Higher Education Partnerships Research Articles

The Influence of Governance on Competence and Partnership in Higher Education

The study assesses the influence of governance on competence and partnership in university education in The Gambia using the situation as a mediating factor in a trilateral relationship. The study applied a questionnaire survey design using three universities as the study population. The PLS-SEM approach assesses the measurements and structural models. The study's findings established that governance significantly influences competence and partnership in university education in The Gambia. However, the situation as an environmental factor lacks the mediation capacity in the trilateral relationship. The study outcome shows differences, but only two were significantly contextual in relation to governance. The study recommends further research that adopts a qualitative approach to help provide a proper understanding of university governance in The Gambia.

Higher education integrating into the “Belt and Road” economic development and its path selection, taking Kyrgyzstan as an example

Since its inception in 2013, “The Belt and Road Initiative” has become an important engine driving global economic growth. The initiative has not only promoted infrastructure construction in countries along the Belt and Road but also strengthened financial integration, unimpeded trade, people-to-people exchanges, and policy communication. In this context, higher education, as an important avenue for talent training and scientific and technological innovation, is of great significance to promoting the economic and social development of countries along the Belt and Road. By strengthening academic cooperation with Chinese universities, Kyrgyzstan can enhance its curriculum, adopt advanced teaching methods, and integrate cutting-edge research to foster more skilled labor. In addition, innovation and technology transfer through higher education partnerships can drive sustainable economic growth and diversification. This paper explores the strategic path of integrating higher education into the Belt and Road. Initiative, focusing on academic collaboration, enhancing R&D capabilities, and fostering an entrepreneurial ecosystem.

Mutuality in engaged North–South transnational higher education partnerships: The case of Kenya

AbstractThe quality of transnational higher education partnerships (THEPs) has increasingly come under scrutiny with the growing role of higher education in development. Mutuality has emerged as a key focus of this examination. We seek to understand how mutuality is expressed within North–South THEPs that have a major focus on community engagement. We refer to THEPs with this focus as engaged transnational higher education partnerships (ETHEPs). This study is based on a secondary analysis of extant literature on one ETHEP based in Kenya. A thematic content analysis revealed that celebrated outcomes of mutuality included capacity building, institutionalization, collaborative relationships and solidarity around community engagement. Challenges to mutuality were related to structural and cultural differences, self‐sustainability and equity. A discussion of findings is followed by possible questions to guide inquiry toward strengthening mutuality in North–South ETHEPs.

Contract and covenant in English college-based higher education partnerships

ABSTRACT This research explores ethics in the context of education collaboration and partnership work. It is part of a wider collaborative provision study of leaders and managers in 4 universities and 15 colleges, and it draws upon interviews, meetings and conversations, focusing upon the character of the partnership relationship as depicted by the participants in the study. In the analysis, the terms ‘contract’ and ‘covenant’ are used respectively to describe business and educational aspects and features of CBHE partnerships. Rather than viewing these as a duality or in tension with each other, the evidence of the data points to an assimilation between the two. The ethical dimension of partnership and collaboration in the higher education context is found to be widely present and to co-exist with more business-focused, means-ends formulations. Judging from this data, financial and instrumental motivations were rarely unaccompanied by a more altruistic sense of the educational partnership as worthwhile in its own right, a good thing, and as a powerful lever for higher education access and widening participation. The article concludes by noting the complexity of CBHE partnerships, suggesting that this should be borne in mind in future research.

Beyond the Franchising: Strategic Alignment as the Key to Thriving UK Private Higher Education

This research delves into the evolving landscape of private higher education (PrHE) in the UK, moving beyond the traditional franchising model to explore the critical role of strategic alignment between Public Higher Education Institutions (PuHEIs) and Private Higher Education Institutions (PrHEIs) in fostering thriving institutions. While franchising arrangements have traditionally facilitated the delivery of PuHEIs programmes through PrHEIs, this study emphasises the importance of strategic alignment in achieving long-term success. The study explores how aligning institutional mission, strategic goals, resources, and practices can enhance academic quality, expand access to education, and foster innovation. Using Oxford Business College (OBC) as a case study, the research highlights OBC's transformation from a follower to a pioneer in research, staff development, and business incubation, driven by direction of strategic alignment with PuHEIs. Key focus areas include widening participation, student support, research enhancement, staff development, and business incubation. The findings underscore that beyond the transactional nature of franchising, strategic alignment is essential for PrHEIs to thrive, setting a new paradigm for sustainable and impactful higher education partnerships in the UK. Keywords: UK Higher Education (HE) Franchising, Strategic Alignment, Public Higher Education Institutions (PuHEIs), Private Higher Education Institutions (PrHEIs), Oxford Business College (OBC)

