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Journal articles on the topic 'Capacity Building in Higher Education'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Adriansen, Hanne Kirstine, and Lene Møller Madsen. "Capacity-building projects in African higher education." Learning and Teaching 12, no. 2 (2019): 1–23. http://dx.doi.org/10.3167/latiss.2019.120202.

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This article studies issues of coloniality in so-called capacity-building projects between universities in Africa and Scandinavia. Even fifty years after independence, the African higher education landscape is a product of the colonial powers and subsequent uneven power relations, as argued by a number of researchers. The uneven geography and power of knowledge exist also between countries that were not in a direct colonial relationship, which the word coloniality implies. Based on interviews with stakeholders and on our own experiences of capacity-building projects, this article examines how

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Shams, S. M. Riad, and Rajibul Hasan. "Capacity building for transnationalisation of higher education." European Business Review 32, no. 3 (2020): 459–84. http://dx.doi.org/10.1108/ebr-05-2019-0097.

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Purpose Transnationalism and transnational concept are extensively researched in many social science areas; however, transnational management and transnational marketing is relatively a less explored research domain. Also, knowledge management for transnational education (TNE) marketing is not well-researched. Capacity building is an established research-stream, with a key focus on socio-economic and ecological development; however, prior research on capacity building from the context of TNE’s knowledge management and marketing is scarce. The purpose of this study is to analyse TNE marketing m

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Knight, Jane. "Strengthening Higher Education in Laos." International Higher Education, no. 73 (March 17, 2015): 24–26. http://dx.doi.org/10.6017/ihe.2013.73.6113.

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Internationalization plays a critical role in building university capacity, especially in developing countries. In the current world of higher education-with competitiveness, branding, and commercialization front and center-inter- national development cooperation is often relegated to a low priority. Status building networks with elite partners are receiving more attention and support than capacity- building initiatives with developing country institutions.

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P., M. Suresh Kumar. "Capacity Building for Quality Enhancement in Higher Education." International Journal of Management, Technology, and Social Sciences (IJMTS) 2, no. 2 (2017): 84–92. https://doi.org/10.5281/zenodo.1042112.

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Higher education institutions strive to produce quality professionals who would be intellectually robust, emotionally balanced, and economically productive, socially committed and spiritually satisfied so that they make meaning in their lives and contribute to the society. Teachers have a big role in maintaining this. Teacher quality influences curriculum, provides leadership, and promote student progression. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies. So much so the faculty should be exposed to advance knowledge

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Huisman, Jeroen. "Building organizational capacity: strategic management in higher education." Studies in Higher Education 36, no. 7 (2011): 865–67. http://dx.doi.org/10.1080/03075079.2011.642170.

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Turner, David. "Higher education and international capacity building: twenty‐five years of higher education links." Compare: A Journal of Comparative and International Education 39, no. 6 (2009): 821–22. http://dx.doi.org/10.1080/03057920903264898.

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Mukerji, Siran, Purnendu Tripathi, and Anjana Anjana. "Professional Skill Enrichment in Higher Education Institutions." International Journal of Technology-Enabled Student Support Services 9, no. 2 (2019): 14–27. http://dx.doi.org/10.4018/ijtesss.2019070102.

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The present study concentrates on assessing the ongoing method of capacity building of teachers in higher education institutions of India. It has been conceptualized with the objective of making a comprehensive study of the prevailing techniques of capacity building and skill enrichment for the teachers in higher education institutions of the country; determining the adequacy and effectiveness of these techniques in capacity building and enhancing the skill and competency of the human resources; and finally, suggesting ways of making the techniques more objective and purposeful besides what ot

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Sukrisno, Heni. "Level Capacity Building in Higher Education: Toward Global Competitiveness." International Journal of Engineering & Technology 7, no. 4.28 (2018): 327–32. http://dx.doi.org/10.14419/ijet.v7i4.28.22609.

