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This paper aims to explore the employers’ perceptions of graduates with on-line degrees.

The Ajzen and Fishbein’s (1980) theory of attitude formation and change informed the study. This Web-based study used self-administered open-ended questionnaires to collect data. It used purposive sampling to select 15 employers from nine employment sectors in Tanzania and used thematic analysis to analyse the data.

Findings indicate that employers prefer graduates with traditional to those with on-line degrees. However, the increasing number of organisations transforming from analogue to digital operations has opened the door for blended learning graduates to compete in the job market as factors associated with practical skills, relevant post-graduation job experience, reputation of the virtual university, course content and duration can work in their favour. These are factors on-line students need to consider when choosing an on-line degree programme. Similarly, institutions offering on-line degrees should strengthen their programmes by making these features an integral part of their education to boost the acceptability of their graduates in the job market and undermine negative perceptions associated with such degrees.

The research findings have implication to higher education institutions which need to structure their on-line programmes as recommended by employers who emphasised on increasing physical learners–instructor and learner–learner interactions as well as reducing on-line programme cost to increase students’ enrolment.

The research findings have practical implication to prospective on-line students that they should focus on reputable virtual university that integrates its on-line programme with hands-on skills.

To eliminate the negative perceptions and enhance integrity of on-line education, institutions providing on-line education need to be accredited by relevant bodies to offer on-line courses. Consequently, this will improve quality and strengthen students as well as societal satisfaction and confidence on on-line education.

The present study explored employers’ perceptions of graduates with on-line degrees versus those with traditional degrees in Tanzania. This study has yet to be conducted in Tanzania and thus produces a significant contribution to the literature, as it will help to inform prospective on-line programme students on relevant factors looked upon by employers in favour of or against graduates with on-line degrees.

The aim of this essay is to contribute to the international discussion on the consequences of the pandemic in education. This essay focuses on the case of school education (ISCED 1–3) in the Czech Republic, where a complete, long-term, nationwide school closure was implemented. Schools faced an unprecedented situation and rapidly changing teaching practices. First, the Czech context is briefly introduced with a description of the year-long anti-pandemic measures. A critical reflection of school experiences during the pandemic follows, mainly focused on the roles and activities of main actors, teachers, parents, and students in distance education. Changes in the forms, methods, and contents of teaching and learning are reflected, as is the role of governmental policy toward schools. Further economic consequences and impacts of the anti-pandemic measures on the health of the Czech school population are pointed out. Following a review of the main shifts in schooling, the concluding considerations discuss challenges for the future and possible inspiration from on-line education for the further development of school education. The essay is based on data from monitoring and thematic reports, national surveys, public discussions, and continuous observations made by the author during the course of the pandemic.

Contends that effective e‐learning requires that the education content be written and delivered very differently than in the past. Proposes to cut through the complexity associated with adopting an e‐learning approach by highlighting 13 key questions that need to be asked in assessing the strengths, weaknesses, and applicability of different e‐learning offerings. Asserts that when properly answered, the 13 questions provide a solid basis for evaluating on‐line learning and education products, and for positioning a company’s approach to e‐learning with an eye on the future instead of the past. Includes definitions that illustrate how e‐learning products are evolving.

This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance.

Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis.

Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome.

This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study.

This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class.

This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.

As colleges implement alternative forms of education delivery, prospective students must consider the method of instruction when choosing a post‐secondary institution. The purpose of this research paper is to assess the search criteria considered most important to prospective undergraduate students and to evaluate their preference for online versus on‐campus instruction.

This paper reviews a selection of literature on college choice behavior, with special reference to on‐campus (high‐tech) versus online (high‐touch) delivery. A pilot study together with a conjoint methodology is used to measure the importance students place on method of instruction, relative to several traditional criteria.

The conjoint results identify two unique student segments (risk‐sensitive and cost‐sensitive) based on attitudes toward high‐tech versus high‐touch delivery. While the risk sensitive segment expresses strong preference for high‐touch delivery, the cost sensitive segment is open to high‐tech delivery, if the price is right.

Many studies have concluded that online education may be more suited for mature, graduate students. This study, however, identifies an undergraduate student segment with a propensity toward high‐tech education. As online technology continues to diffuse through society, prospective undergraduates are expected to become less averse to alternate means of instruction.

Although many studies have compared online versus on‐campus learning, few, if any, have examined the attitudes of prospective students applying to a post‐secondary program, having no experience with distance education. This study focuses on the needs of prospective undergraduate students, highlighting differences in attitude toward cost and risk.

During the Covid-19 crisis, schools around the world at all levels had to respond to the situation most often without any preparation or time to reorganize their teaching. This chapter investigates how the Covid-19 pandemic amplified the need for equity and how teacher agency evolved through this time period. The study was qualitative and data were collected from 29 individuals from the same number of countries through narratives, and virtual interviews written responses to semi-structured questions. This chapter focuses on two main concepts: equity and agency. The authors met 18 times to work with the data, clarifying understanding of concepts, analyzing meanings, and writing up findings. Findings indicate that equity of access to online teaching and learning was a major challenge during the early stages of the pandemic lockdowns. However, many universities initiated some innovative strategies to minimize the inequities created by the migration to online learning platforms. Both educators' and students' agency evolved during the online and digital tuition provisions and made some agentic decisions that impacted their teaching and learning, respectively. During the Covid-19 pandemic, educators had much to say about their teaching online. Their experience and thinking can be leveraged in discussions about the best way forward after the pandemic experience. The mutual learning that we experienced collaborating internationally in this study points to the significance of using online facility to create and enhance solidarity among educators globally.

