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This paper seeks to present an empirical study on organizational learning in Indian educational organizations.

The Learning Organization Profile (LOP) Survey is used as the tool for eliciting responses from the staff regarding the nature and state of organizational learning prevailing in educational settings. The study attempts to highlight the extent of organizational learning in technological institutes of repute in both the public and private sectors in India. Factor analysis and descriptive statistics have been used to analyze data and to make comparisons vis‐à‐vis ownership of organization and employee category.

Results indicate that the extent of organizational learning is below the expected level in both public and private sectors. Significant difference exists between public and private organizations in terms of the extent as well as dimensions of organizational learning. As leadership has emerged as the most valued factor in the private sector institutes and third among eight dimensions in the public ones, the onus lies in leading these institutes with able managers who inspire the employees to learn and adapt. The management has opportunity to enhance the potential of the academic institutes for learning by choosing effective leaders who provide direction and vision for employees. The role of transformational leadership is important in the context of Indian technological institutes.

Development of learning culture is becoming a dominant theme in the strategic plans of many organizations today. Hence, it is vital to investigate the nature and extent of organizational learning as prevailing in the sector of higher education and learning, specifically in the Indian context. The study differentiates organizational learning practices in public and private undertakings. It also examines the dimensions of organizational learning as experienced by different categories of employees constituting the organization.

The purpose of this paper is to provide a background on the Thai higher education system which consists of over 160 public and private universities and colleges, under the purview of the Commission on Higher Education of the Ministry of Education. Particular emphasis is placed on the Rajmangala University of Technology (RMUT) system, consisting of nine regional technology universities, consolidated less than ten years ago from over 30 region‐based technology institutes, spreading over 20 provinces.

The paper looks at challenges faced by the Commission and the University: aligning uneven and highly differentiated capacity with emergent and shifting educational needs; distributing or gaining access to resources to assure that quality is both established and maintained; and dealing with the existential fact that the very technological needs that one is seeking to educate for are changing literally moment by moment. Mechanisms on collaboration among the nine universities, and management practices to ensure effective regionalization are presented.

Thailand is witnessing a rapid expansion of the Thai higher education system. Two new university systems, the Rajbhat University system and the Rajmangala University of Technology‐RMUT system are newcomers. Both have evolved out of colleges under the original Ministry of Education for many decades. They have been under‐funded and inherited characteristics uncommon to universities. The RMUTs have to establish themselves among existing, mature and well developed technological universities. Issues and challenges are to be addressed by the new governance and management mechanisms.

This paper provides insight into the challenges and developments faced by the higher education system in Thailand.

This paper aims to identify the determinants of school choice and factors that define the success of a school as perceived by the parents and then compare “Public” and “Private” schools with respect to the explored criteria to determine the strengths and weaknesses of the institutions.

The study is based on 1,121 quantitative data collected through survey questionnaire from the parents living in urban areas of Bangladesh. The school choice model was developed and validated by applying structural equation modeling.

This paper offers a statistically significant, robust and reliable five-dimensional 23-item school choice model that includes both school characteristics and preferred outcomes as perceived by the parents. Characteristic-wise comparisons in terms of characteristics revealed that public schools are superior to private institutions in fulfilling several choice criteria such as parents–teacher relationships, performance of the teachers, offerings of special programs, safety assurance in the campus and in having bigger campus with playground. On the other hand, private schools dominate in providing better educational environment, arranging training to the teachers, ensuring satisfactory library services and delivering information effectively to the parents. Among outcome determinants, government schools are well ahead in creating self-discipline, morality and good work habits among students. Private schools are superior in developing critical thinking skill of the kids.

There is a gap of comprehensive empirical study on school choice in South Asia region that includes both school characteristics and outcomes. Therefore, this paper contributes significantly to the relevant literature.

The quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined.

In total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, students and administrators had responded to the present study from different departments of engineering and management. The state of faculty’s quality in terms of their competences has been examined through confirmatory factor analysis in AMOS 20.0. Discriminant analysis in SPSS 20.0 has been performed to find the differences in faculty of both the public and private sectors.

