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This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.

Purpose: The COVID-19 pandemic has been a good example of a Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) world. Higher educational institutions (HEIs) have faced a massive hit because the jobs in this industry have become unexpected. Considering the most valuable assets ‘Teachers’ crunched in the VUCA crisis, the study intends to determine if personal harmony (PH) and organisational citizenship behaviour (OCB) would enhance teachers’ job satisfaction (JS).

Design/methodology/approach: Data are collected from the teachers of Indian HEIs and teachers who have experienced the impact of the COVID-19 catastrophe (VUCA). Considering the pandemic restrictions, data have been collected through an online survey (N = 364).

Practical Implications: PH is an individual’s internal quality and attribute that cannot be developed on force or situational need. Even in an uncertain situation, teachers have tried their best to contribute through professional service. Hence, people who possess PH contribute their best even though unsatisfied with their jobs.

Originality/value: This study has focused on finding the relationship between two different variables, PH and OCB (which has not been explored in Asian countries, majorly in India, where it has a vast cultural diversity and structure influencing the educational policies) that hinders the factors influencing JS, where these two variables are highly influenced by hygiene factors such as values, culture, ethical standards, personal belief, leadership styles, and fair treatment showcased by the organisations/institutions.

Malaysia has shifted from a labor-intensive, agriculture-based economy since its independence in 1957 to a knowledge and innovation-based economy. Human capital development (HCD) is a key enabler for driving and sustaining Malaysia's socioeconomic growth. The education and training system is the main platform for HCD intervention. To sustain and achieve goals, long-term survival, competitive advantage, and sustainability, the workforce is optimized through comprehensive HCD interventions to provide the necessary knowledge, skills, and competencies needed to work effectively in a rapidly changing and complex environment. Numerous efforts have been made by the government to ensure that the education and training system has the capacity to enhance the quality and availability of intellectual and skilled human capital to support the transition toward knowledge-intensive activities, sustain economic growth, and compete in the global market. The country's development plans and policies as well as the economic development which lead toward a knowledge-based economy with a knowledge-based workforce have charted out clear transformation journeys for the development of the human capital ecosystem. This chapter presents an overview of the landscape of HCD in Malaysia. Relevant reports, plans, policies, and strategies to strengthen human capital through education and training is reviewed. Finally, a few issues and challenges that Malaysia experiences are discussed.

Malaysian public and private universities have faced unprecedented challenges due to multiple government policies in the short and medium term – coupled with economic uncertainty, budget cuts, and the entrepreneurial university (EU) agenda. This pressure is aimed to both public and private universities in accordance with the third mission of the Malaysian Education Development Plan 2015–2025 and ranking agencies by effectively engaging with the community and business, generating income in the process of tackling fundraising. The purpose of this study is to fill that gap by exploring the perspectives of those who are part of the Entrepreneurship Architecture implementation, as intermediaries of knowledge exchange and the impact of interaction by embedding Artificial Intelligence (AI) in achieving the mission of Entrepreneurship University by the government. Therefore, the main objective of this study is to develop a new model for internal parties in public universities as a guide for policy development and strategies to achieve the EU agenda. The Entrepreneurship Architecture Model will be used to identify the existing determinants, the AI infrastructure, and how the demographic factors, e.g., staff and related universities, support the model.

This chapter presents theoretical and empirical studies that investigate the influence of digital culture on the educational process of university students where mobile devices and the internet have become increasingly present as resources in everyday school life. The researchers investigate how such devices and the internet interact with university environments in ways that change the more traditional academic practices, such as reading, writing, and studying. Moreover, in the context of what has been widely labeled as humanities studies, interest has grown in understanding how “culture” may be studied via varied strands of interpretative lines of inquiry, each configured by different methods and ways of reflection. At master education levels, digital technology becomes even more present as a means of academic activity and, as a result, amplifies the impacts of digital culture on contemporary university culture. The purpose of this work is to study the concept of culture, digital culture, and scholarly culture, and, on a second approach, to review aspects of the development of communication methods and their impacts on university educational environments. As a methodological theoretical procedure, this research builds on authors who have raised practical and scholarly cultural questions, such as Pierre Bourdieu, Pierre Levy, Raymond Williams, Roger Chartier, Anne Marie Chartier, and Bernard Lahire, among others. This study engages in empirical research with students in an Advertising and Marketing course in a private higher educational institution in the city of Araraquara, which is located in the “interior” of the state of São Paulo in Brazil.

China has witnessed the emergence and rapid development of private higher education in the past three decades. As private higher education gradually takes on a more significant role in the Chinese educational system, due to the inability of the government to accommodate the growing demand for higher education, educational reform, influenced by the success of private higher education, will inevitably affect the quality and quantity of education overall.

This chapter focuses on several aspects of this development: the growth of private higher education in China, issues of finance and access, its relationship to the national system and to government policy, issues of ownership and the autonomy of private higher education, as well as the advantages and challenges of Chinese private higher education and the larger significance of its emergence in China. This study concludes that with proper management private colleges and universities will benefit from and contribute to Chinese society through multiple roles and responsibilities at their mature stage.

This paper focuses on the analysis of how mass inclusion has taken place primarily in the private higher education sector. I present data on the evolution of Brazilian higher education, indicating the complementary roles undertaken by public and private sectors and their effects on the present configuration of our higher education. Then, I discuss the increase in higher education enrollment, in view of two factors: the widening of the supply and demand base – the former specifically by means of the expansion of for-profit private sector – and the adoption of mechanisms for access and commitment to higher education by public financing for students in private institutions.

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.