Search results

Reciprocal partnerships between institutions of higher education (IHEs) and communities provide opportunities for IHEs to fulfill their core mission while at the same time benefiting communities. One model of institutional accountability for this type of partnership is the Elective Carnegie Community Engagement (CE) Classification. As a process is underway to internationalize the US-based classification, this chapter engages with a central guiding question: How can we best adapt the CE classification’s institutionalizing framework for CE – designed in the context of the United States – in a way that upholds the integrity of engagement practices, adheres to effective strategies for organizational change, and is sensitive to national, cultural, economic, political, social, and historical contexts? In addressing this question, the internationalization strategy is focused on careful adaptation of the application framework so that it can be applied in specific national higher education contexts. The adaptation seeks to incorporate nationally and culturally relevant CE approaches that are reflected in organizational strategies at the institutional level, consistent with the internal logic of the CE classification: valuing expertise of others, working against colonial knowledge regimes, and mindfully building toward increased epistemic justice. This strategy can be a model for internationalization of other processes for IHEs.

The aim of this paper is to explore the relationship between leadership, employee engagement and service orientation, specific to the private service sector organizations in India. The paper also explores the ability of leadership style and engagement to predict service orientation in the given cross section.

The paper has used a single cross-sectional descriptive design. Purposive sampling has been used to identify respondents who are managers in the private service sector organisations in India. A valid sample size of 106 has been used for the analysis. Instruments used for perceived leadership style are as follows: Multifactor Leadership Questionnaire (MLQ-5X short form); Employee Engagement E3 (DDI) and Service Orientation (Frimpong and Wilson, 2012).

Service orientation is found to be strongly correlated to employee engagement and employee engagement is a strong predictor of service orientation. The other relationships which are significant and moderately correlated are that of transformational leadership and employee engagement and also of transformational leadership and service orientation.

The study highlights the importance and significant role of leadership and employee engagement for higher service orientation in the given cross section. The mediating impact of employee engagement of the leadership style and service orientation relationship could be further explored through path analysis or structured equation modeling techniques.

The research emphasizes that organizations need to focus on employee engagement as much as they focus on customers. The differential advantage to organizations will come through the employees and their behaviors towards customers. Appropriate leadership styles that drive engagement and service-oriented behaviors can be fostered in organizations to drive service performance. The mediating impact of employee engagement of the leadership style and service orientation relationship could be further explored through path analysis or structured equation modeling techniques.

The research is focused in the private service sector organizations in India and data and results support the need to focus on employees for higher scores on customer parameters. The respondents are from a cross section of service organizations and, hence, emphasizing the interplay of the three variables across organizations. The paper supports the critical role of leadership and employees in creating a higher service orientation.

The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education.

This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested.

The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance.

Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches.

The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.

Assessing the impact of hygiene factors on faculty motivation and satisfaction in online teaching will advance the literature. It will especially demystify that both factors (hygiene factors and motivator) can cause job satisfaction in online education. The purpose of this paper is to firstly determine the level of faculty motivation and satisfaction in online teaching. Secondly, this study analyses the extent to which hygiene factors affect motivation and faculty satisfaction with online teaching.

The population of this study consists of university faculty in Indonesia and Malaysia. The sample is randomly chosen in 50 higher education institutions in Indonesia and Malaysia. The sample size is 206. The participants completed a survey, including perceived student engagement, institutional support, motivation, faculty satisfaction and demographical questions. To test the model, PLS-SEM was used using SmartPLS3 software. The hygiene factors construct was operationalized as a second-order construct consisting of first-order construct: student engagement and institutional support.

There were no statistically significant differences concerning institutional support and motivation by country of residence. However, there were significant differences in student engagement and faculty satisfaction by country residence. Concerning satisfaction and motivation, the most satisfied and motivated was the faculty member in Indonesia. Hygiene factors were found as the antecedent to faculty motivation and faculty motivation multiplying hygiene factors' effect on job satisfaction. The results showed that student engagement has the highest impact on faculty satisfaction, followed by motivation. Work motivation mediates the relationship between hygiene factors and faculty satisfaction.

This study has limitations; firstly, causal inferences are not warranted as the data is cross-sectional. However, a future direction is to analyse the causal relationship between the hygiene factors, and motivation factors on faculty satisfaction using a formative first-order construct through a longitudinal study. Secondly, the results’ generalizability is another limitation of this study because the sample comprised only Indonesia and Malaysia faculty across 51 higher education institution in big cities in the island of Java in Indonesia and Malaysia peninsular only; however, the factors determined in this study represent the job-related aspects taken from the literature and the researchers’ experiences; other parts influence faculty satisfaction with online teaching. Therefore, identifying other elements is a future path.

When managers aim at increasing faculty satisfaction, the priority should be given to improve the performance of indicators with the highest effect but a relatively low in performance. All of this implies that higher education institution first needs to find ways to increase motivation by rewarding faculty in many forms, and improve the quality of instruction. Secondly, implementing policies and make some decisions that require an investment such as providing a learning management system.

