Higher Education Policy Makers Research Articles

The Impact of Leadership and Quality Assurance on Organizational Performance of Private Universities in Banten

Leadership and quality assurance are two crucial components that play a role in the success of an organization, especially in higher education. Both have a close relationship and have a major influence on improving institutional performance. This study aims to explore the impact of leadership and quality assurance on organizational performance in private universities in Banten. The research method used is qualitative, with data collection conducted through observation and literature study. Once the data was collected, the analysis was conducted through several steps, including data filtering, data presentation, and conclusion drawing. The results showed that leadership and quality assurance are interrelated and mutually supportive. Strong leaders play a role in encouraging the implementation of an effective quality assurance system. On the other hand, a good quality assurance system also provides support to leaders in carrying out their job responsibilities. Both contribute significantly to improving the performance of private universities in Banten. Therefore, it is important to integrate leadership and quality assurance in all academic and non-academic activities. The implications of this study suggest that private universities in Banten should consider leadership development programs and robust quality assurance mechanisms as part of their strategic planning to drive sustainable performance improvements. Furthermore, policymakers in higher education could leverage these findings to formulate guidelines that reinforce the synergy between leadership and quality assurance across institutions, thereby enhancing overall educational standards and competitiveness.

Amplifying Student E-Learning Impact on Academic Performance in Higher Education

Current research investigates the impact of students' E-Learning Attitudes (ELA), Digital Readiness (DR), and Academic Engagement (AE) on their academic performance in higher education. A survey in the form of an online questionnaire was administered to students through the networks established by the research teams. These networks encompassed academic staff from diverse Malaysian private as well as public universities. These academic staff were directed to share the survey link with their undergraduate students through WhatsApp or email. Two hundred eighty-six (286) valid surveys were collected from students at six public and private university campuses in Malaysia that offer courses and have used E-learning for at least one semester as part of COVID-19. In contrast to previous debates and studies, the outcomes of employing structural equation modeling through PLS 4.0 revealed a positive and noteworthy influence of E-learning platforms on students' academic performance. These findings hold broader implications for policymakers in higher education, researchers as well as educators, particularly in terms of considering the potential incorporation of social media tools within higher education, especially in developing nations. This research suggests that educational institutions that embrace change by aligning the goals of both students and instructors to establish a constructive and encouraging online learning atmosphere. This will foster active academic participation and enhance students' academic achievements.

Perceptions of the Impact of Social Media on College Student Engagement at Historically Black Colleges and Universities

This research study explored the impact of social media on college students’ engagement at Historically Black Colleges and Universities (HBCUs). The study used a qualitative methodology to examine how social media influences students’ social experiences, classroom engagement, and academic achievement. George Kuh's Student Engagement Theory was used as the theoretical framework. Data from interviews with 20 undergraduate students from two HBCUs in Mississippi revealed that social media enhanced social connectivity and campus involvement. However, social media had a dual impact on classroom engagement, promoting collaboration while risking distraction. The findings identified nine themes from the perceived impact of social media on college students' social experiences, classroom engagement, and academic achievement at HBCUs in Mississippi. The study's significance underscored the need for strategies to leverage the benefits of social media while mitigating drawbacks and providing valuable insights for educators and policymakers in higher education.

Mind the Gap, Please!

This mixed-methods study investigates the mismatch between student use of AI for academic tasks and teacher awareness in Saudi Arabian higher education. Surveys of 78 teachers and 243 students in English for Specific Purposes courses at public and private universities included Likert-scale items and an open-ended question on AI tools' benefits, challenges, and impact on learning and academic integrity. The study reveals a significant gap between teachers' perceptions of students' AI skills and the reality of AI integration, leading to discrepancies in judging student knowledge and assessment authenticity. To address these challenges, the manuscript proposes strategies, including targeted professional development for teachers, swift adoption of best practices for ethical use of generative AI in classrooms, and fostering open dialogue within institutions. This research provides insights to inform teaching practices, curriculum development, and policy-making in higher education's evolving landscape. Future research could benefit from more comprehensive sampling to enhance generalizability

Building a sustainable career during the initial transition to work: a multiple-stakeholder perspective on proactive behaviors and contextual factors

