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The chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared to previous years, but the proportion of PAMI students in Israeli institutions of HE (14%) is still not equal to the percentage of PAMI (20%). The Council for Higher Education (CHE) in Israel has been trying to increase the accessibility of PAMI students in institutions of HE through the implementation of several projects and academic programs and the expectation of reaching 17% in 2021. The chapter has three main aims: (1) to describe the decisions and recommendations of CHE for increasing the rate of peripheral students in HE, (2) to trace their implementation in HE institutions, and (3) to investigate the influences of these policies in schools through interviews with secondary school principals and secondary students in PAMI schools to understand how they act to improve students’ awareness of these initiatives and to improve access to HE for their graduates. A qualitative-phenomenological study analyzes policy guidelines regarding HE for PAMI as set out by the two main committees established by the Israeli CHE. The findings may have international significance since similar difficulties are encountered in access to HE among underprivileged or peripheral populations in other world states.

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 general review paper aims to examine the special features of Chinese private higher education institutions (HEIs), discuss the challenges that Chinese private HEIs face, and explore what is needed for the further development of Chinese private higher education.

The paper takes the form of a general review and comparison.

Specifically, Chinese private higher education is characterized by volatile development that is easily affected by government policy inconsistencies. Today's private higher education faces serious challenges, including perceived low quality and low reputation, fierce competition within the private sector, and with the public sector and international forces, and difficulties in recruiting students. To facilitate the further development and improvement of Chinese private higher education, it is crucial to have a mature and stable education policy‐making process that involves multiple stakeholders, to provide substantive government support, and to establish a quality assurance system.

Chinese private higher education has experienced both unprecedented rapid growth and significant fluctuations in the last three decades, and is now facing serious challenges to its further development. Some of these challenges are common for private higher education worldwide, while some are unique to China. By focusing on these challenges, this paper probes the fundamental questions about the nature of private higher education, examines the role it plays in the process of modernizing developing countries, identifies the major obstacles that private higher education faces, and explores how these obstacles can be overcome.

This article aims to report the results of a complete survey of enterprise education in all higher education institutions (HEIs) in England, undertaken in 2010 by the Institute for Small Business & Entrepreneurship (ISBE) on behalf of the National Council for Graduate Entrepreneurship (NCGE). The survey builds on prior work undertaken by the NCGE in England in 2006 and in 2007.

The survey aimed to establish a complete picture of curricular and extra‐curricular enterprise and entrepreneurship education. The survey uses a similar structure to the previous survey, enabling comparison to be made with enterprise provision over the 2006‐2010 period, as well as with the 2008 European survey of entrepreneurship in HE.

The results provide a stock‐take of enterprise education provision in participating HEIs and highlight the connections in institutional strategies between enterprise education, incubation/new venture support, graduate employability, innovation and academic enterprise. The paper reveals “hotspots” and gaps in enterprise provision and offers “benchmarks” for the sector.

The article offers a summary of the implications for the future development and sustainability of enterprise education in HE, in relation to policy, funding and other changes in the sector. It also considers these issues in relation to recommendations from professional educators and government policy for future development of enterprise in HE and comments on the policy impact of this work.

The timing of the survey, in May‐July 2010, was important as it reflected the end of a period of over ten years of sustained investment in enterprise in higher education by the previous Labour government in the UK, through a range of funding initiatives. As major public expenditure reductions in support for HE and enterprise activity followed, this represented the “high water mark” of publicly funded enterprise activity in the HE sector, and raised the question of how enterprise education and support activities would become sustainable for the future. The report analyses existing provision, assesses its development over the 2006‐2010 period, and provides conclusions and recommendations covering future policy, development, resourcing, and sustainability of enterprise and entrepreneurship provision in higher education.

The current work explores the attributes that serve as motivation regulations for students' selection of a higher education institute (HEI).

With a self-determination theory (SDT) perspective, the current study used a mixed-method approach to develop a scale to measure HEI attribute-based motivation regulations.

A total of eight regulations were proposed: academic/extracurricular activities, infrastructure, faculty research expertise, teaching and learning quality, placement opportunities, marketing and promotion, education cost and social influence. The first four were autonomous motivations and the remaining were controlled motivations.

The study leverages the SDT motivation continuum into a structured HEI attribute-based student motivation framework.

The study guides HEI managers with specific attributes to position the institute appropriately.

This is one of the few works in the higher education utilizing the complete SDT framework.

At present, the contribution of higher educational institutes (HEIs) to economic development and society at large is under constant evaluation. One important parameter that is counted in their performance is generating intellectual capital. To maximize intellectual property (IP) (specifically patents which are considered to have maximum economic value) pool, the purpose of this paper is to conceptualize IP creation capability (IPCC) relevant to higher education. Furthermore, a scale is developed and validated to measure IPCC in Indian HEIs.

