Institutions Of Higher Learning Research Articles

Factors that Influence Customer Loyalty in Online Banking Among University Students

Banks confronted tough competition in acquiring and maintaining consumers with their e-banking platforms due to the rising rate of use of e-banking systems. Essentially, improving e-banking service quality is seen as the best strategic strategy for increasing client loyalty to the e-banking system. The purpose of this paper was to empirically investigate a comprehensive mechanism for enhancing customer loyalty toward e-banking platforms via e-banking service. Reliability, website design, privacy and security, and customer service and support were the dimensions used. The objectives of this research included exploring relationships between factors such as customer satisfaction regarding online banking, reliability of service, quality and performance, service privacy and security in transactions, website design and its use, and the service and assistance in the usage, and customer loyalty. The respondents were among part 2 to part 5 students from Human Resources Studies in a higher learning institution. The researcher distributed the questionnaire to the respondents through the online method using social media accounts like WhatsApp, Instagram, and Telegram. The findings of the research included that, value and relevance were insights strategies to develop loyalty among student users. This included development and promotions with products like educational loan assistance, scholarship tracking tools, budget budget-friendly debit cards with student-specific features. Rewards, points, and other incentives should be used to make sure that online banking is being used frequently. Plugging the site along with its social features through a community forum made sure the students provided peer-to-peer support in sharing financial tips and experiences.

The Influence of Graph Theory Approach in Preventing Cheating at Higher Learning Institution: A case of Institute of Accountancy Arusha

Academic dishonesty has been more common in recent years, both through self-reported and detected cases, which has brought significant attention to the issue of cheating in educational settings. Students often cheat for a variety of reasons, including lack of study time, unclear learning objectives, fear of failing, peer pressure, and parental pressure for academic success. Students who rely on plagiarizing answers miss the opportunity to build their skills and may face challenges in job requirements. The problem of cheating / copying the neighbor's works during the examination is particularly well known. With graph theory especially graph coloring, it is proposed to develop the students' sitting arrangement that can be the solution of cheating. An experimental case study focuses on three master's programs, three bachelor's degree programs, three diploma programs, and three certificate programs at the Institute of Accountancy Arusha. This is done when one room or a venue is assigned to two or more programs with different backgrounds depending on the size of the room. The result shows that using graph coloring has reduced the tendency of students to copy or ask questions from their neighbors in the examination room. Based on the assessment of graph theory's effectiveness in preventing cheating at the Institute of Accountancy Arusha, several recommendations can be made. First, the institution should invest in developing a comprehensive data collection system that captures relevant information such as seating arrangements, student interactions, and exam performance patterns. Collaboration with other institutions in implementing similar technologies could also create a shared knowledge base and lead to best practices in academic integrity. Finally, continuous monitoring and evaluation of this system should be conducted to refine its processes and adapt to new cheating technique.

The Challenges of a Lecturer in a Higher Learning Institution (HLI) in Malaysia

The Challenges of a Lecturer in a Higher Learning Institution (HLI) in Malaysia

Research on the impact of WTO trade policy review mechanism (TPRM) on the employability of Chinese college students during the economic structural transformation of its member countries

The WTO TPRM is a very important machinery where the WTO members submit for evaluation their trade policies and structures as well as their economic reforms. This research used secondary evidence from employment reports, government statistics and various industry research and employed expert policy and economic opinion. It analyses employment rates prior to and after the implementation of the “mass entrepreneurship and mass innovation” policy and the policy of integrated enterprise-school and university-enterprise. In total, the general sample consists of 500 students half of whom are male and the other half are female. The employment rates stands at an average of 78% among the students. In terms of the standard deviation, the figure is equal to 9.3% which he described as moderate variability of employment outcomes. . Similarly the analysis reveals a positive relationship between GPA, entrepreneurial intention and participation in vocational programs on employability ( p < 0. 001). The coefficient for entrepreneurial intention is especially significant (β = 0. 38), which means that students, who had entrepreneurial intentions, are more likely to be employed. Employment prospects for college students were found to be especially enhanced through adoption of the above policies showing a very strong implication of education and training to economic needs especially during structural change. This study has implication for policy formation and course offering for higher institutions of learning to enhance the employment status of graduates in the current world economy.

