Tertiary Education Institutions Research Articles

Project VoLL-KI

Abstract“Learning from Learners” (“Von Lernenden Lernen”, “VoLL-KI ” for short) is a is collaborative research project with the goal of creating a practical toolbox of instruments at different levels of abstraction to improve the learning experience and outcomes for students of artificial intelligence. Learning and teaching at tertiary education institutions are currently IT-based but not AI-supported. The VoLL-KI project aims to go this crucial next step. Using AI approaches (e.g., ML, symbolic AI, statistical AI), several educational technologies are developed on the different granularity of the study programs (e.g., course, semester, program). So, dashboards for study planning, recommender systems improving student advisory services and learning material selection, VR-based learning experiences, educational chatbots, and adaptive learning environments are developed. The systems are mostly deployed as prototypes

An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa

It is generally acceptable that the Technical Vocational Education and Training (TVET) plays a vital role in all aspects of the economy and the society at large in that it is a viable transformative tertiary educational institution for promoting and realising the South African government's developmental strategy and agenda. Essentially, it seeks to ensure that learners who failed to secure admission to the university still have the opportunity to go to tertiary institutions where they will learn and acquire skills and competency that will make them employable, be self-employed and become employers by creating jobs. Also, this paper shows that in the quest for economic growth and development, TVET has moved to the forefront of political changes aimed at eliminating poverty, unemployment, and inequality. More importantly, TVET positioned itself to address the government's developmental challenges and difficulties through the provision of high-quality education to students to skill and empower them. Against this backdrop, TVET continues to be a reliable institution to train and educate young people to build the ideal of a democratic developmental state. Received: 5 July 2023 / Accepted: 21 April 2024 / Published: 5 May 2024

Effect of Workplace Spirituality and Servant Leadership on Service Quality in Higher Education: A Mediation Model of Job Satisfaction

Purpose: This study aimed to assess the impact of workplace spirituality and servant leadership on service quality in higher education. Design/methodology/approach: This was done by examining the function of job satisfaction as a mediator in this relationship. The study was carried out in a tertiary educational institution in Bali, Indonesia, and the data was analysed using PLS-based SEM (Structural Equation Model). Findings: The study findings indicate that (1) workplace spirituality and servant leadership in higher education have an impact on job satisfaction, (2) workplace spirituality and servant leadership do not have a direct effect on service quality in higher education, and (3) job satisfaction acts as a mediator between workplace spirituality, servant leadership, and service quality in higher education. Research limitations/implications: Research was carried out using scientific procedures and methods, but in its implementation, some limitations provide room for improvement in the future. Other variables that are decisive to service quality in education should be involved in future studies. Originality/value: Based on the findings, this study introduces a novel paradigm offering theoretical and practical advancements in ensuring quality of service in higher education. Additionally, it suggests fostering spirituality in the workplace and adopting servant leadership to guarantee lecturers' contentment to enhance the quality of service in higher education.

Analyzing the Implementation of Practicum Organic Compound Separation and Purification in the Chemistry Education Study Program

Students acquire various skills in the laboratory through scientific development practices such as demonstrations and experiments. The primary objective of this study is to gather empirical data regarding the implementation of organic compound separation and purification techniques at tertiary educational institutions to examine their efficacy as a proactive step to facilitate ongoing educational endeavors. The elements discussed include the practicum topics completed, the organic chemistry instruments and equipment possessed, how the practicum is conducted, and the problems and their resolutions. This study’s respondents included course instructors, chemistry lab assistants, and students previously attending practicum content. This study used a qualitative research methodology to analyze multiple chemistry education study programs across various locations in Indonesia. Data collecting methods include open-closed surveys, observation, and documentation. The findings indicated that the separation and purification practicum topic incorporates concepts related to separation and purification, employing extraction, chromatography, distillation, sublimation, and recrystallization techniques. Some chemistry education programs needed adequate instrumentation for organic chemistry. In addition, the wet laboratory practicum for separating and purifying the studied organic compounds are yet to be completed as per the planned topics. Green chemistry and project-based learning have been largely implemented in the practicum, but the micro-scale concept, which can help reduce practicum waste, are yet to be implemented. Inadequate tools and materials for the practicum, as well as inadequate reference materials, are some of the obstacles that hinder the practicum’s efficiency. Hence, there is a want for pragmatic instruments that can effectively cater to the demands of ongoing education. This practicum set should facilitate using green chemistry and micro-scale, focusing on minimizing pollution that can harm the environment. Keywords: practicum organic, compound separation, purification, chemistry education

