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Recent years have seen an increasing emphasis placed upon the development of transferable skills within PhD degree programmes. This paper reports on steps taken to evaluate a programme of transferable skills development at a research intensive university in the UK, focussing on the views of late stage PhD students in the science, engineering and medical disciplines. It shows that most students report a positive impact from having taken part in transferable skills initiatives and that they have a positive attitude towards them. Participants report an enduring positive impact on their behaviour and consider that the training meets their perceived needs as they progress as researchers. However, amongst the population as a whole, there were differences in views. For example, it was found that females, overseas students and those mainly motivated to do the PhD by career‐related reasons attach the greatest importance to such opportunities to develop transferable skills.

The paper aims to contributes on the debates about University Idea Incubation by investigating the role and the engagement of different University's stakeholders in the process of opportunity recognition in an entrepreneurship education program targeted at students with an interdisciplinary background.

Through a longitudinal case study methodology, the Contamination Lab at University of Salento (Lecce, Italy), the learning approaches and the knowledge process to create an entrepreneurial awareness, mindset and capability in students with different educational background are presented.

The findings demonstrates the crucial role of stakeholders' engagement for business idea presentation, open innovation challenge, contamination workshop on specialized topics, enterprise projects are important vehicle for effective students' business ideas and innovative projects development in a multidisciplinary environment. The close interaction among students, academia, companies and institutions creates a favourable environment that enables opportunity identification, idea generation through a deep contamination of knowledge, skills and experiences.

Limitations include the need to generalise the results even if this limitation is typical of the case study methodology. Other research is necessary for an in-depth analysis in deep of the other Contamination Lab in Italy and to derive the “invariance traits” of this environment according to the features of the local entrepreneurial ecosystems.

Implications for practices include recommendations for designing innovative programs where the interactions between University-Institutions-Industry are realized.

A conceptual framework is proposed by defining all the entrepreneurial knowledge process and knowledge creation within the Contamination Lab, highlighting the contribution of the stakeholders in each phase and learning initiative of the program.

To meet the challenges of a wide variety of jobs involved in library and information work, trained personnel are a sine qua non. This paper discusses the training of library and information science personnel at the postgraduate level in Ghana's only library school, the Department of Library and Archival Studies (DLAS), University of Ghana, Legon. It touches on a number of issues like programmes and courses offered, duration, general admission requirements, facilities and resources available as well as mode of instruction and assessment. Problems militating against the smooth operation of this library school are also examined. It concludes that, in spite of these problems, the DLAS has been a great force in the development and enhancement of the library profession in Ghana.

The purpose of this study is to better understand the nature of graduate training experiences in research groups and to identify factors that may lead to increased student retention and success.

Surveys administered at four US universities resulted in quantitative responses from 130 Master’s and 702 doctoral engineering students participating in graduate research groups. Missing data were imputed, and responses were weighted by gender, discipline, degree program and nationality. Exploratory factor analysis identified four factors describing research group experiences. Regression models were built for two outcomes: satisfaction with research group experience and intention to complete degree. Control variables included gender, discipline, degree program, nationality, year in program and institution.

Fifty-five per cent of the variance in satisfaction was described by a model including agency, support, international diversity and group climate. Sixty-five per cent of variance in intent to complete was described by a model comprising international diversity, agency and support. Several control variables were significant.

Agency and support in particular were the most influential predictors of both satisfaction and intention, suggesting that future efforts should emphasize stable funding, clear expectations, access to mentors and agency-building experiences to help students take an active role in their own success.

Discusses Australian postgraduate management training needs in the light of the obsolescence of current management development technology. Reports on a pilot study into perceptions within industry and higher education of what is needed for future courses. Academics emphasized content, and managers′ practical and process skills. Advocates a shift from content to process because of the rapidity of change in management′s environment.

The purpose of this paper is to present an innovative operational proposal for measuring the intellectual capital (IC) of higher education institutions (HEIs) through a strategic prospective lens of analysis.

After providing a literature review on the methods for measuring IC that focuses on the organisational IC of HEIs, four case studies applied to Portuguese HEIs are presented, using a matrix of cross-referenced impacts – multiplications applied to a classification (MICMAC) approach.

The empirical findings reveal how human capital, structural capital and relational capital make up the core components and provide a fairly diversified list of the measurement indicators for the operational evaluation of the IC of HEIs.

