Search results

The purpose of this paper is to focus on the comparative analysis of the Balanced Scorecards of four higher education institutions and aims to define the general framework of the Balanced Scorecard for the higher education institution which concerns: the structure and elements of the Balanced Scorecard; development of the Balanced Scorecards on the different levels of the management system of the higher education institution; definition of the main functions of the Balanced Scorecard which it performs in the process of the strategic management of the German higher education institutions. Balanced Scorecard is analyzed as a strategic management system that translates a higher education institution’s strategy into a comprehensive set of performance measures that provides a framework for a strategic measurement and management system.

The comparative content analysis of the Balanced Scorecards of one Austrian and three German higher education institutions – Johanes Gutenberg University Mainz, Münster University of Applied Sciences (Fachhochschule Münster), Cologne University of Applied Sciences (Fachhochschule Köln), Montan University Leoben.

Using a comparative analysis of the Balanced Scorecards of four higher education institutions this paper argues that Balanced Scorecard provides a systemic view of the strategy of a higher education institution. It ensures a full complex framework for implementation and controlling of the strategy and sets a basis for further learning in the process of the strategic management of the higher education institution according to the scheme “plan-do-check-act”.

This paper provides a basis for the substantial further work on the development of the general framework of the Balanced Scorecard for the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

This paper indicates the particularities of the structure and elements of the Balanced Scorecard, its development in the different levels of the management system of the higher education institution.

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.

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

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.

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.

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.

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.

Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario.

This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education?

A total of 636 papers were recovered. The “Higher Education AND Opportunities,” “Higher Education AND Challenge,” “Higher Education AND Challenges,” “Higher Education AND Opportunity,” “Brazilian AND Higher Education” and “Brazil AND Higher Education” search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement.

The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement.

The purpose of this paper is to encourage the development of a research stream on the market orientation concept in higher education. Specifically, the author explains why this concept has emerged as a potentially relevant strategy to manage higher educational institutions. The paper raises the main problems surrounding the use of market orientation in higher education, and thereby, suggests an extensive research agenda which is expected to improve the importation of marketing concepts in higher education.

This paper is based on an extensive critical literature review on market orientation, and a document analysis to grasp the major changes that have affected higher education institutions' context since the middle of the 1980s. A bulk of research agenda is proposed and summarised in a table. The different topics are rooted in the link the author has attempted to put between marketing theory and higher educational context.

Research on market orientation in higher education still has many rooms to explore. These are: competition, quality issues, the impact of budget cuts on marketing implementation and market orientation operationalisation, etc.

While the market orientation strategy has been widely studied in commercial sector, its use in public and non‐profit sector such as higher education is still unsatisfactory. The paper: points on the limits of conceptual transpositions; discusses why market orientation is important to face the new context of higher education; and raises a number of research directions that have tremendous promises in the endeavour to build richer theories of marketing management, and to address significant problems of marketing practice in higher education.

The purpose of this paper is twofold: first, to highlight the congruence and roles of the balanced scorecard in the quality assurance practices in higher education institutions, and second, to propose a balanced scorecard model for higher education institutions.

A descriptive literature review was used to understand the balanced scorecard, quality assurance practice (System model) and characteristics of the higher education institutions.

Used appropriately, the philosophical tenets of the perspectives of the balanced scorecard seem to be congruent with the input, process and output dimensions of quality assurance practices. Thus, if the core functions of higher education are explicitly represented in each perspective, the balanced scorecard seems important for materializing the input, process and output dimensions of quality assurance in higher education institutions. It may help to track and measure the status of higher education institutions in each quality assurance dimension and ultimately help to align each dimension with the university’s vision.

The paper relied on the description of previous literature. Therefore, as it did not depend on the empirical evidences, the conclusions derived in the paper are more argumentative.

The paper will add an input to the ongoing discussions on the applications of the balanced scorecard to higher education institutions. Moreover, the proposed model of the balanced scorecard may help higher education managers to assess the performances of higher education institutions and their academic disciplines according to their areas of excellence.

This paper attempts to undertake a literature review on the balanced scorecard and its roles to the quality assurance practices in higher education. In addition, the congruence between the balanced scorecard and the contemporary characteristics of the higher education institutions is also explored.

Given the disruption of the COIVD-19 pandemic in higher education, this study seeks to understand possible changes in students’ ratings and textual reviews of higher education institutions posted on Niche College Rankings (niche.com) prior to and after the COVID-19 pandemic.

This study utilized a text analytics technique to identify the positive and negative keywords of students’ sentiments expressed in their textual reviews provided on niche.com. After identifying the positive and negative sentimental keywords, this study performed ordinal logistic regressions and analyzed the statistical effects of these positive and negative sentimental keywords on the types of student ratings of a higher education institution.