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The objective of this research is to know the increasing level of continuous capacity of Higher Education in Indonesia from every level of organization from organizational, system and individual level. Every organization and institution including Universitas Wijaya Kusuma Surabaya is building capacity to achieve the vision that has been formulated in its Renstra document. The research methodology in this paper uses a qualitative approach, with the research object of Universitas Wijaya Kusuma Surabaya as a whole, as well as other work units related to the implementation of capacity building at

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E. Waller, Robert, Pamela A. Lemoine, Evan G. Mense, and Michael D. Richardson. "Building Capacity for Quality Assurance in Global Higher Education." Journal of Education and Development 4, no. 1 (2020): 37. http://dx.doi.org/10.20849/jed.v4i1.718.

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As a result of changing missions, quality assurance in global higher education has ascended to the top of the higher education policy agenda in many nations. In order to hold universities accountable despite limited governmental support, many nations have adopted performance-based university funding strategies. Increasingly citizens and bureaucrats in many countries are asking more frequently what tangible benefits the society is receiving for the revenues being spent on higher education. The marketing, selling and financing of higher education has had both positive and negative effects on the

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Meyer, Jean-Baptiste, and Mohamed Benguerna. "Higher education and human resources capacity building in Algeria." International Journal of Technology Management & Sustainable Development 18, no. 3 (2019): 229–41. http://dx.doi.org/10.1386/tmsd_00007_1.

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Abstract Higher education in Algeria is not well known in international spheres, apart from a few local studies. However, it is an exceptional case study for its outstanding achievements in recent history and particularly its growing pace. This article aims to describe the evolution of the higher education system at the country level through an analysis of national statistics gathered by the Ministry of Higher Education and Scientific Research (MESRS). The current article puts the case study in a historical perspective although concentrates on the most recent trends to describe the social issu

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Anthony-Stevens, Vanessa, Julia Mahfouz, and Yolanda Bisbee. "Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho." Journal of School Leadership 30, no. 6 (2020): 541–64. http://dx.doi.org/10.1177/1052684620951722.

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This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, and its struggle to create space in higher education for intentional support of Indigenous self-determination, sovereignty, and Tribal nation building through the preparation of Indigenous teachers. In doing so, we examine the contentious and local work of reimagining education, from the bottom up and top down, to develop leaders to serve the needs of Indigenous youth and communities through the vehicle

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Wood, Alison Gird. "Capacity Building and Higher Education in Africa: A comment on the capacity building rationale and aid to higher education in Sub‐Saharan Africa." Compare: A Journal of Comparative and International Education 23, no. 2 (1993): 149–58. http://dx.doi.org/10.1080/0305792930230205.

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Muharlisiani, Lusy Tunik, and Heni Sukrisno. "Capacity Building Toward Global Competitiveness." Journal of Management Info 5, no. 3 (2022): 8–11. http://dx.doi.org/10.31580/jmi.v5i3.81.

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The research is to know the increasing level of continuous capacity of Higher Education from every level of organization, system and individual level. Every organization and institution including Wijaya Kusuma University Surabaya is building capacity to achieve the vision that has been formulated in its Renstra document. The focus under study is which emphasizes the principles of good university governance that provide satisfaction guarantee to stakeholders. At the individual level, on improving the capacity and performance of lecturers in implementing â€œTri Dharma Higher Educationâ€. The me

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Kemelova, G. S., R. S. Dosmagambetova, V. P. Riklefs, M. K. Gulzoda, Kh R. Makhmudzoda, and S. M. Abdullozoda. "MODERNIZATION OF HIGHER MEDICAL EDUCATION THROUGH CAPACITY BUILDING OF TEACHERS." Medical Education and Professional Development 12, no. 1 (2021): 92–100. http://dx.doi.org/10.33029/2220-8453-2021-12-1-92-100.

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Hart, Christopher D. "Building Capacity for Recovery Support at Institutions of Higher Education." Journal of Recovery Science 1, no. 2 (2018): 3. http://dx.doi.org/10.31886/jors.12.2018.14.

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Capacitype™ data and mapping services help groups and organizations build capacity for recovery in their communities. The simple idea behind Capacitype is to invite everyone to go out and map assets – those people, places, and services that people are finding helpful and useful on pathways to recovery. The big idea is to map every community across the country and empower those in recovery to reach their full potential. Since 2013, members of TYR’s grantee network have been using Capacitype to find and make visible the resources in their community that are supportive of students in recovery. Th

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Lee, Jack T., and Aliya Kuzhabekova. "Building local research capacity in higher education: a conceptual model." Journal of Higher Education Policy and Management 41, no. 3 (2019): 342–57. http://dx.doi.org/10.1080/1360080x.2019.1596867.