It contributes into the literature of strategic prospective analysis of HEIs by: analysing the measurement systems for the organisational IC interrelated with HEIs; identifying the key components to the organisational IC of HEIs and their respective measurement indicators; and draufting a new method for operationally implementing organisational IC through the systematic application of the components and indicators identified.

Through an innovative vision, the present study reconciles and systematically structures the methods already proposed by other authors before presenting an innovative operational approach and an alternative to the already existing methods. In addition, the structure of this proposal itself enables HEIs to choose from among the various indicators proposed for IC, correspondingly those that best align with the type of institution under evaluation.

This study empirically investigates the influence of students' brand attitudes and perceptions of brand fit on their study intention vis-à-vis international brand alliances and individual brands after alliance.

Structural equation modelling (SEM) was used in data analysis, and a questionnaire was administered to a sample of sub-degree business management students recruited from a self-financing higher education institution in Hong Kong.

The results indicate that students' prior attitudes towards the brands of foreign and local institutions and their perceptions of brand fit positively affect their study intention, providing evidence that post-attitudes towards individual brands fully mediate the relationship between attitudes towards international brand alliances and study intention towards individual institutions.

International brand alliances between higher education institutions are becoming increasingly important. In Hong Kong, despite the emerging trend of collaboration between foreign and local universities, an evaluation of the effect of international brand alliances on study intention has been seriously overlooked.

This paper aims to present the design of a new service in a self‐access language centre of a university in Hong Kong. A language action literacy program is being designed to promote independent learning and to support undergraduates in developing preferred qualities, including what the Kano Model would classify as excitement qualities.

Quality Function Deployment (QFD) is the decision support tool for selecting the literacy program contents to echo the Voice of Customer (VOC). The QFD exercises undertaken include: a telephone survey with 12 employers rating the importance of customer requirements; the program designers selecting program contents that match the customer requirements; determining the relationship between the customer requirements and the program contents; calculating the importance weighting of program contents; and determining the correlation between the program contents. The categorization of qualities by the Kano model is followed when discussing customer satisfaction.

Independent learning was rated as the most important of 20 customer requirements, and excitement qualities such as Critical thinking, Innovation, Creativity were rated as important. The QFD exercises led to the recommendations that seven types of literacy (e.g. Critical literacy, Activism & advocacy) and functional grammar should be prioritized as main program contents for empowering undergraduates to make an impact on a community or profession.

Since the sample size of the importance survey was small, the new program would have to be evaluated by larger‐scale surveys after piloting.

A review of literature found no report on QFD‐based design of self‐access language centre services; this study is likely the first of its kind.

The purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the interactive dynamics between the tertiary education sector and economic development in BRICS countries. The author also aims to examine how the structure of higher education contributes to economic expansion.

The author uses the time series data of BRICS countries across approximately two decades to determine the statistical causality between the size of tertiary enrollment and economic development. The linear regression model is then used to figure out the different impact levels of academic and vocational training programs at the tertiary level to economic development.

Data from all BRICS countries exhibited a unidirectional statistical causality relationship, except the Brazilian data. The national economic expansion Granger Caused increased tertiary enrollment in Russia and India, while in China and South Africa, higher education enrollment Granger Caused economic progress. The impact from tertiary academic training is found to be positive for all BRICS nations, while tertiary vocation training is shown to have impaired the Russian and South African economy.

This project is based on a rather small sample size, and the stationary feature of the time series could be different should a larger pool of data spanning a longer period of time is used. In addition, the author also neglects other control variables in the regression model. Therefore, the impact level could be distorted due to possible omitted variable bias.

Tertiary academic study is found to have a larger impact level to all countries’ economic advancement, except for China, during the time frame studied. There is a statistical correlation between the education and economic progress. This is particularly true for BRICS countries, especially China. But the exception is Brazil.

The government should provide education up to the certain level, as there is a direct correlation to the job creation and economic progress. Furthermore, the government should also work closely with industry to ensure growth of industry and creation of new jobs.

The comparative analysis and evaluation of the dynamic interaction of tertiary enrollment and economic output across all five BRICS nations is unique, and it deepens the understanding of the socioeconomic development in these countries from a holistic management perspective.