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The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners.

The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes.

The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE.

The recommended set of drivers and the level partitioning can be set as a guideline for academics and other academic institutions to enhance the quality of teaching. This could be further used to improve student satisfaction and overall NSS results to increase the rankings of academic institutions.

New knowledge can be recognised with the ISM analysis and level partitioning diagrams of the recommended drivers to assist academics and academic institutions in developing the quality of teaching.

This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.

A professional capital framework guided the examination of decisional and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.

The authors found five forms of impact, showing the development of decisional and social capitals mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.

Few studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered new contributions by gauging the impact of these under-explored forms of complex professional collaborations.

The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching‐learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching‐learning process.

The approach of the paper is basically conceptual and descriptive. The paper studies the role of KM in facilitating knowledge sharing among stakeholders in TEIs in India and elaborates on the need for knowledge management in the teaching‐learning process. A KM framework for enhancement of knowledge sharing by the use of shared intellectual repositories (IRs) is proposed for the enhancement of teaching and learning in technical educational institutions in India.

The authors value the impact that KM can have in enhancing the quality of teaching and learning in TEIs, and underscore the need for credible research into the benefits and challenges that the implementation of IT‐based KM intervention will provide.

The paper emphasizes the urgent need for improvement in quality of education in TEIs in India using the tools and processes of knowledge management. The importance of the proposed framework lies in augmenting the teaching‐learning process, improving productivity, enhancing communication among academia, researchers and professionals, enhancing student perception and understanding of subjects, and providing a common platform for pooling individual knowledge towards a common knowledge base.

The paper helps academicians to understand the importance of IT‐supported KM concepts, tools and practices towards quality teaching and learning. It provides useful inputs to TEIs, which must recognize that implementation of KM will influence knowledge sharing among faculty, researchers, practitioners, experts, professionals and students and enable quality education for students. Furthermore, the development of an IT‐based KM system will facilitate the promotion of institutional value in the competitive academic society. However there exists the need to evaluate the proposed framework in TEIs in India.

The paper seeks to deepen the understanding of university lecturers' perceptions of quality.

The paper employs a literature review to establish a robust analytical framework and the use of in‐depth, semi‐structured interviews with a random sample of 20 lecturers in a range of UK universities. The interview data was categorised using the constant comparative method.

The majority of the respondents perceived quality to be largely related to fitness for purpose and accountability rather than transformation. Many respondents made reference to quality assurance or terms associated with it. On the other hand, very few respondents referred to quality enhancement or associated terms.

The research would suggest that enhancement activities in universities need to be developed further and then highlighted as the respondents in this small sample perceived quality to be more about assurance than enhancement. The research would need to be extended to a far greater number of respondents, as at the moment the results are largely illuminative.

Academic development staff should review the impact of their quality initiatives and, if necessary, consider different ways in which they can enhance the quality of the teaching in their universities.

There has been an evaluation of the effect of particular Teaching Quality Enhancement Fund initiatives and the impact of subject reviews, but there has been relatively little consideration of lecturers' perceptions of quality.

A practical inquiry into the best way to introduce quality in an academic context, working through a consultancy approach. Describes the development and refinement of a framework for a consultancy approach to teaching and learning quality enhancement. Outlines future developments and gives an example of a subject area taking on quality for itself and beginning to take independent quality enhancement initiatives.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to examine the influence of accounting students’ attitude on their current knowledge enhancement intention and the moderating role of the learning environment on the attitude-intention relationship. The relationship between current knowledge enhancement intention and level of current knowledge acquired is also investigated.

Copies of a structured questionnaire were randomly distributed to 400 final-year accounting students from three major public universities and 243 completed questionnaires were analyzed.

Attitude is a significant predictor of students’ current knowledge enhancement intention, which, in turn, positively impacts their level of current knowledge. The learning environment significantly moderates the attitude-intention relationship. An inhibiting learning environment tends to accentuate the differences in current knowledge enhancement intention between students with good attitude and those with poor attitude toward current knowledge enhancement.

The study has the limitations often associated with self-administered questionnaire research. The findings also may not be generalizable to other student and current knowledge settings.

There is a need to re-orientate the accounting curriculum design and the accounting academics’ attitude from one that is overly technical focussed to one that emphasizes on other competencies necessary for sustained professional success. Educators and teaching pedagogy that promotes a culture of lifelong learning and current knowledge enhancement among students should be encouraged.

This study fills the gap in the literature by examining the role of the learning environment not as a direct determinant of students’ attitude and their intention, but rather as a moderator of the attitude-intention relationship. The implication is that modifying the learning environment could facilitate or promote development of the desired attitude and hence, intention. The findings of this study support the moderating role of the learning environment in the relationship between current knowledge enhancement attitude and intention of accounting students in Malaysia.

Corporate universities are regarded as the knowledge management institution of enterprises, but how to improve knowledge enhancement function has not been investigated. Constructed upon the knowledge-based view, the purpose of this study is to investigate the influencing factors of knowledge enhancement of corporate universities.

This paper takes 34 Chinese corporate universities as samples. The influencing factors and interrelationships are checked through exploratory case study and multi-case analysis. A “stimulate-action” model of influencing factors is built up based on the multi-case analysis. The fuzzy set qualitative comparative analysis is used to examine configurational paths for knowledge enhancement.

The research finding shows that only a single element of knowledge management does not constitute a necessary condition for knowledge enhancement of corporate university and explored the concurrent synergy effect and linkage matching mode of multiple conditions of knowledge management. Most of the knowledge-enhanced corporate universities are of strengthening the knowledge process, which shows that sorting out the knowledge process is the core of the corporate university.

Unlike the existing research, the external teachers and combing of external knowledge processes are the key factors; this paper proposed that the internal teachers and sorting out the knowledge process within the enterprise play a central role in the knowledge enhancement of corporate universities. The path of high-knowledge enhancement and without high-knowledge enhancement is asymmetry. This paper refined and extended the application of the knowledge management framework in explaining multiple conjunctural causations and improves the relevant theories of organizational knowledge management in the Chinese context.

The purpose of this paper is to examine how the Japanese and Taiwanese national quality assurance (QA) agencies, National Institution for Academic Degrees and Quality Enhancement (NIAD-QE) and Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), transform their respective frameworks in response to social demands, and analyze and compare the respective approaches for the key concepts of autonomy, accountability, improvement and transparency.

Using a qualitative document analysis approach, this paper initially examines the higher education system, major policies and QA developments, after which the methods associated with the QA restructuring transformations are outlined in terms of motivations, expectations and challenges. Finally, the NIAD-QE and HEEACT evaluation policies and frameworks are compared to assess how each has prepared to respond to emerging challenges.

During the QA framework restructuring, both the NIAD-QE and HEEACT struggled to achieve autonomy, accountability, improvements and transparency. While the new internal Japanese QA policy is assured through the external QA, the Taiwanese internal QA, which has a self-accreditation policy, is internally embedded with university autonomy emphasized. The QA policies in both the NIAD-QE and HEEACT have moved from general compliance to overall improvement, and both emphasize that accountability should be achieved through improvements. Finally, both agencies sought transparency through the disclosure of the QA process and/or results to the public and the enhancement of public communication.

This study gives valuable insights into the QA framework in Asian higher education institutions and how QA has been transformed to respond to social needs.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.