Thematische Bibliographien / Stakeholders in higher education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Stakeholders in higher education“

Autor: Grafiati
Veröffentlicht am 7. Juni 2025
Zuletzt aktualisiert am 2. August 2025

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Zeitschriftenartikel zum Thema "Stakeholders in higher education"

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Ferrero-Ferrero, Idoya, María Ángeles Fernández-Izquierdo, María Jesús Muñoz-Torres, and Lucía Bellés-Colomer. "Stakeholder engagement in sustainability reporting in higher education." International Journal of Sustainability in Higher Education 19, no. 2 (2018): 313–36. http://dx.doi.org/10.1108/ijshe-06-2016-0116.

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Purpose The purpose of this study is to improve the understanding of stakeholder engagement in the context of sustainability reporting (SR) for higher education institutions (HEIs), together with the materiality principle and stakeholder expectations. Design/methodology/approach This research uses an exploratory approach based on content analysis, a case study and descriptive and inferential statistics. Findings Three key findings come out of this research. First, the results indicate that HEIs use diverse criteria for grouping stakeholders and that stakeholder engagement is a heterogeneous pr
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Ashmarina, S. I., E. A. Kandrashina, and I. A. Plaksina. "Interest Alignment Model in the Higher Education System." SHS Web of Conferences 62 (2019): 12001. http://dx.doi.org/10.1051/shsconf/20196212001.

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In the modern economy, the effective development of the higher education system becomes impossible without interest alignment of universities and their stakeholders. The purpose of the study is to determine the groups of stakeholders of the higher education system according to the degree of interdependence and develop an interest alignment model, reflecting the ways of interest alignment among the selected groups of stakeholders, taking into account the impact of market and administrative mechanisms. To achieve the purpose of the study, the authors use analysis methods (when determining the se
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Ernawati, Diyah B. "Stakeholders’ Views on Higher Tourism Education." Annals of Tourism Research 30, no. 1 (2003): 255–58. http://dx.doi.org/10.1016/s0160-7383(02)00063-4.

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Kotomina, O. V., and A. I. Sazhina. "Higher education for sustainable development: stakeholders benefits." Management and Business Administration, no. 1 (April 2020): 121–36. http://dx.doi.org/10.33983/2075-1826-2020-1-121-136.

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Education is one of the key goals of sustainable development (SD), which establishes the basis for the improvement of the people’s living conditions. In this logic a special role is played by universities that create an institutional framework for educating citizens on sustainable development, offering a new understanding of social problems. On the one hand, universities can create and promote knowledge about SD by their educational, expert and research activities, hence developing relevant values among people. On the other hand, universities can become an active agent in implementing the conc
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Arsal, Zeki. "Turkish Higher Education Quality Assurance: The Roles of Stakeholders in Curriculum." Educatia 21, no. 28 (November 29, 2024): 174–79. https://doi.org/10.24193/ed21.2024.28.19.

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Today, stakeholder participation is seen as a key element for higher education quality assurance systems. The European Union emphasizes the importance of designing the educational programs of higher education institutions to meet the needs and expectations of stakeholders. The roles of stakeholders are important for the quality of education in higher education. In this study, the roles of stakeholders in curriculum designing, implementation, and evaluation process were investigated. The self-evaluation reports of five universities accredited by the Turkish Higher Education Quality Council (THE
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Simbolon, Nurmala. "EMI IN INDONESIAN HIGHER EDUCATION: STAKEHOLDERS’ PERSPECTIVES." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 1 (2018): 108. http://dx.doi.org/10.15639/teflinjournal.v29i1/108-128.

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Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach
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Musiał, Kazimierz. "Redefining External Stakeholders in Nordic Higher Education." Tertiary Education and Management 16, no. 1 (2010): 45–60. http://dx.doi.org/10.1080/13583881003629822.

