Higher Education Policy Makers Research Articles

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

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

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

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

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

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

Supporting Decision-Making for Promoting Teaching and Learning Innovation

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

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

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

Performance evaluation in teaching: Dissecting student evaluations in higher education

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

Dismantling Gender Binaries: An Emergent Model for Nonbinary Identity Development

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

Sustainable entrepreneurial culture in promoting innovation: a higher education perspective

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

Financial Performance Evaluation of Top Universities Following the Mergers

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

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

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

Needed MIS Competencies to the Job Market: Students’ Perspective

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

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

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

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

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

The military involvement and extraordinary policymaking in higher education: evidence from Turkey

ABSTRACT Armed forces have been involved in higher education reform processes as either the sole or dominant reform actors in various regions of the world throughout the twentieth century and onwards. During the rule of (interim) military governments or juntas, higher education institutions and systems have been considerably affected by top-down reform initiatives. However, we know relatively little about what role they have played in reform processes and what kind of change outcomes these reforms have produced. Against this backdrop, this study brings two largely unexplored phenomena into the forefront of higher education policy: extraordinary policymaking and military involvement in policy reforms. Theoretically, it crystallizes certain propositions about the nature and actors of policymaking and develops some insights into change expectations based on historical institutionalism and the available empirical research. Empirically, it examines three illustrative case studies, i.e., higher education reforms in Turkey, which came after the 1960, 1971, and 1980 military interventions, in terms of institutional and systemic governance. Even though the analysis offers empirical knowledge only on the case of Turkey, its conceptual and theoretical underpinnings may have relevance for further studies on other countries that have experienced similar processes in higher education policymaking.

“Hugging the middle” on selection of educational philosophy: empirical evidence from higher education in Sultanate of Oman

PurposeThis research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.Design/methodology/approachThe study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.FindingsAnalysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.Research limitations/implicationsThis research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.Practical implicationsThis research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.Social implicationsThis research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’ instructional practices is vital in facilitating effective teaching and learning.Originality/value To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

Who Is Going Green? Determinants of Green Investment Intention in the Saudi Food Industry

The Kingdom of Saudi Arabia (KSA) has witnessed major transformations in social, economic, and environmental aspects since the inauguration of Saudi Vision 2030 in April 2016. In alignment with this, the leadership of KSA has inaugurated green initiatives that pave the way for green investment opportunities in different industries within KSA. However, there was limited, if any, research about green investment intention and behaviour in KSA. This research tests an expanded model of the Theory of Planned Behaviour (TPB) to investigate the determinants of green investment intention in the Saudi food industry. A questionnaire survey was electronically directed to 550 fresh agricultural and food sciences graduates in public KSA universities. The results of PLS-SEM showed significant positive influences of the attitude, perceived behavioural control, green investment knowledge, and green consumption commitment on the green investment intention of potential investors. However, the results confirmed a negative influence of subjective norms on green investment intention. The results also confirmed a moderating role of religiosity on the relationship between attitude, perceived behavioural control, green consumption commitment, and green investment intention. The results send some important messages to scholars and policymakers in higher education regarding the foundation of green investment among their graduates, which are elaborated.

Student motivations for social media use and their effects on academic performance- a meditational approach in emerging market

PurposeDue to the incredible criticisms by scholars of the excessive use of social media networks, this study aims to explore students’ motivation for social media use (SMU) and its effects on academic performance (AP) in the light of uses and gratification theory.Design/methodology/approachUsing the simple random and snowball sampling techniques, this study has considered 299 responses and critically analyzed them using structural equation modeling through the AMOS version 24. The mediation analysis has been done to explore the effective use of social media networks.FindingsThe results reveal that video clip watching and nonacademic learning intentions significantly influence SMU and AP. Besides, socialization through friends and family connections has tremendously fostered SMU intention, while it could not benefit AP. This study found an exceptional result that the entertainment intention of the students did not influence SMU but dramatically impacted their AP. Again, SMU has robust effects on enhancing students’ academic achievement. This study also concluded the results of the mediation analysis.Practical implicationsThe learners, professionals, higher education policymakers, etc. may benefit from following this study's guidelines for using social media networks.Social implicationsThis study may tremendously contribute to changing the mindset of youth from addiction to SMU and improving AP.Originality/valueThe prime novelty of this study is to justify the mediation analysis for SMU to explore whether it can truly influence students’ AP and critically examine the deep insight of certain factors associated with SMU.