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17

Mukoza, Stella Kyobula, and Suki Goodman. "Building Leadership Capacity." Industry and Higher Education 27, no. 2 (2013): 129–37. http://dx.doi.org/10.5367/ihe.2013.0147.

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Universities worldwide are becoming increasingly interested in the importance of emerging co-curricula that focus on developing graduate attributes beyond specific academic disciplines. This is being influenced by industry demands for graduates with behavioural and cognitive skills aligned to the work they will do in their early careers. This paper presents findings of a formative evaluation of the Emerging Student Leaders Programme (ESLP) implemented by the University of Cape Town (UCT) in South Africa. The authors adopted a theory and implementation evaluation design and their findings show

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Mzini, Loraine Boitumelo Boitumelo. "Assessment of Higher Education Programmes for Enhancing the Postgraduate Community." International Journal of Social Science Research and Review 6, no. 12 (2023): 35–53. http://dx.doi.org/10.47814/ijssrr.v6i12.1688.

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This article assesses the higher education research capacity building programmes designed to enhance the postgraduate community and scholarly publishing. Post-graduate studies are potential components for promoting knowledge, increasing institutional outputs. Post-graduate studies are likely to create research profile for students who seek future academic appointments. In spite of that higher institutions in low-income countries face serious challenges in building research capacity. This is compounded by local institutional competition for rankings and ratings. To some extent, investments in r

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Wu, Ching-Ling. "J. Douglas Toma: Building organizational capacity: strategic management in higher education." Higher Education 63, no. 1 (2011): 153–55. http://dx.doi.org/10.1007/s10734-011-9418-y.

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Bennett, Lorraine, and Ali Abusalem. "Building Academic Integrity and Capacity in Digital Assessment in Higher Education." Athens Journal of Education 11, no. 1 (2024): 71–94. http://dx.doi.org/10.30958/aje.11-1-5.

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The rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this ‘new virtu

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Purba, John Tampil. "Building Higher Education Institution Capacity in Indonesia through Strategic Faculty Development." Journal of Asian Scientific Research 5, no. 6 (2015): 291–302. http://dx.doi.org/10.18488/journal.2/2015.5.6/2.6.291.302.

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Dabney-Fekete, Ilona Dóra. "International Academic Mobility as a Capacity Building Factor in Higher Education." Central European Journal of Educational Research 2, no. 1 (2020): 82–91. http://dx.doi.org/10.37441/cejer/2020/2/1/5761.

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International academic mobility means the teaching or research activity of higher educational instructors or researchers, which spans a couple of days or a few months, during which individual professional growth, the establishment of international cooperation and networks, personal relations and friendships may develop. It is also considered to be a fundamental necessity for building capacity and an outstanding supremacy, even if a country’s academic resources are modest. Thus it is crucial to gain information about its current and actual state, quality, standards, struggles and the direction

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Rudner, Martin. "Intelligence Studies in Higher Education: Capacity-Building to Meet Societal Demand." International Journal of Intelligence and CounterIntelligence 22, no. 1 (2008): 110–30. http://dx.doi.org/10.1080/08850600802486960.

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24

Lueddeke, George. "Curriculum matters: building capacity for strategic change in UK higher education." International Journal of Strategic Change Management 2, no. 1 (2010): 18. http://dx.doi.org/10.1504/ijscm.2010.032520.

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Gilford, Rosalie, and Janet C. Frank. "Building Institutional and Faculty Capacity in Higher Education Gerontology Academic Programs." Gerontology & Geriatrics Education 27, no. 1 (2006): 1–17. http://dx.doi.org/10.1300/j021v27n01_01.

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Alstete, Jeffrey W. "Building Organizational Capacity: Strategic Management in Higher Education (review)." Review of Higher Education 35, no. 4 (2012): 651–52. http://dx.doi.org/10.1353/rhe.2012.0043.