Holistic maintenance management for higher learning institution buildings in Tanzania

PurposeThere have been claims of inadequate maintenance practice in Tanzania’s higher learning institutions (HLIs), primarily due to the traditional conventional approach where maintenance is only addressed during the usage stage. This study aimed to investigate whether universities and colleges are adopting a holistic approach to maintenance, where it is considered from the inception stage.Design/methodology/approachStructured questionnaires and semi-structured interviews were employed to gather quantitative and qualitative data, respectively. Through purposive sampling, 11 estate managers were selected, with eight of them responding to questionnaires. A comprehensive literature review was also conducted. Quantitative data were analyzed using the Statistical Package for Social Sciences (IBM SPSSTM) Version 20.0, while qualitative data were examined using Nvivo 12 Plus and in-depth analysis.FindingsThe study revealed that, maintenance in HLIs is only marginally considered in a holistic manner. In cases where it is “considered,” this is often by default rather than by design. This has led to maintenance challenges, such as the accelerated deterioration of components, the incompatibility of new maintenance materials with the old ones and difficulties in adapting spaces to meet emerging user requirements. The most frequently occurring words in the word cloud, “considered” and “maintenance”, underscore the necessity of adopting a holistic approach to maintenance management.Research limitations/implicationsThe study was confined to HLIs in the Dar es Salaam region.Practical implicationsThe findings from this study offer valuable insights for maintenance experts implementing holistic approaches in Tanzanian universities and colleges. Top management should focus on proper planning (including maintenance plans and budgets) and decision-making regarding maintenance management. Additionally, the Government of Tanzania may consider implementing policies requiring designing teams to adopt a holistic approach to maintenance before approving building permits.Originality/valueTo the best of the authors’ knowledge, this is the first study to examine whether universities and colleges consider maintenance from a holistic perspective.

Carbon Emission from Transportation in Higher Learning Institutions: A Case Study at Universiti Tun Hussein Onn Malaysia

The carbon emissions stemming from transportation within the campus environment pose a significant challenge to mitigating climate change and environmental degradation. At Universiti Tun Hussein Onn Malaysia (UTHM), transportation, particularly by staff and students, has been identified as the primary contributor to greenhouse gas emissions. This study aims to assess the total carbon emissions from transportation at UTHM and analyze trends over three consecutive years (2021 to 2023). Data were obtained from the Traffic Unit of the Security Department, encompassing vehicle counts and traffic surveys conducted across five roads within the UTHM Campus. The findings revealed a concerning escalation in carbon emissions over the study period. In 2021, transportation activities accounted for 947.64 tCO<sub>2</sub>e, which surged to 1568.42 tCO<sub>2</sub>e in 2022 and further increased to 1679.88 tCO2e in 2023. Notably, Persiaran Tun Ghazali Shafie emerged as a hotspot area for carbon emissions in 2023, experiencing a staggering 95.76% rise compared to 2021, with recorded emissions of 610 tCO<sub>2</sub>e. The average carbon emissions across the five surveyed roads in 2023 soared by 73.84% compared to 2021, indicating a persistent upward trajectory in emissions. These findings underscore the urgent need for sustained carbon emissions monitoring and mitigation efforts at UTHM. Continuous assessment by UTHM authorities is imperative to identify and implement effective strategies for curbing carbon emissions within the campus environment. UTHM can be pivotal in fostering a more sustainable and environmentally responsible campus community by prioritizing emission reduction initiatives.

Digital Skills’ Impact on the Use of Digital Learning Tools

Innovations and developments in the ICT sector drive significant changes in how higher education institutions (HEIs) execute their teaching and learning processes. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning. However, they have faced many challenges related to using these tools. Various tools have been introduced, not only for teaching and learning but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. Social media, however, is more utilised than digital learning tools, causing major concerns because users appear more interested in social media tools to perform academic activities than in digital learning tools. Students entering the university spaces are often comfortable using their phones but less comfortable using laptops or PCs. These, however, are the primary devices used in digital classrooms at institutions of higher learning. The basic ability to use them is crucial in succeeding in today’s digitised e-learning classrooms. This study investigates the impact digital literacy could have on using digital learning tools in HEIs. The study employed quantitative research methods using a survey developed and distributed to university alums to assess their digital skills upon entering their studies and how this impacted their learning experience. The participants were recruited from two public universities and one private university in the Eastern Cape. The purpose of the study was to formulate a checklist, based on the analysis of the data collected, that will inform the digital literacy factors impacting the use of digital learning in HEIs. While the study acknowledges that different students have different learning needs, it was still possible to create a solution through the suggested checklist consisting of eight (8) interventions developed to guide universities in improving the use of digital learning tools in their institutions.