Transversal skills in applied Artificial Intelligence - the case of the financial sector

Different aspects of modern society can be transformed by the deployment of Artificial Intelligence (AI). AI-powered tools have promoted changes in the financial industry by applying inventive methods for data analysis and automating processes, efficiency enhancement, cost reduction and more personalised services to customers. However, AI algorithms may activate significant ethical and regulatory concerns that should be addressed by the industry and society as a whole. In line with the Erasmus+ project Transversal Skills in Applied Artificial Intelligence - TSAAI (KA220-HED - Cooperation Partnerships in higher education), which aims to establish a training platform, this paper focuses on an analysis of study programmes in formal tertiary education across consortium countries (Spain, Estonia, North Macedonia, Croatia, Germany, and Slovenia) with a special focus on applied artificial intelligence and development of curriculum that will integrate teaching guidelines covering the areas of application of AI technology in the financial and insurance sectors. To this end, a Systematic Review of Literacy (SRL) on the web methodology identifying the existing employability requirements in AI and the Learning-Centred Syllabus (LCS) methodology for curriculum development was applied, with the presented curriculum expected to serve as a framework to develop teaching materials to help students, academics and employees enhance their professional skills, thus satisfying labour market needs.

PROSPECTIVE DIRECTIONS FOR IMPROVING THE LEGAL LIABILITY OF ENTITIES ENSURING STATE-PRIVATE PARTNERSHIPS IN THE FIELD OF HIGHER EDUCATION

Given the continuous improvement of information technologies and development of artificial intelligence, and the need to introduce advanced foreign standards of training of high-quality personnel in the national educational system, state-private partnership in the field of higher education is of great importance. In the course of ensuring the effectiveness of the latter, a special role belongs to legal liability, which plays an extremely important role in regulating social relations, ensuring their stability and security. The complex of these aspects determines the relevance of the topic. The purpose of the study is to identify promising areas for improving the legal liability of entities providing state-private partnerships in higher education. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method are used in the article. The study analyzes the essence of social responsibility, the positive and negative aspects of legal liability, and the promising areas for improving legal liability in the area of state-private partnership in higher education, including academic responsibility within this area. With a view to ensuring a higher level of legality in the course of state-private partnership, the author recommends that administrative and criminal liability should be provided for violation of the principles and other requirements and principles of current legislation on state-private partnership.

Eighteen Years of Joint Master of Health Professions Education Between Geographically Distanced Partners Lessons from a Matured Partnership

Many educational partnerships between institutes never reach the stage of maturity, with students often bearing the costs of such discontinued partnerships. Reasons can be multifold, including a loss of ambitions, finances, or changing personal aspirations of stakeholders. In 2022 a joint curriculum in health professions education between two geographically and culturally distanced institutes reached its 18th anniversary. What can be learned from this particular partnership in terms of deliberate strategic choices, if any, to overcome the challenges identified in the literature? This article applies an instrumental, in-depth case analysis using a theoretical framework of factors that impact the sustainability of educational curriculum partnerships. By doing so, this paper intends to reveal successful strategies and managerial decisions that might be beneficial to those aiming for a sustainable partnership in higher education.

Exploring an Effective International Higher Education Partnership Model Through Virtual Student Mobility Programs: A Case Study

Purpose This study examined the role of virtual student mobility (VSM) programs in developing international education partnerships and explored key factors for building successful transnational partnerships. Design/Approach/Methods Drawing on Yin’s case study approach, we explored several VSM programs offered by a Japanese national university in partnership with four research universities in China. Data sources included an autoethnographic account of planning and organizing virtual exchange programs and interviews with the partner universities’ virtual exchange program coordinators as well as with students who took different virtual exchange courses under the partnership. Findings Our case study showed that VSM models require significant collaboration, support, and commitment from universities to offer high-quality exchange programs. The initial establishment of VSM programs relies on existing relationships, clear communication, and a commitment to collaborate; however, VSM programs’ success depends heavily on the quality of online support, as well as inter-university communication and collaboration between administrators and faculty and intra-university communication and collaboration with partner universities. Based on the research results and the previous literature on international higher education partnerships, we propose a renewed partnership model in VSM comprising three main characteristics: (1) effective coordination and support, (2) effective communication, and (3) a commitment to partnership. Originality/Value Amidst emerging VSM models in higher education, this study contributes to the literature by proposing a renewed partnership model for sustaining VSM programs.

