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Article
Publication date: 19 February 2019

Alison Felce

Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management…

Abstract

Purpose

Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required.

Design/methodology/approach

A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels.

Findings

The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed.

Originality/value

Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 1 April 1992

John Creedy and Patrick Francois

Examines, using a simple model, the choice of appropriatecontributions of taxes and fees used to finance higher education. Atwo‐period model is developed in which…

Abstract

Examines, using a simple model, the choice of appropriate contributions of taxes and fees used to finance higher education. A two‐period model is developed in which individuals in cohort invest in higher education in the first period, and the interdependences between educational choice and the tax system are considered. The implications of majority voting and the maximization of a social welfare function, allowing for a trade‐off between equity and efficiency, are examined in progressive and proportional tax systems.

Details

Journal of Economic Studies, vol. 19 no. 4
Type: Research Article
ISSN: 0144-3585

Keywords

Article
Publication date: 1 December 2006

Zamzulaila Zakaria, Susela Devi Selvaraj and Zarina Zakaria

To provide evidence on the establishment of the internal audit function in the higher education institutions in Malaysia and also to obtain the perceptions of the…

5452

Abstract

Purpose

To provide evidence on the establishment of the internal audit function in the higher education institutions in Malaysia and also to obtain the perceptions of the management of the higher education institutions towards the role and scope of the internal audit.

Design/methodology/approach

Sample consisted of 17 public universities and 49 private universities in Malaysia and variables used by Gordon and Fischer were adopted for this study.

Findings

The findings revealed that a substantial number of private institutions of higher education do not have an internal audit function. The study also indicates that the management of both types of institutions have similar perceptions on the role of internal auditors and the important audit areas as there are no significant differences between public and private institutions of higher education.

Research limitations/implications

The main limitation of this study is that it only examines whether the scope of internal audit covers the areas mentioned by treasury circular or the IIA Guideline. It ignored the extent to which the higher education institutions comply with both guidelines. It is, therefore, suggested that future research could consider the degree of compliance to the above guidelines. The difference in the role of internal auditing between the education sector and other industries represents an interesting area for further research. Also, since this study only focuses on the perceptions of the management and the internal auditor themselves, the perception of other parties such as regulators and the audit committee on the role of internal audit in institutions of higher education will be an interesting area to explore for future research.

Practical implications

The failure to establish an internal audit function in the private universities calls for government intervention to ensure the existence of an internal audit function in the private sector higher education institutions.

Originality/value

The findings of this paper will be important in further refining the scope of the internal audit function in the higher educations institutions in Malaysia, especially to policymakers concerned with regulations governing the internal audit function.

Details

Managerial Auditing Journal, vol. 21 no. 9
Type: Research Article
ISSN: 0268-6902

Keywords

Book part
Publication date: 17 September 2018

Colin McCaig

Abstract

Details

The Marketisation of English Higher Education
Type: Book
ISBN: 978-1-78743-856-9

Abstract

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Book part
Publication date: 27 November 2015

Cibele Yahn de Andrade

Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24…

Abstract

Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24 attend a higher education course. In this paper, we analyze how family income and race (defined in Brazil by self-declared skin color) affect the equity of access to higher education.

Details

Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
ISBN: 978-1-78560-291-7

Keywords

Article
Publication date: 1 April 1996

Qiang Lianqing

Describes the programme of reconstructing higher education which is currently under way in China. Outlines the history of formal education in China from the beginning of…

1974

Abstract

Describes the programme of reconstructing higher education which is currently under way in China. Outlines the history of formal education in China from the beginning of the twentieth century and explains the national system of administration of higher education. Sets out ten major aspects in which Chinese higher education has to be reformed in order to meet the demands of the twenty‐first century

Details

International Journal of Educational Management, vol. 10 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 July 1979

TOM GORE

Higher education demands considerable expenditure. In 1976–77 the recurrent expenditure alone in Great Britain was roughly £1 336 millions, which included maintenance…

Abstract

Higher education demands considerable expenditure. In 1976–77 the recurrent expenditure alone in Great Britain was roughly £1 336 millions, which included maintenance grants of £362 millions to students pursuing advanced courses in the institutions concerned with them. The expenditure represents about 18 per cent of all recurrent expenditure in 1976–77 by the Department of Education and Science, the Scottish Education Department and the Welsh Office. Capital expenditure on higher education in 1976–77 was around £154 millions. These large sums of expenditure are basically determined by the size of the eighteen year old age group and those in this group who qualify for higher education by acquiring the required ‘A’ levels and who wish to pursue it. The age participation rate (APR) is crucial to any analysis of future developments.

