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Tertiary education has been going through dramatic transformation in recent times. Such transformation is seen in teaching and learning at tertiary education. This study, therefore, aims to understand the transformation of teaching and learning in tertiary-level education, particularly by accounting the experiences and perspectives of postgraduate learners.

The study narrowed higher education transformation into four key drivers such as expansion, excellence, extension, external and explored their dynamics and impacts for teaching and learning in tertiary education. The data was gathered from 25 doctoral students from three different cohorts, who shared their critical reflection on their experiences and perspectives on the transformation of teaching and learning in a reflective journal. The 25 reflective journals were used as the qualitative transcripts for analysis. Standard required ethical protocols were followed in the research. The results were analysed using thematic analysis.

The findings indicate that teaching and learning in the higher education are transformed largely using technology, by engaging various stakeholders, several pedagogic methods, a range of assessments and numerous contents and materials. The findings suggest that higher education transformation has affected teaching and learning in tertiary education positively in the UAE, while identifying some relevant areas for improvement.

Single data and small sample size (although suitable for the study) are the limitations. The experiences and perspectives of the postgraduate scholars on teaching and learning offer relevant insights for postgraduate learners, academic, researchers, curriculum developers, policymakers. The study asserts that accounting student's experiences and perspectives supports the understanding on the transformation of teaching and learning in tertiary education.

The study contributes to the ongoing debate on how students are helping shape teaching and learning practices in tertiary education, particularly from the UAE context using informed critical reflection. The study contends and concludes that teaching and learning in tertiary education are continued to be shaped by emerging trends and development.

The purpose of this paper is to examine teachers’ perspectives on school leaders’ selection and development strategies in order to propose/recommend strategies that are relevant to the context of the United Arab Emirates.

The study gathered data through group discussion of school teachers who attended the module “leadership for school improvement” taught by the researchers. The teachers who participated in this study include local and expat teachers who are currently working in both public and private schools in the UAE. The reports of the group discussion were used as transcripts and thematic analysis was used to analyse the results.

The results indicate that there is a strong aspiration for setting better standards for the selection of the school leaders. There is great interest in engaging experts and instrumenting accredited continued professional development training on developing school leaders. The respondents emphasised on the required qualifications, experiences and knowledge, and the need for mentorship approach.

The key limitation of the study is the smaller sample size.

The outcome of the study offers necessary insight to the decision makers on the selection and development of school leaders in the UAE.

The study insists that the social and cultural values of the UAE to be considered in the selection and development of school leaders in the UAE.

The study offers potential gap and scope for further research on school leadership in the UAE that could be further explored with many samples and cases for broader understanding.

The purpose of this paper is to provide an insight into how the demographic of international and home students in the major university cities in three European countries (France, Spain and Germany) offers investors an opportunity to provide students housing. This paper looks at how a mobile and demanding student clientele now demands, well priced, good quality and purpose built accommodation during their studies at University. This offers a good property investment opportunity.

This practice briefing is an overview of the demand factors that are creating opportunities in France, Spain and Germany.

This paper analyses the link between the under provision of purpose built student housing and an opportunity to develop a long-term cash flow producing investment asset.

The role of the property developers and investors is to successfully identify trends and demands and provide the assets that meet the market requirements. This paper looks at the meeting point in three major European countries for this latent and, currently, poorly served demand.

This provides guidance on how investment opportunities develop in non-traditional property markets.

This paper aims to critically examine the quality of professional doctorates (PDs) from the perspective of programme supervisors in terms of how quality assurance provisions have to meet their expectations.

The study employed an interpretative approach, using semi-structured interviews and online semi-structured questionnaire to generate data from 25 programme supervisors across universities in the UK. Data analysis and interpretation were carried out using the interactive data analysis approach (Miles and Huberman, 1994), the “bottom–up” approach to data analysis (Creswell, 2012) and the interpretative strategy recommended by Mason (2002). Four themes emerged from the data that encapsulated programme advisors’ perspectives: characteristics of supervisors; opportunities in institutional quality assurance provision; challenges in quality assurance process for PDs; and supervisors’ views on how quality assurance in PD can be enhanced.

