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Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.

The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study.

This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government.

This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs.

This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.

The purpose of this paper is to evaluate the performance of select technical higher education institutes of national importance in India. This helps to judge the efficiency and effectiveness of an institute to provide valuable insights on performance measurement and effectiveness not only to the respective institute but also to governmental agencies and policymakers.

The paper makes a comparative analysis across various educational institutes of repute. This paper looks at the performance of four technical higher education institutes of India. An integrated data envelopment analysis–analytic hierarchy processing (DEA–AHP) approach has been used to compare and evaluate the relative efficiencies in terms of input provided to the institute to produce outputs.

The results depict the performances of the four institutes over the period of five years and, in turn, help assess the increase or decrease in the performance of a particular institute in comparative assessment. The paper also helps identify the most efficient institute among the four institutes that have been compared, in terms of academic efficiency, research efficiency, teaching efficiency and consulting efficiency.

A study like this would furnish an insight into the performance of the select higher educational institutes. The findings can be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency and decide about benchmarking and funding strategies.

This paper is an attempt toward defining, conceptualizing and measuring performance effectiveness of institutes of higher education in the Indian context. The effort at the integration of the methodologies (through comparison and DEA–AHP) has helped to provide insights that could not have been obtained through the use of the methods or techniques alone. The paper has helped identify critical strategic issues and parameters which when implemented would be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency of educational institutes in higher education.

This study aims to explore various determinants of university attractiveness and its relationship with sustainable institutes. Further, the study examines the mediating role of perceived student support and sense of belongingness on the relationship between university attractiveness and sustainable institutes.

The data analysis was conducted with 637 responses from the students from private universities located in the northern region of India. Variance based partial least square structural equation modeling (PLS-SEM) was applied in the study to investigate the proposed conceptual model on sustainable higher institutions. Additionally, by applying PLS Predict, the predictive relevance of sustainable institutions with important and performing constructs was found out.

The results of this study indicate that university attractiveness plays a critical role in enhancing perceived student support, and it has a direct and significant impact on developing sustainable institutes. Further, students’ sense of belongingness is expressed as significant mediator between university attractiveness and sustainable institutes. The predictive relevance of the study was reported to be high. Most important indicators of university attractiveness were found to be teaching, research and publications, branding and promotion, and diversity in courses offered by the private universities.

The conceptual model under study can be investigated with a moderating effect of private and government universities in future. Additionally, the role of additional variables in online scenario under current pandemic situation can be assessed through the model used in this study. Future research can be done by using qualitative analysis through thematic analysis and sentiment analysis of students in higher education institutes.

The present study is the first to explore the mediating relationship of perceived student support and sense of belongingness with university attractiveness and sustainable institutes. The conceptual framework can prove to be important for education specialists, administrators of education institutes at university level and policymakers. The study offers effective ideas for policymakers to bring sustainability in education sector in near future especially in emerging economies and attain sustainable development goals.

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.

The purpose of this paper is to provide a background on the Thai higher education system which consists of over 160 public and private universities and colleges, under the purview of the Commission on Higher Education of the Ministry of Education. Particular emphasis is placed on the Rajmangala University of Technology (RMUT) system, consisting of nine regional technology universities, consolidated less than ten years ago from over 30 region‐based technology institutes, spreading over 20 provinces.

The paper looks at challenges faced by the Commission and the University: aligning uneven and highly differentiated capacity with emergent and shifting educational needs; distributing or gaining access to resources to assure that quality is both established and maintained; and dealing with the existential fact that the very technological needs that one is seeking to educate for are changing literally moment by moment. Mechanisms on collaboration among the nine universities, and management practices to ensure effective regionalization are presented.

Thailand is witnessing a rapid expansion of the Thai higher education system. Two new university systems, the Rajbhat University system and the Rajmangala University of Technology‐RMUT system are newcomers. Both have evolved out of colleges under the original Ministry of Education for many decades. They have been under‐funded and inherited characteristics uncommon to universities. The RMUTs have to establish themselves among existing, mature and well developed technological universities. Issues and challenges are to be addressed by the new governance and management mechanisms.