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Oshodi, Odunola O. Ph.D, Ayodele O. Ph.D Yekini, and Olusegun Oyeleye Ph.D CLN Adesanya. "Stakeholders' Perceptive in Accessing Higher Education in Nigerian." International Journal of Social Science and Human Research 04 (May 9, 2021): 932–39. https://doi.org/10.47191/ijsshr/v4-i5-10.

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The study investigated stakeholders’ perceptive in accessing Nigerian tertiary institutions’ admission, with a focus on Eredo LCDA, of Lagos State. It investigates; parents’, Jamb tutors’ and students’ perception of problems and ways of providing solutions on accessing tertiary institution admission. The descriptive research design was adopted, while simple random sampling was used to select respondents for the study. A structured questionnaire tagged AHEQ was engaged. Five research questions were answered in the course of the study. The result showed that stakeho
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Nasrudin, Dindin, Endah Kurnia Yuningsih, and Mila Faizatul Millah. "Stakeholders in Higher Education Accreditation: A Bibliometric Analysis." Journal of Quality Assurance in Islamic Education (JQAIE) 1, no. 2 (2021): 112–20. http://dx.doi.org/10.47945/jqaie.v1i2.469.

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 The existence of stakeholders in accreditation at every level of education plays a vital role. Their opinions determine the quality of an institution. This paper aims to show research trends related to the part of stakeholders in university accreditation. The method used is a bibliometric analysis of the Scopus database using VOSviewer software. The researcher selected eight hundred ten documents from journal articles and conference proceedings in English through the selection process. The results of the co-occurrence analysis show 4 clusters of related keyword grou
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Noni, Srijati Kusumawati, Dwi Astuti Nurhaeni Ismi, and Ardhian Nugroho Rino. "The content of higher education internationalization policy: stakeholders' insight of internationalization of higher education." Journal of Education and Learning (EduLearn) 14, no. 2 (2020): 255–62. https://doi.org/10.11591/edulearn.v14i2.14581.

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The internationalization of higher education creates certain quality standards. All stakeholders must be involved and work together so that the internationalization of higher education can be successful. The purpose of this study is to analyze the implementation of higher education internationalization policy content from an internal stakeholder perspective. Policy content consists of the interests affected, the type of benefits, the target of change, the program implementer, the location of decision making, and resources. This study used a qualitative approach with case studies. The research
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Dissertationen zum Thema "Stakeholders in higher education"

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Jelfs, Anne. "Stakeholders' conceptions of quality in distance higher education." Thesis, Open University, 2004. http://oro.open.ac.uk/56470/.

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Vlk, Aleš. "Higher education and GATS regulatory consequences and stakeholders' responses /." Enschede : University of Twente [Host], 2006. http://doc.utwente.nl/57133.

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Hansen-Devaux, Elizabeth. "Internationalization in higher education: issues facing stakeholders with possible solutions." Kansas State University, 2011. http://hdl.handle.net/2097/13171.

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Master of Arts<br>Department of Modern Languages<br>Abby Franchitti<br>With more international students coming to study in the institutions of higher education in the United States, it is essential to examine the infrastructure, support system, and cross-cultural awareness which currently exist within the campus community. Issues regarding internationalization face many institutions on both the micro and macro-level due to numerous variables including the lack of communication between departments, organizations, and offices on campus and an unguided direction of the goals and ambitions behind
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Sarikaya, Yelda. "Investigating Stakeholders." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613069/index.pdf.

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The main purpose of this study was to examine and describe college students&rsquo<br>and graduates&rsquo<br>perceptions of the received and expected levels of employability skills and qualities clustered into the domains of communication, mathematics, quantitative, foreign language, technology, teamworking, learning, problem-solving, adaptability, and personal qualities during college training, and also to assess college educators&rsquo<br>and employers&rsquo<br>perceptions regarding the importance level of identified employability skills and qualities for graduates&rsquo<br>entry, success an
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Wright, Rebekah E. "OER Adoption in Higher Education| A Case Study of Stakeholders' Perceptions at a Florida State College." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10982191.