Appraisal of Transition Challenges and Adjustment of First-Year Students at a Nigerian University

Advancement in educational pursuit seems to be an ideal dream for the majority of students preparing to leave secondary school to enter university. Students at this stage have conceptualized courses and professions they would like to follow, the types and names of universities they would like to attend, and are mostly overwhelmed by the euphoria of leaving secondary school for university without the knowledge of the demands, the challenges and the expected behavior awaiting them in their envisioned dream of an institute of higher learning. Purpose: This paper appraised the transition challenges and adjustment strategies of first-year students in Obafemi Awolowo University, Ile-Ife, Nigeria. Methodology: A descriptive survey research design was employed. A simple random sampling technique was used in selecting five of the eight departments in the Faculty of Education. A convenience sampling technique was used in selecting 200 participants in the departments selected for the study. A questionnaire titled ‘First Year Students Transition Challenges and Adjustment Questionnaire’ (FYSTCAQ) made up of four sections was used to obtain data from the sample. Results: The findings showed that first-year students experience transition challenges among which are cultural, social and economic. Separation, identification, and integration into the university lifestyle were coping strategies employed by the first-year students. Conclusion: Raising the consciousness of the university community (management, lecturers and non-teaching staff, and even older colleagues) to render necessary assistance, provide necessary support, and motivate first-year students to develop workable strategies that will help them cope with the university demands were recommended.

Factors for Effective Curriculum Implementation in Higher Learning Institutions in Tanzania

Globally, higher learning institutions face challenges in successfully implementing curricula to enhance student learning. This study investigated factors for effective curriculum implementation in higher learning institutions in Tanzania, particularly (i) to examine the extent to which factors (characteristics of lecturers and institutions, the curriculum itself and governmental support) contribute to effective curriculum implementation and (ii) to assess the relationships among the factors contributing to effective curriculum implementation. This study employed a quantitative research approach and a descriptive research design. A total of 251 students from four fields of study at the Institute of Accountancy, Arusha, were selected via simple random and stratified sampling techniques. Statistical Packages for Social Sciences version 26.0 was used to compute the mean, standard deviation, independent samples t test, one-way analysis of variance (ANOVA) and correlation from the data collected through the questionnaire. Guided by ecological systems theory, the findings revealed that the majority of students (80.5%) perceived that lecturer and institutional characteristics, the nature of the curriculum, and governmental support contributed to effective curriculum implementation. Furthermore, there were positive relationships among the study factors, with the highest correlation between the nature of the curriculum and institutional characteristics. On the basis of these findings, the study recommends considering factors related to lecturer and institutional characteristics, the nature of the curriculum, and governmental support to effectively implement curricula and improve student learning in higher learning institutions.

Effectiveness and Preference of Recognition Strategies for Academic Staff Retention among Selected Private Higher Learning Institutions in Tanzania

This study soughht to establish effectiveness and preference of recognition strategies for academic staff retention among selected private higher learning institutions in Tanzania. The study used the descriptive research design. Out of the population of 180 potential participants, 132 were sampled and only 119 filled a questionnaire and a few were interviewed. Data was treated through descriptive statistics and thematic approach. The study concludes that members of the academic staff are interested being recognized by their employers even through informal and low cost methods. Therefore, the study recommends that each private HLIs in Tanzania considers formulating policies that take into account recognition strategies for retention of its members of academic staff. Some of these strategies could be sponsoring long training and career development opportunities. This will motivate the academic staff to stay and attract new comers to join.