PurposeThe initial transition into work has become less predictable. Therefore, emerging adults should take charge and be proactively engaged in their careers during the preparation stage of the school-to-work transition (STWT). We explored which behaviors emerging adults display during the STWT to foster their happiness, health, and productivity, how various contextual factors enable or hinder these behaviors, and to what extent these behaviors can be considered proactive.Design/methodology/approachTaking a qualitative approach, we conducted 44 semi-structured interviews with undergraduate students at an Applied Sciences University in the Netherlands six months before graduation. Additionally, we held nine focus groups (n = 55) and four interviews (n = 6) with contextual stakeholders (i.e. parents, faculty/staff, employers, the board of the university, higher education policymakers, and the Ministry of Education).FindingsThe students mentioned three main behaviors to foster their health, happiness, and productivity, namely, eating healthy food, maintaining social contacts, and reflecting on their motivations. Our analysis shows that, conceptually, none of these behaviors can be considered truly proactive. Moreover, the findings revealed multiple systemic underlying contextual hindrances to portray these behaviors, such as educational system characteristics, which make proactive behaviors less likely.Originality/valueAs the STWT is affected by multiple contexts, adopting a multi-stakeholder perspective is imperative when studying the phenomenon. We adopted the sustainable careers framework as a lens to uncover how emerging adults may build early career sustainability—additionally, we nuance current research on proactivity by concretizing the conceptualization of proactive behaviors.

The Joint Effect of Competitive Strategies, Competitive Advantage, Ethical Values, and Corporate Reputation on Performance of Accredited Universities in Kenya

The broad objective of the study was to determine the joint effect of competitive strategies, competitive advantage, ethical values and corporate reputation on performance of accredited universities in Kenya. The corresponding null hypothesis stated that the joint effect of competitive strategies, competitive advantage, ethical values and corporate reputation on performance of accredited universities in Kenya is not significantly different from the independent effects of predictor variables. This study was anchored on Industrial organization theory, Stakeholders’ theory, Resource-based theory and Virtue’s ethics theory. Descriptive cross-sectional survey was used. The population of the study comprised 53 accredited universities. To collect data, semi structured questionnaires were administered online while a few were dropped and picked later. Data was analyzed using regression models. Findings from the test of hypotheses showed that the joint effect of competitive strategies, competitive advantage, ethical values and corporate reputation on performance was significantly different from the independent effects of predictor variables and thus the null hypothesis was rejected. The study outcomes contributed to theory, policy, and management practice where policy makers in higher education and university managers were recommended to establish a policy framework that observes ethical practices; quality programs, reliable training, research and adoption of competitive strategies such as market penetration, strategic alliances, product development focus, differentiation and cost leadership. A single respondent was deemed to introduce bias in choosing responses and was a limitation to the study. However, use of questionnaires reduced subjectivism in responses. For generalizability of results Longitudinal design was suggested for future studies.

Logistic Regression Analysis: Predicting the Effect of Critical Thinking and Experience Active Learning Models on Academic Performance

<p style="text-align: justify;">This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.</p>

Promoting information literacy in public universities: role of librarians

This study aimed to explore the extent of librarians’ awareness and the roles they play in leveraging information literacy to improve scholarly work in public universities in Ghana. This is a multiple case study in which the qualitative research approach was used. A semi-structured interview guide was used to solicit the views of librarians from top universities in Ghana on their awareness of information literacy and the roles librarians play in its delivery.<i> </i>The findings of the study showed that librarians at public universities have a good knowledge of information literacy and are well aware of its importance in improving scholarly work. However, they lack institutional policies and collaboration from their faculty counterparts to streamline the delivery of information literacy in these institutions. The study provides lessons for an in-depth analysis of the new roles of librarians in information literacy in Ghanaian libraries that are lacking in the literature. Higher education policymakers in Ghana and elsewhere would find the results useful for implementing the information literacy agenda in universities and colleges.

The pronunciation of students’ names in higher education: identity work by academics and professional services staff

ABSTRACT Changes in the national, linguistic and ethnic profiles of students in UK higher education mean that students’ names are also likely to have become increasingly culturally diverse. In this article, we develop new empirical and theoretical understandings about how student-facing staff working in higher education in England experience cultural diversity in students’ names and the accompanying uncertainty of how some names should be pronounced. Using data from our qualitative studies we show that staff typically framed the pronunciation of names as an equalities issue, including in terms of power relations between themselves and students. Drawing on theorisations of identities as social processes, we analyse the ‘front stage’ and ‘backstage’ activities used by staff to manage the pronunciation of students’ names. We argue that, through these equality-framed activities, staff are doing ‘identity work’ in relation to their own selves and, importantly, also for students whose named-linked identities are minoritised within the ‘whiteness’ and ‘Englishness’ of higher education institutions in England. We conclude that, to support the pioneering identity work already undertaken by individual staff, policymakers in higher education should develop and implement ‘whole institution’ initiatives in recognition of the pronunciation of students’ names as a key equality, diversity and inclusion issue.

Supporting Decision-Making for Promoting Teaching and Learning Innovation

The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision-making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision-making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision-making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.

