Public Higher Education Institutions Research Articles

Inclusive STEM education to fight poverty and inequality: The case of South Africa

Public higher education institutions (PHEIs) are considered public resources, yet equity in Science, Technology, Engineering, and Mathematics (STEM) fields within these institutions remains a global concern. The South African government acknowledges the importance of STEM education for all, yet its inclusivity and impact on the socioeconomic advancement of disadvantaged groups remain minimal. In contrast, highly privileged groups in the country benefit significantly more from STEM education. This paper aims to analyze and better understand the inclusivity of historically disadvantaged groups within STEM fields at public universities in South Africa. It seeks to provide policymakers with valuable insights into the country's current initiatives and efforts toward fostering inclusive STEM education in public higher education. The paper finds that historically disadvantaged groups have made strides in STEM educational participation in PHEIs, but the gaps persist. The authors argue that it is important for all concerned bodies to promptly harness and exploit the benefits of STEM education in a way that delivers its full potential benefits to the historically disadvantaged community.

Enhancing accountability through integrated reporting in public higher education institutions: international evidence

IMPACT This article examines whether the integrated reports of higher education institutions (HEIs) take into account the guiding principles of the International Integrated Reporting Council (IIRC) framework. In terms of reliability and integrity, the empirical results show the lowest disclosure score, suggesting that there is still considerable room for improvement. Commitment to stakeholder guiding principles had the second lowest disclosure score due to the limited communication channels for public HEIs and the identification of key priorities in response to stakeholder demands. Public HEIs need to promote stakeholder engagement and create more holistic value for stakeholders to improve accountability. In addition, the authors found that the concept of materiality is still unclear, and its definition may therefore vary depending on the guidance and disclosure in the reports. The results serve as a roadmap for extending integrated reporting to policy-makers and as a guide for organizations planning to implement integrated reporting.

Competency of TVET Lecturers in Digital and Automation at Public Higher Education Institutions in IR 4.0

Competency of TVET Lecturers in Digital and Automation at Public Higher Education Institutions in IR 4.0

Evolving higher education: Socioformation impact on quality assurance in the knowledge society era

This study assesses the implementation of socioformation in Public Higher Education Institutions (HEIs) in Mexico, exploring its impact on the quality of education in the knowledge society. With a sample of 150 educators, gender-balanced (44.7% female, 55.3% male), and an average age of 43.7 years, the research employed a validated socioformative rubric. Significant progress was observed in analytical and creative thinking, while areas related to living conditions and entrepreneurship education showed slower development. The findings highlight the advancements in socioformation but advocate for further research, including classroom observation and student evidence collection. Gender differences, communication, and leadership emerged as critical factors influencing socioformation implementation. Women demonstrated deeper comprehension of the educational model, willingness to adopt innovative strategies, and emphasis on socioformation axes. As educators gain experience, their adaptability to new pedagogical approaches increases. The study underscores the universal relevance of effective communication, leadership, and stakeholder involvement in successful educational model implementation. The research contributes valuable insights, emphasizing the importance of openness to new approaches and collaboration to prepare students for the challenges of the evolving knowledge society.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Mediterranean Food Pattern Adherence in a Female-Dominated Sample of Health and Social Sciences University Students: Analysis from a Perspective of Sustainability.

The goal of this pilot study is to evaluate adherence to the Mediterranean Food Pattern (MFP) in a self-selected sample of university students, addressing a perspective of food sustainability. In addition, it seeks to relate adherence to MFP with sociodemographic characteristics and nutritional status. This is a cross-sectional pilot study whose data collection was carried out by an online questionnaire between January and April 2023. Two hundred and forty-eight students participated-most of them were female (78.2%), had a median of 22 (20; 30) years, resided in the central region of Portugal (42.3%), and were pursuing a degree (73.4%) in a public higher education institution (66.5%). The prevalence of overweight (overweight and obesity) found was 33.1%. Females predominantly used olive oil as their main source of fat (95.9%, p = 0.009) and had a higher consumption of sugary drinks (81.4%, p = 0.004) compared to males, who reported usage rates of 85.2% and 63.0%, The median score of the Mediterranean Diet Adherence Screener was 7 points, presented with an interquartile range (Q1: 6, Q3: 8), indicating moderate adherence. The analysis showed no differences between the sexes (p = 0.087). There was also a negative correlation between adherence to the MFP and the body mass index (p = 0.007; r = -0.171). In addition, adherence to the MFP was associated with the area of study and the course attended, with students in health-related fields showing higher adherence. These findings underscore the necessity for targeted interventions aimed at promoting adherence to the MFP among university students, which could contribute to improved health outcomes and enhanced environmental sustainability.