Both quantitative and qualitative methods were adopted for multi-dimensional scale development. The use of pragmatic approach also complemented exploratory design of the study for exploring relationship and developing a new instrument. The study further maps the connection between constructs of IPCC by proposing a structural model using the partial least squares path modeling method.

A significant positive relationship was seen among policy, incentives, research facility, working culture and IPCC subjected to Indian conditions. The findings based on data analysis suggest that incentive has a mediating effect between policy and IPCC.

Findings of the study could be used for formulating strategies to improve the current state of IP creation in HEIs. The results of the study could also be applied for a better understanding of the IP creation scenario in HEIs of India and similar developing countries.

This study presents the first endeavor to develop a well-structured scale for measuring IPCC especially in the context of the Indian higher education system. It contributes to research on higher education studies, innovation and IP creation.

The purpose of this paper is to explore the fundamental challenges and critical success factors in the development of a Lean Six Sigma (LSS) initiative within a UK higher education institute (HEI). The paper also illustrates examples of the types of projects completed and share some of the key lessons learned as part of the LSS journey.

The authors have initially carried out an extensive literature review on the application of LSS in higher education to understand the existing body of work carried out by other scholars in the field. This is followed by presenting a case study explaining how a HEI in the UK has embarked on its LSS journey as a process excellence methodology to improve the efficiency and effectiveness of core and supporting business processes.

There has been a clear lack of support and commitment from senior management in the sustainability of LSS within the case study organization. There was a general lack of understanding of the benefits of LSS in the higher education context and there is a lack of knowledge on the use of LSS tools for tackling process efficiency and effectiveness problems across the case study organization. Although a number of LSS projects were executed across finance, administrative, and human resources, as well as IT and library services, no projects were carried out for improving academic processes such as teaching effectiveness.

As the case study is limited to one higher education institution (HEI), the findings of the study cannot be broadly generalized. Moreover, the paper does not report the findings of any strategic projects as most projects were carried out at the operational level.

This is possibly one of the first studies reporting project examples of LSS in a HEI. The results of the study can also be used to benchmark with similar studies in other HEIs to understand the impact of certain management practices of LSS.

The purpose of this paper is twofold: first, to examine the interaction of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality (SERVQUAL) and student satisfaction (SS), and second, to explore the mediating role of cross-functional collaboration (CFC) on these relationships.

The structural equation modelling was used to examine the direct and mediated effect models using data collected through a survey of 352 students from 18 higher education institutes (HEIs) in Oman.

The statistical analysis confirms our main hypotheses. First, the centrality of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality was established in the direct effect model, while the importance of tangibles and responsiveness was not confirmed in the mediated effect model. Second, it approved the partial mediation effect of CFC on the five dimensions of SERVQUAL and satisfaction.

Service quality, level of CFC and relative SS in higher education could be subjected to contextual verification and evaluation of these internal and external contextual factors should be considered.

Several implications are highlighted for the effective development of the service quality of student affairs departments (SADs), the development of CFC for effective management, development and deployment of various student affairs initiatives.

This paper satisfies the need to validate the SERVQUAL model in different contexts such as SADs, and the need to investigate the possible mediating effect of other factors on SERVQUAL dimensions and satisfaction to show how the latter can be achieved.

This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways.

The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis.

It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician’s adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning.

Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician’s perspective using quantitative methodology.

The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect.

Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance.

The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI’s administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.

The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD).

By means of a mixed-method approach underpinned by a concurrent triangulation design strategy, this research presents evidence from an online questionnaire survey and in-depth semi-structured interviews.

Insights are presented from case studies of a group of UK Higher Education Institute (HEIs) which have made significant progress in embedding ESD in the curricula.

Central to this study is an exploration of the ESD integration process of this group including a description of the approaches to integration, the challenges faced and overcome and the critical success factors. It examines the role of a guidance instrument in simplifying and accelerating the ESD curricular integration process. The results of the study show that there is a multitude of integration approaches applied varying in their emphasis.

The main challenge HEIs face is engaging staff that may question the relevance of the ESD concept, and that lack an understanding regarding its implications for their discipline. Critical success factors identified are institution-wide people support, high-level institutional support and funding. The QAA and HEA guidance has successfully supported HEIs in developing their ESD commitments.

The results of this research can support HEIs in developing their own approach to ESD, as they learn from similar UK HE providers, particularly with respect to overcoming barriers and enhancing critical success factors to ESD curricular integration.