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1 – 10 of over 1000Kristin Warr Pedersen, Emma Pharo, Corey Peterson and Geoffrey Andrew Clark
The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration…
Abstract
Purpose
The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting.
Design/methodology/approach
This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program.
Findings
This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts.
Originality/value
The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.
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As an emerging market of international education, Asian countries ambitiously launched internationalization initiatives and strategies to attract international talent. Since the…
Abstract
Purpose
As an emerging market of international education, Asian countries ambitiously launched internationalization initiatives and strategies to attract international talent. Since the 1990s, Taiwan's government has implemented various internationalization policies. Partly affected by the political forces of neighboring China, Taiwan's government launched the New Southbound Policy (NSP) as the main regional strategy in 2016. One of the aims of this strategy was to promote mutual talent mobility between Taiwan and New Southbound Policy countries (NSPC). The purpose of this study is to explore how the NSP influences the student mobility scheme in Taiwan.
Design/methodology/approach
This study adopted the qualitative document analysis to investigate and compare the major Asian countries' internationalization focus and summarize Taiwan's internationalization development process and policy priorities. Moreover, a qualitative approach was adopted in order to collect data from 2005 to 2018 to examine Taiwan's student mobility scheme under the policy change.
Findings
Under the influence of the NSP after 2016, the student mobility scheme between Taiwan and NSPC could be categorized into five categories in accordance with the mobility rate. Although the nation-driven policy was considered powerful, the unbalanced flow between Taiwan and NSPC became severe.
Research limitations/implications
The study lacked statistics on the degree level of outbound Taiwanese students going to NSPC. It could not compare the student mobility scheme between Taiwan and NSPC by degree level.
Originality/value
The research looked at the initiatives Asian countries have developed in order to raise higher education internationalization and regional status, which shed light on the national/regional approaches under the global change.
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Siti Hajar Hussein, Suhal Kusairi and Fathilah Ismail
This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism…
Abstract
Purpose
This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism has been identified as a new tourism sub-sector with high potential, and is thus expected to boost economic growth and sustainability.
Design/methodology/approach
This study reviews the literature on the determinants of educational tourism demand. Even though the existing literature is intensively discussed, mostly focusing on the educational tourism demand from an individual consumer's perspective, this study makes an innovation in line with the aggregate demand view. The study uses data that consist of the enrolment of international students from 47 home countries who studied in Malaysia from 2008 to 2017. The study utilised the dynamic panel method of analysis.
Findings
This study affirms that income per capita, educational tourism price, price of competitor countries and quality of universities based on accredited programmes and world university ranking are the determinants of educational tourism demand in both the short and the long term. Also, a dynamic effect exists in educational tourism demand.
Research limitations/implications
The results imply that government should take the quality of services for existing students, price decisions and QU into account to promote the country as a tertiary education hub and achieve sustainable development.
Originality/value
Research on the determinants of the demand for educational tourism is rare in terms of macro data, and this study includes the roles of QU, competitor countries and dynamic effects.
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Md Abdul Momen, Seyama Sultana, Md. Anamul Hoque, Shamsul Huq Bin Shahriar and Abu Sadat Muhammad Ashif
Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom…
Abstract
Purpose
Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom services. However, an online platform with the need for appropriate technology and infrastructure from the students’ perspective poses a severe challenge to developing countries like Bangladesh. The paper aims to figure out the relevant factors that affect the extent of student satisfaction with digital classroom services at the school and tertiary levels.
Design/methodology/approach
It is a quantitative study of 450 students from Bangladesh who encountered online classes during the pandemic of COVID-19. An equal number of students from all levels, including schools, colleges and tertiary stages, participated in the survey. Exploratory and confirmatory factor analyses are used to interpret the data. Structural equation modeling using AMOS graphic software is incorporated to test the study’s hypothesis.
Findings
Among all the four determinants of student satisfaction during this critical era, all levels look satisfied with the three underlying influences: technological, convenience and resource-related factors. However, school-level students found the digital classroom services abrasive with Internet connectivity and technical structures during online classes and exams.
Research limitations/implications
A comprehensive study can assess the difference between private and public university students in this regard. In addition, the impact of gender and/or location (rural/urban area) can be assessed by using the same model of the study.
Practical implications
Having the experience of the students’ satisfaction level during this pandemic, the government, educational institutions and other stakeholders can take away the findings of the results to have a better plan for Internet-based education at every level.
Originality/value
The study is unique to see the readiness of developing nations such as Bangladesh to focus on the sudden uncertainty like a pandemic in introducing the digital education platform. The study can add value to achieving the country’s sustainable development goal of becoming a digitally enabled regional education hub.
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Shamim Ahmad Siddiqui and Munshi Naser Ibne Afzal
The purpose of this study is to look at the United Arab Emirates’ (UAE's) progress toward economic diversification and becoming a knowledge-based economy.
Abstract
Purpose
The purpose of this study is to look at the United Arab Emirates’ (UAE's) progress toward economic diversification and becoming a knowledge-based economy.
Design/methodology/approach
The World Development Indicators (WDI) and GlobalEconomy websites provided all secondary data for this paper. The data are largely used to highlight the UAE's current level of diversification and, consequently, the atmosphere for a knowledge economy transition necessary for sustainable development. Additionally, the study conducts a nonparametric estimation using DEA to identify the condition of four variables pertaining to the UAE's knowledge economy. The Herfindahl-Hirschman index (HHI) was utilized empirically in this study to determine the current state of diversity.
Findings
According to this research, the UAE economy was reasonably diverse until recently. The number of patents and journal papers published per resident both add to the UAE's GDP. Furthermore, the UAE's information and communication technology (ICT) exports are inconsistent; a declining trend in the number of researchers and the education sector's continuous struggles are major concerns. Furthermore, Figure 1 in the introduction reinforces this conclusion by noting that construction and building remained the greatest employer of labor throughout the time period. This is a significant finding because, as illustrated in this research, low labor force participation in the education sector, combined with lower citizen participation in advanced education in the UAE, results in low scientific research and publications, with low knowledge output as patent applications. In general, the majority of the UAE's population is expat, and the extent to which locals and expats contribute to the overall advancement of education remains an open question. According to the data envelopment analysis (DEA) model, three variables in the knowledge economy are productive, and they are economic incentive and institutional regime, innovation systems and ICT. The findings of this article will aid policymakers in the UAE, and more generally in the Gulf Cooperation Council (GCC) region, in developing more successful policies that help in the growth of a knowledge- and innovation-based economy.
Practical implications
This study is appropriate for UAE economic policymakers to monitor the state and policies required for the UAE's transition to a knowledge economy.
Originality/value
This issue has rarely been addressed by the use of robust parametric and nonparametric processes, as well as robust data visualization tools.
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