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The purpose of this paper is to provide an overview of the relationship among different levels of education.

International cross‐country comparisons, bi‐ and multivariate analyses, with many graphical illustrations. These methods are used to compare educational outcomes at the primary, secondary and tertiary level in terms of quantity (enrolment) and quality (measured in terms of student achievement, university rankings, patents and researchers), and to analyse the impact of heterogeneity between secondary schools on tertiary outcomes.

The results suggest that certain minimum levels of enrolment at primary and secondary level represent a necessary condition for the development of functioning higher education. Another relevant result of our analysis is that strong differences between educational institutions at secondary level may be detrimental for tertiary education quality.

This research only represents an initial explorative analysis.

In order to improve tertiary education outcomes, education policy should not concentrate on tertiary education alone, but also consider insufficiencies at lower levels of education.

This paper attempts to fill a gap in the present educational literature in that it tries to provide some empirical evidence for the theoretical argument that quality tertiary education requires a sound basis of students to draw from; i.e. a basis of students which should be restricted as little as possible by lack of access to secondary or even primary education, and/or by lack of access to sufficiently quality oriented schools.

Despite several research efforts tackling construction project risks globally, tertiary education building projects are not devoid of experiencing risks with cascading effects on projects. In the past decades, there has been increasing application of linear assessments of risks in construction risk management practices. However, this study aims to assess the influence of risk factors on the success of tertiary education building projects using a structural equation modelling approach. This study will further reinforce the risk factors that require attention because risk factors are not linear but interdependent.

A quantitative research method was undertaken in this study, where data collection was achieved via a structured questionnaire survey. In total, 452 questionnaires were administered to client representatives, consultants and contractors involved in executing tertiary education building projects across five public tertiary education institutions in Ondo State, Nigeria. Of 452 questionnaires, 279 were found usable for the analysis, implying a response rate of 61.73%. The Cronbach α test, average variances extracted and composite reliabilities values show high reliability and internal consistency of the instrument used for data gathering. Furthermore, the study adopted percentile, mean, correlation, regression analysis and structural equation modelling for analyzing the data collected upon which the study’s inferences were based.

The study found that three out of six criteria for measuring the success of tertiary education building projects were significantly affected by risk factors while using the structural equation modelling technique. With this non-linear method of assessment, completion to time was significantly impacted by environmental risk factors. In addition, safety performance was also significantly influenced by logistic, environmental and legal risk factors; furthermore, logistics, design and environmental risks significantly affected profit. However, completion to cost, standard/quality and end-user satisfaction was not significantly affected by the risk factors in tertiary education building projects.

The quantitative data used for the analysis are limited to the tertiary education building projects from selected five tertiary education institutions in Ondo State; therefore, the results do not indicate all tertiary institutions in Nigeria. In addition, the findings are based on building projects that were procured through a competitive tendering arrangement only and thus considered a limitation for this study.

Not all the risks significantly influence the tertiary education building projects. Therefore, risk factors with a significant effect on the success indicators of tertiary education building projects should be prioritized for a successful project. While risk factors have not affected the completion to cost per se, the study implies that the resultant effect of risks on other success indicators could have a cascading effect on these projects in terms of cost and time overruns. These results may assist during the project risk management while also addressing complexity and uncertainty to avoid chaos in a tertiary education building projects.

The study found significant construction risk factors impacting the success of tertiary education building projects using a non-linear methodology, an extension beyond the usual linear method of assessment of risk impacts on the project performance.

The purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the interactive dynamics between the tertiary education sector and economic development in BRICS countries. The author also aims to examine how the structure of higher education contributes to economic expansion.

The author uses the time series data of BRICS countries across approximately two decades to determine the statistical causality between the size of tertiary enrollment and economic development. The linear regression model is then used to figure out the different impact levels of academic and vocational training programs at the tertiary level to economic development.

Data from all BRICS countries exhibited a unidirectional statistical causality relationship, except the Brazilian data. The national economic expansion Granger Caused increased tertiary enrollment in Russia and India, while in China and South Africa, higher education enrollment Granger Caused economic progress. The impact from tertiary academic training is found to be positive for all BRICS nations, while tertiary vocation training is shown to have impaired the Russian and South African economy.