Insight into the demand for digital skills at the workplaces of agricultural engineering graduates in Vietnam

This study aimed to investigate the demand for digital skills in the workplaces of agricultural graduates to shed light on the specific requirements of digital skills in their jobs. The study employed a qualitative approach and conducted a total of eight semi-structured interviews with graduates from two departments of an agricultural university in Vietnam. The obtained data, processed through thematic coding techniques, successfully revealed insights into digital skills’ demand in the jobs of selected participants. Firstly, digital skills were found to be compulsory requirements for jobs for agricultural graduates, although the specific requirements for digital skills varied from job to job. Secondly, the findings revealed that different jobs require different types and levels of digital skills. Thirdly, the performance of digital skills depends on the availability and management of workplaces’ digital technology. The study also found that graduates may have the opportunity to obtain jobs that are not directly related to their learning programmes but require digital skills associated with their speciality. The study recommends applying the findings to multiple stakeholders, including government policymakers, higher education policymakers, employers, and higher education students, to bridge the gap between the higher education supply and the market demand for digital skills.

Performance evaluation in teaching: Dissecting student evaluations in higher education

Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.

Dismantling Gender Binaries: An Emergent Model for Nonbinary Identity Development

The purpose of this article is to describe an emergent model that conceptualizes common experiences for nonbinary people as they explore and navigate their identities by synthesizing existing nonbinary identity development literature. We ground our manuscript epistemologically in queer theory, queer of color critique, and intersectionality theory. Our model traces stars that make up nonbinary identity development constellations: embracing fluidity and ambiguity, exploring transition, navigating disclosure, witnessing and mirroring, developing kinship networks, and worldmaking. We guide our conversations to practitioners, administrators, and policymakers in higher education and student affairs to complicate their understanding of gender identity development processes with goals of creating more gender-affirming practices and policies for nonbinary people in higher education.

Sustainable entrepreneurial culture in promoting innovation: a higher education perspective

<span lang="EN-US">This research aimed to build a quadruple-helix partnership model between universities, government, industry, and community from the higher education (HE) perspective in creating various innovations to support sustainable regional socio-economic development. This study used exploratory quantitative research to develop, predict the model, and explain the empirical evidence. In addition to the model, this study found that institutional sustainable entrepreneurial culture (SEC) could be developed by transforming the university into an entrepreneurial university (EU) and applying sustainable development goals (SDGs) principles to teaching-researching-community service activities, management and governance, and institutional leadership. This study also confirmed that universities with an SEC cannot directly affect the emergence of various innovations sourced from knowledge and research results but must be mediated by internal consensus within academia and external consensus among partnership actors. The research contributions are aimed at: i) HE policymakers who will transform their institutions into EU as a first step in carrying out the university’s third mission; ii) HE will build quadruple helix partnerships; and iii) Micro, small, and medium enterprise (MSME) which will take advantage of the innovations offered in the quadruple-helix. In addition, this research deepens the Etzkowitz partnership path model in which HE, a source of knowledge for innovation, becomes more focused in the form of SDGs-based EU.</span>

Financial Performance Evaluation of Top Universities Following the Mergers

This study adopted FRA to examine the impacts of merger on financial performance of two post-merger top universities in Taiwan from 2012 to 2021. This study shows that Taiwan’s top universities are not outstanding in terms of financial management capabilities, including the ability to control costs well, utilize assets efficiently, and maintain good financial stability. Moreover, the merger of top universities may not improve the financial management capabilities of the post-merger university, and may even worsen its financial stability. Ignoring the financial management capabilities of universities, the policy of concentrating resources on developing top universities and even encouraging the merger of top universities to quickly enhance their competitiveness may not bring the expected results, but may lead to the deterioration of the financial soundness of universities and even the country. In view of this, this paper calls on higher education policy makers and university managers to pay more attention to the financial management capabilities and financial performance of universities, especially cost control, resource utilization efficiency, and financial stability, while pursuing innovative development and high competitiveness. Only in this way can it be possible to ensure the competitiveness improvement and the long-term sustainable development of the top universities and the country.

A critical evaluation of ‘English for academic purposes (EAP)’ program in Iranian higher education from specialists’ perspective: A grounded theory

The ‘English for academic purposes’ program, or the so-called ‘specialized English’ program, is one of the key educational sub-systems in Iran's higher education, which has experienced a life of about four decades. Reviewing the related research to this program in the higher education system shows that although it has been evaluated from different angles and mainly from the viewpoint of teaching methods and materials, we have rarely seen its critical evaluation from a broader perspective, understanding such necessity and using grounded theory, the opinions of eleven specialists in the field of English for academic purposes (EAP) have been qualitatively examined and analyzed. The findings indicate that this program is faced with serious shortcomings in two main areas of policymaking and implementation, which were classified into seven sub-areas.The results of this research can help higher education policymakers, curriculum designer, instructors and other stakeholders in the process of revising and implementing this program.