This paper provides insight into the challenges and developments faced by the higher education system in Thailand.

Our findings show that the academic culture is base for quality teaching and education delivery and it impacts employee experience through employee involvement in decision-making and employee engagement demonstrating benefits for universities such as increased employee attraction, higher retention, greater productivity and improved student service. Higher education institutions that offer development opportunities to their faculty are likely to have less turnover than those that do not. Globally tuned curriculum matching the expectation of students one hand and developing a conducive environment for implementing the changes on the other hand is the need of the hour. Branding and student employability needs the focus of policymakers, and it can highly impact the visibility of institute.

This research has been undertaken to examine the role of critical success factors (CSFs) for augmenting quality of higher education institutes in India. The aspects considered are: branding, employability, employee experience, student experience. The study tries to analyse their impact on overall performance. The results highlight that academic culture mediates between student experience and overall performance. The current research also indicates that academic culture mediates between employee experience and overall performance. Employee experience through academic culture emerges as a strongest predictor of overall performance. Student experience through academic culture emerges as another important predictor of overall performance. Employability was next to follow. The beta values were low for branding. The results highlight that for improving performance Indian higher educational institutes need to focus on branding. Implementing this model will enable educational institutions to focus on these predictors to boost overall performance and equip engineers with requisite skills through academic culture.

The results show that employee experience is the most importance significant performance indicator to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs. However, branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

Competition is spreading in the higher education sector with widespread consequences, and in order to effectively respond to the pressures, universities have to be able to draw attention and retain their precious human capital. Developing linkages for faculty and student will generate mutually beneficial sustainable outcomes. Institutes preferably be multi-disciplinary or inter-disciplinary and have both teaching and research focus of an exceptionally high quality. Developing diverse programmes and activities targeting at developing quality of mind, ethical standard, social awareness and global perspectives, let the students shape their own experience and growth. Solid linkages with industry to impart a practical dimension to technical training is must, and an effective semester internship in industry is a testimony of project-led teaching. Research excellence and quality teaching are the basis of quality education. Engagement in external collaborations that extend and deepen institution impact through increasing international engagements. In future, empirical studies can also be conducted on the AQAR model by collecting data through questionnaires based on the perception of students, and it can be tested through hypotheses employing R software to determine the extent of implementation of AQAR in EEIs in India.

The results show that employee experience is the most important significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

The results show that student experience is the most importance significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator. The direct effect of student experience (Beta = 0.101) is less in comparison to the indirect effect (beta = 0.412). The employee experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

This monograph is devoted to the countries of Eastern Europe, which are experiencing the dramatic changes following on from the fundamental developments of the last few years. These countries, Albania, Bulgaria, Czecho‐slovakia, Hungary, Poland, Romania, the USSR and Yugoslavia, are likely to become members of a greater Europe in the future. Their economic and educational systems are examined and the structures of their management training systems are described.

This chapter will explore the main historical trends of the continuous teacher education development in Russia since the 18th century till present. Continuous teacher education in Russia has been a historically changing problem. Its roots lie in the end of the 18th century but its further formation relates to the emergence and development of open comprehensive schools and the spread of general education and opening the universities throughout the country in the 19th century. At the same time neither in the 18th nor the 19th centuries, teacher education in Russia could not be considered as a system, since its structure did not yet have orderliness, stability, constancy and integrity, even at a minimal level (various educational institutions were abolished and closed, teacher education was just beginning to appear in the regions). Thus, the formation of teacher education as a system fell on the border of the 19th–20th centuries. The topic of continuous teacher education in the USSR received impetus since 1986, when the requirements of scientific and technological revolution determined the task of creating a unified system of continuous education in the Soviet Union. At the same time, the continuous education was not recognised as a guiding principle of the teachers' professional development, although de facto it already existed in the 1920s. The phenomenon of continuity in teacher education, understood as the totality of means and forms of obtaining and deepening teacher education throughout life, existed as early as the beginning of the 20th century.