This project is based on a rather small sample size, and the stationary feature of the time series could be different should a larger pool of data spanning a longer period of time is used. In addition, the author also neglects other control variables in the regression model. Therefore, the impact level could be distorted due to possible omitted variable bias.

Tertiary academic study is found to have a larger impact level to all countries’ economic advancement, except for China, during the time frame studied. There is a statistical correlation between the education and economic progress. This is particularly true for BRICS countries, especially China. But the exception is Brazil.

The government should provide education up to the certain level, as there is a direct correlation to the job creation and economic progress. Furthermore, the government should also work closely with industry to ensure growth of industry and creation of new jobs.

The comparative analysis and evaluation of the dynamic interaction of tertiary enrollment and economic output across all five BRICS nations is unique, and it deepens the understanding of the socioeconomic development in these countries from a holistic management perspective.

The purpose of this paper is to examine spillover effects across differently educated workers. For the first time, the authors consider “reverse” spillover effects, i.e. spillover effects from secondary-educated workers with dual vocational education and training (VET) to tertiary-educated workers with academic education. The authors argue that, due to structural differences in training methodology and content, secondary-educated workers with VET degrees have knowledge that tertiary academically educated workers do not have.

The authors use data from a large employer-employee data set: the Swiss Earnings Structure Survey. The authors estimate ordinary least squares and fixed effects panel-data models to identify such “reverse” spillover effects. Moreover, the authors consider the endogenous workforce composition.

The authors find that tertiary-educated workers have higher productivity when working together with secondary-educated workers with VET degrees. The instrumental variable estimations support this finding. The functional form of the reverse spillover effect is inverted-U-shaped. This means that at first the reverse spillover effect from an additional secondary-educated worker is positive but diminishing.

The results imply that firms need to combine different types of workers because their different kinds of knowledge produce spillover effects and thereby lead to overall higher productivity.

The traditional view of spillover effects assumes that tertiary-educated workers create spillover effects toward secondary-educated workers. However, the authors show that workers who differ in their type of education (academic vs vocational) may also create reverse spillover effects.

The purpose of this paper is to ascertain the perceptions of New Zealand high school and tertiary students regarding accounting and accountants, as well as the perceptions of high school accounting educators and career advisers who potentially influence these students.

The methodology used here is qualitative, including semi‐structured interviews and focus groups.

The paper finds that the majority of the high school students and first‐year tertiary students have little understanding of the tasks accountants perform, and their image of an accountant was the typical “boring” stereotype. However, the final year tertiary students have a good understanding of what accounting entails and do not have a negative image of an accountant. The high school accounting educators have a favourable view of accounting and are positive about a career in accounting, in contrast with the career advisers who view an accounting career as dull and boring or a backstop to other more exciting careers.

Recently, there has been a decline in the number of New Zealand accounting graduates, which may in part be caused by negative stereotyping and limited accurate knowledge about accountants. The challenge for the local professional accounting body is to attempt to change this stereotype and find new ways of promoting accounting careers to the current generation of New Zealand high school and tertiary students.

The paper integrates the study of students' perceptions of accounting in New Zealand with that of the high school accounting educators and career advisers to provide a comprehensive qualitative study of the current New Zealand situation.

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 was to identify similarities and differences between domestic and international student’s expectations of their tertiary experience, as well as the way in which they evaluate the quality of the service that they receive from their tertiary provider. The paper develops an augmented model of service quality which is adapted to suit the tertiary education context.

The study adopted a qualitative research approach. A total of six focus groups were conducted with a total of 36 International students and domestic students. All students were enrolled in the third year of an undergraduate degree at one large metropolitan university in Australia. The data were analyzed using qualitative analytic techniques and coded using NVIVO.