Electoral Accountability for Rising Tuition in the US: Evidence from a Survey Experiment and Observational Data

ABSTRACT Tuition levels in the US have been rising at an above-the-inflation pace, leading to spiraling student debt levels and negative effects on students’ well-being. While student outcomes of rising tuition are well known, the political reasons behind the decisions of policy makers to contain tuition increases or not remain poorly understood. In this article, we focus on electoral accountability that policy makers face for rising tuition by examining voters’ reactions. Using a survey experiment with a sample of US adults (N = 1040), we show that clarity of responsibility is an important factor affecting reactions to rising tuition levels. When voters are informed about the role of the government in tuition setting, they are more likely to vote out policy makers responsible for cuts in funding. We show a similar relationship in observational data using a nationally representative survey from Cooperative Congressional Election Study. State governors’ approval is lower in states where tuition levels increased recently, and the relationship is moderated by the visibility of government in tuition-setting. By demonstrating that policy makers face repercussions for rising tuition but are able to avoid blame in certain conditions, we contribute to scholarly understanding of preferences of policy makers in higher education.

Needed MIS Competencies to the Job Market: Students’ Perspective

The purpose of this paper is to investigate and identify the sets of competencies that are commensurate with employability requirements. The study follows a quantitative, deductive, and positivist approach. A sample of 62 Lebanese students majoring in management information technology and management information systems (MIT/MIS) was selected conveniently based on the participants' willingness to participate. Students belonged to three Lebanese universities. The research capitalizes on a survey questionnaire divided into three sections. The first section includes knowledge questions, the second section constitutes five parts that address different sets of competencies, and the third section constitutes demographics. Questions and statements followed different styles. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. The validity and reliability of the questionnaire were very favorable. Results identified seven factors, each factor constituting 3 to 10 elements. These were condensed using a variable transformation technique and obtained weighted sums modeled using regression analysis. As a result, a competency model was assessed based on the students' current competencies against the necessary employability competencies. The research outcomes serve as a boost to the MIT/MIS competencies theoretical foundations in the context of Lebanon. Moreover, results, though not generalized, serve as an eye-opener for future research. Several recommendations posit the implications to policymakers in higher education and employers in the ICT sectors and other technology-based companies.

The Effect of Self-efficacy and Course Design Quality on Students’ Satisfaction with Online Courses: A Structural Equation Modeling Approach

Students’ satisfaction with online courses is considered as one of the most critical components in the continued use, as well as, adoption of e-learning applications. The study aimed at determining and analyzing the constructs that affect students’ satisfaction. It examined the effect of students’ self-efficacy and the quality of course design on students’ satisfaction, mediated by their attitudes toward online courses. The study was conducted at University of Ha’il. Responses of 202 students were used for the data analysis. The collected data was analyzed using two steps in AMOS: The proposed measurement model was developed using confirmatory factor analysis (CFA), and the relationships were examined using structural equation modeling (SEM). The results revealed that both students’ self-efficacy and the quality of course design had a significant positive effect on students’ satisfaction, mediated by their attitudes towards online courses. The outcomes of this study can help decision-makers and policymakers in higher education take essential steps to enhance students’ satisfaction with online courses and ensure that they continue to be used.

Crossover of Engagement Among Academic Staff and Students During COVID-19.

Globally, the pandemic had adverse consequences on the engagement and overall well-being of individuals. From a positive psychological perspective, this study drew on processes of social exchange, Kahn's theory on personal engagement and crossover theory, to explore the impact of mutual influences among academic staff and students on the engagement of both parties. Subsequently, the study explored the positive outcomes of engagement for both academic staff and students. Purposive, non-probability sampling was used, and cross-sectional data were collected through electronic surveys. The sample consisted of a total of 1594 students who were nested within 160 academic staff members. Findings highlighted the influence of interpersonal factors such as high student leader-member exchange on student engagement and the impact of students' lack of reciprocity on the emotional engagement of academic staff. Findings further revealed that student engagement was positively related to a deep-learning approach and negatively related to a surface-learning approach. Furthermore, this study found a positive significant association between the emotional engagement and the psychological well-being of academic staff. Against the backdrop of the COVID-19 pandemic and to reduce the negative psychological and behavioural challenges resulting from the pandemic, this research intended to inform policy-makers in higher education of the impact that mutual influences among academic staff and students have on their engagement and the benefits of engagement in cultivating a culture of life-long learning among students and improving the psychological well-being of academic staff.