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<p> The purpose of this case study was to document stakeholders&rsquo; perceptions of adopting and integrating OER materials in higher education. Specifically, this study sought to understand the perceptions of institutional faculty, librarians, instructional designers, and students with the adoption and use of OER at a state college in east Florida. Semi-structured interviews were conducted with institutional faculty, librarians, and instructional designers. A survey was distributed to students enrolled in OER integrated courses during the Spring semester. Theoretical perspectives on the adop
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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

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<p> Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human cap
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Simane, Fundile. "Stakeholders' perceptions of the internationalisation of a university of technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2787.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2018.<br>The purpose of this study was to evaluate the internationalisation of higher education at a university of technology in a developing country, from the perspectives of institutional stakeholders. The study was conducted at the Cape Peninsula University of Technology (CPUT) and took the form of a case study. It endeavoured to investigate the present status of internationalisation at the university and the practices through which it was achieved, as they were perceived by all of stakeholders. It was undertaken w
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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1178.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital
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Althonayan, Mona. "Evaluating stakeholders performance of ERP systems in Saudi Arabia higher education." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7502.

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Enterprise resource planning (ERP) systems are complex and comprehensive software packages designed to integrate business processes and functions. Despite the difficulties and risks of implementing such a system, the last decade has seen a remarkable global diffusion of such systems. To cope with technical developments, the Saudi Arabian government is starting to implement them in both private and public organisations, including the higher education (HE). HE in Saudi Arabia applies integrated solutions to replace existing systems, supporting all its business functions and improving effectivene
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Pule, Gomotsegang J. P. "Perceptions of stakeholders about quality assurance in higher education in Botswana." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46167.

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Quality and its assurance are now important aspects of higher education in both developed and developing nations. Accordingly, this study seeks to explore the perceptions of stakeholders with regards to quality assurance in higher education institutions in Botswana. The study employed mixed methods research, which is a combination of qualitative and quantitative methods of data collection and analysis,Ivankoka,Creswell and Sticks (2006). Interviews were conducted with heads of quality units at Limkokwing and BIUST, Deans, Deputy Deans, Heads of Departments, DVC AA at UB and other academic staf
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Bücher zum Thema "Stakeholders in higher education"

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Vlk, Ales. Higher education and GATS: Regulatory consequences and stakeholders' responses. CHEPS/UT, 2006.

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Molina, Maria Alicia Lacal. Mapping of nuclear education possibilities and nuclear stakeholders in the EU-27. Publications Office of the European Union, 2012.

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Voblaya, Irina, Maksim Egorov, and Tat'yana Marceva. Business ethics and interaction with stakeholders. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2135889.

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The textbook is a guide to ethical business conduct and interaction with stakeholders. Modern concepts and principles of ethics are outlined, which are accompanied by practical recommendations and examples from business practice. A systematic approach to the study of ethics is proposed, starting from the theoretical foundations and ending with specific ethical challenges faced by entrepreneurs, managers and specialists in all business sectors in the context of interaction with various categories of stakeholders. Meets the requirements of the latest generation of federal state educational stand
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Ernawati, Diyah Bekti. The current profile of Indonesian higher tourism education: From the perspective of the stakeholders : penelitian sendiri dalam bidang pariwisata. Fakultas Sastra dan Seni Rupa, Universitas Sebelas Maret, 2003.

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Michael Imoudu Institute for Labour Studies. Labour education and the challenge of national development and reformation in Nigeria : imperatives for MINILS and other stakeholders: Proceedings of the 2005 labour relations summit held on 25th of September, 2006. Published by Michael Imoudu Institute for Labour Studies (MINILS), 2006.

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Michael Imoudu Institute for Labour Studies. and Labour Relations Summit (2006 : Ilorin, Nigeria), eds. Labour education and the challenge of national development and reformation in Nigeria : imperatives for MINILS and other stakeholders: Proceedings of the 2005 labour relations summit held on 25th of September, 2006. Published by Michael Imoudu Institute for Labour Studies (MINILS), 2006.