How do we secure a future for the youth in South African agriculture?

ABSTRACT Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths’ perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions.

Perspectives from students and teachers about the challenges of teaching and learning STEM subjects in Ghana

Ghana has recently renewed its commitment to build a strong Science, Technology, and Innovation (STI) base for improved socio-economic development. This commitment hinges on recognizing that the strength of the nation’s STI policy depends on the quality of pre-tertiary education and training in science and mathematics to produce a critical mass of young people well-prepared for Science, Technology, Engineering, and Mathematics (STEM) courses at the tertiary level. However, despite numerous interventions to improve upon STI, Ghana still performs poorly, along with other Sub-Sahara Africa (SSA) countries with common STI indicators in the Global Innovation Index. Using Ghana as a lens, this article highlights the challenges in STEM teaching and learning throughout the sub-region. The qualitative research approach was adopted to allow an in-depth exploration of participants’ perspectives. Six pre-tertiary schools (three Junior High Schools and three Senior High Schools) and the University of Ghana, Legon, were selected due to the availability of their students and teachers to participate in the interviews in Accra, the capital city. This article argues that, to develop the critical mass of human capital needed for sustainable development, there is a need to improve the performance of students in STEM subjects at the pre-tertiary level. In addition, performance improvement, which is linked to student interest in the study of STEM subjects, should increase the quality of students entering tertiary education institutions. These students will then be trained to meet the quality of human resources needed to run the STI system—a step toward achieving sustainable development this article recommends the redesign of STEM curriculum at the pre-tertiary level to align with tertiary STEM education as that in turn aligns with Ghana’s STI system.

Optimizing Generative AI Chatbots for Net-Zero Emissions Energy Internet-of-Things Infrastructure

Internet-of-Things (IoT) technologies have been steadily adopted and embedded into energy infrastructure following the rapid transformation of energy grids through distributed consumption, renewables generation, and battery storage. The data streams produced by such energy IoT infrastructure can be extracted, processed, analyzed, and synthesized for informed decision-making that delivers optimized grid operations, reduced costs, and net-zero carbon emissions. However, the voluminous nature of such data streams leads to an equally large number of analysis outcomes that have proven ineffective in decision-making by energy grid operators. This gap can be addressed by introducing artificial intelligence (AI) chatbots, or more formally conversational agents, to proactively assist human operators in analyzing and identifying decision opportunities in energy grids. In this research, we draw upon the recent success of generative AI for optimized AI chatbots with natural language understanding and generation capabilities for the complex information needs of energy IoT infrastructure and net-zero emissions. The proposed approach for optimized generative AI chatbots is composed of six core modules: Intent Classifier, Knowledge Extractor, Database Retriever, Cached Hierarchical Vector Storage, Secure Prompting, and Conversational Interface with Language Generator. We empirically evaluate the proposed approach and the optimized generative AI chatbot in the real-world setting of an energy IoT infrastructure deployed at a large, multi-campus tertiary education institution. The results of these experiments confirm the contribution of generative AI chatbots in simplifying the complexity of energy IoT infrastructure for optimized grid operations and net-zero carbon emissions.