Realigning Education for Developments in the Institutions of Higher Learning

This paper sought to highlight and discuss the immediate need to realign education for developments in the Institutions of Higher Learning (IHL). Through research that has been covered worldwide, education is one of the most important pillars of any country’s development. It is therefore imperative that the education sector needs to be realigned in line with the developments taking place with the modernization of general business to industrial and technical development for the better benefits and outcomes. This realignment for development will be underpinned by highlights and a discussion from Education 1.0 to the present Education 5.0 as a standard for developments in the institutions of higher learning. Education 5.0 is highly rated in terms of its association with the current business needs and integration with the industrial and technological developments. Institutions of higher learning ought to adopt the use of modern industrial and technological revolution like artificial intelligence, robotics and data analytics as they provide an immersive and interactive learning environment that focuses on student development in society and nation at large. The representative sample consisted of ten (10) participants who were selected from two higher learning institutions in Eswatini. Data generation 2 tools such as in-depth face to face interviews and document analysis were used in this study. A qualitative approach anchored on a philosophy of phenomenology and an interpretivism paradigm was employed to guide the research methodology. Thematic Analysis was used to analyse data. One of the key findings of the study was the failure to know how realigning education for developments in the institutions of higher learning would contribute to the economic development, human capital and social development of Eswatini. Another key finding from the study was that education and businesses are interlinked with each other whereby technology enhanced and improved the quality ...

Role of Policy in the Management of Smartphones among Undergraduates in Nigeria Higher Institutions of Learning

Smartphones have become a necessity in today’s world. Majority of our undergraduate students make use of their smartphones to take notes in their classes, do assignments and other class related works. Studies and observations have shown that students use their smartphones for other activities like online frauds, visit to sites that can corrupt their minds and even waste their precious time on video watching, streaming and downloading of inappropriate materials and films that are injurious to them which eventually have a negative impact on their studies. In view of the aforementioned, the formulation of policies to guide the management of smartphones by undergraduate students in our higher institution of learning is therefore very germane at this time. It has been postulated that Policy makers should ban the use of smartphones among the undergraduate students in our higher institutions of learning but some other concerns are of the opinion that it should not be banned but regulated. Customized tabs with WIFI capabilities should be provided to enable students to go online for their research activities and classes thereby restricting them to their academics and prohibiting them from accessing forbidden sites. Institutional customized tabs will block some harmful materials and prevent them from unnecessary sites. Institutions should also allocate fixed megabytes to students for their educational programs. This will inculcate discipline into the minds of the students and make them to use their online allocations for necessary things.

Transforming Higher Education Towards Economic Development: A Zimbabwean Case Study

This study is a systematic review of research on higher education in Zimbabwe, in particular, it assesses the contribution of higher education towards engendering socio-economic development. This is achieved through identifying higher education activities prioritised in research during the study period which spans a three-year period from 2021 to 2023. This period comes just after the introduction of Education 5.0, which includes innovation and industrialisation. Furthermore, the articles are assessed on whether they address socio-economic development issues. A total of 41 abstracts of research articles were subjected to qualitative content analysis. The findings reveal five major activities that research has focussed on in priority order: teaching and learning; quality in education; management operations and policy; knowledge and research; and equity and equality. Furthermore, while the analysis indicates that the prioritised activities contribute towards socio-economic development, the nuances of balancing political, individual and epistemic priorities affecting higher education institutions are brought to the fore. The identified activities underscore the need for interventions at national, institutional, departmental and individual lecturer levels. However, there are concerns about the de-prioritisation of gender equality and equity in higher learning institutions in Zimbabwe. In conclusion, the research topics not only highlight the complexities and the dynamics faced by higher education institutions in Zimbabwe in playing their expected role of contributing to socio-economic development but also the need to foreground specificity to allow for the identification of effective interventions and processes required to support higher education’s goal of contributing towards economic growth. The study further concludes that the neglect of equity and equality issues may be detrimental to educational outcomes geared towards economic growth.

Challenges in Maintaining Quality Assessments in Higher Learning Institutions: Experiences from Selected Tanzanian Universities

This study was conducted to assess the extent to which universities in Tanzania ensure quality in assessments and identify challenges facing the whole assessment process. Literature showed a poor linkage between university graduates and industry whereby some graduates were reported to be lacking essential skills expected of them beside of having good results. This situation motivated the researcher to conduct this study being guided by TQM theory. The study adopted a convergent parallel design which allowed a collection of both qualitative and quantitative at a go. The study targeted lecturers, examination officers, heads of departments and quality assurance directors from universities offering teacher education in Tanzania. Stratified convenience and purposeful sampling techniques were used to select 48 lecturers, 4 examination officers, 4 heads of departments and 4 quality assurance directors from four universities. Questionnaires and in-depth interview guides were used to collect data. Quantitative data were analyzed in frequencies and percentages while the analysis of qualitative data was done in themes and its presentation was done narratively being supported by direct quotations. The study found out universities to be striving to improve quality in final examinations but doing less in formative assessments. Large classes and workloads on the other side were found to be the challenges facing the assessment process. The study recommended for universities to extend the moderation process to the continuous assessments and develop policies that will make lecturers maintain quality in the assessment process.