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Michael Imoudu Institute for Labour Studies. and Labour Relations Summit (2006 : Ilorin, Nigeria), eds. Labour education and the challenge of national development and reformation in Nigeria : imperatives for MINILS and other stakeholders: Proceedings of the 2005 labour relations summit held on 25th of September, 2006. Published by Michael Imoudu Institute for Labour Studies (MINILS), 2006.

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Sara, Cervai, ed. ExPer0: A model to evaluate the quality of the learning outcome in higher technical education courses based on stakeholder's expectations and perceptions. EUT, 2007.

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New Jersey. Legislature. Senate. Committee on Education. Public hearing before Senate Education Committee: Testimony from invited members of the higher education and law enforcement communities, and other stakeholders on policies and procedures to curb underage drinking on college campuses : November 17, 2008, Trenton, New Jersey. Office of Legislative Services, Public Information Office, Hearing Unit, 2008.

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New Jersey. Legislature. Senate. Committee on Education. Public hearing before Senate Education Committee: Testimony from invited members of the higher education and law enforcement communities, and other stakeholders on policies and procedures to curb underage drinking on college campuses : November 17, 2008, Trenton, New Jersey. Office of Legislative Services, Public Information Office, Hearing Unit, 2008.

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Buchteile zum Thema "Stakeholders in higher education"

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Jones, Harriet, Gemma Mansi, Catherine Molesworth, et al. "Stakeholders in student transition." In Transition into Higher Education. Routledge, 2025. https://doi.org/10.4324/9781041057710-4.

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Pinheiro, Rómulo. "The Role of Internal and External Stakeholders." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_3.

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Yang, Rui. "Cost Sharing in China’s Higher Education: Analyses of Major Stakeholders." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_12.

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Balbachevsky, Elizabeth. "The Role of Internal and External Stakeholders in Brazilian Higher Education." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_10.

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Amaral, Alberto, and António Magalhães. "The Emergent Role of External Stakeholders in European Higher Education Governance." In Higher Education Dynamics. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9946-7_1.

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Vienni-Baptista, Bianca, Merel van Goch, Rianne van Lambalgen, and Katrine Ellemose Lindvig. "Aligning processes and outcomes with external stakeholders." In Interdisciplinary Practices in Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003286004-6.

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Lolwana, Peliwe. "The Role of Stakeholders in the Transformation of the South African Higher Education System." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_13.

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Yang, Nan, and Tong Li. "How Stakeholders’ Data Literacy Contributes to Quality in Higher Education: A Goal-Oriented Analysis." In Higher Education Dynamics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24193-2_13.

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Smolentseva, Anna, Knyazev Evgeny, and Drantusova Natalya. "Russian System of Higher Education and Its Stakeholders: Ten Years on the Way to Congruence." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_11.

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Marshall, Stephen James. "Internal and External Stakeholders in Higher Education." In Shaping the University of the Future. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7620-6_4.

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Konferenzberichte zum Thema "Stakeholders in higher education"

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Marques, Ana Paula. "NON-FORMAL AND INFORMAL LEARNING IN HIGHER EDUCATION: REVEALING ENTREPRENEURIAL SKILLS THROUGH ACADEMIC STAKEHOLDERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2484.

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Erjavec, Jure. "Stakeholders in curriculum development – case of Supply Chain and Logistics programme." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12875.

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Higher education institutions involve various groups of stakeholders that can affect strategic and operational actions in various ways and extents. Understanding the relevance of particular stakeholders in regard to an organization is therefore of key importance. Previous research has shown the importance of involvement of different groups of stakeholders in the curriculum development. The main purpose of this paper is to present a conceptual framework for inclusion of various stakeholders in curriculum development cycle for graduate business programmes. This is done by applying the stakeholde
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De Langen, Frank. "STAKEHOLDERS IN HIGHER EDUCATION, CAN THE STAKEHOLDER MODEL HELP TO MANAGE THE STAKEHOLDERS IN A NON-FOR-PROFIT ORGANIZATION?" In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0013.