DIFFERENTIATING E-LEARNING CONTENT IN ESL COURSES TO MEET SPECIAL NEEDS OF STUDENTS WITH LEARNING DIFFICULTIES

Dyslexia is a special need more than a reading difficulty considered along with the notion of language aptitude regarded as a cluster of cognitive factors related to language learning. This paper reports on a study that focused on special learning needs of students with reading and writing difficulties or dyslexia who take English as a compulsory course at the institutions of tertiary education in Russia. The study was guided by understanding that differentiating the content, the process, the product, and the learning environment can be effective for achieving the educational goals of students struggling with foreign language learning. It involved 320 tertiary education students who took an online self-study English language course with differentiated content, to identify their special learning needs and difficulties in English language learning. The Learning Management System analytics was conducted, and the results of engagement and success rates of the students completing the tasks with or without differentiated content were compared. The findings of the study demonstrate students’ higher engagement and success rates when working with differentiated content since it provides options for completion, choosing one’s way to present the results, and to complete the course assignments.

On the Quality and Validity of Course Evaluation Questionnaires Used in Tertiary Education in Greece

In compliance with national legislation, Greek tertiary education institutions assess educational quality often using a standardized anonymous questionnaire completed by students. This questionnaire aims to independently evaluate various course components, including content organization, instructor quality, facilities, infrastructure, and grading methods. Despite widespread use across universities, the questionnaire’s validity remains unexamined. This study addresses this gap by analyzing 48,000+ questionnaire responses from the University of the Peloponnese (2014–2022), encompassing 68 undergraduate and graduate programs. Confirmatory factor analyses were used to assess the quality of the questionnaire, while exploratory factor analyses were used to assess the dimensions of the tool based on the data. Both analyses reveal shortcomings: confirmatory analysis detects strong correlations between supposedly different factors, and exploratory analysis identifies dimensions inconsistent with the expected structure. These findings question the questionnaire’s quality and the validity of drawn conclusions, while additionally identifying opportunities for reducing the number of questions, which can contribute to increased questionnaire submission rates. Given its common use across Greek universities and its influence on shaping courses, urgent redesigning of the questionnaire for tertiary education evaluation is recommended.

The effect of computer self-efficacy on the behavioral intention to use translation technologies among college students: Mediating role of learning motivation and cognitive engagement

Amid an era of rapid globalization and technological advancement, translation technologies stand as valuable assets for college students to enhance accuracy and efficiency in the translation process. However, the adoption and acceptance of these technologies are contingent on several psychological factors, which are underexplored in the academic field. This study, populated by a cohort of 397 college students, employs a multiple-item questionnaire measuring computer self-efficacy, learning motivation, cognitive engagement, and the behavioral intention to utilize translation technologies. The collected data were analyzed through a Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. Results indicated that computer self-efficacy significantly correlated with learning motivation, cognitive engagement, and behavioral intention to use translation technologies. Learning motivation and cognitive engagement were identified as critical mediators; combined, they exhibited a chain mediating effect on the association between computer self-efficacy and the intention to adopt translation technologies. Untangling the intertwined influences of these psychological constructs provides profound implications for the stakeholders, including tertiary education institutions, educators, curriculum developers, and technologists, to design effective pedagogical strategies and technology platforms to enhance translation technology adoption. This will equip students to harness these technologies and create a conducive environment for them to thrive in a globalized and digitally interconnected world.

Serological and molecular detection of hepatitis C virus among students in a tertiary educational institution in Calabar, Nigeria