Devastating effects of gender inequality on female students in South African higher education

Gender inequality is a concept of much relevance and is continuously gaining momentum. The diversification of different genders is pivotal to be able to address the effects of gender inequality. Globally, gender inequality has attracted a lot of interest and has huge effects on the social, academic and psychological. Although there is a nurturing environment for gender inequality, it is important to neutralize the playing fields for all genders to avoid negative effects on the victims of this phenomenon. The aim of this paper is to investigate the effects of gender inequality on South Africa’s higher education Students. It further seeks to challenge the perception contributing to gender inequality. Gender inequality is a universal problem affecting students throughout institutions of higher learning. The study used the qualitative research approach with exploratory research design adopted for the paper. The paper explored the effects of gender inequality on students from higher education institutions in South Africa. A sample of 15 students from institutions of higher learning who have been exposed to gender inequality was chosen for data collection process. A semi-structured face to face interviews was used during the data collection process with purposive sampling used to select participants to the study. The study used thematic content analysis to analyze data. The study applied feminist theoretical framework to understand the effects of gender inequality.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Navigating the Contradictions of ePortfolio Implementation: A Practice-Based Approach Through the Lens of Activity Theory

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

From high-school sciences to university accounting in South Africa: how prior learning affects students’ success

Enrolling students in accounting programs based on their proficiency in English, Mathematics, and Accounting is a prevalent practice in many South African institutions of higher learning. However, certain institutions admit students into accounting programs based solely on their proficiency in English and Mathematics. This study posits that such students encounter challenges in acclimating to the accounting science milieu, consequently impeding their academic success. The research draws from the assessment of 112 first-year BCom (Bachelor of Commerce) Accounting Sciences students during the 2023 academic year. The findings affirm that students enrolled based on competency in Accounting, English, and Mathematics outperform those enrolled solely based on English and Mathematics competency. This underscores the necessity for further investigation into the determinants of success among students in accounting programs. Nonetheless, the study corroborates that self-determination and proactivity are significant contributors to success, notwithstanding students' lack of prior exposure to accounting principles.

Embracing Christian Values: Positive Relationships and Academic Achievement in Higher Education

<p class="abstracttextDILIGENTIA">This literature review and analysis intricately examines the dynamic interplay between educators and students within the realm of higher education, with a keen focus on the spiritual dimensions elucidated by Christian principles and biblical wisdom. Rooted in the fundamental belief that education embodies a sacred journey, this study delves deep into the profound impact of positive relationships on both academic achievements and spiritual maturation. By establishing meaningful connections between contemporary educational practices and timeless biblical teachings, the research sheds light on how Christian virtues, such as love, compassion, and empathy, serve as foundational pillars in cultivating a spiritually enriching learning environment. The synthesis of empirical studies, theoretical frameworks, and biblical insights not only enhances our understanding of the transformative potential of positive relationships in higher education but also underscores their pivotal role in fostering holistic development on a spiritual level. Through this comprehensive exploration, the study contributes significantly to the discourse on the symbiotic relationship between academic success and spiritual growth, emphasizing the importance of nurturing positive relationships as a cornerstone of holistic education in higher learning institutions.</p>

Assessing the Survey Dataset on Employment Status of Students before Graduates in Malaysian Public Higher Learning Institutions in Selangor

Employment status of student in Malaysian Public Higher Learning Institution play significant role in identified the marketability of university student in the industry. However, there are also a group of university students who began their employment before graduating from university. The increase of tuition fee charge, insufficient financial support, experience, and networking are the factor contributed towards the employment of student before graduation in Malaysian Public Higher Learning Institution, particularly in Selangor. Therefore, the purpose of this study to examine the employment status of student before graduates in various sector at Malaysian Public Higher Learning Institution in Selangor. The quantitative research approach has been adopted in exploring the topic of this study by using the survey dataset approaches. Almost 2,489 university students have participated in this study. The findings show 593 university students actively have occupations during their study either undergraduate or postgraduate student. Through the findings, the university student has actively sought the job opportunities before graduation in university for their livelihood especially after the post-pandemic Covid19 who affected all group of community particularly in Malaysia. The finding of this study will contribute to the government and private organizations to strategizing the action plan by providing the flexible time for the working student in adapting their study and career.