This paper provides a broader picture of the poor quality of teachers in technical institutions of Punjab (India) in terms of lacking most of the competencies. The study also reveals significant differences in the faculty of both public and private sector institutes in terms of select competences.

This paper demonstrates an alarming stage of poor-quality state of teachers. Therefore, educational administrators and policy makers need to show their concern for the improvement of teachers’ quality in technical higher education institutions of Punjab (India).

Universally, university is considered as the apex body which is ethically obliged to present a substantial society. In doing so, universities often innovate dynamic business models and theories. Ideally, the countries whose universities contribute for better and sustainable business growth are the advanced one. However, universities themselves should be the business organisation – an argument is yet to receive attention. Although literature lacks in the area of education business especially university provision, the sector behaves as business entity after the inception of private sector. Therefore, this paper aims to explore the paradigm transformation of university sector and its impact on the society.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research adopts the norms of qualitative methods. Both secondary and primary data are used. While secondary data are collected by University Grants Commission (UGC), primary data are collected through interviews.

Findings show that the development of university sector started following monopoly model. More than half a century, the same model was continued. Thereafter, duopoly model was introduced which carried until the inception of private sector. The growth of private sector followed oligopoly model which was further extended to small and medium enterprises (SMEs). These days, society compares university with “diploma mill”, as production of knowledge and civic society is longer than the part of the core business of university. Consequently, compromising with research is to be judged as a threat to overall development that includes business and social development.

A few studies have been published in the area of private university. To the best of the authors’ knowledge, none covers the oligopoly-ism and SME-ism behaviour of university and its impact on the concept of university and on the society. Therefore, this project aims to understand the norms of university business and its substantial contribution on the social change.

Diploma Engineers (DE) mainly receive practical and skills-oriented education and training in the area of technical and vocational subjects from the polytechnic system. Globally, universities have limited DEs access to Higher Education (HE). Over the course of time, many countries have changed this situation, putting into place a decent qualification and policy framework that ensures higher education for deserving candidates. Lately, Technical and Vocational Education and Training (TVET) received special priority in developing countries, and Bangladesh is no exception to it, resulting in a massive growth of DE. This study, the first of its kind, examines the impact of this growth with a key focus on the inclusion of diploma engineers into higher education.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research uses the qualitative method. Both secondary and primary data are used. While secondary data are collected by the Bangladesh Bureau of Educational Information and Statistics (BANBEIS), primary data are collected through interviews. With standard sets of admission questions, tests are conducted with two groups of students to draw a comparison.

The number of students studying at polytechnic institutes is increasing dramatically. The growth of public polytechnic institutes remains steady. Public counterparts respond to the demand by operating both day and night shifts. Many private polytechnics are also established. The size and infrastructure of private Polytechnics are relatively insignificant. However, the mushrooming private sector covers the increased demand. The curve of DE has been increased radically with a questionable competency by the contribution of both public and private polytechnics. Only one public university provides higher education to these DE.

A few reports have been published in the area of TVET by the development partners and the Government of Bangladesh. Only one journal article is published exploring the role of TVET on national development in Bangladesh. However, none cover the issue of access to university education for DE graduates.

It is well-known that women scientists are few in numbers in prestigious research organizations and still fewer in leadership positions. The purpose of this article is to analyze how organizational gender inequality is rationalized by scientists so as to highlight how discourse on equality reproduces gender at the workplace.

Data was collected through semi-structured face-to-face interviews with the scientists in four research laboratories dealing with medicinal drugs and chemical substances. It uses discourse analysis by Foucault as a theoretical lens to examine how gender inequality is rationalized and the power relations behind it. It adopts the perspective that socio-cultural beliefs form the basis of gendered practices in organizations.

It finds that the scientists refuse to blame the organization for inequalities by delinking gender issues from the organizational domain. This delinking occurs through rationalizing gender inequality as “social”, through separating informal behavior from the “system” and perceiving women as “privileged”. Such discourses while keeping intact the rationality and meritocracy of the organizations/institutions, reproduce the ideological “public-private dichotomy” and the male dominance at the workplace.