First, the study found that there are significant challenges with regard to the use of student expectations as the foundation for assessing students’ service quality evaluations. This is because students were found to have vague expectations, and limited prior experience of the service from which to shape their expectations. In addition students were found to form their expectations as they consumed the service, throughout their degree program which often spanned three to four years. Second, the study found that traditional dimensions of service quality were not sufficient to capture the depth of international and domestic students’ service evaluations. The study proposed the inclusion of an additional two service quality constructs, namely, social benefits and co-creation/participation.

Two new dimensions of service quality emerged from this study, “Social benefits” and “Co-creation/Participation”. The study therefore suggests that the tertiary experience should be enhanced through the provision of additional opportunities for student to staff and student to student interactions. In addition, tertiary institutions should also enhance opportunities for engagement within both the academic and industry environment.

This study aims to present the Chinese entrepreneurial environment and explore Chinese tertiary students’ online-startup motivation on live streaming platforms. Based on the COM-B behaviour changing theory, this paper discovers various influencing factors from environmental opportunity and personal capability aspects. It analyses their effects under the cooperative system established among official departments, industries and universities. Meanwhile, considering social and cultural control, it also refers to the uncertainty-avoidance dimension from the Hofstede cultural theory and re-evaluates its influence on Chinese tertiary students’ online-startup motivation.

The authors analyse 474 responses from online questionnaires through partial least squares path modelling and variance-based structural equation modelling. The paper claims that environmental opportunity and personal capability factors positively affect students’ online-startup motivation, but uncertainty-avoidance thinking plays a negative role. The study also measures the importance-performance map analysis to explore additional findings and discuss managerial implications.

Both platform support and official department support positively impact Chinese tertiary students’ online-startup motivation and entrepreneurial skills learned from universities are beneficial for them to build online-startup confidence. Meanwhile, influenced by the cooperative system implemented among official departments, industries and universities, official department support positively affects platform support and entrepreneurial skills. Conversely, influenced by Chinese traditional Confucian culture, uncertainty-avoidance thinking negatively affects tertiary students’ online-startup motivation.

This paper demonstrates the analysis of Chinese tertiary students’ online-startup motivation drawing on the COM-B behaviour changing and Hofstede cultural theories. Specifically, this study divides influencing factors into three specific aspects as follows: environmental opportunity, personal capability and social and cultural control. Unlike existing research applying traditional research models, the combination of the COM-B behaviour changing theory and the Hofstede cultural theory could be conducive to making the research model reflect influencing factors and present their different relationships.

The purpose of this paper is to examine the affordability of private tertiary education for households in Malaysia.

The relevant literature is reviewed to provide an overview of the affordability of private tertiary education. Data are obtained randomly from a private university in Malaysia and the results are analyzed using the one‐sample t‐test and one‐way ANOVA.

The proxy of affordability, which is the average household income, reveals the per capita average is more than three times the national average, which points out the non‐affordability of students from low and average earning households to afford private tertiary education in Malaysia. Financial assistance of students at the tertiary level is insufficient and may warrant further policy and administrative improvements to reach deserving students. There is also difference in income and hence affordability between urban‐rural households, a perspective that demands changes in the current income distribution policies. In order to address the issues highlighted in this study, salient suggestions have been proposed.

This paper reinforces the need to address the issue of affordability of tertiary education and its significant importance, especially to developing countries.

The purpose of this paper is to examine the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary institutions in Uganda.

To achieve the study purpose, the authors used responses from 91 tertiary institutions following a cross-sectional survey design. Partial least structural equation modelling (PLS-SEM) was used to analyse the data and done at an institutional level.

The results reveal that systems adaptability plays a full mediating role in the relationship between emotional intelligence and talent management in tertiary institutions as it accounts for 96.68% variance.

Managing talented employees is not a snapshot process, yet the authors used a cross-sectional design. This paper is limited in this regard. Also, talent management in this paper is only explained by emotional intelligence and systems adaptability.

Talent management is explained by emotional intelligence and systems adaptability, which are metaphors of emotional intelligence and complex adaptive system theories. The authors also add to theory by establishing a fully mediating role of systems adaptability between emotional intelligence and talent management.

This paper establishes the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary institutions.