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The purpose of this paper is to investigate the role of universities in preparing disabled students to become entrepreneurially inclined after graduation with the aim of developing an entrepreneurial inclination (EI) model.

A cross-sectional survey was employed using 220 disabled universities’ students in the north-central Nigeria. Data were analyzed using descriptive statistics, correlation analysis and structural equation model. All analyses were performed using SPSS version 22 and AMOS version 22.

The findings buttress the significant position of universities in promotion entrepreneurial spirit. It revealed that the university’s role (UR), entrepreneurship education (EE) and role models (RMs) have a positive influence on disabled students’ EI. Universities that make provisions for entrepreneurship infrastructure, knowledge and RMs to disabled students will boost their EI. Second, the more lecturers and RMs inspire students, method of teaching and demonstrating enthusiasm are applied in the teaching of entrepreneurship, the better it prepares students for entrepreneurial career after graduation.

The study is only restricted to Federal Universities in the North-Central Nigeria. Further research could be conducted to cover other tertiary institutions in North-Central Nigeria. Furthermore, the study employed the cross-sectional approach. A longitudinal approach should be employed to study the trend over a period of at least two years. Finally, the factors identified in triggering EI may not be sufficient enough in explaining the phenomenon. There are other factors that may contribute in influencing EI of the disabled students that were not part of this study.

This study indicates a number of implications for the universities and policy makers. Specifically, EE, UR and RMs make significant contributions to inclination for disabled students. These factors are key for universities in Nigeria to consider in preparing these students to become entrepreneurial graduates. Policy makers and other stakeholders need to develop keen interest in designing entrepreneurship curriculum to accommodate the specific needs of students with disabilities.

This study is the first in Nigeria to empirically test the relationship between UR, EE and EI as well as the moderating effect of RMs among universities’ disabled students.

Higher education institutions are the citadel of knowledge and are heavily involved in formulating building regulations and building infrastructure designs that must conform to the building regulations. The study aims to identify university infrastructures compliant with disabled access from the perspective of the built environment students in Ghanaian universities.

Questionnaire surveys were administered to 500 built environment students across ten technical universities in Ghana with a total population of 3066; 341 were expected based on the formula used. However, upon several reminders, 176 responded. Data collected were analysed using Statistical Package for the Social Sciences.

The findings show that all university facilities are not fully compliant with disabled access. Structures found to be least compliant are the laboratories, canteens, hall of residence, toilet facilities, football fields, places of worship and transport stations. The facilities with high compliance are the administration block, library, hospital building, lecture halls, department offices and ATM areas. The leading causes for this non-compliant are lack of enforcement of the building regulations, low level of disabled students’ enrolment, age of the building, lack of knowledge and poor building designs.

Compliance with disabled access makes universities world class and creates safe learning spaces for individuals with disabilities, enforcing the right to education for all individuals, particularly those with disabilities. Lack of compliance with disabled access will hamper the full utilisation of these facilities, thereby affecting quality education delivery to people with disabilities.

The findings are essential to the Ghanaian built environment, the lives of disabled individuals and universities. The results provide knowledge on areas of improvement for complete access to structures and facilities by disabled individuals.

This article aims to analyze the impact that the inclusion of students with disabilities has on the achievement of their schoolmates and to analyze the impact that this inclusion has on the achievement of the students with disabilities themselves.

The author begins investigating how the inclusion of students with disabilities in regular schools affects achievement of schoolmates. To answer this research question, the author explores the natural variation in time in the number of students with disabilities and use data from National Exam of Upper Secondary Education (Enem). Then, the author investigates how the inclusion affects achievement of the students with disabilities themselves and uses propensity score matching methodologies and, again, data from Enem.

The results show that an additional percentage point in the proportion of students with disabilities would reduce schoolmates' writing scores by a 0.0031 standard deviation. In other subjects, the author finds weak or none evidence of a significant peer effect. In addition, using Propensity Score Matching methodologies, the results show that the mean scores are up to 44% of a standard deviation, which is higher among students with disabilities enrolled in regular schools compared to those who are enrolled in special schools. In summary, the evaluation is that inclusion policies achieve the goal of improving the performance of students with disabilities but such policies have a small and adverse side effect.

For this reason, the present study proposes to fill this gap in the literature by analyzing the impact of the inclusion of students with disabilities on both groups. In addition, this paper contributes to the empirical literature of peer effect with an analysis of the peer effect of students with disabilities per competency. Finally, the article is important given the existence of few articles in Brazil on the topic of education and people with disabilities.