The findings indicate the need for extensive studies in India highlighting how gender is done in organizations, exploring men's role in undoing gender and government initiatives to create a climate of gender equality.

It highlights how discourse on gender equality/inequality at the workplace manifests dominance of men and represents an intersection of Indian social, organizational and institutional contexts at workplace. It also calls into question the applicability of the western concepts of “individualization” and “gender fatigue” to the Indian context.

The purpose of this paper is to review the development of quality assurance (QA) processes in higher education in Afghanistan and chart and assess the current achievements and challenges. Drawing on fieldwork, documentary research and secondary sources, the analysis seeks to integrate these elements into an integrated overall analysis of the phenomenon of QA in Afghan higher education, including its evolution over time, with some attention given to the implications for future development.

The methodology is based on field study, conducted by one of the authors, interviews with the Ministry of Higher Education officials by the second author, collection and analysis of policy documents and review of relevant literature.

Key findings reveal some tensions between stated policies regarding QA in Afghan higher education: limited finance, growing levels of insecurity and limited capacity within the Ministry of Higher Education, including staff training. Some barriers within higher education institutions are also pointed out in both public and private higher educational institutions.

Implications of the research are that although further funding is needed to institute QA in higher education institutions, both public and private, this is unlikely in the current circumstances, with donor funds limited and commitments not always fulfilled. Anti-corruption measures will continue to be important, and declining security, in some provinces more than others, will likely limit the effective implementation of QA measures.

Given current conditions in Afghanistan, there are clear practical limits to what can be achieved in strengthening QA in higher education. The undoubted enthusiasm of the people, however, means that the situation must be addressed as far as possible. Greater engagement with regional QA networks, more training for QA assessors and greater regulation of the burgeoning private sector would go a long way to bring about improvement, as would ongoing efforts to rein in corruption.

An important move regarding direct social implications would be to maintain and strengthen moves to engage more women in higher education, including higher proportions of (senior) female administrative and academic staff. Although barriers to women’s empowerment are by no means restricted to the higher education sector, it should show the lead in both enrolment and employment.

While QA in higher education is a major focus of higher education literature, there are less research studies on QA measures in developing country contexts and even less on fragile states such as Afghanistan. But for the country to prosper, good quality higher education is vital, and a study of the implementation of QA measures is an important contribution.

The purpose of this paper is to analyze whether higher education institutions (HEIs) in EU Member States are aware of the relevance of the ongoing reforms in public sector accounting (PSA) and the need to prepare their students to become expert professionals in that area. It particularly assesses whether these organizations currently provide, or will provide in the near future, education on International Public Sector Accounting Standard (IPSAS)/EPSAS, so that a sufficient number of graduates will be ready to match the foreseeable demand for experts in IPSAS/EPSAS.

Adopting a purposive sample, the paper compares the situation in four EU countries (Germany, Italy, Portugal and Spain). Data have been obtained through a questionnaire provided to selected professors in relevant HEIs in the selected countries.

HEIs are giving only limited room to PSA and financial management, with differences in terms of program offerings and coverage of topics among the four countries. Furthermore, in most cases, the programs are adapted to the national budgetary and accounting standards and courses are seldom focused on the IPSASs.

The paper contributes to the literature on PSA harmonization, through an innovative analysis of PSA and financial management teaching, both at national and international levels.

This paper aims to study the antecedents and consequences of learning organizations (LOs) in Indian higher educational institutes.

The methodology used is survey-based. Primary data were collected from 300 faculty members of Indian higher educational institutes.

It was found that all the variables, i.e. resonant leadership (RL), knowledge management, intrapreneurship and total quality managt1ent, have a significant moderate impact on LO. It has also been found that LO results in strong employer branding.

Discussions are performed and conclusions are drawn in the context of existing literature. The study bears implications for researchers to take on similar research in other contexts.

The study bears significant implications for faculty members working in higher educational institutes. It is suggested that RL should be used to contribute toward LOs in institutions. Moreover, this would make the institute emerge as a strong employer brand.

This paper identifies significant antecedents and consequences of LOs. It is a pioneering effort to use all these variables together as predictors of LO in Indian context.