Background: Hepatitis C virus (HCV) infection is a global health problem and continues to be a major disease burden in the world, associated with serious health challenges including liver cirrhosis, cancer, lymphomas and death. This study was carried out to determine the prevalence of HCV infection among students of the University of Calabar. Methodology: In a cross-sectional study, 200 students were tested for the presence of anti-HCV antibodies using a rapid immunochromatographic (ICT) assay (CTK Biotech, Inc. USA). Seropositive samples were confirmed using reverse transcriptase-polymerase chain reaction (RT-PCR) assay for detection of HCV RNA. Structured questionnaires were used to collect subjects’ socio-demographic data and risk factors of infection. Data were analyzed using SPSS version 16.0, with the level of significance set at p<0.05. Results: Of the 200 students screened, the seroprevalence of HCV was 15.0% (n=30) and 9.5% (n=19) was positive for HCV RNA by RT-PCR assay. The prevalence of anti-HCV antibody was significantly higher in females (18.8%, 12/64) than males (13.2%, 18/136) (x2=3.84, p=0.036). Alcohol consumption (OR=4.67, 95% CI=2.04-10.67, p=0.002), skin piercing (OR=32.99, 95% CI=5.95-72.37, p<0.0001), multiple sexual partners (OR=4.03, 95% CI=1.7-9.6, p=0.0018), and history of blood transfusion (OR=8.00, 95% CI=2.97-21.58, p<0.001) were risk factors significantly associated with HCV infection in the study participants. Conclusion: The findings of 15.0% and 9.5% prevalence of HCV infection by anti-HCV antibody and HCV RNA, respectively in this study, showed that there is relatively high prevalence of HCV infection among the students’ population in University of Calabar, Nigeria. Hence, routine medical screening of students for HCV infection using rapid ICT and RT-PCR techniques is hereby recommended. Contexte: L'infection par le virus de l'hépatite C (VHC) est un problème de santé mondial et continue de représenter un fardeau de morbidité majeur dans le monde, associé à de graves problèmes de santé, notamment la cirrhose du foie, le cancer, les lymphomes et la mort. Cette étude a été réalisée pour déterminer la prévalence de l'infection par le VHC parmi les étudiants de l'Université de Calabar. Méthodologie: Dans une étude transversale, 200 étudiants ont été testés pour la présence d'anticorps anti-VHC à l'aide d'un test immunochromatographique rapide (ICT) (CTK Biotech, Inc., USA). Les échantillons séropositifs ont été confirmés à l’aide d’un test de réaction en chaîne par transcriptase inverse-polymérase (RT-PCR) pour la détection de l’ARN du VHC. Des questionnaires structurés ont été utilisés pour collecter les données sociodémographiques des sujets et les facteurs de risque d’infection. Les données ont été analysées à l'aide de SPSS version 16.0, avec le niveau de signification fixé à p<0,05. Résultats: Parmi les 200 étudiants dépistés, la séroprévalence du VHC était de 15,0% (n=30) et 9,5% (n=19) étaient positifs à l'ARN du VHC par test RT-PCR. La prévalence des anticorps anti-VHC était significativement plus élevée chez les femmes (18,8%, 12/64) que chez les hommes (13,2%, 18/136) (x2=3,84, p=0,036). Consommation d'alcool (OR=4,67, IC 95%=2,04-10,67, p=0,002), perçage cutané (OR=32,99, IC 95%=5,95-72,37, p<0,0001), partenaires sexuels multiples (OR=4,03, IC 95%=1,7-9,6, p=0,0018) et les antécédents de transfusion sanguine (OR=8,00, IC à 95 %=2,97-21,58, p<0,001) étaient des facteurs de risque significativement associés à l'infection par le VHC chez les participants à l'étude. Conclusion: Les résultats de 15,0 % et 9,5 % de prévalence de l'infection par le VHC par les anticorps anti-VHC et l'ARN du VHC, respectivement dans cette étude, ont montré qu'il existe une prévalence relativement élevée de l'infection par le VHC parmi la population étudiante de l'Université de Calabar, au Nigéria. Par conséquent, un dépistage médical de routine des étudiants pour l’infection par le VHC à l’aide de techniques rapides de TIC et de RT-PCR est recommandé.