Institutional Striving and Gender Equity in Faculty Salaries and Employment

Climbing the ladder of institutional prestige is often promoted by leaders and policymakers in higher education, but there may be trade-offs associated with striving for status. This study examines the impact of Texas’s National Research University Fund (NRUF), which uses financial incentives to support institutions’ pursuit of prestige, on the salaries and employment of faculty. For full professors, the NRUF had a positive effect on the salaries of both men and women, but the policy also contributed to widening the gender gap in salary. In regard to employment, the NRUF had a negative impact on the share of women among full professors. The findings suggest that organizational pursuit of prestige may have unintended consequences for faculty gender equity.

An Empirical Study on Emergency of Distant Tertiary Education in the Southern Region of Bangladesh during COVID-19: Policy Implication.

Many fields have been affected by COVID-19, including education. The pandemic has prompted a change in education due to the requirement for social distancing. Campuses are now closed in many educational institutions across the globe, and teaching and learning are now conducted online. Internationalization has significantly slowed down. A mixed-method study was designed for this research, with the goal of ascertaining the impact of COVID-19 on Bangladeshi students enrolled in higher education during and after the pandemic. A questionnaire with 19 questions on a Google form was used to collect quantitative data using a 4-point Likert scale and was conducted on 100 students from different universities in the southern part of Bangladesh, such as Barisal University, Patuakhali Science and Technology University, and Bangabandhu Sheikh Mujibur Rahman Science and Technology University. For collecting qualitative data, six quasi-interviews were conducted. A statistical package for Social Science (SPSS) was used to analyze both quantitative and qualitative data. The quantitative results demonstrated that during the COVID-19 pandemic, pupils continuously received teaching and learning. The current study's findings revealed a significant positive correlation between the COVID-19 pandemic and teaching, learning, and student achievement and a significant negative correlation between the COVID-19 pandemic and student goals. The study also revealed that the COVID-19 pandemic had a detrimental effect on students enrolled in higher education programs at the universities. The qualitative judgment showed that students faced many problems when joining classes, such as poor Internet connection and insufficient network and technological facilities, etc. Some students live in rural areas and have slow Internet speeds, which sometimes prevented them from joining class. The findings of the study can help policy makers in higher education to review and adopt a new policy in higher education in Bangladesh. It can also help education instructors in universities to develop a proper study plan for their students.

Higher Education Policy and Objectives Based on Development Plans

As a country prioritizing development and economic growth, Türkiye needs to set policies and targets for the development of human capital. To be able to do this, it is necessary to start with the analysis of the higher education (HE) policies and objectives in the development plans that have been prepared since the beginning of the planned development period. Aiming to determine HE policies and objectives on the basis of development plans, this study is expected to contribute to the field by guiding HE policymakers and quality system practitioners in Türkiye. Focusing on the HE policies and objectives in 11 development plans prepared in Türkiye from 1963 to 2019, the study was designed as a document review, following the qualitative research paradigm. The data obtained in the research were analyzed by applying the content analysis technique. During the analysis of the data, first of all, the development plans were subjected to content analysis, and the results related to the HE policies and targets were then identified and interpreted. The research revealed five themes related to the policies and objectives in the development plans (development of HE, support in HE, planning in HE, cooperation in HE, and financing of HE). Some policies and targets in the development plans were found to recur frequently. It was also observed that the dominant philosophical paradigm of the period was followed in the preparation of the plans, with no paradigmatic blindness. Based on the findings, decision-makers are suggested to adhere to the policies and objectives determined in the development plans, and researchers are suggested o conduct research by analyzing the development plans and the National Education Council decisions together.