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This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

This paper explores stakeholder perceptions on the nature and extent of sustainability reporting on the websites of technical universities (TUs) in Ghana.

The authors collected data from the websites of the 10 TUs in Ghana and interviewed the stakeholders of the TUs. In analyzing the data, the authors used thematic analysis for the interview responses. The authors also adopted the global reporting initiative (GRI) guidelines and campus sustainability assessment tools for the presentation and analysis of the sustainability disclosures on the websites of the TUs.

The authors found that due to weak institutional coercions, there were limited disclosures on the websites of the TUs, which aimed at gaining stakeholders' legitimacy; the disclosures were more focused on organizational profile, governance and educational aspects of sustainability. To a large extent, while some external stakeholders such as parents, regulators and alumni appear to be less interested in the disclosures on the TU's websites, internal stakeholders such as employees (teaching and non-teaching staff) and students who frequently visited the TU's websites perceived limited reporting and were not impressed with the extent of sustainability disclosures on these websites.

The findings of this study are intended to assist policy-makers in the educational sector to appreciate the importance of sustainability reporting on their websites. The results of this study will assist higher educational institutions (HEIs) in increasing the success rate of sustainability implementation by overcoming the lack of sustainability disclosures on their websites. Thus, the results of this study have implications for sustainability implementations, particularly those in emerging economies and policy-makers of universities worldwide.

This study could provide two significant values. First, to the best of the authors’ knowledge, no other study has explored stakeholder perceptions of sustainability reporting in implementing sustainability within the education sector. Second, the results were arrived at by combining stakeholder consultations with content analyses, which could be a good guideline for sustainability implementation in the educational sector of developing countries.

With a focus on undergraduate music major students in China, the study sought to examine how higher music education institutions prepare professional knowledge, professional skills and soft skills in relevance to music students' employability.

The quantitative survey engaged 359 music students from five music institutions in Western China to report their perceptions toward music curriculum related to employability. The current study examined whether their perception varied based on their gender, location, school, educational background and professional option purpose.

Perception differences in the music curriculum were observed across gender, schools, educational background and professional option purpose. School differences were the most significant among all five factors, followed by professional option purpose, educational background and gender. The location difference was insignificant among the five factors. There were insufficient opportunities for community and industrial engagement in higher music education.

The current study provides an insight into the higher music education curriculum for employability preparation in current China. This is one of the limited empirical studies in Western China to investigate music students' perceptions of professional knowledge and skills and the soft skill line with employability. The findings can serve as a reference for prospective employees in the music industry, policymaking and curriculum design and future research.

Studies show that building information modelling (BIM) technology can improve construction productivity regarding the design, construction and maintenance of a project life cycle in the 21st century. Revit has been identified as a frequently used tool for delivering BIM in the built environment. Studies about BIM technology via Revit are scarce in training middle-level workforce higher education institutions. Thus, this study aims to investigate the relevance of BIM technology and offer measures to promote digitalisation in Nigeria’s built environment polytechnic undergraduates via Revit.

Given the unexplored nature of training the middle-level workforce in Nigeria, 37 semi-structured virtual interviews were conducted across Nigeria, and saturation was achieved. The participants were knowledgeable about construction-related BIM. The researchers used a thematic analysis for the collected data and honed them with secondary sources.

Improved visualisation of design, effective and efficient work productivity, automatic design and quantification, improved database management and collaboration and data storage in the centrally coordinated model, among others, emerged as BIM’s benefits. BIM technology via Revit is challenging, especially in Nigeria’s polytechnic education curriculum. The 24 perceived issues were grouped into government/regulatory agencies-related, polytechnic management-related and polytechnic undergraduate students-related hindrances in Nigeria’s built environment.

This study is limited to BIM implications for Nigeria’s built environment polytechnic undergraduates.

This study contributes to the literature paucity in attempting to uncover perceived issues hindering the implementation of BIM technology via Revit in training Nigeria’s built environment polytechnic undergraduates via a qualitative approach.

India liberalized its economy in 1991, which resulted in intense global competition, quality-conscious and demanding customers. Additionally, significant technological advancements lead to enhancements in products and processes. These forced Indian organizations to adopt innovative business strategies in the past 30 years. Meanwhile, the Lean Six Sigma methodology has significantly grown with vast applicability during the past 30 years. Thus, the purpose of this study is to develop the learning on Lean Six Sigma methodology in the Indian context through investigation of literature.

