Impact Of Higher Education Institutions Research Articles

Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model

AbstractEntrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as a mediator. It also investigates the moderating role of individual differences and innovativeness between the entrepreneurship education in higher education institution and the entrepreneurship educational outcome, namely entrepreneurial intention. Also, the moderated mediation relationship between entrepreneurship education in a higher education institution and entrepreneurial intention is assessed. To conduct the cross‐sectional study, data was collected from 636 students perusing an entrepreneurship course at colleges affiliated with Bharathiar University in Coimbatore, Tamil Nadu (India). A questionnaire with 37 items is used to collect the data as ratings from respondents. The moderated mediation model is designed and tested using the bootstrapping method in the Hayes PROCESS macro model. According to the findings, the association between entrepreneurship education in higher education institutions and passion is negatively moderated by individual differences and innovativeness. Further, the study revealed that the combined effect of the higher education institution, individual differences, and innovativeness on entrepreneurial intention is mediated by passion. Context and implicationsRationale for this studyThis empirical research aimed to assess the impact of higher education institutions and the effect of passion, individual differences, and innovativeness in developing the entrepreneurial intention to support the educational experience of higher education institutions offering entrepreneurship education.Why the new findings matterThe findings of the study indicate that higher education institutions promote entrepreneurial intention through quality content, instructors, and an entrepreneurial environment that considers individual differences. However, controlled environments can negatively impact innovative students' entrepreneurial intentions, as learning passion indirectly influences entrepreneurial intentions.Implications for EducatorsThe educational institutions must provide a distinct entrepreneurial environment for students pursuing entrepreneurship programmes. Collaborative learning should be adopted to create huge differences in the skills, attitudes, and confidence levels of the students and to assess individual competence and team effort. Low or average‐skilled students can be motivated and encouraged to participate in entrepreneurial events inside and outside the institution, whereas highly competent students can be provided with real‐world business opportunities to launch new ventures, which may inspire and drive their peers.

Higher Education Institutions (HEIs) Influence on Individual Income Tax Revenue? Evident Using Secondary Data from Individual Income Tax Collection in Malaysia

This paper aims to examine the impact of Higher Education Institutions on individual income tax revenue compliance in Malaysia. To expect, higher educators have greater income tax compliance and in turn to increase individual income tax revenue. A quantitative approach utilizing secondary data obtained from Inland Revenue Board of Malaysia (IRBM) and Malaysian Ministry of Higher Education (MOHE), from year 2002 to 2017. EViews software was utilized to answer the objectives. Results discovered that student’s enrolment are significantly led to income tax revenue, at significant of 5%. However, both student’s intake and student’s graduate were shown negative impact on income tax revenue. Therefore, MOHE is encouraged to increase student enrolments, while improving the quality of higher education in Malaysia. In fact, graduates will become more knowledgeable and in turn to commit themselves in individual income tax revenue compliance behavior. Theoretical and managerial implications and limitation of the study are outlined.

The Impact of Higher Education Institutions in Low-Density Territories

This article highlights the relevance of the location of HEIs in low-density territories in Portugal, using the Polytechnic Institute of Portalegre as a case study. Based on the American Council Education model and following a surveying approach to faculty, staff, and students, this research accounts for the total spending of incoming academics, other nonlocal university members and their visitors, that positively impacts regional development. A demand-side approach was followed so that indirect and induced effects could also be estimated. The main aim of this research paper is to quantify the total impact arising from the location of the Polytechnic in a given region, measured by economic and social indicators such as the financial return from public funds invested in the region, the number of jobs created, and the impact on the local gross domestic product. The results show an impact of more than EUR 17 million in the territory where the Polytechnic operates, representing 3.68% of the local GDP. The institution was also found to be the third major employer in the region, responsible for the creation of 471 jobs that account for 2.25% of the local economically active population.