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Bolmsten, Johan, and Momoko Kitada. "Agile social learning – capacity-building for sustainable development in higher education." International Journal of Sustainability in Higher Education 21, no. 7 (2020): 1563–86. http://dx.doi.org/10.1108/ijshe-07-2019-0212.

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Purpose The purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development. Design/methodol

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Murthy, G. R. K., Seema Kujur, S. Senthil Vinayagam, D. Thammi Raju, and T. Indradevi. "Impact on capacity building of technology enhanced learning on higher education." Indian Journal of Extension Education 57, no. 3 (2021): 53–57. http://dx.doi.org/10.5958/2454-552x.2021.00109.2.

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O’Hara, Sabine, and Sigamoney Naicker. "Local Commitment and Global Reach: Advancing Sustainable Capacity Building in Higher Education." World 3, no. 4 (2022): 783–801. http://dx.doi.org/10.3390/world3040044.

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Universities play a crucial role in building the economic development capacity for their communities and regions. Their capacity building role is typically defined by contributions to the economic bottom line of the community and region where a university is located. This kind of capacity building may find itself in conflict with the long-term sustainable development needs of the region and with the responsibility of the university itself. Sustainable capacity building may require strategies that focus on the specific social, cultural, environmental, and physical context of a university’s loca

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Byungura, Jean Claude, Henrik Hansson, Kamuzinzi Masengesho, and Thashmee Karunaratne. "ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective." European Journal of Open, Distance and E-Learning 19, no. 2 (2016): 46–62. http://dx.doi.org/10.1515/eurodl-2016-0007.

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Abstract With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to underst

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Laban, Mirjana. "Improving Western Balkan’s resilience to hazards by building capacity in higher education." Security Dialogues /Безбедносни дијалози 1-2 (2017): 373–86. http://dx.doi.org/10.47054/sd171-20373l.

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Jones, Glen A. "Building and strengthening policy research capacity: key issues in Canadian higher education." Studies in Higher Education 39, no. 8 (2014): 1332–42. http://dx.doi.org/10.1080/03075079.2014.949543.

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Nussbaum, Kathleen B., and Heewon Chang. "The Quest for Diversity in Christian Higher Education: Building Institutional Governance Capacity." Christian Higher Education 12, no. 1-2 (2013): 5–19. http://dx.doi.org/10.1080/15363759.2013.740383.

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Lumato, Zitta, and Faisal Issa. "Prospects and Challenges of Capacity Building Projects in Higher Education: University of Dar es Salaam Experience." African Journal of Governance and Development (AJGD) 12, no. 1 (2023): 162–81. http://dx.doi.org/10.36369/2616-9045/2023/v12i1a9.

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The development of skills and competences is a fundamental objective of capacity-building projects in order to achieve successful long-lasting outcomes. This study is about factors that influence effective implementation of capacity-building projects at the University of Dar es Salaam. For it is necessary that capacity building projects implemented by higher education institutions achieve a standard of performance that results into better and sustainable outputs. The study was guided by a qualitative research approach and a case study design. It involved five selected capacity-building project

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Matthews, Lynda R., Rosalie B. Pockett, Gillian Nisbet, et al. "Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders." Australian Health Review 35, no. 2 (2011): 136. http://dx.doi.org/10.1071/ah10886.

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Objective. A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia. Methods. Twenty-seven semi-structured interviews and two focus groups of key stakeholders involved in the developm

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Yunus, Asraf, Abdul Hakim, and Muh Nur. "Academic Capacity Building of Lecturers through International Collaboration:." Teumulong: Journal of Community Service 2, no. 5 (2024): 237–45. http://dx.doi.org/10.62568/jocs.v2i5.85.

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This international community service program aims to enhance the academic capacity of lecturers through collaboration with universities in Malaysia. The program is designed to address the issue of lecturer quality by leveraging the exchange of knowledge and innovative teaching methods. The implementation method includes establishing a baseline, analyzing needs, conducting workshops, evaluating results, developing sustainable solutions, and the role of contributions from related parties. This article highlights the importance of international collaboration in higher education and its contributi

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Jantassova, D., and C. Deveraux. "To the issue on the capacity building for internationalization of higher technical education." Bulletin of the Karaganda University. Pedagogy series 99, no. 3 (2020): 6–11. http://dx.doi.org/10.31489/2020ped3/6-11.

