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Article
Publication date: 22 February 2024

Yones Romiani, Maryam Sadat Ghoraishi Khorasgani and Saeid Norollahee

Nowadays, universities increasingly consider reputation as a key component for improving quality and rankings. A positive reputation opens doors to added value and diverse…

Abstract

Purpose

Nowadays, universities increasingly consider reputation as a key component for improving quality and rankings. A positive reputation opens doors to added value and diverse opportunities. This paper aims to explore Middle Eastern higher education managers' perceptions of university reputation components.

Design/methodology/approach

Given the significance of this concept in Middle Eastern universities, a descriptive phenomenological qualitative approach is adopted to identify these key components. The study includes interviews with university managers, and data are collected through semi-structured interviews and analyzed thematically.

Findings

The findings reveal that, from the perspective of higher education managers, university reputation is influenced by four main components: university management and leadership, quality and performance, identity and image and social responsibility. These components are tailored to the context of Middle Eastern countries.

Practical implications

Practical implications are clearly laid out in the form of four key themes for higher education managers in Middle Eastern countries to manage reputation.

Originality/value

The study’s outcomes can be used as a guide for university managers in developing countries to change the situation in their favor and achieve great success in the competitive condition of universities by planning and making policies in this direction. Also, the managers of higher education in the Middle Eastern countries can take advantage of the components of this study to improve the quality and quantity of their universities and take an important step towards increasing the university’s reputation at the international level.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 23 May 2023

Abhilasha Singh and Patrick Blessinger

The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates’…

Abstract

Purpose

The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates’ level of knowledge, skills and aspects of competence (KSAs) qualification benchmark.

Design/methodology/approach

The study used a discourse analysis methodology, which is a qualitative and interpretive method of analysing texts. The content for the analysis was extracted from Scopus, Ebscohost, Proquest, Google Scholar, Web of Science, news, publications, thesis papers, dissertations and other research papers. A narrative approach for analysing the content was adopted.

Findings

The findings reveal that new graduates often encounter difficulties in searching for jobs due to a lack of awareness of how to conduct an employment search that best aligns their KSA with the requirements and needs of the labour market. The study concludes that to increase the employability of graduates, higher education institutions should reduce the KSAs gap by collaborating with the private sector and providing students with relevant, industry-based job experience before graduation.

Originality/value

This study investigates the gap between graduate KSAs and labour market requirements in the 21st-century UAE. The findings of the study encapsulate the weaknesses and shortcomings of the current educational systems amid the reform agenda in the UAE. It also deliberates upon the state-of-the-art recommendations regarding making the country a knowledge-based economy and society.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 24 January 2024

Satumari John Wafudu and Yusri Bin Kamin

The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning…

Abstract

Purpose

The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.

Design/methodology/approach

Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.

Findings

The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.

Originality/value

The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 31 August 2023

Rita Ambarwati and Dewi Komala Sari

This study aims to determine the effect of Islamic branding, experiential marketing and word of mouth on college decisions and to find marketing strategies through strengthening…

Abstract

Purpose

This study aims to determine the effect of Islamic branding, experiential marketing and word of mouth on college decisions and to find marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education.

Design/methodology/approach

This study used a quantitative method, with data collection carried out using a survey method by giving questionnaires to respondents. The respondents' criteria are active students, at least in semester three, who have studied at Muhammadiyah-Aisyiyah Higher Education in Indonesia, using a sampling technique with accidental sampling. Data analysis used Partial Least Square - Structural Equation Modeling to determine the estimated results or model predictions.

Findings

The results showed a significant direct effect of experiential marketing, Islamic branding and word of mouth on college decisions. There is an indirect effect between experiential marketing and Islamic branding on college decisions through word of mouth, but the word-of-mouth variable could not mediate the relationship between experiential marketing and Islamic branding on college decisions perfectly.

Research limitations/implications

The limitation of the results of the study is that it uses respondents who are and have participated in learning activities on the Muhammadiyah-Aisyiyah Higher Education, where the Muhammadiyah-Aisyiyah Higher Education has added value compared to other private campuses. The added value on the Muhammadiyah-Aisyiyah Higher Education is the overall learning activity based on Kemuhammadiyahan Islam in Indonesia. Islam Kemuhammadiyahan is the identity of the Islamic branding strategy on the Muhammadiyah-Aisyiyah Higher Education, which is only owned by the Muhammadiyah-Aisyiyah Higher Education.

Practical implications

This study recommends marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education.

Originality/value

The novelty of this research is the addition of experiential marketing and Islamic branding variable measurements on word of mouth and college decisions, especially prospective students to study at Islamic Higher Education in Indonesia.

Details

Journal of Islamic Marketing, vol. 15 no. 3
Type: Research Article
ISSN: 1759-0833

Keywords

Article
Publication date: 18 March 2024

Abdul Hafaz Ngah, Nurul Izni Kamarulzaman, Saifullizam Puteh, Nurul Ain Chua Abdullah, Nur Asma Ariffin and Long Fei

The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.

Abstract

Purpose

The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.

Design/methodology/approach

A quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software.

Findings

The result indicates that course structure has a positive effect on students’ grit and community of inquiry (CoI). Also, students’ grit and CoI have a positive relationship with students’ performance, while students’ performance has a positive relationship with perceived employability. Moreover, students’ grit, CoI and students’ performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students’ performance and perceived employability.

Originality/value

The findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Article
Publication date: 25 March 2024

Sam Thomas

Prospective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher…

Abstract

Purpose

Prospective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher educational institutions. The ranking of an Institution is seen as a measure of reputation and has a significant role in attracting students. But are students happy in the top-ranked institutions? Does a high rank translate into high student satisfaction? This study answers this question taking data from top educational institutions in India.

Design/methodology/approach

This study examines how the top-ranked higher education institutions in India fare on student satisfaction. Using the data on key performance indicators published by the National Institutional Ranking Framework (NIRF) and student satisfaction scores of these institutions reported by NAAC, the study explores a possible relationship between the ranking of an institution and its student satisfaction score.

Findings

The study finds no significant relationship between the ranking of an institution and its student satisfaction score. The only institutional performance dimension which has a positive correlation with student satisfaction is graduate outcome. The diversity dimension is seen to be negatively correlated with student satisfaction.

Practical implications

The importance of modifying the ranking frameworks to account for the real drivers of student satisfaction is highlighted. The items in the student satisfaction survey should be regularly updated to reflect the actual concerns of the students. This is very important given the fact that the number of Indian students going abroad for higher education recorded a six-year high in 2022 at 750,365.

Originality/value

With more than 50,000 institutions catering to over 40 million students, India has the largest higher education system in the world. Given the high level of competition among these institutions, ranking and accreditation have become important parameters used by students for selection of an institution. But do top-ranked higher education institutions have the most satisfied student community? The assumption is disproved using the most credible secondary data. This study is the first of its kind in the Indian context. It has huge implications for the most respected ranking frameworks.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 28 February 2024

Nedal Sawan, Krayyem Al-Hajaya, Mohammad Alshhadat and Rami Ibrahim A. Salem

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the…

Abstract

Purpose

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

Design/methodology/approach

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Findings

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

Practical implications

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

Originality/value

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 13 March 2024

Wessam Mohamed

This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.

Abstract

Purpose

This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.

Design/methodology/approach

A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.

Findings

A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.

Research limitations/implications

Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.

Practical implications

The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.

Social implications

This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.

Originality/value

This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

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