water footprint related to the use of ready-made desserts and soup powders not included in the water footprint database.

A systematic review of the financial issues of higher education institutions (HEIs) and possible strategies to cope with them

The field of higher education has not only been for elites since the last three decades. It has also included the general masses in it. That’s why the transformation of the socio-economic status and general awareness in the present age owes to higher education. On the other hand, challenges have also emerged and set conditions on the path to sustainability. Thus, higher education has faced problems, especially financial problems. These issues further give birth to some other issues. This study is an attempt to understand the issues caused by financial issues. The study also aimed to propose strategies to deal with these issues. Based on the systematic literature review, the problems have been categorized as lack of internet, digitalization, and online teaching; underdeveloped infrastructure for STEAM; lack of priorities; and quality issues. These findings create hurdles in achieving the quality of HEIs. To cope with these issues, clear policy and setting priorities were proposed as the top most important strategies to bring about quality and achieve HEIs’ organizational objectives. It can be concluded that HEIs need appropriate strategic and financial managers and administrators who can align their strategy with the vision and mission of the institutions.

Associations between study conditions and students’ mental health: Results from the StudiBiFra study

Abstract Background Study conditions are relevant for university students’ mental health and well-being. Previous research identified single factors associated with mental health, but it remains unclear, which study conditions at higher education institutions should be priority targets for institutional action. The aim of this study is to provide a comprehensive overview of students’ satisfaction with their study conditions and to analyse their associations with students’ mental health. Methods The cross-sectional StudiBiFra study encompasses data from 24,533 students across 13 higher education institutions in Germany. Data was collected between June 2021 and March 2023 using the Bielefeld Questionnaire on Study Conditions and (Mental) Health. Students rated study conditions in 22 domains and four scales of mental health outcomes. Mean scores for all scales were calculated and linear regressions were used to analyse bivariate associations. Results All domains of study conditions were associated with all domains of students’ men-tal health with regression coefficients ranging from r = 0.21 to r = 0.78. The more satisfied students were with their study conditions, the higher the reported well-being, and the lower the depressive symptoms, cognitive stress symptoms, and exhaustion. The highest associations were found for the domains of study conditions “examinations and academic achievements”, “time requirements”, and “fit of course content/competency development” with highest re-gression coefficients for the outcome of exhaustion. Conclusions The findings reveal significant moderate to high associations for all assessed study conditions with students’ mental health. Institutional action should focus on these study conditions by emphasising topics such as applying competencies during studies and good co-ordination of content and examinations. Thus, decreasing student burden and time pressure has the potential to promote mental well-being. Key messages • Study conditions are significantly associated with students’ mental health. • Higher education institutions should focus on study conditions to promote students’ mental well-being.

Depressiveness in German higher education students – a systematic review and meta-analysis

Abstract Introduction Evidence shows that German higher education students are vulnerable to depressive symptoms. However, there is no recent review compiling these findings. Thus, our study aims at describing the extent to which higher education students in Germany are affected by depressive symptoms. Methods We searched three databases for suitable publications using three core concepts (‘depressive symptoms’, ‘students’, and ‘Germany’). The inclusion criteria were: (a) the population studied consisted of students from higher education institutions, (b) data was assessed at higher education institutions in Germany, (c) information on depressive symptoms were pro-vided as outcome of instruments assessing depressive symptoms, (d) articles were published in peer-reviewed journals, in (e) English or German and (f) between 2002 and 2023. Random effects models were used to calculate both general and subgroup-specific pooled prevalence rates. Subgroups were formed based on the included literature (e.g. gender, before or during the COVID-19 pandemic, study phase and programme). Results The literature search resulted in 992 articles. After the removal of duplicates and the two-stage screening process, prevalence data was extracted from 60 articles. The overall pooled prevalence rate was 21.1% (95% CI: 17.6% - 24.6%). Medical students (13.2%; 95% CI: 9.9% - 16.4%) and first-year students (11.0%; 95% CI: 7.7% - 14.3%) were less likely to be affected than students in general. Women (29.0%; 95% CI: 21.4% - 36.5%) were more prone to depressive symptoms than men (23.1%; 95% CI: 16.5% - 29.6%). In samples collected during the COVID-19 pandemic, the pooled prevalence rates were higher than in pre-pandemic times (30.6%; 95% CI: 22.1% - 39.1% vs. 18.0%; 95% CI: 14.7% - 21.2%). Conclusions This analysis emphasizes the pressing need to address the mental health of higher education students both at the policy level and within universities. Key messages • German higher education students show alarming levels of depressive symptoms, demanding immediate action. • During the pandemic mental health was even poorer than before, highlighting the need for tailored interventions and support in challenging times.

A Study of Cultural Diversity and Ethical Climate towards Employee Selection in Higher Education Institutions

This study investigates the critical role of employee selection processes in organisational success, focusing on the impact of cultural diversity (CD) and ethical climate (EC) within Higher Education Institutions (HEIs) in Northern Malaysia. Employing a quantitative methodology and a descriptive research design, data were collected from academic staff through a structured questionnaire. The analysis using SPSS software reveals strong positive correlations among employee selection, CD, and EC. The Kaiser-Meyer-Olkin (KMO) measure and Bartlett’s Test of Sphericity confirm the data's suitability for factor analysis, while Cronbach’s alpha coefficients indicate robust internal consistency. The findings underscore the importance of aligning employee selection processes with organisational strategies and values to attract competent employees. Additionally, effective management of CD enhances financial performance, competitive advantage, and profitability. An EC significantly promotes ethical behaviour, job satisfaction, and organisational performance. The study highlights practical implications for integrating diversity and ethical considerations into selection strategies, providing valuable insights for human resource management and organisational behaviour. The research emphasises the need for a holistic approach to talent acquisition by demonstrating how selection practices influence organisational outcomes. This approach fosters inclusivity and ethical leadership, ultimately contributing to long-term organisational success. These findings comprehensively understand employee selection, CD, and EC dynamics in enhancing institutional effectiveness and achieving strategic goals in HEI settings.