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The internationalization of education creates new opportunities for higher education institutions, increases the availability and implementation of innovative methods in higher education systems. The article covers the development of the internationalization potential of higher technical education.Current study was carried out as part of the project «Development of the potential of internationalization of a technical university through digital learning technologies», approved by priority «Scientific Foundations of Mingilik El (21st Century Education, Fundamental and Applied Studies in the Huma

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LUMATO, ZITTA, and FAISAL H. ISSA. "Prospects and Challenges of Capacity Building Projects in Higher Education: University of Dar es Salaam Experience." African Journal of Governance and Development (AJGD) 12, no. 1 (2023): 162–81. http://dx.doi.org/10.36369/ajgd.v12i1.14.

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The development of skills and competences is a fundamental objective of capacity-building projects in order to achieve successful long-lasting outcomes. This study is about factors that influence effective implementation of capacity-building projects at the University of Dar es Salaam. For it is necessary that capacity building projects implemented by higher education institutions achieve a standard of performance that results into better and sustainable outputs. The study was guided by a qualitative research approach and a case study design. It involved five selected capacity-building project

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Hossain, M. B. "Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP." International Journal of Science and Business 1, no. 1 (2017): 47–59. https://doi.org/10.5281/zenodo.439707.

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<strong>ABSTRACT</strong> To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in t

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Kirilov, R. "Challenges in Building the Administrative Capacity of Career Centers in Higher Education Institutions." Trakia Journal of Sciences 17, Suppl.1 (2019): 60–63. http://dx.doi.org/10.15547/tjs.2019.s.01.011.

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Purpose. An important priority for higher education institutions is the career development and realization of the students. In the dynamic labor market in Bulgaria this is becoming a serious challenge. It is important that these processes provide prerequisites for career centers to participate at all stages of the career path of students. The main objective of the present study is to build on the existing good practices and work of career centers to highlight the main factors for increasing their administrative capacity. Methods. The applied methods of study allow the basic objective to be ach

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Major, David, Denise Meakin, and David Perrin. "Building the capacity of higher education to deliver programmes of work‐based learning." Higher Education, Skills and Work-Based Learning 1, no. 2 (2011): 118–27. http://dx.doi.org/10.1108/20423891111128890.

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Orozco-Messana, Javier, Juan Miguel Martínez-Rubio, and Ana Maria Gonzálvez-Pons. "Sustainable Higher Education Development through Technology Enhanced Learning." Sustainability 12, no. 9 (2020): 3600. http://dx.doi.org/10.3390/su12093600.

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Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an

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Aggarwal, Anita. "Higher Education Collaboration in Kenya." International Journal of Technology and Educational Marketing 3, no. 1 (2013): 48–64. http://dx.doi.org/10.4018/ijtem.2013010104.

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Higher education in developing countries presents an opportunity both for investment and development, if specific challenges can be overcome. This article looks at the opportunities for higher education in a developing country, Kenya, and how these experiences have enabled an identification of issues that must be dealt with for higher education to grow both as an investment and capacity-building opportunity for developing countries. It offers a brief narrative on the history of higher education in Kenya, and the types of higher education collaborations. Using a case study of a long established

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Kalizhanova, A., T. Maryshkina, T. Shelestova, A. Aupenova, and T. Letyaikina. "To the issue on the capacity building for internationalization of higher technical education." Bulletin of the Karaganda University. Pedagogy series 99, no. 3 (2020): 12–17. http://dx.doi.org/10.31489/2020ped3/12-17.

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The article describes the Project, aimed at supporting a diverse group of the participants in their learning with the help of such Massive Open Online Courses (MOOCs) as English for Media Literacy and English for STEM and organized by Teachers of English Association of Kazakhstan (KazTEA) and the Regional English Language Office of the U.S. Embassy in Nur-Sultan (RELO). Amongst the project participants were students and teachers from all over Kazakhstan, including Karaganda, Almaty, Atyrau, Kyzylorda, Shymkent, etc. Foreign language skills among the participants ranged from beginner to advance

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Lamasheva, Yu A. "Priorities in internationalization of the Japan’s higher education system of the state level." POWER AND ADMINISTRATION IN THE EAST OF RUSSIA 97, no. 4 (2021): 28–38. http://dx.doi.org/10.22394/1818-4049-2021-97-4-28-38.