The role of social networks in the formation of transnational higher education partnership: a case study of a British university and a Qatari education institute

ABSTRACT Transnational higher education (TNE) became the dominant higher education arrangement in the Middle East. This article reports on the role of individuals in setting up TNE partnerships between a Qatari educational institute (A) and a British university (B). It aims to understand ‘How do the individual relationship dynamics shape the establishment of a TNE partnership between (A and B)?’ we interviewed Six individuals who participated in the establishment of the partnership, and analysed the data thematically. The theories of ‘Social Capital’ and ‘the Strength of Weak Ties’ enabled us to understand the findings that revealed three main themes: Social Networks, Trusted Friendship, and Shared Benefits. The study could offer higher education administrators, policymakers, and practitioners valuable insights into the importance of social networks.

Dilemma of African Higher Education Global Partnership on MDGS and SDGs

Purpose: The concept of global partnership in higher education (GPHE) in relation to Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGS) is a debatable topic in the 21st century. GPHE seldom addressed the MDGs and SDGs. Yet, global GPHE is expected to be a panacea to achieving MDGs and SDGs. The purpose of this study was to determine the kind of global partnerships (GP) existing in some selected accredited universities in the East Africa Community (EAC[1]) and whether they addressed the MDGs and SDGs.
 Methodology: The Human Capital Theory guided the study purporting that investing in higher education produces a workforce to address global common challenges. Secondary data was collected from five accredited universities’ websites, hence analyzed thematically.
 Findings: The results revealed that the majority (80%) of the universities were engaged in student/faculty exchange (80%), joint research (100%), scholarships (100%), capacity building/training (100%); and that their partnerships barely addressed MDGs and SDGs.
 Unique Contribution to Theory, Practice and Policy: It is recommended that GPHE should incorporate the component of SDGs in their memorandum of understanding (MoU). Likewise, the EAC may consider establishing a body—EAC Global Partnership Association—to monitor and evaluate the implementation of global partnerships geared towards the achievement of SDGs. Overall, this study contributes to the implementation of SDGs by providing empirical evidence, insights, and recommendations for advancing GPHE to produce qualified and skilled workforce to transform the world. This study may trigger researchers to collect primary data to determine the extent to which GPHE includes and produces personnel for the achievement of SDGs.
 

Important but elusive: informal education in the context of reflection on the quality of teaching in higher education

Despite conceptual challenges in defining informal education and learning, as well as methodological difficulties in identifying clear markers of its validity, the relevance of informal education and learning in the teaching-learning environment is emphasized in this paper. Informal education is presented here from an educational-organizational standpoint and assumed to play an essential role in the context of educational quality. The article provides an understanding of selected educational and organizational features of informal education as seen through the eyes of students from three universities in Poland, the Czech Republic, and Slovakia. Research results indicate the existence of a significant group of students who are unaware of the content of the university's mission and values, which may affect the university culture. A significant percentage of respondents at each university do not know where to look for support in conflicts and have not heard about equality and anti-discrimination procedures. The study's findings are part of the “Enhancing Quality Teaching of Humanities and Social Sciences in Higher Education for 21+” research project funded by the Erasmus+ KA220-HED Cooperation partnership in higher education.

Higher Education Partnerships with China: US and European Responses to a Changing Context

Engaging with higher education institutions from the People’s Republic of China (China or the PRC) raises difficult tensions for universities in liberal democratic contexts. Universities in China are overseen by a political party that routinely silences dissent and does not respect principles of academic freedom in the social sciences and humanities. For decades in the post–Mao era, this tension remained relatively muted outside of the PRC, but it has gained newfound significance as China’s power and assertiveness have grown globally.

Fostering the instructor-student collaborative partnership in China’s higher education: A three-iterative action research

ABSTRACT The instructor-student collaborative partnership has potential to transform education from a traditional, instructor-directed teaching to an active student-centred learning. However, it is not easy to promote the instructor-student collaborative partnership in the Eastern education contexts like China, due to the didactic, instructor-directed, centrally-organised educational structure. The current research conducts a three-iterative action research to practice and investigate the instructor-student collaborative partnership in China’s higher education. The instructor uses and modifies pedagogical strategies to foster the instructor-student collaborative partnership iteratively in three graduate-level courses. Furthermore, a qualitative research method is used to investigate the collaborative partnership across three courses. Results indicate a gradual development of the superficial, medium and high levels of the instructor-student collaborative partnership across three courses. Based on the results, this research provides conceptual, analytical and pedagogical implications that are beneficial to understand and foster the instructor-student collaborative partnership in higher education.