University rankings and institutional affiliations: Role of academic librarians

Croatian and international higher education institutions (HEIs) value university ranking lists as a method for evaluating the impact of higher education institutions. Different ranking lists utilize different calculation methods to position universities on a scale, thus giving said institutions lower or higher visibility in the academic environment. One of the criteria used to classify a particular university is the scientific output of its researchers. Data on research productivity are mainly collected from bibliographic and citation databases such as the Web of Science Core Collection (WOSCC) and Scopus. The accuracy of collected data depends, among other things, on the institutional affiliations that the authors list in their papers. The aim of this paper is to show that the correct listing of institutional affiliations in scientific articles indexed in the WOSCC and Scopus databases affects the number of papers attributed to the institution in question.This paper analyses the variants of institution names that are listed as affiliations of two faculties of the University of Split. The results show that, due to different name variants entered as institutional affiliations when searching for affiliations by category, a certain number of papers cannot be attributed either to the University of Split or to a particular faculty. This may have also had an impact on some faculties' positions within the University, as well as on their placement on ranking lists.The focus is on the role of academic librarians as professionals who are familiar with the organization of scholarly databases, as well as their institutions' scholarly output. They are often able to resolve the issue of missing author affiliations and missing links between faculty and university affiliations. Furthermore, recognition of the librarians' efforts and achievements in supporting the faculties positioning within the university, and the universities positioning nationally could benefit the status and the visibility of academic librarians within their communities.

Using network DEA to inform policy: The case of the teaching quality of higher education in England

AbstractCurrent literature on higher education (HE) performance only considers the production of graduates and not graduate employment. The latter needs to be factored into the HE production model as it not only measures the true impact of HE institutions (HEIs), but also provides policy implications on how resources should be allocated. Furthermore, the current literature on HE does not incorporate student responses into outputs, which should be in order to evaluate the teaching quality of HEIs. This study contributes to the existing literature by employing a network data envelopment analysis model that truly reflects the production process of HEIs and incorporates qualitative and quantitative data drawn from the UK Teaching Excellence Framework (TEF) to capture the effects from teaching quality and the graduate employment outcomes. The study allows us to compare the actual TEF outcomes with the teaching efficiency scores and determine the sources of inefficiencies which lead to policy implications.

Input and Output Indicators of the Higher Education Institutions for Quality of Life in Portugal

Higher education institutions (HEIs) contribute substantially to the quality of life (QoL) of the regions where they operate and to the progress and sustainable development of a country. This research intends to have an innovative approach in the study of the HEIs’ impact on the QoL of regions by taking into consideration both qualitative and quantitative indicators. This study aims to identify, collect and systematize indicators that can be used to measure the impact of HEIs on QoL: on the demand-side based on expenditure (inputs) and the knowledge-based supply side (outputs). For accomplishing this, the authors carried out a literature review, an analysis of available statistical data in Portugal and interviews for the analysis and consolidation of indicators. The results will facilitate the measurement of the HEIs’ impact on QoL and regions and allow the elaboration of a matrix of reliable indicators, which will hopefully assist in the definition of new higher education policies.

Research data sharing behaviour of engineering researchers in Norway and the UK: uncovering the double face of Janus

PurposeIn a context of growing policy pressures to increase the societal impact of Higher Education Institutions (HEI), open access to research data has gained increased significance, in spite of the limited availability of standard procedures and protocols, particularly in the engineering disciplines. In this article, we explore how engineering researchers' engagement with such external environment pressures impacts the conventional dimensions of engineering research work, and how engineering researchers within engineering HEI resolve potential tensions and make sense of their research data sharing practices.Design/methodology/approachWe use an institutional logics theoretical perspective to qualitatively examine research data sharing behaviours of researchers in Norway and the UK as leading engineering research centres, through the use of policy analysis and narrative interviews.FindingsThe findings indicate that research data sharing behaviours are heavily mediated by institutional rules and rationalities that inform researchers' attitudes, but the logics that prize openness and sharing co-exist with logics that favour control and self-interest.Originality/valueOur findings suggest that logics-specific variations in engineering researchers' identities and goals are of paramount importance to policymakers, research funders and academic leaders striving to support HEI in their efforts to augment the societal impact of research.