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Lukács, Bence, and Sandra Hofhues. "OERlabs: Strategies for University-wide OER Advancement." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9316.

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As part of the project ‘OERlabs – jointly training student(-teachers) for Open Educational Resources (OER) use’ at the University of Cologne, Germany, various university stakeholders participated in an open developmental process through attending Multi-Stakeholder Dialogues (MSD). The goal was to sensitize and educate student teachers for Open Educational Resources. During a 6-month process the stakeholders collaboratively explored the challenges and developed solutions for initiating and advancing the use of OER during teacher training. This paper provides the solutions developed by the parti
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Logue, Pauline Anne, Roisin Nash, Michael Walsh, Michael Faney, and Dearcán Ó Donnghaile. "Deep Learning: a Study on Marine Renewable Energy and Sustainability Education in an Irish Context." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16150.

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In 2020-2022 a select group of Irish educators, marine renewable energy proponents and sustainability stakeholders entered into dialogue with a view to enhancing post-primary educational resources. The paucity of educational resources in this field was highlighted, most notably those in the Irish language. This dialogue led to the development, and piloting of a bilingual (Irish and English) cross-curricular programme of learning - a Transition Year Unit - targeted at students aged 15-17. This study aims to evaluate the effectiveness of the learning unit with respect to enhancing knowledge in t
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Wagner, N., K. Hassanein, and M. Head. "E-learning in higher education: a stakeholders' analysis." In 28th International Conference on Information Technology Interfaces, 2006. IEEE, 2006. http://dx.doi.org/10.1109/iti.2006.1708497.

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Contreras-Pacheco, Orlando E., and Juan C. Lesmez-Peralta. "Stakeholder Management: Formulating a Primer for Practitioners." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11134.

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Stakeholder management is the act of balancing the competing preferences or claims of company stakeholders for the sake of competing, collaborating, and succeeding. The present manuscript structures a primer, in the shape of a pedagogical proposal about the topic of stakeholder management. For this purpose, it introduces the reader to terms and concepts that are necessary to understand stakeholder management as an alternative way to manage organizations in both utilitarian and ethical manner. It also offers sufficient grounding in the field that enables the reader to interpret the insights of
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Castro, Rita, Maria J. Pires Rosa, and Carlos Pinho. "DO STAKEHOLDERS MATTER? A STRUCTURAL EQUATION MODEL FOR EXPLAINING STAKEHOLDERS’ EFFECTS ON HIGHER EDUCATION INSTITUTIONS’ INTERNATIONALIZATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2358.

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Graham, Marien Alet, Toini Tuyeimo Ndapewoshali Angolo, and Celeste Combrinck. "Internal quality assurance systems in Namibian higher education: Stakeholder perceptions and guidelines for enhancing the system." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16114.

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Namibian higher education institutions have been striving to enhance quality assurance in the last decade. Building internal quality assurance (QA) capacity has been challenging. We explored the perceptions and experiences of internal quality assurance stakeholders. This research is embedded in Margret Archer's social realism theory as a guide to improving internal QA systems. We adopted a case study design based on an interpretive paradigm. Two purposively selected higher education institutions with university status were selected, and we recruited participants from the universities’ populati
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Vázquez-Villegas, Patricia, María del Pilar García-Chitiva, Danilo Valdes-Ramirez, and Genaro Zavala. "Readiness of the Student Community for Using Artificial Intelligence in Higher Education." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17286.

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What challenges or opportunities exist when using artificial intelligence (AI) at the university? This work presents the experience lived in a Futurist Applications of AI in Education Workshop in which professionals from different educational levels, roles, and areas worked together to construct proposals to enhance the use of AI in higher education. As a parallel research process, a questionnaire was applied to inquire about the perceptions of the uses of AI and the personal and professional applications of managers, professors, students, and stakeholders. The results reflected a broad intent
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Berichte der Organisationen zum Thema "Stakeholders in higher education"

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Pypenko, Iryna Sergiivna. Benefits and Challenges of Using Artificial Intelligence by Stakeholders in Higher Education. KRPOCH, 2025. https://doi.org/10.26697/krpoch.pypenko.report.1.2025.

