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This research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).

A total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.

The findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.

Postgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.

The current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.

The novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.

The paper examines the succession management strategies and the preparation level of heirs in the context of family-owned educational institutions in Nepal.

Sixteen in-depth, semi-structured interviews with the institution's leader were conducted. Each interview was transcribed using content analysis. Several themes and new items emerged that define the institutional strategies in succession management.

The paper provides insight into the challenges of implementing effective succession management strategies. The identified themes are traits, processes, challenging aspects and effective plans. The study's findings show the lack of awareness about the importance of succession planning among the institution owners due to the availability of limited resources. The paper also provides some insights into how family ownership and management are done and the lack of formal processes in succession management strategies.

This paper offers readers the chance to think about succession planning strategies. Also, it adds value in their critical analysis of the succession plan. The study advised the learners to consider additional elements that can impact succession planning, such as experience, educational requirements and their desire to work. It will aid researchers in considering the societal perspective of the successor, which is also a significant worry.

It focuses on a specific context, private schools in Nepal, and examines the challenges they face in implementing succession management strategies. The paper tries to identify the approach that may reveal potential solutions that have not been considered. The paper aims to clearly articulate the unique contributions of the study and explain how it advances the existing literature on succession management.

Higher productivity in the potato value chain in Rwanda requires good quality seed potatoes. The article analyzes how innovations were introduced in the framework of a development project resulting in a partnership between a firm and two educational institutions to produce better seed potatoes, using the Triple Helix approach.

In the Triple Helix model government, academia and the private sector work together to develop and introduce innovations. This led to producing and introducing improved seed potatoes at an affordable price through a public private partnership (PPP). Interviews with experts and a survey of local producers were carried out to identify factors influencing the success of the partnership.

A Service, Training and Innovation Center (STIC) has been created to produce the first clean potato seeds in Africa on a commercial scale, based on cultivation of in vitro potato plantlets and aeroponics to produce mini-tubers. It is called Seed Potato Advancement Centre, an education–enterprise partnership, using these plantlets to produce mini-tubers through aeroponics. Seed multipliers are responsible for the next three stages of seed multiplication. The final product is the certified potato, sold to ware potato farmers. The availability of disease-free seed potatoes in Rwanda gives a boost to the potato value chains and contributes to food security. The partnership was successful because of the support from the government and donors, with the private sector and the extension services helping to implement the innovations effectively.

The limitation is that the number of experts interviewed is limited and the survey did not only deal with potato-related activities. The focus is on one region only, but the most important potato growing area in Rwanda.

STICs function as a tool for cooperation between government, private sector and the knowledge sector to achieve commercial and development goals. They function as a channel for technology transfer. They allow applied research, including agronomic research; information collection; and dissemination, networking, training, organization of outreach activities. The model can be repeated in other sectors and countries.

The paper looks at a PPP in agriculture with educational institutions. Second, the Triple Helix and value chain literature is used to study the introduction and implementation of appropriate innovations, while factors determining the success of the partnership were identified. This concerns the first production of clean seed potatoes in Africa on a commercial scale.

The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan.

This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis.

The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education.

This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions.

This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.

Educational policies, integrated practices, obliged strategies and notable benchmarks are always required by the higher educational institutions (HEIs) for operating business ventures into competent boundaries and to preside toward the overall new business density. The same are needed to be evaluated based on student's concerns for road-mapping sustainability. Accordingly, authors conducted present study to identify crucial quality characteristics (measures) under the origins of HEIs based on student's concerns using qualitative medium under Indian economy. The study is presenting critical dimensions and quality characteristics, which are seeking by the students for selecting HEIs for their studies.

Kano integrated-Grey-VIKOR approach is utilized in present study for road-mapping sustainability based on the determination of priority index and ranking. The study utilized three segments of methodology, where in the first segment, Kano technique is implicated to define priority index of quality characteristics. In the second segment, grey sets theory is implicated to capture the perceptions of the respondents. In the third segment, VIKOR technique is implicate to rank the HEIs.

The findings of the study will assist administrators in planning the prominent strategies that can embrace performance traits under HEI, which in turn will participate in growth and development of an economy. The findings have revealed “PPCS, ICMC, TSTR, PICM, AFEP, IMIS as Attractive performance characteristics,” “IEAF, OIAR, INET as One dimensional performance characteristics,” “QTCS, PORE, SIRD as Must-be performance characteristics” and “PQPE, PCTM as Indifferent performance characteristics.” Additionally, “Professional and placement characteristics of institute” is found as the most significant measure inspiring students for admiring engineering institutes. It is found that “Observance of institutional affiliation and recognition” and “Infrastructure, classroom management and control methods” are found as the second significant measures. “Patterns of question papers and evaluation medium” and “Personal characteristics of teacher and management” are found as the least competent characteristics admiring stakeholders for selecting HEI.

