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The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students’ Pathway experience.

The experience of students and academic advisors moving between Queensdale College and North Star University (NSU) (pseudonyms) were analyzed using a mixed-methods approach including analysis of data from online surveys, secondary data (course performance), and focus group interviews.

Students who are able to enter the Pathway Programs at NSU perform on average better than their four-year traditional program peers. There remain a number of social-cultural barrier which need to be addressed to improve the overall experience of these transfer students.

The results from this study will assist the administrative decision makers in designing Pathways and their associated communication plans in order to meet the needs of the students with tools and supports that are both perceived by the students as valuable and are improving their Pathway experience and ultimately their academic performance.

The move to develop Pathway Programs in Ontario is a new phenomenon, even in provinces where this is more common, few studies exist which consider the social-cultural aspects of the student journey between the two institutions. This study moves beyond the standard academic performance data and provides insight into the critical role played by the social aspects in higher education experiences.

The recent Australian reforms in higher education envisaged the creation of a unified national system at the expense of the binary system with a smaller number of larger institutions through institutional mergers. The Green Paper quoted the La Trobe‐Lincoln merger as an example. Based on an evaluation of relevant archival material and interviews with most of the key personnel of both institutions and the merged university, examines the key issues which delayed the merger for seven years, the goals and the academic rationale set with outcomes of this process within the first two years after the formal merger along with future trends.

This paper reflects on the experiences gained through developing a partnership with the International Management Centres Association to deliver action learning programmes in a totally virtual environment over the Internet for alumni dispersed around the world and presents a framework to be used in development of future distance and action learning programmes at The Swiss Hotel Association Hotel Management School Les Roches. The framework is a culmination of two years’ work in implementing a graduate distance and action learning MBA degree programme for Les Roches alumni. The study, based on action research methodology, integrates the design and evaluative work with prior research, publications and subject‐related expertise in the context of leading a team in exploring ways of improving the design and functions of virtual tutoring.

The purpose of this paper is to explore art and design students’ use of smartphones for accessing library services and learning at the Hong Kong Design Institute (HKDI).

A questionnaire survey involving 51 HKDI students was conducted to examine the students’ utilization of apps and the internet on mobile devices to find information for the purpose of academic learning, social networking, and collaborative learning.

Survey results showed that while the HKDI students were all smartphone owners and active users of such mobile communication devices, only a minority of them “frequently” use these mobile devices for formal learning purposes. They demonstrated a keen preference to use search engines, social communications, and other diverse use of smartphones. Except for research and image/audio-visual needs, the rest of their needs and usage behaviour is similar to mainstream university students.

The results suggest opportunities for the libraries to develop services and facilities that could better fulfil students’ information needs, and to improve the network coverage outside the library.

This is probably the first study of its kind to explore art and design students’ use of smartphones for learning needs. In particular, the recent capability of smartphones and mobile internet speed are comparable with desktops, it is vital to re-examine the much changed environment and user needs.

Policy instruments are specific policies – policy content, which is associated not just with policy texts, but also with how they are negotiated and practised (Dolowitz & Marsh, 2000; Fimyar, 2008). In the context of Bologna, policy instruments are Bologna action lines (such as the credit system, the study cycles, etc.).

This Chapter explains the development of the Bologna instruments in Ukraine until 2014 through the interaction of the policy continuity and change. In particular, I review how the development of the Bologna instruments in Ukraine was triggered and guided by the Bologna action lines, as well as by the old national higher education policies. I look at the cases of four Bologna instruments. They are the system of credits, the study cycles, the diploma supplement and quality assurance. All of these instruments have been developed through the reconfiguration of the pre-Bologna policies, which were chosen by the Ministry to represent these instruments. Namely, the national module system became the basis for the Bologna system of credits. The pre-Bologna education-qualification and scientific cycles made a foundation for the Bologna study cycles. The old national diploma supplement was a reason for the delay in dealing with the Bologna diploma supplement, given that a diploma supplement existed. The national diploma supplement was taken as the Bologna instrument even though their structure and content differed. Apart from this, the pre-Bologna higher education quality assurance policies started representing the Bologna quality assurance instruments at the outset of the reform in Ukraine.

The examination of these four cases of policy instruments shows that their development began with a mere change of labels for the old policies and proceeded with building up innovations to gradually alter the old national higher education policies.

This paper aims to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business, which are delivered at a New Zealand polytechnic.

A literature review and content analysis of National Qualifications Frameworks was conducted to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business which are offered at a New Zealand polytechnic.

A literature review and content analysis of National Qualifications Frameworks reveals that learning levels are differentiated by level of complexity, degree of abstraction, depth in a major subject, research competency, learner autonomy and responsibility, relative demand placed on students and increasing complexity and unpredictability of operational context. This analysis failed to find any difference in learning level between Bachelor of Applied Business Studies and New Zealand Diploma of Business papers nominally at the same level on the New Zealand National Qualifications Framework. The degree comprises a portion of papers at a higher learning level than the diploma and it is at this level that the difference is realised.