Promoting student success and retention through care teams and case management at small institutions

AbstractCare teams, an important structure at most institutions of higher education, coordinate the work of various units to intervene with students who are at risk of attrition, academic failure, and/or are experiencing socio‐emotional struggles. The authors provide various examples of how case management and Care Teamwork is structured in the small institution setting. Using their institutions as case studies, the authors provide examples of various collaborative structures that coordinate case management and support at‐risk students; and situate this work in the small institution setting, with particular attention to the expectations that these institutions and students’ families have for high touch student success efforts; and discuss ways in which technology supports and contributes to case management and Care Team work.

A Higher Power in Higher Education: An Exploration of Endowment Taxes, the Establishment Clause, and College Affordability

Institutions of higher education in the United States have enjoyed a broad tax exemption for hundreds of years. In 2017, however, Congress imposed an excise tax on certain colleges’ and universities’ endowment revenue as part of the Tax Cuts and Jobs Act (Act). The endowment excise tax is not scheduled to sunset in 2025 alongside other provisions of the Act, but members of Congress have begun to revisit the issue of whether and how to tax the nation’s educational institutions. This Note examines two endowment tax proposals’ attempts to exempt religious colleges and universities from heightened endowment excise taxes. It argues that although taxing college and university endowments is a possible legislative tool for making higher education more affordable for more Americans, exempting religious schools from such taxes both runs counter to this goal and violates the Establishment Clause of the U.S. Constitution. If Congress chooses to expand college and university taxation, it should do so in a way that effectively addresses the college affordability crisis and treats religious and secular institutions alike.

University teachers' perspectives on synchronous in-person and distance teaching and learning (SynPaD hybrid)

Although most teaching in higher education may still involve either in-person teaching or online distance teaching, various forms of hybrid teaching are becoming more common. Maturity of hybrid teaching has been limited by the lack of research-based development and poor definition of teaching practices in the literature. This article is about a particular variant of hybrid teaching (SynPaD hybrid) involving learners in the physical presence of one or more teachers with other learners attending synchronously via videoconferencing, in situations where all participants can, or should be able to, interact both verbally and visually with all other participants. The article applies a recognised qualitative research approach to gather potentially important insights into the perspectives of university teachers in capacities as teachers and as learners about SynPaD hybrid teaching, and interprets its findings using self-determination theory. Notable insights from this research suggest that university teachers in the role of learners are able to appreciate SynPaD hybrid and may insist that university teachers tasked with supporting learning in this context should rise to the challenges of teaching in this way. University teachers, acting in the role of teacher, may question the practicality of teaching in SynPaD hybrid and their motivation to teach in this way. This article describes and comments on the difficult decisions faced by higher education institutions as SynPaD hybrid emerges as an alternative to more orthodox in-person and online teaching situations.

Including highly educated migrants in academia to improve their health—protocol for a pilot intervention

IntroductionNorway’s healthcare system needs a diversified work force to meet societal demands for improved cultural competence. However, many migrants in Norway who were educated as health professions in their home countries are not practicing these professions. This may negatively affect their physical and mental health and hinder their personal social integration. Though good health is often seen as a precondition for work, relevant working activities can also improve health. However, including health professionals with foreign education in academic institutions prior to receiving necessary accreditation is a complex task. This study will pilot an intervention aiming to improve health through meaningful integration of these professionals in academic environments.Materials and methodsThis paper is a protocol for a non-randomized pilot intervention study targeting migrants who are waiting for their health education accreditation in Norway. To test the benefits of meaningful activity on health and explore possibilities for implementing such activity, we have designed a six-month long intervention consisting of including nurses, doctors, and other highly educated migrants with healthcare backgrounds between 20 and 67 years of age, into health-related working tasks, at two higher education institutions in Bergen, Norway. The intervention will be tailored according to the participant’s expertise. This hybrid type 2 pilot protocol paper will present how feasibility, fidelity, dose received (satisfaction), and dose of exposure (participation), will be assessed and whether the intervention is experienced as beneficial for the participants’ health as primary outcome utilizing both quantitative and qualitative methods.ConclusionWe present a complex, personalized intervention that has the potential for large scale implementation in the future. By thoroughly presenting our designed intervention and assessment methods, this protocol will add to the study’s transparency and facilitate replicability and comparison with future studies. This study will be of benefit to the migrants themselves, policy makers, government agencies and academia at large as it can point to a unique and sustainable way of speeding up the integration of highly educated migrants in their respective fields in a new host country.

THE TEACHING METHODOLOGIES ON MASTER’S COURSES UNDERTAKEN BY TJPE EMPLOYEES

The education scenario has undergone major transformations in recent decades. This article addresses the master's courses taken by public servants of the Court of Justice of the State of Pernambuco (TJPE) and their status as a requirement for functional progression. It aims to draw attention to an investigation into the teaching-learning methodologies proposed by higher education institutions in the context of these master's degrees. The study gives a brief historical description of stricto sensu postgraduate studies in Brazil; the master's degree in the TJPE environment; and describes the teaching-learning methodologies proposed in this context. Among the results is to have identified a greater frequency of the use of traditional methodologies, although there are institutions that seek to include the use of active methodologies in the course programs, with planning in this sense, with objectives to achieve professional master's degrees that are increasingly significant and closer to the environment of organizations and their needs.