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.

Morphology of mergers and their impact on performance and accounting metrics in HEIs: evidence from a small European country

ABSTRACT The purpose of this study is to analyze the structural elements from mergers in higher education institutions (HEIs) of a small European country, Greece, and evaluate how merger morphology is related to performance criteria and ratios imposed by the Greek state. More specifically, this study provides a depiction of ten mergers of HEIs in Greece that were introduced by the state in order to absorb the previously existent thirteen technological educational institutes (TEIs) from Greek universities. The morphology of mergers is provided by examining several factors, such as: type of merger (merger by absorption or consolidation); type and number of entity involvement (two-partner or multi-partner); geographical area of newly formed HEIs (single-campus or multi-campus), with provision of number of campuses in different cities, etc. These merger characteristics are associated with the HEI performance in the post-merger era, and their performance is evaluated with public accounting metrics and funding on specific ratios imposed by the Greek state. The results provide evidence that public HEIs in Greece throughout the process of joining entities have demonstrated different levels of synergies after mergers, in terms of state funding, with better results for the case where there are campuses in three different cities. Also, this study supports that a state initiative for legislative intervention in HEI mergers could lead to different levels of synergies. Last, this study tries to provide new knowledge for the gap of economic impact of mergers’ characteristics of HEIs and offers an open framework for further research on a fruitful area.

Tourism Student Satisfaction with Extra-curricular Activities in a Public Higher Education Institution in the Philippines

Higher education institution (HEI) is viewed as a significant driver of individual and national prosperity. HEI in the Philippines like Mindoro State University (MinSU), the only university in the province, delivers student development services that are designed for the exploration, enhancement, and development of the student’s full potential for personal growth, leadership, and social responsibility through various institutional and student-initiated activities. Recognizing this, MinSU is focusing on meeting its students’ needs, expectations, and satisfaction, the ultimate beneficiaries of the educational experience. This study assessed the satisfaction of tourism management students with extra-curricular activities (ECAs) during the academic year 2023-2024. Employing a mixed-methods approach, the study utilizes a quantitative survey to gauge overall satisfaction and identify areas of strength and weakness. Additionally, qualitative interviews provide an in-depth exploration of student experiences, allowing them to articulate the “why” behind their satisfaction levels and let them make recommendations. Findings show students prioritized participation in cultural ECAs that provided opportunities to showcase their talents and creativity, contributing to reduced academic stress. Additionally, to improve student preparedness, the Council of Tourism Students Organization might consider a phased implementation of the existing SCALE program for the next semester. This study provides the factors that contribute to student satisfaction with ECAs, ultimately for the development of more engaging and enriching action plans that enhance the holistic experience towards student-initiated activities for lifelong learners as the future tourism industry workforce.

Emotional intelligence and knowledge-sharing behavior: exploring the dynamics of emotional intelligence on knowledge exchange among filipino academics

The increasing complexity of academia and the growing recognition of knowledge as a critical organizational asset have put knowledge-sharing behavior at the forefront of research and practice. This study investigates the relationship between emotional intelligence and knowledge-sharing behaviors of 167 academicians from public higher education institutions in the Philippines. The researchers utilized a descriptive-correlational research design, employing Pearson product-moment correlation to establish the relationship between the variables. Results of the study show that most academicians have average emotional intelligence, which may impact sharing their knowledge with their peers and the rest of the academic community. As to their knowledge-sharing behaviors, academicians convey their thoughts and expertise to their departments and colleagues, but their publications and knowledge-building contributions to the community remain insignificant. The study also indicates that academicians' knowledge-sharing behavior is associated with their emotional intelligence. These results have implications for individual academicians and institutional management, as they can improve their professional development, leadership, and teamwork.