Results from 15,666 online reviews provided by students on niche.com indicate the following. First, eight positive sentimental keywords such as “outstanding” and “love” have a significant impact on students’ positive ratings of a higher education institution prior to COVID-19, whereas eight positive sentimental keywords such as “amazing” and helpful” have a significant impact on students’ positive ratings of a higher education institution after COVID-19. Second, twenty-eight negative sentimental keywords such as “difficult” and “frustrating” have a significant impact on students’ negative ratings of a higher education institution prior to COVID-19, whereas thirty negative sentimental keywords such as “complex” and “hate” have a significant impact on student negative ratings of a higher education institution after COVID-19.

This study is one of the first few studies investigating higher education institution ratings and reviews provided by students. Additionally, this study provides an understanding of student positive and negative sentiments expressed in textual reviews posted prior to and after the COVID-19 pandemic. By doing so, this study provides a basis for future research seeking to understand student textual reviews of higher education institutions. Additionally, this study offers higher education administrators some recommendations that may foster student positive campus experience while minimizing negative sentiments.

This paper aims to make a contribution to the current lack of literature in the Australian context by reviewing qualitative feedback collected from students in five private higher education institutions. In particular, the paper seeks to examine factors influencing student choice to study at private higher education institutions and student perceptions of such institutions. Previous studies on this topic are mostly focussed on universities with lack of research with the booming private higher education sector.

This study draws data from five different private for-profit higher education institutions in Australia. It involved feedback from 120 students undertaking higher education courses in different discipline areas at different stages of study. The study involved 15 focus group interviews with eight students in a group. The selection of students was based on the representation of different characteristics of student such as: male/female, domestic/international, and discipline areas.

An analysis of the data collected from the students across these five institutions indicated that the main factors influencing student choice can be grouped in six domains. These are: student perception; access and opportunity; learning environments; quality of teachers; course design; and graduate success. This study reinforces that student perception of the private for-profit higher education institutions is an important factor in influencing student choice to study at the institution.

The limitation of the study was the ability to interview more students from larger colleges, across all discipline areas. However, the time and length of the focus group interviews was largely managed by the five institutions.

The private higher education sector has experienced consistent growth in the last few years in Australia. Currently, there is no qualitative research done in Australian private higher education on factors influencing student choice to study with private institutions. The rise of such providers require research on insights about student choice, student expectation and their experience.

It is considered a mystery by many people that, despite charging significantly higher fees when compared to public institutions, research has shown an increase in the demand and enrolments at private higher education institutions. The purpose of this paper is to investigate the critical factors considered by students when deciding to make private higher education institutions their institution of choice.

The study uses a case study approach and draws data from all the six private higher education institutions in Zimbabwe. Self-administered questionnaires were given to students representing at least 5 per cent of the student enrolment and representing all gender, study disciplines and levels of study from each university.

Irrespective of gender, six main factors influencing student choice were identified to be, in order of priority: access and opportunity; promotional information and marketing; reference or influence by others; quality of teaching and learning; fees and cost structure, and finally academic reputation and recognition.

The research was focused on a case study of Zimbabwe.

The study has implications on the way private higher education institutions market, manage and sustain the quality of educational provision. The study therefore provides private institutions with useful and practical insights on what students want in their institution of choice. This will assist these institutions in strategising in order to sustain or gain competitive advantage and to maximise on the increasing demand for private education. Implications to government and public institutions are also given.

The study recognises the critical role played by private universities in improving access and recommends African Governments who face financial and resource constraints to fund and expand public universities to encourage private higher education as a meaningful and viable way to improve access and provide higher education opportunities to potential students.

The study contributes to the current dearth of literature on factors influencing student choice to study with private institutions.

This study aims to explore the current Green practices implemented in Malaysia higher education institutions toward sustainability attainment by developing a multi-disciplinary comprehensive policy framework to further extend the collaboration among sustainability practitioners in providing integrated data on Green indicators linked to economic, social and environmental dimensions of sustainability in higher education institutions.

Primary data which comprises of sustainability archival documents from sixteen universities in Malaysia was used to explore the extent of Green practice for sustainability. In addition, this study also used secondary data from existing literature on sustainable development in Malaysia higher education institutional context.

Findings from the examined 16 universities and prior sustainability studies in Malaysia universities suggest that higher education institutions in Malaysia are presently implementing Green practices in their university campuses toward attaining sustainability.

Qualitative data is only collected from higher education institutions in Malaysia. Hence, findings from this study cannot be generalized to universities in other countries.

This study provides insights toward infusing Green campus paradigms from a technological perspective to facilitate the exchange of information between sustainability practitioners to produce innovative solutions for addressing sustainability challenges.

This research developed a policy framework that provides trans-disciplinary approach to be adopted by higher education institutions in Malaysia and further beyond toward attaining sustainability. Socially, this study provides Green indicators that act as a reference manual and road map toward sustainable development in higher education institutions.

A novel multi-disciplinary comprehensive policy framework is developed grounded on identified Green indicators integrated to provide information on how sustainability practitioners can implement Green practices paradigms across universities. Furthermore, the Green indicators can be used as metrics to provide data for Green practice measurement and monitoring in higher education institutions.

This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions?

To answer the aforementioned research question, this study uses logistic regression.

The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability.

The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions.

Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.