Family Demographics, Somatic Symptoms and Problem Gambling Among Students in a Nigerian Institution

Background: Problem gambling is becoming a potential public health epidemic in southwest Nigeria. Individuals with gambling problems are underdiagnosed and relatively under-recognised. Hence, they rarely present with complaints of gambling problems at clinics. The family plays a significant role in identifying and managing persons with gambling addiction. Healthcare professionals need to have a high index of suspicion and understanding of the relationships between family demographics and the presentation of somatic symptoms among high-risk groups. Objective: To assess the relationships between family demographics, somatic symptoms, and gambling problems among Nigerian tertiary educational institution students. Method: This is a cross-sectional study carried out among 183 students of a tertiary education institution in Ogun State, southwest Nigeria. The Southern Oaks Gambling Screen (SOGS) and the Patient Health Questionnaire-15 (PHQ-15) were the tools used to assess the pattern of gambling and somatic symptoms, respectively. Results: The prevalence of gambling disorder was 23% (42/183). There was a significant relationship between somatic symptoms and problem gambling (p = 0.02). The predictors of probable gambling were a positive family history of gambling (OR = 3.64, p = 0.01, CI = 1.34-9.90), gender (OR = 0.36, p = 0.02, CI = 0.15-0.86) and a decreasing level of the father's education (OR = 2.78, p = 0.02, CI = 1.15-6.71). At the same time, monthly allowances (OR= 1.01, p = 0.07) and somatic symptoms were not predictors of problem gambling (OR = 0.41, p = 0.17). Conclusions: Healthcare professionals need a high index of suspicion when evaluating young persons with somatic symptoms.

Field Experts’ Evaluation of a Web-based Academic Vocabulary Learning Resource for ESL Pre-university Learners

Evaluating web-based learning resources during the development process before implementation with target learners is essential to ensure their efficacy. This study examines field experts’ perceptions of a web-based academic vocabulary learning resource developed by the authors for ESL pre-university learners. The main aim is to evaluate the resource’s technical, design, content, and pedagogy aspects, following Kartal and Uzun’s (2010) criteria for good language learning websites. A questionnaire survey was distributed to six field experts from various Malaysian tertiary education institutions specializing in vocabulary learning and e-learning. The quantitative data collected were analyzed descriptively using SPSS. The results indicate that the experts highly evaluated the web resource, suggesting it meets the essential criteria for a well-designed English language learning website. With the recommended improvements, the web resource has the potential to enhance academic vocabulary learning for ESL pre-university learners significantly. This study contributes valuable insights for developing and implementing effective web-based learning resources in ESL classrooms.

Demographic correlates of indices of psychological well-being and COVID-19 related distress among South African university students

Following the COVID-19 pandemic we sought to determine the relationships between anxiety, hopelessness, alcohol use, perceived vulnerability to infection, resilience, traumatic stress, and satisfaction with life amongst university students at three tertiary higher education institutions in South Africa. Our participants were a convenience sample (N = 803) of South African students attending three universities. Participants completed an online survey that contained a battery of psychological measures that measured fear of COVID-19, Perceived Vulnerability to Disease, Resilience, Satisfaction with Life Scale, Hopelessness, Anxiety, PTSD, Alcohol Use, Traumatic Stress, and worry about infection with COVID-19. The mean age of participants was 25 (SD = 8.22), most of whom were female (51%). An increase in age amongst respondents was significantly positively correlated with hopelessness and life satisfaction, but also significantly negatively associated with symptoms of anxiety, PTSD, and alcohol use. Multivariate analysis showed that women reported significantly higher levels of fear of COVID-19, perceived vulnerability to disease, PTSD, and COVID-19 related worries compared to men and those identifying as “other.” Students at the urban university reported higher levels of fear of COVID-19, perceived vulnerability to disease, and COVID-19 related worries but lower levels of anxiety compared to those at the peri-urban and rural university. Students at the rural institution reported greater levels of alcohol use compared to those at the other institutions. Psychological distress among students was exacerbated during the pandemic. It may be useful to identify students in the first term who are struggling academically and to direct them to both academic and counseling support services.