Details

Industrial and Commercial Training, vol. 11 no. 7
Type: Research Article
ISSN: 0019-7858

Article
Publication date: 8 April 2019

Innara Lyapina, Elena Sotnikova, Olga Lebedeva, Tatyana Makarova and Nataliya Skvortsova

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor…

1408

Abstract

Purpose

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor resources. According to this, there is a necessity to pass to the system of higher education with elements of smart technologies. The purpose of this paper is to determine the role of smart technologies as an innovational and intellectual tool in development of the system of higher education and formation of actual skills with students.

Design/methodology/approach

The aspects of classical education in universities with elements of remote forms of implementation of smart technologies on IT platforms are studied; peculiarities of smart technology as intellectual tools of higher education are analyzed; perspectives of usage of smart technologies as innovational tools for development of higher education are determined. The research methods include analysis, synthesis, abstraction, comparison and logical method.

Findings

Information technologies become an inseparable part of life of society and human. A new network generation of people that cannot imagine life without new technological devices is growing. However, despite this, modern education does not sufficiently influence the development of human capital in the conditions of digital environment.

Originality/value

Scientific novelty consists in conducting the research in the sphere of significance and perspectives of implementing smart technologies into the systems of higher education of the Russian Federation. This paper could be interesting for public officers who form the program of development of higher education and academic staff of higher educational establishments.

Details

International Journal of Educational Management, vol. 33 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 10 October 2022

Annibal Scavarda, Gláucya Daú, Luiz Felipe Scavarda, Prem Chhetri and Patrick Jaska

Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought “quality education” and “industry…

Abstract

Purpose

Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought “quality education” and “industry, innovation, and infrastructure” as two of the 17 Sustainable Development Goals. The educational processes in higher education can be focused on adding brand value and social value, and they can be promoting the social inclusion. In this sense, the purpose of this study is to answer some questions related to the corporate sustainability practices under the 2030 Agenda lenses in the Latin American higher educational scenario. After the literature review analysis, a conceptual framework was developed.

Design/methodology/approach

This exploratory research study proposes an educational conceptual framework, improving the corporate sustainability under the 2030 Agenda lenses. A literature review was developed, involving the seven variables: “Latin America,” “higher education,” corporate social responsibility,” “personal social responsibility,” “corporate sustainability,” “governance” and “sustainability.” A matrix was developed with 25 variable combinations, connecting the seven variables. Three questions have been proposed and answered: “How much research has been developed in the Latin American higher education?” “How can the corporate social sustainability be applied in higher education?” and “Which perspectives can be considered?”

Findings

The results of the literature review are presented through the number of papers found with the analysis of the year of publication and the conceptual background. A total of 524 papers were found. Of these studies, 49 addressed the Latin American panorama, 33 had a general approach and 16 promoted interactions between Latin American and European countries, as well as between regions and continents. Six topics emerged from the literature analysis: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics are connected in the “discussion” section, and the educational conceptual framework shows the corporative perspectives on sustainability in higher education.

Originality/value

This research study presents “A conceptual framework for the corporate sustainability higher education in Latin America” and it brings some discussion topics: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics were identified through the literature analysis, and they were applied in the conceptual framework to improve the quality of education. The implications of this study are connected with the conceptual framework to promote the discussion topics. The implications involved the public and private governance spheres, third sector, as well as the professors, students and other stakeholders of higher educational institutions. These implications can represent an agent of positive change in the Latin American scenario.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

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