Reducing budgetary slack through government internal control system: insights from structural equation modelling and artificial neural network approach

Research aims: This study investigates the important role of Government Internal Control System (GICS) elements in reducing budgetary slack in Public Higher Education Institutions (HEIs).Design/Methodology/Approach: Partial Least Squares Structural Equation Modelling (PLS-SEM) and Artificial Neural Network (ANN) were used to test the significance and strength of the relationship between GICS and budgetary slack. Survey data was collected from managers of Public HEIs in Indonesia. Statistical analysis was conducted using WarpPLS 8.0 for PLS-SEM, while ANN was implemented using SPSS.Research findings: Government Internal Control Systems are effective in reducing budgetary slack. However, the relationship between elements of ICS and budgetary slack is not always linear and can be influenced by interactions between elements.Theoretical contribution/Originality: This study contributes to the literature on management accounting by providing insights into a more complex process that explains the vital role of effective implementation of GICS in Public HEIs in reducing budgetary slack in the budgeting process.Practitioner/Policy implication: This study demonstrates that the Government's Internal Control System effectively reduces budgetary slack in Higher Education Institutions. Therefore, practitioners should strengthen GICS implementation, particularly focusing on the control of the environment and recognizing the complex interplay between GICS elements. Furthermore, policymakers should prioritize strengthening regulations and oversight, encouraging innovation, and integrating GICS with other systems to enhance accountability and resource allocation.Research limitation/Implication: Collecting data through questionnaires may lead to common method bias. This can be mitigated by the implementation of a longitudinal design and the collection of data at a number of points in time.

Strategical Pedagogy for the Development of Socio-Emotional Competences in Nursing Students.

Socio-emotional competencies (SECs) are essential for the quality of nursing practice. This study aimed to understand the pedagogical strategies provided by universities for the development of SECs in Brazil, as perceived by nursing students. This is a descriptive, exploratory study with a qualitative approach involving 57 nursing students from a public Higher Education Institution in Brazil. Data collection was conducted through focus groups, and interpretation was carried out using inductive thematic analysis. The pedagogical strategies identified were categorized as follows: those offered by the curriculum matrix, those provided by the Nursing course department, those made available by the university as a whole (involving all courses and students), and the challenges related to the development of socio-emotional competencies. This study revealed a deficit in the integration of SECs in the curriculum, highlighting the need for curricular restructuring and discussions on this topic. Equipping students with socio-emotional competencies during their training can help address these gaps, fostering greater resilience and self-care capabilities among nursing professionals.

Broadband Services Quality of Experience on Public Higher Educational Institution Users: A Research Direction

Internet access is crucial in facilitating effective learning and communication. However, disparities in internet quality persist, especially within Public Higher Educational Institutions (PHEIs). Despite efforts by broadband providers to enhance services, complaints regarding quality persist among students and staff. Thus, this research aims to investigate users' Quality of Experience (QoE) with broadband services in PHEI campuses, focusing on coverage, service quality, reliability, and usability. Additionally, it seeks to identify user preferences and usage patterns, correlate broadband quality with user satisfaction, and propose improvements. A comprehensive methodology integrating qualitative and quantitative approaches, including surveys, and interviews is proposed. The implications of this research extend to regulatory and policy actions, including infrastructure improvement, ensuring quality of service, supporting online learning, and encouraging research and innovation in broadband technologies. This study aims to inform stakeholders and contribute to enhancing broadband access and quality in PHEIs, ultimately improving educational outcomes and experiences.

Student-Related Factors & Adoption of E-learning in Higher Educational Institutions

The adoption of e-learning in public higher education institutions has become essential, driven by technological advancements and the global pandemic (COVID-19). This research article examines student-related factors that influences e-learning adoption in the institutions of higher learning, with special reference to the Masinde Muliro University of Science and Technology. A correlational research design, framed within the Unified Theory of Technology Adoption, was employed. Further, logistic regression analysis was conducted on data from 322 fourthyear students across 10 faculties. Findings reveal that mature students, aged 31-35 and above, were 56% and 12% more likely to adopt e-Learning than younger students. Male students were twice as likely to adopt e-Learning as their female counterparts, while students from the School of Computer and Information were twice as likely to adopt it compared to those from the School of Education. Practical implications include promoting peer-to-peer tutoring and fostering a positive attitude toward e-learning. These findings offer valuable insights for enhancing the uptake of e-Learning, providing institutions with knowledge to support student engagement and inform policy development.

Intersectionality and Women Academics in Indian Higher Education

Globally, women's representation in higher education has increased rapidly, leading to a dramatic rise in female labor force participation. In India, despite achieving gender parity in access to higher education, progress in closing gender gaps in the labor force remains unsatisfactory. Similar to enrollments in higher education, the percentage of women who pursue careers in higher education as faculty also reflects gender parity within faculty compositions. Women's representation in senior academic positions, however, is negligible, with less than 10% of institutions led by women and fewer than 30% holding professor positions. This study explores the experiences of three female academicians working in public higher education institutes in Delhi, India. Through an intersectional lens, it delves into the complex challenges arising from the interaction of multiple societal identities among Indian women academicians. The analysis highlights the obstacles women face at different stages of their careers, from enrollment and recruitment to career progression in higher education. The study finds that women's motivation and self-belief are crucial in navigating these challenges. Additionally, a conducive environment, supportive leadership, and flexible work schedules are pivotal in facilitating women's advancement in academia. This research contributes to the existing body of knowledge on Indian women in academia, emphasizing intersectional identity and lived experiences.