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Referring to four strategies of internationalization of higher education, suggested by the Organization for economic cooperation and development, Japan’s strategy is traditionally called mutual understanding approach, aiming mainly at the cultural diplomacy and spreading “soft power” around the globe. However, in modern Japan other strategies may become more important, such as skilled migration approach or capacity building approach. The goal of this paper is to demonstrate the reasons for different strategies in internationalization of higher education in Japan. It is argued that both skilled

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Liang, Wei, and Hongxiang Ge. "Investigation and Research on the Capacity Building of "Double-teacher" Teachers in Higher Vocational Colleges." Journal of Education and Educational Research 7, no. 1 (2024): 197–202. http://dx.doi.org/10.54097/4v1npn30.

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"Double-teacher" teachers are the core requirements for teachers in the process of teacher specialization exploration in China's vocational education. With the implementation of the plan for the construction of high-level vocational schools and majors with Chinese characteristics, the acceleration of the reform and development of higher vocational education and the high-quality development of higher vocational colleges, the construction of a high-level vocational education "double-teacher" teaching team is of great strategic significance for the future development of higher vocational colleges

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Porkuian, Olha, Ruslan Halhash, and Yana Chankotadze. "Capacity Building of Displaced Universities: Strategies for Recovery and Development." International Scientific Journal of Universities and Leadership, no. 17 (June 30, 2024): 22–40. http://dx.doi.org/10.31874/2520-6702-2024-17-22-40.

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Universities displaced by the war in Ukraine are addressing both the immediate challenges of resuming their full-fledged educational and research activities and laying the foundation for their own development models. The experience of relocation and recovery gained by displaced universities is important for understanding their sustainability potential and for developing public policy and further strategies for the development of higher education in Ukraine. Researchers pay much attention to the impact of the war on higher education in Ukraine, the problems of organizing the activities of displ

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Abdullaev, Iskandar, Aliya Assubayeva, Ihtiyor Bobojonov, et al. "implications for research, higher education, and science-policy interaction." Central Asian Journal of Water Research 11, no. 1 (2025): 47–58. https://doi.org/10.29258/cajwr/2025-r1.v11-1/47-58.eng.

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Political tensions over water management in the Central Asia region have intensified since the Soviet era, as ecological issues like the drying Aral Sea and seasonal hydropower disruptions impact downstream countries. The paper discusses the region’s water governance challenges, including climate-induced uncertainties, water resource demands, and the limited capacity of local research institutions. While Central Asia’s governments have initiated reforms, including new infrastructure and agreements, resilience in water management remains underdeveloped. The paper also explores the role of highe

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Thayaparan, Menaha, Mohan Siriwardena, Chamindi Ishara Malalgoda, Dilanthi Amaratunga, Irene Lill, and Arturas Kaklauskas. "Enhancing post-disaster reconstruction capacity through lifelong learning in higher education." Disaster Prevention and Management 24, no. 3 (2015): 338–54. http://dx.doi.org/10.1108/dpm-11-2014-0239.

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Purpose – Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning. Design/methodology/approach – This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation. Findings – T

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Harish, G., and C. H. Santhosh. "Aligning Education with Industry: Capacity Building under NEP 2020." Journal of Research & Development 17, no. 3 (2025): 7–11. https://doi.org/10.5281/zenodo.15274248.

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<strong><em>Abstract:</em></strong> <em>Capacity building initiatives are crucial for equipping students with the knowledge and skills demanded by today's dynamic workplace. These initiatives bridge the gap between theoretical learning and practical application, ultimately enhancing students' employability and competitiveness. India's National Education Policy (NEP) 2020 recognizes the importance of capacity building in Higher Education Institutions (HEIs) and emphasizes the development of well-rounded individuals. Commerce and management education, providing a strong foundation for diverse ca

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