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Using a Southeast Asian context, this paper asks a question that has seldom been researched: Is there a divergence between parents’ and their college-going children’s perceptions of education and employability at a time of rapid economic change? If such a divergence exists, it would have hidden costs for the children. Parents’ choice of professions no longer in demand when their children reach working age can permanently damage the latter’s earning power. Also, parents’ choice of fields of study that their children are not proficient or interested in jeopardizes the latter’s chances of success in their studies. The paper aims to discuss these issues.

Data were collected using mixed methods, a combination of structured online questionnaires from two local special-purpose sample surveys conducted by the authors, and follow-up interviews. Graduate Employment Survey 2 (GES2) was the second of a three-phase British Council-sponsored study, focusing on TNE, that used a structured online questionnaire for students of several tertiary education institutions, both in the public and private sectors, and for several group interviews of students in 2015. A structured questionnaire was also administered to a small number of parents.

In terms of employment, the rankings of HEIs by parents and students were generally consistent. Study in foreign HEIs abroad has the highest likelihood of employment. Branch campuses were ranked next highest. Despite this, of interest is the difference in mean scores between first and second ranked HEIs. Whereas students rate branch campuses as not much inferior to foreign university campuses, parents see a major gulf between them – they rate foreign campuses more highly than branch campuses more poorly. This difference is likely caused by parents’ traditional preference for foreign study over local, coupled with a lack of TNE knowledge.

A fundamental issue of perception is how parents and students see the role of education. Is education a destination or is education a journey? This disconnect has consequences. Given the shifting nature of employment, the need for transferable skills and the fact that some of the jobs that the next generation will be doing are not even known today, parental advice based on what they know may not do justice to their children’s choice of career. Likewise, the approach of TNE to promote traditional degrees to job paths is also a conventional approach that has a limited shelf life.

The role of parents in education choice has received surprisingly scant academic attention. With technological change driving product and service innovation ever more rapidly, previously unknown types of work have emerged in a relatively short span of time. In this situation, the risk of mismatched perceptions between parents and their children, whose educational experience spans a generation, is becoming increasingly real. While most studies of a parental role have been undertaken for Western countries, there is much less research on East Asian parents’ role in their children’s education.

Funding infrastructural facilities of higher institutions, especially in some developing nations such as Nigeria, that is under-funded, is a challenge in the current era. Private organisations participation in infrastructure development via a proposed expanded corporate social responsibility (ECSR) may enhance infrastructural facilities provision. There is a paucity of literature regarding ECSR, a form of infrastructure tax relief providing infrastructural facilities for higher institutions. Therefore, the study investigated the role of private organisations via a proposed ECSR in the provision of infrastructure and proffer ways to enhance higher institutions' infrastructure development delivery in Nigeria.

The study data were collated via face-to-face interviews and observation of existing buildings. From the six geo-political zones, two higher institutions each were selected for a good representation across Nigeria. Saturation was achieved with 26 participants interviewed. The emerged three main themes were analysed via thematic analysis.

Findings show inadequate infrastructure development in Nigerian higher institutions. Lack of policy and institutional framework, lax governance, level of transparency, and corruption, emerged as the key issues that may hinder private organisations from participating in public higher institutions infrastructure development delivery in Nigeria via ECSR. Others are lack of autonomy, inadequate planning, high level of impunity, political affiliation, poor management, and access to funding. The study proffers some recommendations based on these findings.

This research is restricted to the role of private organisations via ECSR in infrastructure development (buildings) in Nigeria's public higher institutions. Future study is needed to validate the proposed ECSR framework in developing countries for the provision of buildings for higher institutions in their host communities.

The paper will advance the philosophy of corporate social responsibility to the provision of building facilities in host communities' higher institutions by private companies through tax relief and supported by a proposed Presidential Executive Order.

The proposed ECSR framework can be used to improve building facilities in Nigeria's higher institutions. This may assist and stir up policymakers to explore the proposed model and back up with an established policy such as infrastructure tax relief (ITR) for implementation.

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities.

Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university.

The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities.

Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts.

The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success.

This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.

Kerala is one of India's most advanced states in human development and other social indices. This study aims to look at the management education scenario in Kerala from a macro-perspective and examines the existing trends, major issues and present challenges facing the sector.

The study is driven by previously unexplored secondary data published by India's apex technical education regulator–All India Council for Technical Education (AICTE). Qualitative and quantitative assessments are assimilated from the organization, dissection and categorization of unit-level data.

Business schools (B-schools) in the state are facing acute distress in enrolments. There are intra-regional variations in institution count and occupancy rates. The vast majority of the institutions have no accreditation at all. The entire sector is facing a protracted decline.

The study has relied primarily on descriptive statistics considering a single discipline within the higher education sector in Kerala. Future studies should look at other disciplines (engineering, medicine) simultaneously. Use of statistical methods like panel data regression would be beneficial to find hidden trends in cross-sectional and longitudinal time-series data.

Management education in Kerala is facing an existential crisis. This has implications for the state's economic development. The paper creates strong imperatives for government policymaking to forestall the complete decline of the sector.