Sustainability Assessment and Benchmarking in Higher Education Institutions—A Critical Reflection

Higher Education Institutions (HEIs) play a crucial role in implementing practices for Education for Sustainable Development (ESD). This implementation should be done in different dimensions according to a holistic and whole-school approach. Different tools have been adapted and developed to assess this integrated approach. The aim of this research is to critically reflect the existing tools to assess and benchmark ESD implementation and to discuss their applicability in two case studies. Two public Universities in Southern Europe, with headquarters in the capitals of Portugal and Spain were selected to assess and compare the integration of ESD according to a whole-school approach—Universidade Aberta in Portugal and Universidad Autónoma de Madrid in Spain. After a critical analysis of the existing tools based on literature review and a list of criteria classified by experts, two tools were selected to be applied in the case studies. The online Sustainability Tracking, Assessment & Rating System Reporting Tool was used in Universidade Aberta and Green Metrics tool was used in Universidad Autónoma de Madrid. The tools were complemented with focus group with key-actors in both universities. The results obtained allowed to identify the need to define a common objective of the assessment tools and limitations they still have. The tools need improvements on their development namely to integrate the external impact of Higher Education Institutions on sustainability, to integrate participatory processes and to assess non-traditional aspects of sustainability. This research hopes to contribute to the continuous research about the usefulness of these assessment and benchmarking tools as drivers to HEIs improve their sustainability performance and their role as agents of changes.

Os perigos do conceito de impacto no ensino superior (The dangers of the concept of impact in higher education)

Os perigos do conceito de impacto no ensino superior (The dangers of the concept of impact in higher education)

El impacto social de las instituciones de educación superior: un estudio de caso con la Universidad Complutense de Madrid

This article aims to improve the understanding and evaluation of social impact of higher education institutions by the analysis of a specific case, that of the Universidad Complutense de Madrid. We obtained qualitative data through interviews about the institution’s self-perception of its social performance, and, comparatively with 20 other institutions, quantitative data from the web (social mission and size of the institutional repository) and some social media (Twitter, ResearchGate, YouTube). Results corroborate the importance of quantitative comparable data in order to measure the social impact of higher education institutions.

Policy Process in Higher Education: The Roles of Higher Education Institutions

In the policy process of higher education, the higher education institutions not only play a role in the policy making process, but also are directly affected by the policies toward building quality culture in their organizations. From this perspective, the paper uses the policy cycle model combined with the Multiple Streams Framework (MSF) of Kingdon (1984) and the quality culture model of the European Union Association (EUA) in order to analyze, clarify and propose groups of solutions to enhance the critical role of higher education institutions in policy process.
 Keywords
 Policy entrepreneurs; quality culture; multiple streams framework
 References
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Five perils of the impact agenda in higher education

The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities.

UNDERSTANDING THE REGIONAL INNOVATION CAPACITY IN CHINA AFTER ECONOMIC REFORMS

Our study aims to examine the drivers of China’s regional innovation capacity (RIC). Drawing from innovation system literatures, our study proposes that RIC can be determined by (a) innovation actors (higher education institutions, enterprises, and public research institutes); (b) innovation inputs (financial capital and human resource), and (c) international interactions. The main finding was the significant impact of higher education institutions demonstrating higher education institutions are crucial innovation actors. The interaction effect also found between foreign direct investment (FDI) and Science and Technology (S&T) investment suggests governments should pay more attention to the indirect impact of drivers in building RIC in China.

The economic impact of higher education institutions in Ireland: evidence from disaggregated input–output tables

While there has been a long history of modelling the economic impact of higher education institutions (HEIs), little research has been undertaken in the context of Ireland. This paper provides, for the first time, a disaggregated input–output table for Ireland's higher education sector. The picture painted overall is a higher education sector that adds considerable gross value to the national economy, whether via state or other income. In 2010–2011, the gross income of Irish HEIs, as a total of €2.6 billion, generated gross output nationwide of €10.6 billion. This study also contributes to the major challenges facing the sector in a post-Bailout environment.