“The farmer, the guide, and the bridge”: the voice of community partners within European Service-Learning

ABSTRACT Service-learning (SL) represents one of the actions for community engagement institutionalisation and a way to achieve the teaching and learning objectives of the university and answer local organisations’ needs identified by the community. Studies on the benefits and impacts of service-learning experiences among community partners (rather than students) are rare, especially in higher education and European settings. This study therefore drew on semi-structured interviews with community partners in higher education in three European countries – Italy, Spain, and Slovakia to explore their motivations to join, experiences of, and perspectives on service-learning effects (including organisational empowerment, reciprocity, and civic responsibility). This paper contributes to developing understandings of specific aspects of community partners’ service-learning experiences by exploring the role of reciprocity, how it is oriented and how it relates to the perceived impact of service-learning on community partners’ organisations, their motivations to join SL, and the organisational empowerment that SL can underpin. Consideration is also given to the space allowed to promote a sense of civic responsibility within the experience. Five research questions were posited: 1: How do community partners perceive reciprocity? Does this perception change over time? 2: What are the perceived SL effects for community partners? 3: What are the community partners’ motivations for joining SL? 4: What are the effects of SL on community partners’ organisational empowerment? 5: To what extent do community partners perceive that SL can promote civic responsibility among university students?

Curriculum enhancement through co-creation: Fostering student-educator partnerships in higher education

This case study presents an institutional approach to curriculum enhancement and co-creation. It explores how these two elements of a university’s strategy interlink through institutional values, curriculum development initiatives, and the advent of a new recognition scheme for student co-creators at Queen Mary University of London in the UK. It explores how the delivery of curriculum enhancement projects has been made possible through co-creation with students and discusses its outcomes: curriculum enhancement resources for staff and students, recognition for students, and joint presentations and publications. This case study also reflects on the experience of student co-creators and the benefits and challenges for staff and the institution, considers the specific contexts required to promote a shift in institutional culture towards co-creation, and shares successes and recommendations for implementing this approach.

Collaborative Research in Higher Education

Today’s global development landscape is evolving at an unprecedented pace. Harnessing the power of partnership is critical to accelerating development progress in the wake of scientific and technological advancements and increased access to information and communication. Partnerships between development actors and academic researchers represent an unparalleled opportunity to leverage the unique capabilities of the higher education community to solve critical global challenges. International higher education partnerships promote shared learning and capacity building in a variety of ways and can have impact at both the institutional and community levels. Collaborative research studies that use cross-country and multidisciplinary partnerships can facilitate a more holistic view of a research question and can help find answers or solutions that respond to local needs. The research conducted under these types of partnerships plays an important role in improving policies, strengthening program implementation, and advancing innovative solutions in the field of development. A few colleges are likewise trying different things with virtual learning spaces and have been without giving courses and learning material on the web. This paper focuses on recent trends in education to promote open science and participatory research, and discusses how key factors necessary for successful collaboration can usefully contribute to the training of future conservation professionals through group work and research-based learning programmes

Workshop "Promoting the Green Transition through University Education on Green Standards"

The seminar " Promoting the Green Transition via University Education with Green Standards " presents the approach and concept of the international project Boosting the Green Future via University Micro-Credentials (B-Green- ED) , funded by the Erasmus+ program KA220-HED - Cooperation partnerships in higher education, aiming to contribute to the achievement of the sustainable, green and digital goals of the European Union by providing innovative university micro-credentials related to environmental and management standards to improve the digital and green capabilities of the higher education sector. Some findings and results of the B-Green-ED research conducted in four EU countries - Bulgaria, Lithuania, Spain, and Romania are presented.

What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets

Traditional attitudes to student voice are changing which is highlighted in the recent proliferation of student voice manuscripts the Journal is receiving. Student voice literature currently positions students as active dialogue partners in higher education with much to contribute rather than passive consumers or evaluators. As Editors of the Student Experience section, we view this development in higher education as a significant and emerging trend which has the potential to positively impact practice in higher education and also contribute toward meaningful relational changes for the student experience. We offer some guidelines and recommendations for potential authors on what student voice is and what it is not. We welcome manuscripts that leverage student voice by connecting genuine student-teacher dialogue and articulating how student voice has contributed toward collaboration, change, and empowerment. Manuscripts that articulate how an authentic student voice connects to evidence-based practice and creates inclusive mindsets are also welcome.

Sociological Model of Social Partnership in Higher Education Institutions Management

Social partnership as a scientific category is characterized by multidimensionality, breadth of understanding, and interpretation. In the modern education system, social partnership is presented as one of the aspects of state-societal governance of educational institutions' activities. The development of socially oriented education has brought the issue of social partnership to the forefront, identifying new components of this process. In the context of society's well-being, social interaction becomes an effective mechanism for addressing social problems, especially those that arise in the educational sphere. This article aims to elucidate the main contemporary trends of social cooperation in higher education institutions (HEIs) and identify the specifics of various sociological models of social partnership in higher education. Methodology. During the research, the authors used abstraction, idealization, logical and linguistic, comparative, analytical, and bibliographic methods to study the scientific literature on social partnerships in higher education. Results. The research results have identified the vital theoretical aspects related to social partnership in HEIs and have explored the characteristics of different models of social interaction in higher education institutions.