A highly literate state with advanced human development indices need not be a suitable location for building a knowledge-based economy. Government policy has strong implications for the development and sustenance of higher education. The relationship between government and business schools are symbiotic.

The paper maps the progression of B-schools from local to global. A typology of privately funded B-schools is proposed. The conceptual framework advanced in this study can contribute to further literature development. The suggested policy initiatives are applicable not only to Kerala but also to other tightly regulated markets.

The purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in the state accreditation of educational institutions and study programmes in Russian higher education in the last 20 years.

The major research method used in the paper is the qualitative analysis of legal and statistical documents, research papers and accreditation practices, which impacted the development and transformation of accreditation forms in Russia.

The transformation process of state accreditation during the last 20 years was conditioned by the changes in the state education policy and socio-economic situation. In a short period, under the influence of internal and external factors, Russian higher education has experienced significant changes in the structure of higher education and quality assurance. This resulted in different approaches to accreditation: state and independent, mandatory and voluntary, national and international.

The research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.

The study identifies the tendencies in the development of higher education and quality evaluation.

The paper systematizes the tendencies of development in quality assurance and distinguishes specific features and diversity of forms of the quality assurance in one of the largest systems of higher education.

China has invested massively in higher education, reaching a mass system, envisaging, as a next step, reaching a universal system. Brazil is still an elite system but needs to create adequate public policies to migrate to a mass system. The purpose of this article is to analyze the paradigms for a mass educational system, with regard to the quality of education offered, and the prospects for achieving a universal system, with Brazil and China as a reference.

The author applied an exploratory and qualitative method, through categorical content analysis. The data were collected through nine interviews with government managers, 15 unstructured (open) questionnaires to specialists in higher education and four student leadership.

The results indicate that the change from an elite system to a mass system impacts quality, as there is an inevitable change in experience. However, this modification does not testify against the mass system, as it is necessary for a nation to pass through it and structure itself adequately in order to reach the universal system, a path desired by both countries.

The study presented the reflections observed by the migration from the elite system to the mass system from the main stakeholders of the system in China and the prospects for Brazil to become a mass system. Additionally, it presented the perspectives for both countries to achieve the desired universal system.

Background: Educational institutions are strategic tools in disseminating knowledge on Sustainable Development Goals (SDGs) since education is an effective developmental tool. All the 17 SDGs are tied in one way or the other to education, that is, the ability of people to learn and apply. This study applies unorthodox theories which include convergence models, neo-functionalism, intergovernmentalism, neorealism and the Hofstede model to explain how educational institutions are an essential enabling environment which accelerates the attainment of SDGs.

Methods: These factors are analysed in the context of the new coronavirus (COVID-19) pandemic. Empirically, some university case studies were highlighted in addition to unclear modus operandi, small, fragmented and heterogeneous markets and economies, political stability, deficient political will, and lack of standardisation of products and procedures among other factors. These dynamics affect both the quality of educational institutions and the quality of education thereby directly or indirectly affecting the attainment of the 17 SDGs and are compounded with the emergence of the coronavirus pandemic.

Results: The study reveals that acceleration of the 17 SDGs will require a holistic approach as opposed to silos (scientific, economic, political, academic) which usually emerge when pursuing overarching goals of this magnitude.

Conclusions: It concludes that accelerating progress towards the attainment of SDGs will not only require dynamic and visionary leadership but also well-functioning institutions which are based on economic feasibility as opposed to political alliances. Priorities should be placed on addressing poverty, inequality and quality education. Moreover, partnerships will be key in achieving sustainability especially given that the COVID-19 pandemic has compounded existing challenges.

Public higher education institutions (HEIs) infrastructure funding is challenging in many developing countries. Encouraging private investment in HEIs infrastructure via a developed expanded corporate social responsibility (ECSR) may improve physical facilities. ECSR is a form of infrastructure tax relief providing physical facilities for HEIs. Academic literature is scarce concerning how ECSR can improve Nigeria’s public HEIs infrastructure and achieve education infrastructure related to Sustainable Development Goal 4 (SDG 4). Therefore, this study aims to proffer measures to improve public HEIs infrastructure and achieve sustainable development connected to Goal 4 focussing on infrastructure via a developed framework.

This is an expansion of an ongoing study, and data were collated via virtual interviews across the six geo-political zones in Nigeria. The analysed data were presented in a thematic pattern.

A total of 18 measures (sub-variables) emerged and were re-grouped into six variables. This includes institutionalising ECSR, HEIs infrastructure via ECSR awareness, HEIs infrastructure incentives, national and state action plans on HEIs infrastructure, a legal framework for HEIs infrastructure and key stakeholders’ participation. Also, the study used the generated six main variables to develop the improved public HEIs infrastructure via ECSR in developing countries, using Nigeria as a case study. This can enhance achieving infrastructure associated with SDG 4 (quality education) and targets.

This study intends to develop the philosophy (ECSR) with an implementable framework to encourage the private sector further to expand their CSR in the infrastructure development to the educational sector, especially in developing countries higher institutions, using Nigeria as a case study.

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.

Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).