Entrepreneurial dynamics and higher education institutions in the post-Communist world

ABSTRACTEntrepreneurial dynamics and higher education institutions in the post-Communist world. Regional Studies. This study draws on the institutional and regional entrepreneurship literature to develop a conceptual framework that analyses the impact of higher education institutions on entrepreneurial dynamics. It is used to examine the cities of the Commonwealth of Independent States (CIS) during the period 1995–2008. Extending the multi-pillar institutional concept, it is found that higher education institutions play a prominent role in fostering entrepreneurial dynamics in CIS cities through multiple channels, including human capital development, cultivating a positive attitude towards entrepreneurship, affecting the perceptions of the knowledge and skills needed to start up a successful business, and knowledge spillovers.

The Economic Impact of Higher Education Institutions in Ireland: Evidence from Disaggregated Input Output Tables.

We provide, for the first time, a disaggregated input output table for Irish higher education. Using this we constructed type I and type II multipliers for gross output. We find that Irish higher education institutions have high, but explicable, Type II multipliers. Taking account of the government budget constraint we further decomposed the Type II multipliers into parts of charitable to state support and to other income. The picture painted overall is of a higher education sector which adds considerable gross value to the economy, whether via state or other income.

Entrepreneurship Education in an Entrepreneurial Community

This paper examines the evolution of programmes of enterprise education and technology transfer at the University of Cambridge in response to the growth of the Cambridge Cluster and public policy programmes designed to enhance the economic impact of higher education institutions. The authors highlight the way education programmes developed by the Centre for Entrepreneurial Learning uniquely reflect the needs of nascent high-tech entrepreneurs by using local entrepreneurs, venture capitalists, angels and start-up support specialists as instructors; by gearing the curriculum to issues facing high-tech ventures; and by offering ‘extra-curricular’ programmes that fit the scheduling needs of the PhD students, post-docs and research staff who constitute the intended audience. This examination provides an interesting case study of how a mature high-tech cluster can shape university entrepreneurship programmes. It also illustrates how new educational and technology transfer programmes have pulled the university and its nascent high-tech entrepreneurs into a closer relationship with the dense network of firms and people who make up the Cambridge Cluster.

Assessing the Regional Economic Impact of Higher Education Institutions: An Application to the University of Cardiff

I evaluate the regional and local economic impact of the University of Cardiff, dividing its effects into two major sides: expenditure impacts and knowledge impacts. I review the major tools and methodologies available in the literature to assess the two sides. The expenditure impact in the financial year 2000–2001 is measured through a Keynesian multiplier model developed by the Centre for Advanced Studies in Social Sciences, Cardiff University, in order to compare that same impact in the 1994–1995 financial year. The university’s knowledge impact is assessed through two main variables: (1) employment and destination of graduates, or people impact, and (2) kind of knowledge produced. Cardiff University’s graduates enjoy full-employment, and according to our conceptual framework, Cardiff’s higher education system is classified as “nonactive” positional competition and “social” knowledge production.

Higher education and local communities

This article examines some roles of higher education in relation to local communities and local economies. After first establishing the increasing significance of local economic planning, three categories of role for higher education in relation to local development are identified: the first as a stakeholder, involving direct engagement with the local economy; the second as a strategic partner and advocate for human resource development and the third, as a service provider, building intellectual capital. The article examines the proposition that the most significant contribution that a university or technikon can make to the development of a locality derives from its recruitment of students from the local community. A research model is presented whose purpose is to provide a framework for the evaluation of the local impact of higher education institutions as service providers. Finally, such local roles for HEIs are discussed specifically in the South African context with a comment on the Government's National Plan for Higher Education. (South African Journal of Higher Education: 2003 17 (3): 66-73)