Assessment of Mentoring/Experiential Learning Instructional Delivery Enhancement Strategies for Teaching Entrepreneurship Education in Business Education Programme in Tertiary Institutions in Bayelsa State

The research examined methods for enhancing the delivery of instruction in entrepreneurship education in the Business Education curriculum at tertiary institutions in Bayelsa State, Nigeria, by means of mentorship and experiential learning. The study investigated two hypotheses at the 0.05 level of significance and addressed two research questions using a descriptive survey research design. The population was made up of 89 lecturers in business education from Isaac Jasper Boro College of Education in Sagbama Bayelsa, Niger Delta University Wilberforce Island Bayelsa, and Federal University Otuoke, Bayelsa. All 89 academics were included as responders due to the manageable population size, hence removing the necessity of sampling. Utilizing a 5-point rating scale from Very High Extent (VHE) to Very Low Extent (VLE), with corresponding values of 5, 4, 3, 2, and 1, a structured, closed-ended questionnaire consisting of 26 items was utilized to gather data. Three experts validated the instrument, and the Chrobach Alpha reliability technique was used to certify its reliability. The device's reliability coefficient was found to be 0.783. Through in-person encounters with the respondents, data was collected, and all 89 questionnaires were totally completed, yielding a 100% return rate. The study issues were addressed through the use of mean and standard deviation in the data analysis, and the hypotheses were tested using t-test statistics. With a 5-point rating scale, mean values above 3.00 designated as "high extent" and those below 3.00 as "low extent," a cut-off point value of 3.00 was employed to interpret the results for the research topics. With regard to hypotheses, where the t-calculated (t-cal) value was less than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis of no significant difference was considered. On the other hand, when the t-calculated (t-cal) value was greater than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis was rejected. The results of the study lead to the conclusion that strategies for enhancing the delivery of experiential learning and mentoring interactions are useful for teaching entrepreneurship education in tertiary institutions' business education programs. The National Commission for Colleges of Education (NCCE), the Nigerian Educational Research and Development Council (NERDC), the National Teachers Institute (NTI), and the National University Commission (NUC) are among the organizations that are encouraged to become more involved in education reform and development. They should also be encouraged to support modern, student-centered instructional strategies in the implementation of entrepreneurship education curriculum in business education programs at the nation's postsecondary institutions.

Programming experiment course for innovative and sustainable education: A case study of Java for Millikan Oil-Drop experiment

A teaching approach of programming experiment courses with a new education process is proposed in this study to improve the sustainability of engineering education and extend the accessibility of lab experiments across experiment courses, with the goal of encouraging innovative and scientific thinking among students. The Millikan Oil-Drop experiment combined with Java object-oriented programming is demonstrated as a case study to validate the feasibility and advantages of this teaching approach. The new education process of the experiment course is designed based on Jean Piaget's cognitive development theory, which has high practical potential for popularization among tertiary institutions without additional cost. Additionally, this work discussed the relevance of the general criterion of the Accreditation Board for Engineering and Technology on student outcomes to educational accreditation, further indicating that introducing programming into experiment education can improve students' all-round ability and strengthen the triangular relationship among the three main subjects in tertiary education, namely, students, faculty, and higher educational institutions. This study may serve as an educational guide for teachers and tertiary institutions to pursue innovative and sustainable education.

English Public Speaking Anxiety of Third-Year Students from a Tertiary Education Institution

English Public Speaking Anxiety of Third-Year Students from a Tertiary Education Institution

Internalization of Islamic Education Values in Establishing Student Social Characters

Students are the next generation of the nation who must be equipped with a lot of knowledge. Education in tertiary institutions should be able to motivate them to develop their potential properly. In addition, they must also be equipped with insight on how to live in society and care for the surrounding environment. However, in reality efforts to build student character are still considered not more important than other educational materials. Thus, until now it is common to find college graduates who experience social shock when they are involved in society. Character formation can be used as an alternative solution in solving these problems. In this case the values ​​of Islamic education and social character play a very dominant role in social life.
 This study uses a qualitative approach to the type of field research. The data collection process uses in-depth interviews, participatory observation and documentation.
 This study aims to find out how the strategy of instilling the values ​​of Islamic education in tertiary institutions to students and the implications for the social character of students.
 The results of this study indicate that the strategy of instilling the values of Islamic education in shaping the social character of students in the Islamic Religious Education study program at the Riyadlotul Mujahidin Ngabar Ponorogo Islamic Education Study Program is by realizing the curriculum by combining theoretical and practical aspects (daily life). Which is manifested in an integrated manner through: 1) Exemplary Method, 2) Habituation Method, 3) Giving Advice, 4) Giving Attention, and 5) Giving Sanctions. The impact of the strategy of instilling Islamic educational values in shaping the social character of students in the Islamic Religious Education study program at the Riyadlotul Mujahidin Ngabar Ponorogo Islamic Institute has a positive impact. This is evidenced by changes in behavior in the social life of students in a better direction.