A three-stage systematic literature review approach was adopted to investigate the literature during the present study. In total, 187 articles published in 62 journals/conference proceedings from 2005 to 2022 (18 years) were shortlisted. The first part of the article summarizes the significant milestones towards the quality journey in the Indian context, along with the evolution of the Lean Six Sigma methodology. The second part examines the shortlisted papers on Lean Six Sigma frameworks, their applicability in industrial sectors, performance metrics, outcomes realized, publication trends, authorship patterns and leading researchers from the Indian perspective.

Lean Six Sigma has emerged as a highly acclaimed and structured business improvement strategy worldwide. The Indian economy has seen remarkable growth in the past decade and is one of the fastest-growing economies in the 21st century. Lean Six Sigma implementation in India has significantly increased from 2014 onward. The study revealed that researchers have proposed several different frameworks for Lean Six Sigma implementation, the majority of which are conceptual. Furthermore, the balanced applicability of Lean Six Sigma in manufacturing and service sectors was observed with the highest implementation in the health-care sector. Additionally, the widely adopted tools, techniques along with performance metrics exploring case studies were reported along with a summary of eminent and leading researchers in the Indian context.

This study is confined to reviewed papers as per the research criteria with a significant focus on the Indian context and might have missed some papers due to the adopted papers selection strategy.

The present study is one of the initial attempts to investigate the literature published on Lean Six Sigma in the Indian context, including perspective on the Indian quality movement. Therefore, the present study will provide an understanding of Lean Six Sigma methodology in the Indian context to graduating students in engineering and management and entry-level executives. The analysis and findings on Lean Six Sigma frameworks, research approach, publications details, etc., will be helpful to potential research scholars and academia. Additionally, analysis of case studies on Lean Six Sigma implementation by Indian industries will assist the managers and professionals in decision making.

This study explores the impact of Industry Revolution 4.0 (IR4.0) on learning factory implementation in Universiti Malaysia Pahang (UMP). A learning factory is an action-oriented approach to teaching with participants acquiring competencies through structured self-learning processes in a production–technological learning environment. It integrates different teaching methods with the main objective of moving traditional teaching methods to become closer to real industrial problems. However, there is still limited information that can be used to evaluate the impact of IR4.0 on its implementation in UMP. Therefore, this study focuses on exploring the challenges faced by UMP in developing their learning factory and examines the effectiveness of UMP Learning Factory as a new teaching and learning process to support Industry 4.0.

First of all, identifying a problem was done, and information regarding the topic was obtained via research from various sources. Example of sources is online journals, books, the Internet and others. It is essential to understand the rationale behind why the research should be carried out as well as the objectives of the study in relation to the topic of interest. After that, a survey of the relevant literature was carried out to compile more pertinent material and run it through the lens of the selected subject. It makes the process of establishing a theoretical framework easier, and it also improves one's knowledge of the research being done. The next step in the process involves selecting responders based on the research. In order to calculate the appropriate sample size for this study, we must identify the entire population so that we can ensure that the findings we obtain are reliable. The entire population are first filtered based on the purpose of the research, and only then is it possible to establish the size of the needed sample of respondents. This research study's data gathering techniques consisted of five steps; however, in this particular study, the researcher only employed two approaches, which focused on individual interviews and semi-structured interviews, respectively. In order to address both the study purpose and the research questions, the interview questions that were developed were meant to relate to one another. During this interview procedure, the interviewees will have the option to elaborate or supply an increasing amount of pertinent data and information. Participants in the interview who have accumulated a significant amount of experience in the relevant sector are better positioned to provide both their personal and professional perspectives. The researcher will utilize audio to gather the script from the responder so that they may collect the data for analysis. The researcher is able to find the precise data analysis from the responses with the assistance of this programme. As a result, the researcher's question to the responders can be considered credible and genuine. Each respondent may read a particular question in the questionnaire in the same manner. As a result, although the question may be trusted, this fact is mostly irrelevant given that it lacks internal validity and hence does not make it possible to answer the research topic. In conclusion, the findings of this study are analysed, and conclusions are drawn from them.