The purpose of this paper is to facilitate the spread of accessible e-books, especially ones of STEM much more in developing countries, an efficient/systematic scheme to localize tools for producing/reading them should be established. Furthermore, even in many advanced countries, Print-disabled people still do not have a good tool to write a content including technical notations such as mathematical formulas in their own local language. This work is aimed at giving a practical solution for those problems.

Here, multilingual support in a tool to produce accessible STEM contents and its new localization scheme are discussed.

It is shown that the accessible STEM-document editor can be customized easily for print-disabled people so that they can read and author a material including complicated technical notations in their own local language. The localization for Vietnamese and other various languages actually has been worked on.

The Vietnamese version was completed, and some prototype versions for the other languages were also given. It is expected that the software can contribute to improve STEM accessibility much more in many countries.

The harmonisation of university degrees at the European level leads us to believe that training needs are addressed in the same way in different countries. However, the inevitable adaptation to the changing environment faced by companies requires a continuous adjustment between training and future needs, according to the sector. The aim of this paper is to compare two leading and culturally similar countries in the tourism sector in order to determine whether training is being provided homogeneously in tourism higher education and whether more specific training is desired to meet the needs of the sector in each country.

This study is part of the European Next Tourism Generation (NTG) Project, the first European partnership to foster a collaborative and productive relationship between the education system and the tourism industry. A mixed research study was conducted with the purpose of development, i.e. with the intention that the results of one method (qualitative) are used to assist the development of the other method (quantitative) and an exploratory sequential design. Both qualitative (29 interviews) and quantitative (509 tourism organisations) methods are used.

For a sector that has undergone significant changes in recent years, the results show the differences between countries around the current level of soft skills of employees, the level they will need to develop in the future and the gaps that those responsible for training future employees in the sector need to focus on for the 2030 horizon.

Several recommendations have emerged from this paper: to complement higher education, to achieve a better link between the business world and future workers; to provide much more incentives for international student mobility, which will allow students to develop intercultural soft skills before they enter the world of work, and to propose the creation of a social network to share, communicate and learn about resources specific to the tourism industry.

Since the Bologna Plan, higher education institutions have been tasked with preparing students for the world of work and developing the employability of graduates. The link between the professional world (companies) and the educational world (training centres) is a crucial factor in determining students' future skills and needs. When educational programmes respond to the needs of industry, the university can gain a competitive advantage. Therefore, some authors suggest the need for coordination and regular communication between business and training centres, thus improving the competitiveness of companies and reducing the gap that currently exists. In this paper, comparing two culturally similar countries with a recognised trajectory in the tourism sector, we will try to observe this gap and propose interesting options for the future of the sector.

Higher education institutions have undergone a transformation over the past few decades, from loosely coupled systems to more centrally managed organizations. Central to this ongoing development is the increasing competition for resources and reputation, driving higher education institutions to rationalize their structures and practices. In our study, we focused on changes in job advertisements for professorships in Germany from 1990 to 2010. Findings showed that the requirements stipulated by universities for professorial positions have become increasingly differentiated (and measurable) over time. In this context, competitive aspects, such as third-party funding, international orientation, or publications, have particularly come to the fore and grown significantly in importance. We discuss these findings in light of an increasing managerialization of higher education institutions, which has a direct effect on collegiality. We argue that the differentiation of professorial job profiles leads to even more formalized appointment processes and may push collegial governance into the background.

Previous students' housing studies have neglected the need to study all-inclusive student housing and quality of services delivery among students with disability. This study explores the expectations in students' housing among university students living with disabilities (SWDs) in Ghana.

The study adopted a mixed-methods approach, involving 423 SWD selected from five public and three private universities across Ghana. Grounded on the Gap Model, the study employed exploratory factor analysis to extract factors of service quality delivery and universal building design for SWD living in off-campus students' housing.

The study uncovered that, expectations of SWD regarding building design specifications hinges more on inbuilt universal design than external building environment designs. SWD are more interested in safety, health, managerial assurances and security. In all, five factors provided a huge gap in services quality delivered by off-campus students' housing.

The Gap Model technique offers a framework that provides an insight for students' housing investors, managers, researchers and local authorities that provides an insight on the needs of SWD in student housing, thus making it possible to attain satisfactions amongst SWD.

Unlike health-related studies that deals with expectations of all-inclusive buildings for persons with disability in hospitals, this study uniquely uncovered the expectations of services delivery and building design support to SWD in the Ghanaian context.

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.