The present study can assist administrators in drafting refined policies and strategies for practising quality outputs by HEI. The study suggested critical quality characteristics, which in respond will aid in attracting more number of students toward educational institutes. A study under Indian context is demonstrated for presenting critical facts and attaining higher student's enrolment rates.

Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing secondary education, students in many countries receive education from private tutoring to get admission into the university. This study examines the effect of private tutoring on university admission and subsequent students' academic achievement at the university level.

Using survey data from Bangladesh as a case study, this study employs a two-stage least squares (2SLS) methodology.

Considering that coaching centers offer services such as private tutoring, this study finds that an informal education for admission greatly helps academic achievement. Students who benefit from informal schooling are more likely to achieve higher grades in subsequent programs.

This study strongly suggests that formal education at the secondary school level is unable to meet the academic expectations that are demanded at the tertiary level. This forces the development of private tutoring, which supports the students from more financially well-off families to perform well at the cost of educational disparity.

This study presents a comprehensive investigation of turnover intention within the context of higher education, specifically focusing on private universities in Egypt, to develop a robust conceptual framework to explore this phenomenon.

The study sample comprised both male and female tenured faculty members from private universities, and data were collected through questionnaires, resulting in 396 completed responses. Statistical analysis was conducted using SPSS and partial least squares structural equation modeling (PLS-SEM) software.

The study highlights the significant impact of work-life balance (WLB) and organizational commitment on turnover intention, with job satisfaction as a mediating factor. Additionally, the research reveals that emotional intelligence (EI) does not directly influence turnover intention, but its effects are fully mediated by job satisfaction.

This research not only advances the theoretical understanding of why academics contemplate leaving their positions but also underscores the significance of this topic. Moreover, by exploring turnover intention in the private education sector of the Middle East, the study addresses a notable gap in the existing literature.

The study assessed the stakeholders prioritization of key performance indicators (KPIs) on public and private tertiary educational projects in Osun State, Nigeria intending to enhance their performance.

The study used a total enumeration survey to purposively select built environment professionals working in the Physical Planning and Development Unit (PPDU) and procurement units of 17 tertiary educational institutions (7public and 10 private) in Osun State Nigeria for data collection. A quantitative research approach was adopted for the study using a questionnaire. A total of 102 questionnaires were retrieved from the respondents and used for analysis. Analysis of data was done using frequency, percentile, mean score (MS), Cronbach's Alpha coefficient, t-test, and Analysis of variance (ANOVA).

The study found that in the overall opinion of the respondents the most prioritized KPIs for tertiary educational projects are for the project to meet specifications (MS = 4.17), the project must be on time (MS = 4.01), and efficient use of resources (MS = 3.96). The important KPIs for the public tertiary educational projects is that the project should meet specifications (MS = 4.08), deliver the projects on time (MS = 3.96), and be under cost (MS = 3.84). While, the most prioritized KPIs for private tertiary educational projects are for the project to meet specifications (MS = 4.25), efficient use of resources (MS = 4.14), on time, and doing the right thing (effectiveness) (MS = 4.06) each. More findings indicated that there is no significant difference in the manner built environment professionals prioritized KPIs. However, there is only a 7% significant difference in the manner professionals working in the public and private tertiary educational institutions in Nigeria ranked KPIs.

There is a significant difference in the ways and manner built environment professionals working with the public and private tertiary educational institutions in Nigeria view resource utilization on their projects. As such, working environment either as public or private has a significant impact on resource utilization for tertiary educational construction projects.

The study compared opinions of professionals working with public and private tertiary educational institutions on KPIs to enhance project performance.

This study aims to investigate the relationship between management support, quality infrastructure, staff training and the effectiveness of quality enhancement cells (QECs) established in higher education institutions.

Data were acquired via a structured questionnaire dispatched to faculty members across 12 public and private universities, primarily situated in Punjab, Pakistan. Among the 200 questionnaires distributed, 180 were retrieved and 140 were deemed valid. The proposed relationships were examined using SPSS–25 and PLS–SEM.

The results show a positive and significant relationship between management support, quality infrastructure and staff training with QECs' effectiveness. The study also highlights that the effectiveness of QECs is “Good” in only two of the 12 universities, while in most universities it is “Barely Acceptable”. Furthermore, QECs' effectiveness is slightly better in public universities compared to private institutions.

The study employs convenience sampling and a cross-sectional approach, focusing on faculty members from 12 universities, primarily in Punjab, Pakistan. To enhance future research, larger samples and probability-based sampling should be considered, while involving quality managers and students for a broader perspective.

The research suggests policymakers and university leaders should strengthen their support by providing resources, quality infrastructure and training for academic and administrative staff. This would enhance the effectiveness of QECs and improve the overall quality of education in both public and private universities.

This study contributes to the literature on quality assurance in higher education by emphasizing the significance of QECs concerning management support, quality infrastructure and staff training – areas that are often overlooked in Pakistani universities.

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.