Level of awareness and knowledge of procurement officers on environmental sustainability as enshrined in the Public Procurement Act in Ghana

PurposeThis study aims to assess the awareness and knowledge level of procurement officers (POs) in Ghanaian tertiary educational institutions regarding sustainability in general and specifically on environmental sustainability in the Public Procurement Act 2003 (Act 663) as amended.Design/methodology/approachThrough purposive sampling technique and face-to-face interviews using semi-structured open-ended questions, qualitative data was collected from 19 POs who are well vested in the procurement profession and willingly agreed to partake in the research. The qualitative data were analyzed using content analysis technique to help organize and elicit meaning from the data collected and to draw realistic conclusions from it.FindingsThe results showed that most POs were aware of the Public Procurement Act 2003 (Act 663) as amended, primarily through seminars and workshops organized by the Public Procurement Authority. The interviewees demonstrated a good understanding of sustainable procurement, considering its social, environmental and economic aspects. However, one respondent primarily associated sustainability with only environmental issues. The POs were, however, of the view that the Amended Act 914 (2016) does not give detailed highlights on environmental sustainability, making implementation very difficult, especially regarding the procurement of goods. Overall, the findings indicate a positive level of environmental sustainability awareness and knowledge among the interviewed POs regarding the Public Procurement Act 2003 (Act 663) as amended.Social implicationsThe findings from the study could be used by policymakers to strategize educational campaigns by using the POs’ knowledge and awareness to the implementers of Act 663 (2003) as amended to effectively ensure environmental sustainability in procurement practices. The findings from the study have also contributed to the literature on procurement policy by drawing the attention of policy formulators to give equal attention to all the sustainability pillars, i.e. social, economic and environmental. This would consequently help the implementers to contribute to achieving sustainable development.Originality/valueThis study is one of the few empirical qualitative types of research seeking the views of POs in tertiary educational institutions in Ghana on sustainability and environmental sustainability as enshrined in the Public Procurement Act 2003 (Act 663) as amended. The findings give positive feedback to policymakers on the knowledge and awareness level of the POs on environmental sustainability and highlight the importance of awareness programmes and educational initiatives by the Public Procurement Authority and other stakeholders to ensure compliance with the Act.

Managing Entrepreneurial Education in Tertiary Institutions for Graduate Employability in a Competitive Society

The goals of tertiary education institutions in any country are directed towards scientific, technological and socio-economic development among others. Tertiary institution managers have the responsibility to be sensitive and respond to challenges affecting their establishments, especially that of their products’ (graduates) employability in a competitive society. Awarding degree certificates to graduates that will face employment challenges in the labour market amounts to resource wastage in the production process. Entrepreneurial education focuses on developing a way of thinking, attitude, and mindset that frees an individual from being a burden to the society. It does not equate to coming up with ideas or making money. It provides students with the cross-functional skills necessary to boost their employability rate in response to the pressing issue of unemployment that institutional managers need to address quickly. This article explored managing entrepreneurial education at tertiary level for employability of their products in a competitive society. The paper contained introduction, discussion on entrepreneurial education, entrepreneurial education skill types for tertiary education products, innovation as correlate to entrepreneurship education, employment challenges of tertiary institutions’ graduates, challenges of entrepreneurial education at tertiary institutions, resources and strategies for implementing entrepreneurship education in tertiary institutions and managing entrepreneurial education at tertiary level for graduate employability. The paper equally featured conclusion and recommendations on the topic discussed.