Indonesia and Malaysia higher education institutions may ameliorate faculty satisfaction with online teaching in several ways. Firstly, before the online course begins, higher education institutions should attempt to have faculty believe teaching online is worthwhile and understand the institution itself also believes it is significant. Administer training for faculty, especially regarding increasing connections with and between students, gives faculty the time needed to design an online course and provide faculty with a course management system with multiple capabilities. Secondly, during the online course, higher education institutions should support technical issues and try to have faculty believe they have an accommodating work schedule and independence with the online course.

This research firstly contributes to the literature by establishing the relationship between hygiene factors and motivation, and hygiene factors and satisfaction, which did not exist according to the two-factor theory in the past. Secondly, the authors provide evidence of motivation constructs as a mediating variable. Thirdly, this study broadens the literature scope by including faculty in two countries (Indonesia and Malaysia). It includes faculty from 51 higher education systems (e.g. public and private four-year universities), incudes graduate school in seven big cities in two countries, Indonesia and Malaysia.

Social media are channels of communication and relationship between consumers and brands. In this paper, the determinants of consumer engagement in firm-generated content on Facebook are examined in a higher education institutions (HEIs) context.

Data was collected from 1,981 Facebook brand posts of 16 Brazilian HEIs and thoroughly analyzed with seemingly unrelated regression (SUR).

The results indicated that the type of media does not increase the user's engagement. The emotional content, on the other hand, increases the number of likes and shares and not comments. An interaction between dimensions, type of media and content is relevant disclosed to increase engagement metrics, while characteristics related to the day and time of posting are not relevant.

This study analyzes the factors that influence consumer engagement in brand messages published on Facebook, in the context of higher education institutions. Specifically, the authors seek to examine the influence that emanates from the likes, comments and shares: (1) factors related to the type of media (interactivity and liveliness); (2) content-related factors (remuneration, emotional, entertainment and informational); and (3) factors related to posting (day of the week and time of day).

In the context of educational services, social media is increasingly present, remarkably in HEI marketing practices. Previous studies have shown that universities use social media (mainly Facebook) to promote interactivity with students. The study presents the key characteristics of the postings by the HEIs, with an emphasis on the liveliness, the interactivity of the media, and the information content of the posts. It stands out by the examination of the most relevant factors that influence Facebook engagement, and by providing evidence on the strength of the factors related to post features that influence user engagement.

The research contributes to the proposition and empirical test of a predictive model of consumer engagement on Facebook, which can predict engagement in an HEI context.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2020-0242

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.

The proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.

The findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.

Researchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.

Educationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.

The authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.

The phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.

Despite recognition that organizations operate in interrelated service systems, extant literature has focused strongly on dyadic engagement relationships (e.g. customer-to-brand). Taking into account the multiple engagement foci that exist within a service system, the purpose of this paper is to examine the interdependence among engagement with these multiple foci in a higher education setting. Specifically, the research investigates different configurations of engagement dimensions with the service provider and brand as they pertain to engagement with the study context.

A total of 251 students were surveyed in regards to their engagement with a service provider (lecturer), brand (university) and study context. Data analysis utilized Fuzzy set qualitative comparative analysis to identify the unique combinations of causal condition consistent with high student engagement with the study context.

Five solutions were identified, each with a different constellation of engagement dimensions. Most solutions entailed engagement with both the service provider and the brand, and cognitive processing (service provider) emerged as a core condition for every solution. This suggests service providers should seek to engage with consumers, particularly from a cognitive perspective, understanding this will support engagement with the context of study.

This research provides evidence that students can engage with their study context through different configurations of engagement with the service provider and the brand. Thus, it demonstrates the need to examine constellations of engagement dimensions related to multiple focal objects to understand their interdependencies and potential influence on engagement at a higher level of aggregation in a complex service environment.

In an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education.

In the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy.

The students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging.

This study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education.

This research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.

Data were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.

The findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.

This study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

A decade after the 2008 global financial crisis, economic growth is returning to many OECD countries and EU states. However, a “rising tide does not lift all boats” and there are currently 96.6 million people at risk of poverty and social exclusion in the EU (OECD, 2017). Addressing this concerning social situation, requires innovative approaches and it has been suggested that inclusive entrepreneurship may be part of the solution. Yet, many under-represented groups (in terms of entrepreneurial activity) face significant barriers to entrepreneurship. This research study identifies how Higher Education Institutions can utilise their multidisciplinary knowledge and expertise in partnership with government, industry and civil society to address the economic and social challenges within under-represented communities by engendering higher levels of enterprising behaviour. Emerging studies in the literature have demonstrated how some Higher Education Institutions are providing tailored and holistic enterprise support to under-represented groups in their communities. However, such initiatives are not common and there is little research on how other HEIs might replicate inclusive entrepreneurship initiatives. Through the presentation of a conceptual model, this chapter identifies how HEIs can move outside of their formal education setting and dynamically support the development of enterprising competencies and behaviours amongst people within their local communities. The findings highlight six key areas for consideration in such developments including: 1. Teaching and Learning; 2. Resources; 3. Infrastructure; 4. Multidisciplinary Approaches; 5. Stakeholders and 6. Culture. These findings highlight the requirements for impactful HEI-community engagement and suggest that HEI community engagement through entrepreneurial education is a novel way of adding value for both under-represented communities and HEIs.