Future research should investigate learning level differences between disciplines, qualifications and institutions.

This paper provides a framework on which to base course design, delivery and assessment of the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business and credit transfer between them.

This case study addresses the increasingly important issue of the compatibility of learning levels between different qualifications. As many economies acknowledge the necessity for increasingly skilled workforces, credit transfer to enable seamless transfer between qualifications is becoming a focus in seeking to facilitate lifelong learning. There are few studies that focus on National Qualifications level descriptors and the implications for different qualification types.

Many studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study aims to examine the relationship between students’ demographic characteristics and their academic achievement at the pre-diploma level using machine learning.

Secondary data analysis was used in this study, which involved collecting information about 1,052 pre-diploma students enrolled at Universiti Teknologi MARA (UiTM) Pahang Branch between 2017 and 2021. The research procedure was divided into two parts: data collecting and pre-processing, and building the machine learning algorithm, pre-training and testing.

Gender, family income, region and achievement in the national secondary school examination (Sijil Pelajaran Malaysia [SPM]) predict academic performance. Female students were 1.2 times more likely to succeed academically. Central region students performed better with a value of 1.26. M40-income students were more likely to excel with an odds ratio of 2.809. Students who excelled in SPM English and Mathematics had a better likelihood of succeeding in higher education.

This research was limited to pre-diploma students from UiTM Pahang Branch. For better generalizability of the results, future research should include pre-diploma students from other UiTM branches that offer this programme.

This study is expected to offer insights for policymakers, particularly, the Ministry of Higher Education, in developing a comprehensive policy to improve the tertiary education system by focusing on the fourth Sustainable Development Goal.

These pre-diploma students were found to originate mainly from low- or middle-income families; hence, the programme may help them acquire better jobs and improve their standard of living. Most students enrolling on the pre-diploma performed below excellent at the secondary school level and were therefore given the opportunity to continue studying at a higher level.

This predictive model contributes to guidelines on the minimum requirements for pre-diploma students to gain admission into higher education institutions by ensuring the efficient distribution of resources and equal access to higher education among all communities.

A degree or diploma has traditionally served as a general criterion for hiring and pay decisions. This approach is inconsistent with emerging skill‐ or competency‐based compensations systems. Such systems only recognize and pay for the skill or competency required by the task to which an employee is assigned. As employers adopt skill‐based pay systems, it is reasonable to ask whether they will continue to use degrees and diplomas in their hiring and pay decisions. A shift away from the diploma as a criterion for hiring and pay decision may influence educational systems to offer both diplomas and skills acquisition programs.

This paper aims to investigate the development of logistics and supply chain education through conducting comparative study between high diploma and associate degree. This study will critically review the added value of sub-degree courses of professional education. What exactly drives sub-degree students to enroll for a high diploma and associate degree program in maritime logistics and supply chain studies? How do they select to enroll such programs? Do such programs foster the students to equip in the professions? What do they look for obtaining professional status afterwards?

To address the stated queries, this study will analyze students’ evaluation of the effectiveness of sub-degree education and their motivation on enrolling these courses through a questionnaire survey.

In the context of higher education, sub-degrees of professional studies experienced tremendous growth in recent decades. Many academic institutions have recorded an upward trend in providing professional education on subjects that traditionally focused on apprentice-style, non-academic learning approach. However, the reasons behind the steady growth of the demand of sub-degree level of professional education have been under-researched.

This research is based on Hong Kong data only.

The paper not only increases the scope and depth of research area in logistics and supply chain education but also contributes theoretically to the understanding on the curriculum of sub-degree logistics and supply chain programs.

This paper aims to reveal and compare the characteristics of the facilities management (FM) education programs in Hong Kong, Taiwan, Singapore and South Korea (i.e. the Four Asian Dragons) and makes suggestions for their future development.

A team consisting of academics from the Four Asian Dragons held a face-to-face meeting to discuss and define the scope and framework of the review, followed by an extensive search to identify literature and information germane to the study. Individual parts of reviews, prepared by the team members for their respective places, were cross-reviewed before refinement and consolidation into the current paper.

The term “facility (or facilities) management” appears in most of the programs reviewed, but terms such as “environment” and “property” also appear in some programs’ titles. The programs reviewed range from certificate level to doctorate level; those between diploma level and master level are more common. Most of the programs have obtained professional accreditations, but some are accredited by FM-related rather than FM-specific professional bodies.

Further research should investigate issues such as the performance of the programs reviewed, extent to which they have met the market needs and how they compare with the counterparts in other regions (e.g. Europe, America). For such research, the process of the study reported here and its findings about the status quo of the programs can serve as references.

To strengthen FM as a well-established discipline, it is imperative to have the programs accredited by FM-specific professional bodies.

Providing the first-ever international review on the major FM programs in Asia, this paper is useful to program planners, educators and researchers in the FM field.