The macroeconomic changes as well as the challenges facing universities nowadays result in the transfer and adaptation of various concepts and organizational methods from enterprises to universities. One of such solutions is mergers. Even though there are a very large number of practical examples of university mergers in the world, at the same time there is a shortage of frameworks that would help manage mergers. The purpose of this paper is to present key areas of focus in HEIs’ consolidation processes and the creation of the conceptual model of the universities’ mergers.

In this paper synthesis, the inductive approach for model development and case study description were used. The analysis and findings were based on the systematic literature review taken out from management and public policy areas. The new public management and public value governance approaches as well as strategic and process theories of mergers were applied. The descriptive approach to management was used as well.

Formulation of a Conceptual Model of Universities’ Mergers and ten principles of effective management of universities’ mergers that cover the entire process, from planning, through implementation, to integration.

There is a need to verify the proposed inductive model of universities’ mergers through further qualitative and mixed-methods research studies.

The paper offers a significant opportunity for practical application of the presented content, because it indicates how the know-how from one (business) sector can be valuable for the future of another sector (the over-fragmented sector of higher education).

This study presents the key areas of focus in HEIs’ consolidation processes and proposes a novel Conceptual Model of Universities’ Mergers. It concludes with the principles of effective management of universities’ mergers.

The purpose of this paper is to explore the role of context in service innovation by developing a conceptual framework that illuminates the key elements and trends in context change.

The paper adopts a service ecosystem lens for understanding how elements and trends in context foster service innovation. A conceptual framework identifying the role of context change in fostering service innovation is developed and justified through illustrations across industry settings of health, retailing, banking and education.

Context change is conceptualized by three trends – speed, granularity and liquification – that provide an analytical foundation for understanding how changes in the elements of context – space, resources and institutional arrangements – can foster service innovation. The analysis indicates emerging patterns across industries that allow exploring scenarios, grounded in emerging trends and developments in service innovation toward 2050.

Managers are offered a framework to guide service innovation and help them prepare for the future. The paper also suggests areas for further research.

The paper contributes with a new conceptualization of context change to identify and explain service innovation opportunities. Managers are offered a framework to guide service innovation and help them prepare for 2050. The paper also suggests areas for further service innovation research, zooming in on contextual changes to prepare for 2050.

The purpose of this paper is to critically examine the evidence for the use of on‐line forums within education and their use in working with service users with mental health problems. The paper also outlines the key characteristics of the online facilitator. The authors propose that nurse education is well placed to develop students on‐line forum participation and moderation programme.

The authors reviewed the literature to assess the current evidence.

Much of the literature was international, mainly from Asia Pacific, the USA and Europe but there was limited research and position papers from the UK. The use of forums was discussed but there is a paucity of research, particularly in relation to the use of on‐line forums within mental health. The literature identifies and gives an insight into the complexities of using on‐line forums.

Research limitations: this is a systematic literature review but only English language papers were consulted. Also the authors drew on their personal experiences of working with students in an on‐line learning environment to inform this paper. Implications: educators need to develop a change in attitude with regard to the use of on‐line learning. Many are used to face‐to‐face teaching and still regard it as the most stimulating and appropriate way for knowledge development. Specific collaborative and interactive skills are considered to be desirable when engaging in on‐line forums. These have to be learned by both the moderator and the students. Mental health nurses should be encouraged to perceive the skills of forum facilitation in a positive way when engaging with service users and can add to their repertoire of skills.

The authors suggest that more research is needed within this area on on‐line forums, with particular emphasis on how student nurses engage in on‐line forums. It is felt that nurses, given proper preparation and effective training, are well placed to carry out the role. Partnership working could be developed with universities and NHS Trusts to develop Trust's staff skills and expertise in the moderation of forums, as universities have the skills and experience. However supervision would be essential for moderators to develop appropriate pedagogic tools to facilitate what is a complex process.

The authors suggest making better use of available technology and empowering the service user to take ownership of the way they engage with professionals.

This appears to be an area that is under researched and considering the increasing usage of social networking as a means of peer support, there is scope for this to be transferred to professional practice.

This paper deals with two types of educational reform related to teaching and learning the traditional school subject of social studies. First, we consider the importance of teaching about controversial issues by examining the impact of Hurricane Katrina, the record-setting, natural disaster, which struck the Gulf Coast of the United States in late August 2005. Using this episode as their foundation, the authors demonstrate how the common practice of avoiding controversy within the social studies arena can be addressed. Since Katrina represents a topic for which no warrant exists within state standards for teaching the subject, it can be considered a true “teachable moment”. Second, we analyze a case study involving the use of technology to spark discussion relative to the issues of race and class tied to Katrina, primarily for the two-year period after the hurricane struck. While the use of digital technology has been slow to gain popularity in the field of social studies, the authors use the case study to demonstrate how it can be utilized to generate democratic dialogue and civic engagement.