Quality assurance provisions have not adequately provided for the unique characteristics of PDs owing to a number of issues including lack of clarity on the philosophy and focus of PDs and conflicting perspectives among PD supervisors relating to what should ideally constitute a quality assurance process for PDs. This paper argues that to develop a relevant and robust quality assurance provision for PDs, it would be essential to ensure that the PD fundamental philosophy and focus are coherently explained. In addition, it is crucial to ensure that quality assurance provisions cover not only the academic rigor of higher level learning but also the value and potential impact of outcomes on practice and the professions. The paper also highlights a list of useful suggestions from supervisors on how to enhance quality assurance.

The research identifies a number of issues confronting quality assurance in PDs and the need for academics and policymakers to work together to deal with these to achieve the full value in PDs. As the research was based on a sample of 25 supervisors in a conference, it would be difficult and unsustainable to generalise. Hence, further research using large sample sizes of supervisors and other stakeholders based on whole programmes would be useful to achieve a sustained understanding of how quality assurance provisions of PDs have to meet expectations of the professions and professional contexts.

To get the practical value and benefits of PDs, all stakeholders (academics, policymakers and professionals) would need to work together to ensure that appropriate quality assurance processes are developed to reflect the unique nature of the programmes.

The paper provides a critical perspective to the current debate on quality assuring PDs from the perspective of PD supervisors who have generally been left out. It highlights issues related to quality assuring PDs, the misalignment between quality assurance provisions and the philosophy and expectations of PDs, and suggests ways through which these can be appropriately addressed to enhance quality assurance in PDs. The main contribution from this research is that it brings to the fore what supervisors, who are a part of the major players in the PD process, think about the current state of quality assurance and what can be done to make it more effective.

The purpose of this paper is to describe a bibliometric study of journal articles in Social Sciences Citation Index (SSCI) related to open access journals. Publication trends from 1993 to 2016, core journals, prolific authors and article citation frequencies were examined to provide librarians and scholars with a basic reference of relevant resources.

Among articles published in journals which have been listed in SSCI during 1993-2016, titles were searched for the term “open access journal”. The data were evaluated in response to five research questions concerning topics including publication trends from 1993 to 2016, core journals, prolific authors and article citation frequencies.

In total, 115 articles on open access journals were authored by 215 individuals from 1993 to 2016. The 115 articles analyzed were cited 842 times in 57 journals.

This paper describes a bibliometric study on open access journal publication, which has rarely been performed within the specific context of document supply issues. It provides a foundation for further research on titles as well as resources for librarians and scholars.

The PMO is seen as an organisational entity entrusted to instil Project Management (PM) practices and culture within an organisation and is portrayed as the focal point of PM practices and the locus where an organisation’s knowledge management and PM practices intersect. Companies within a range of economic sectors are accommodating this entity in their organisation structures. Whilst the PMO may not appear to be prevalent in the AEC sector, many of the capabilities ascribed to it do exist either separately or in aggregate within AEC organisations. This paper presents the results of a survey, explored the adoption of the PMO concept within main contractors, project management practices, and developers in the German AEC sector. It discusses the roles that this entity can play in the organisations that are aspiring to achieve a higher level of PM competency and maturity. It also investigates the success factors associated with the successful implementation of the PMO construct and reports on some of the challenges faced in implementing the entity together with potential ways of alleviating these challenges. The research identified that there was a high level of awareness of the PMO concept and that there was a high level prevalence of many of capabilities ascribed to PMOs in the organisations sampled. Many of these organisations recognised that the PMO concept as contributing considerably to knowledge management in their organisation.

The purpose of this paper is to analyse a European doctoral programme in entrepreneurship. The specific objectives are the following: to illustrate the process to design and launch the doctoral programme; to describe its main characteristics; and to explore the conditioning factors to its success.

The methodology is based upon a systematic application of a longitudinal case‐study approach. Multiple sources of evidence were gathered. These included interviews with key informants and documentary data. Additionally, a participant observation approach was adopted. Concerning the theoretical approach, the related literature in entrepreneurship education was reviewed.

The analysis supports the notions that the launching of a doctoral programme is similar to the process of creating a new business. The results emphasise the importance of the founder's personality, the network ties among universities and the strategic vision in order to achieve success in an entrepreneurship doctoral programme.

The interpretation of findings represents the authors' perceptions about a single case study. In terms of theory building, as a future research line, a multi‐case study approach would allow for the developmental history of several doctoral programmes to be studied and compared.

This paper provides a very useful source of information for universities that are planning to offer a doctoral programme in entrepreneurship.