Search results

The export of accountancy education to South East Asia has grown rapidly for a number of Australian universities. This study describes the experience of one university in establishing both a twinning degree programme and a completely off‐shore degree programme in accountancy. Using a case study methodology, the perceptions, experiences and actions of those managing such off‐shore programmes are related. The philosophy underlying off‐shore programmes, together with the pedagogical approaches used, are discussed. Initial concerns about dealing with the anecdotal stereotype Asian student have been addressed, and the Asian students have, in general, achieved comparable results to the Australian students. Some modifications to the degree programmes have been made to allow for local differences but the fundamental principle of offering the same degree as that offered in Australia has been strictly adhered to.

This paper aims to examine how a combination of legitimacy needs and actions (LNAs) can shed light on the legitimacy behaviour of private higher education institutions (PHEIs) operating in an institutional business environment that is witnessing significant public–private sector role reversal. The legitimacy process is promoted as an exemplar to inform the increasing number of public–private sector role reversals in the utility, transportation, health and telecommunication sectors.

Based on empirical evidence, this paper triangulates data from archival policy announcements, retrospective case studies and face-to-face interviews. A replication logic methodology was used to establish LNAs and categorized themes.

The findings show that market, relational, investment, alliance and social legitimacy needs are crucial drivers for PHEIs when hybridizing their legitimacy practices, especially during critical phases of institutional reform. The proposed conceptual framework demonstrates how the legitimacy construction process is the result of internal development and external validation.

In providing some empirical descriptions and generalizations, the model makes limited attempt to determine with any specificity how PHEIs interact with their institutional environment, beyond a process of data triangulation.

The proposed LNA framework is especially relevant in industries where the government has historically been a major institutional stakeholder, but where market liberalization is leading to increasingly active participation by the private sector. Findings can help PHEIs deal with reform policies by establishing deep and varied expertise inside their organizations and through links with international universities, industries and government agencies enable knowledge exchange, transfer, partnerships and the development of alliance capitalism.

This study provides a more comprehensive approach for theorizing the interrelatedness and embeddedness of organizations with common business and institutional demand factors and linkages and their changing roles, particularly the multi-scale impacts of LNAs on legitimacy sustainability.

The purpose of this paper is to identify the major transition issues experienced by first-year students in Malaysia. In so doing, the authors compare the findings to those drawn from western contexts.

This study applied a focus group method, conducting seven focus groups with a total of 35 business students.

This study identified five skills that are central to quick adaptation to university learning: independent learning, research, time management, English and critical thinking. Unlike findings in the western literature, the findings of this study do not indicate social aspect as a major adjustment issue.

The generalisability of the findings is limited due to the study’s small sample size. To overcome this, future researchers should consider a national study using a survey-based research method. To test whether students in a relationship-based culture are less prone to challenges related to social aspects in their transitions into university, cross-national or cross-cultural studies are needed.

The study’s findings point to the need for Malaysia’s universities to strengthen their transition programmes, and proactively form closer relationships with high schools to help their students identify suitable courses and develop their curricula.

This study highlights the inadequacy of private education in bridging the gap between high schools and private university education in Malaysia. As most first-year-experience studies have used western samples, this study provides much needed data addressing the development of higher education and its relationship with the school systems of developing countries.

Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their campuses. Also, Canadian organizations and multinational corporations have an increasingly diverse workforce. These trends require postsecondary institutions to prepare students adequately for this global village of the 21st century. At the University of Victoria’s (UVic’s) Co-operative Education Program and Career Services, we have created a strategy to help develop global ready graduates using a framework derived from Earley and Ang’s work on cultural intelligence (Earley & Ang, 2003). Cultural intelligence (CQ) is defined as an individual’s capability to function and manage effectively in culturally diverse settings (Ang & Van Dyne, 2008). A recently completed research project to measure the development of cultural intelligence of students participating in the UVic’s CANEU-COOP program formed the impetus for developing this CQ strategy (McRae, Ramji, Lu, & Lesperance, 2016). The strategy involves a framework that includes curriculum for inbound international students, outbound work-integrated learning (WIL) students, and all students preparing to work in diverse workplaces. In addition to developing specific curricula for these audiences, the strategy includes tools to assess the intercultural competencies that students gain during their WIL experiences, as well as helping students use these competencies to transition to the 21st century global village. This strategy and the Intercultural Competency Development Curriculum (ICDC) are discussed in this chapter.

The purpose of this paper is to increase knowledge of the key drivers, and challenges, of the internationalization of Higher Education (HE), especially in the transitioning economy of Vietnam.

An exploratory qualitative research design used semi-structured interviews. Nine senior institutional leaders from five Vietnamese universities were interviewed. Thematic analysis, informed by the literature, was undertaken on English-translated transcripts.

The findings shared senior HE leader perspectives on how internationalization of HE in Vietnam was being conceptualized and operationalized, as well as insights as to how these processes might be improved. Further research to monitor the success of internationalization processes in Vietnam, and beyond, is recommended.

This was an exploratory qualitative study including nine interviews with senior HE leaders from Vietnamese Universities. Exploratory findings only are shared.

No previous studies exploring internationalization of HE in Vietnam have been located. Vietnam is a nation in economic transition from a state-based to market-driven economy, and is different culturally, economically and socially, to its Asian neighbors. Internationalizing HE is considered essential to the global integration and development of Vietnam.

Existing business marketing theory often overstates the importance of competitive positioning when undertaking market entry strategy, although most theory acknowledge the need to develop strategies based on an analysis of the market structure. Indeed, as business marketers offering distance learning, universities are quick to embrace competitive positioning based on an analysis of the market structure. The same level of enthusiasm, however, has not been shown on network positioning based on an analysis of the network structure. Understanding and applying network positioning could confer a different but equally important perspective impacting on the market entry strategies of a university. This article attempts to fill these gaps and demonstrate its application in the context of Australian universities planning to enter the Malaysian distance learning education market, with local colleges acting as intermediaries.

Sustainable water management has been a trending goal in the past decade. Non-revenue water (NRW) is one form of water loss that should be addressed to reach water sustainability. While rehabilitating water distribution networks (WDNs) is one way to decrease NRW, the process is often delayed owing to cost. Therefore, it is essential to provide decision-makers with cost-effective approaches to optimize WDN rehabilitation. This study aims to evaluate the cost-effectiveness of approaches for rehabilitating WDN from developing countries’ perspectives.

A systematic literature review was first conducted to identify different WDN rehabilitation methods and techniques to develop the questionnaire survey. This is followed by collecting questionnaire survey data in Malaysia and Egypt on the cost and effectiveness of the WDN rehabilitation methods and techniques. A total of 176 respondents were collected, 109 from Malaysia and 67 from Egypt. Then, the data were analyzed using mean score ranking with normalization technique and agreement analysis.

The results from the data analysis show that the cost-effective approaches are “programming,” “simulation,” “digital twin” and “supervisory control and data acquisition.” Additionally, the data from Malaysia suggest two additional cost-effective approaches: “zoning network” and “genetic algorithm.”

To the best of the authors’ knowledge, this paper presents one of the first studies that laterally compares the cost-effectiveness of existing and potential WDN rehabilitation approaches between different countries. There is yet a study that compared these WDN rehabilitation approaches. This comparison which is developed depending on the systematic review could be a reference for future studies or surveys which could be done on different countries in the future. The main findings of this paper can be a useful reference for decision-makers, especially those from middle-income countries, when looking into approaches for WDN rehabilitation. A better WDN rehabilitation supports NRW reduction, moving towards sustainable water management.

The research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.

This study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.

Vietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.

Written for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.