In order to explore and answer research questions that are tailored to research objectives, the purpose of this study is to investigate such questions. The primary purpose of this study is to evaluate the influence that Industry 4.0 will have on the instructional methodology that will be utilized at UMP. Regarding the second aim, the purpose is to investigate the difficulties that the Universiti Malaysia Pahang encounters in the process of creating the Learning Factory. The final goal is to investigate how well UMP Learning Factory performs as a novel approach to education and training that is intended to assist Industry 4.0. The University of Malaya in Penang (UMP), which is widely regarded as one of the premier educational institutions of its kind in Malaysia, has recently implemented a learning factory as one of its pedagogical approaches. The university's deployment of the learning factory is very recent, and as such, there is room for improvement to make the most of the potential offered by this instructional approach. However, the findings of this research indicate that there is a favourable influence on both learning and teaching. The influence of the implementation of Learning Factory, which is becoming one technique of educational reform, is one of the most important factors to consider. According to the study's findings, UMP has successfully developed a learning factory that has a major influence on the learning process and is extremely good at what it does. The student benefits from an enhanced teaching and learning experience as a direct result of the contribution made by the learning factory. When it comes to generating a learning component based on the result, several obstacles have been identified. If UMP or other institutions intend to create a new learning factory, the problems might be considered factors to consider. In the teaching and learning process context, it has been demonstrated that a learning factory is particularly successful. The learning factory approach is one of the teaching techniques that makes the students understand better and have the experience of handling and controlling the equipment. Because this method introduces the hands-on approach, it is one of the teaching methods. The learning factory method is one that, in its most fundamental form, may be particularly beneficial for students to prepare themselves for the arduous process of joining the workforce. The classroom setting will be quite similar to that of a factory, and the student will improve their general collaboration. In addition to this, they will be able to operate machines and have knowledge regarding the machines that are found in the learning factory. The learning factory makes a significant contribution to the knowledge transfer process in UMP by facilitating the development of a deeper comprehension of certain bodies of information. When compared to more traditional methods of transferring information, the student will have a much easier time comprehending the material that is taught to them through the use of the hands-on learning technique.

This study gained some information about the impact of IR4.0 towards educational transformation, which is expected to give positive results. Basically, this research will provide further explanation about IR4.0 and educational transformation in UMP focus on learning factory. Generally, the implementation of IR4.0 in education will produce a positive result and help the students in the future. The result from this case study will hopefully be beneficial to society. The finding from this research will be used as references to all, especially top management and technical staff of UMP, for further understanding of the impact of the implementation of the learning factory. While conducting this research, seven respondents were selected from the two faculty with their own learning factories, Faculty of Industrial Management (FIM) and Faculty of Technology (FTEK). The researcher targeted lecturers and technical staff as their respondents. The overall result from the interview session was analysed. All the result is based on the interview answer to the researcher's question

There is no consensus on the most effective way to foster entrepreneurship in educational institutions, and educational policies on entrepreneurial activity differ significantly amidst organizations and contexts. Thus, the objective of this research is to analyze influence of the college environment and entrepreneurial characteristics on the entrepreneurial intention of Brazilian high school/technical students.

The empirical research used partial least squares structural equation modeling (PLS-SEM) and a sample of 384 students of technical courses, such as Administration, Systems Development, Chemistry, Secretariat, among others.

The proposed model was validated, and the hypotheses were confirmed, proving suitable for high school/technical education. Assessing the high school environment with this model can help determine each organization's strengths and weaknesses and, indeed, the impacts on the ecosystems in which it operates. The results of the multi-group analysis indicate differences concerning the courses as well.

The main limitations involve non-probabilistic sampling procedures and the collection having been carried out with a single cross-section.

For managers and teachers, this article presents indicators to qualify the activities of the educational environment, considering teaching activities, extracurricular activities, fairs, actions of teachers and students, among other initiatives.

The article contributes to high school managers, particularly in technical schools, so that they understand the factors that influence the profile and entrepreneurial intention of students; in other words, something that can impact the lives of thousands of students, teachers and the community itself.

This research presents a novel analysis of the antecedents that drive student entrepreneurship in an underexplored educational context in a developing country. The results show the necessary conditions for technical schools to foster entrepreneurial activity, feeding innovation ecosystems with entrepreneurial talent.

This study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.

This study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.

Despite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).

Findings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.

This is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.

The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.

Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.

A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.

The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.