Social Media Use and Academic Performance Among Students at Pahang’s Public Higher Education Institutions: A Correlation Study

Social Media Use and Academic Performance Among Students at Pahang’s Public Higher Education Institutions: A Correlation Study

A mixed design study on challenges and experiences with gender diversity management in Ethiopian public higher education institutions

PurposeThis study explores the challenges and experiences associated with managing gender diversity in Ethiopian public higher education institutions (HEIs) to inform policies and practices for promoting gender equality and inclusivity. Therefore, examining and shedding light on the challenges and experiences of GDM in Ethiopian public HEIs is the main goal of the research, which also aims to make suggested improvements. It focuses on the perspectives of vice presidents, student deans, instructors, gender office deans and students from HEIs.Design/methodology/approachA mixed methods approach was used, with 395 respondents providing quantitative data and 34 respondents contributing qualitative data. Data collection involved four instruments: a survey questionnaire, interviews, observation and document analysis.FindingsThe study reveals diverse challenges and experiences related to gender diversity at the selected five Ethiopian public HEIs. Positive and negative instances of gender diversity management (GDM) were documented, highlighting the complexity of the issue. Despite the challenges, the study identified insightful scenarios that offer potential solutions.Originality/valueThis study is pioneering in its examination of the challenges and experiences of GDM in Ethiopian public HEIs. It provides a comprehensive understanding of gender diversity within the unique context of the Ethiopian HEIs.

Women leadership effectiveness and underrepresentation – a skills theory perspective in a Ghanaian public higher education institution

PurposeFrom a skills theory perspective, we explore the disparity between women's perceived leadership effectiveness and their underrepresentation in a public higher education institution (HEI) in Ghana. We identify the factors limiting women leaders' support and offer locally driven solutions.Design/methodology/approachA triangulated approach was used to analyse qualitative and quantitative data collected at a public HEI leadership workshop assessing perceptions of women leaders' education, communication, personality, emotional intelligence, skills and support dimensions. T-tests were used to test the perception variables, while thematic analysis elucidated factors contributing to women's underrepresentation in top positions.FindingsThe study found positive perceptions of female leadership, which differed among the genders, and the preference for female leaders stems from their perceived skills, abilities and education. However, religious and cultural beliefs perpetuate stereotypes that hinder women's advancement in leadership, which contradicts the skills-based approach to leadership.Practical implicationsCreating local awareness and support is necessary to reduce the fear of criticism and negative labelling from cultural beliefs hindering women from pursuing top leadership positions.Originality/valueThis study fills the literature gap on perceptions of women's leadership from a skills theory perspective. It contributes locally driven solutions to the challenges of underrepresentation of female leadership and women empowerment, providing local insights into female leadership effectiveness discourse.

The Influence of Leadership Styles on the Efficiency of Higher Educational Institutions in Himachal Pradesh

The primary objective of this current study is to conduct a comprehensive analysis of the ways in which various leadership styles influence the overall organisational effectiveness of higher education institutions. Furthermore, the goal of the research is to determine whether demographic variables have an impact on the evaluation of organisational efficacy and the perceptions of leadership of individuals within these institutions. Data were meticulously collected from a sample of 215 teachers in Himachal Pradesh, India, who held a variety of positions at both private and public higher educational institutions. This was done in order to attain these objectives. The results of this study provide compelling insights: Initially, it is clear that demographic variables, at least to a certain extent, influence perceptions of organisational efficacy and leadership within higher education institutions. These variables include, but are not limited to, age, gender, educational background, and years of experience. Secondly, the research emphasizes a substantial correlation between the organisational efficacy of these institutions and the transactional style of leadership. In the context of higher education in Himachal Pradesh, transactional leadership is a significant influence on organisational efficacy, as it is defined by a focus on structured rewards and explicit communication of expectations. These results enhance comprehension of the manner in which demographic factors and leadership dynamics interact to influence the operational efficiency of educational institutions in this region.

Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence

Purpose This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.