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Melnyk, Yuriy, and Iryna Pypenko. Artificial intelligence as a factor revolutionizing higher education. KRPOCH, 2024. https://doi.org/10.26697/krpoch.melnyk.pypenko.report.pppmsf.2024.

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The role of artificial intelligence-based chatbots in higher education practice was considered. The use of chatbots among higher education stakeholders (students and faculty) was studied. A model of stakeholder behaviour was developed. This model describes two ways of solving problems: with and without the use of artificial intelligence. Trends in the use of chatbots in higher education were identified: students were 26.9% more likely than faculty to use artificial intelligence-based chatbots to prepare for classes or complete assignments at their college/university; almost all students (68.0%
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Pickering, Nathaniel, and Kelly Self. Theory of Change Narrative: Supporting Mature Learners in accessing higher education through a Train the Trainer intervention delivered by Hepp. Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/supporting_mature_learners.

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Hepp (Higher Education Progression Partnership) is a jointly funded initiative by Sheffield Hallam University and the University of Sheffield that provides impartial advice and guidance across South Yorkshire and North East Derbyshire. Hepp aims to encourage more children, young people and adults that have experienced personal, systematic, or cultural barriers to accessing higher education to consider it as a viable option. Hepp has identified target groups for activity based on their strategic approach, which includes mature students from underrepresented backgrounds. Hepp have limited contac
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Bayudan-Dacuycuy, Connie, Herisadel Flores, and Arnel Onesimo Uy. Financial Sustainability of Higher Education Institutions in the Philippines: Issues, Challenges, and Opportunities. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.24.

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Higher education institutions (HEIs) and the quality of the educational products and services they deliver play a critical role in supporting international development goals and Filipinos’ national aspirations. However, achieving quality in tertiary education involves both benefits and costs, making the financial sustainability of HEIs an important means to an end. This study contributes to the limited literature on the financial sustainability of Philippine HEIs, highlighting the key insight that financial sustainability is both an educational asset and a strategic imperative. It proposes nat
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Wylie, Cathy. Highest Needs Review: What matters to stakeholders. NZCER, 2022. http://dx.doi.org/10.18296/rep.0026.

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Produced by the Ministry of Education, the Highest Needs Review is to ensure that children and young people with the highest needs for learning support achieve their full potential through positive education outcomes and that they receive the right support, when they need it, and for as long as they need it.
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Quimba, Francis Mark, Abigail Andrada, and Mark Anthony Barral. HEIGHTS-IE: Higher Education Institutions Generating Holistic and Transferable Solutions—Innovation Ecosystems, Philippines. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.25.

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The paper examines the role of higher education institutions (HEIs) in the agribusiness innovation ecosystem in Central Visayas, Philippines, underlining their contributions, the challenges they face, and the opportunities available. Using a mixed-methods approach, the research reveals that HEIs serve as knowledge sharers and collaborators within the ecosystem. Their impact, however, is limited by inadequate funding and a lack of entrepreneurial engagement, among other factors. The agribusiness innovation ecosystem is perceived by stakeholders as a nascent yet growing industry, with potential
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Tek, Muytieng, Sorsesekha Nok, and Phal Chea. Faculty Engagement in Cambodian Higher Education Internationalisation. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.135.202212.

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Internationalisation is known to contribute to higher education development, particularly through the integration of international, inter-cultural or global dimensions into the purpose, functions, or delivery of higher education institutions (Knight 2004). Within this inter-connected world, higher education institutions are pressured to produce quality human resources with global citizenship characteristics. Students have benefited greatly from this process as they can have access to international/regional standards of education services and the opportunity to be exposed to other countries, pe
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Ed
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exi
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