Relevant bibliographies by topics / Higher education sector

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Higher education sector'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Higher education sector.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Higher education sector"

1

Vyas, Peeyush. "Data Mining in Higher Education Sector." International Journal for Research in Applied Science and Engineering Technology V, no. II (February 28, 2017): 426–32. http://dx.doi.org/10.22214/ijraset.2017.2059.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Guth, J., and F. Wright. "Women in the Higher Education Sector." Industrial Law Journal 38, no. 1 (March 1, 2009): 139–42. http://dx.doi.org/10.1093/indlaw/dwn033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yousif Yaseen, Kamal Aldin. "Importance of Cybersecurity in The Higher Education Sector 2022." Asian Journal of Computer Science and Technology 11, no. 2 (December 15, 2022): 20–24. http://dx.doi.org/10.51983/ajcst-2022.11.2.3448.

Full text
Abstract:
Today, we are witnessing the widespread of the digital revolution and its applications in all fields, as the means of networking provided the exchange of information, experiences, and knowledge in all sectors, but with all these positive features, we find that today’s digital world has brought a wide range of risks of its own, such as attacks and malicious programs like viruses, worms, spyware files, etc. and the education sector higher education is not far from these negative influences that hinder the education process and affect its infrastructure and its periphery, including students, teachers, administrative assistants, the environment and teaching methods. For this risk, we need to awareness and cyber security training and adopt a solid cyber security policy in higher education sectors institution in order to protect this vital sector. This research paper will explore the importance of cybersecurity in this sector and provide the strategies that students, faculty, and staff can utilize to promote cybersecurity across higher education institutions.
APA, Harvard, Vancouver, ISO, and other styles
4

Hill, Catharine. "Higher Education and the Market." Journal of Educational Issues 1, no. 2 (October 22, 2015): 35. http://dx.doi.org/10.5296/jei.v1i2.8232.

Full text
Abstract:
<p>Neoclassical economists make the case for profit seeking firms in the private sector because they supply goods and services efficiently, meeting consumer demand at the least possible price and the highest quality. The government also supplies some goods and services directly, and also has made provisions for non-profit firms to do so, recognizing that in some cases for-profit firms will not supply them efficiently, because of a variety of market failures. In the United States, higher education has been one of those services that has traditionally been supplied to a large extent by non-profits and the government sector, and not by the for-profit sector. Over the last few decades, that has been changing radically, with much of the growth in enrollments in higher education taking place in the for-profit sector. Understanding the evolving roles of for-profits, non-profits and the public sector in the provision of higher education over the past several decades is important because they can have public policy implications. The government’s response to market failure, in particular, has welfare implications for both individuals and society.</p>
APA, Harvard, Vancouver, ISO, and other styles
5

Hyuha, Mukwanason A. "Uganda: Higher Education Modernization Needed." International Higher Education, no. 90 (June 6, 2017): 21–22. http://dx.doi.org/10.6017/ihe.2017.90.10005.

Full text
Abstract:
Uganda’s higher education sector has just over 200,000 students, 45 percent of whom are women. These study at 41 institutions, of which 11 are public universities. The private sector is vital and represents 72 percent of the tertiary institutions. Access by the poor is problematic. Since the 1980s, there has been tremendous growth in higher education, resulting from its ever-growing demand. Unfortunately, technical education is neglected and has been declining. Currently, mainly due to underfunding, the sector is declining in terms of quality and physical infrastructure. Hence, as a way forward, it requires overhauling, modernization, rehabilitation, and refocusing.
APA, Harvard, Vancouver, ISO, and other styles
6

Hyuha, Mukwanason A. "Uganda: Higher Education Modernization Needed." International Higher Education, no. 90 (June 6, 2017): 21. http://dx.doi.org/10.6017/ihe.2017.90.9787.

Full text
Abstract:
Uganda’s higher education sector has just over 200,000 students, 45 percent of whom are women. These study at 41 institutions, of which 11 are public universities. The private sector is vital and represents 72 percent of the tertiary institutions. Access by the poor is problematic. Since the 1980s, there has been tremendous growth in higher education, resulting from its ever-growing demand. Unfortunately, technical education is neglected and has been declining. Currently, mainly due to underfunding, the sector is declining in terms of quality and physical infrastructure. Hence, as a way forward, it requires overhauling, modernization, rehabilitation, and refocusing.
APA, Harvard, Vancouver, ISO, and other styles
7

Rane, Halim, Adis Duderija, and Jessica Mamone. "Islamic Studies in Australia’s Higher Education Sector." Australian Journal of Islamic Studies 6, no. 1 (January 21, 2021): 1–31. http://dx.doi.org/10.55831/ajis.v6i1.337.

Full text
Abstract:
This report presents an overview of the discipline of Islamic studies in the Australia’s higher education sector collected in 2017. After a brief exploration of the history of teaching Islam and Islamic studies in modern Western institutions, the report briefly discusses the types of theoretical and methodological issues that concern the contemporary discipline of Islamic studies in the Western context. This leads to the main subject matter of the report, which focuses on identifying the major Australian universities that currently offer substantial Islamic studies courses and discusses the types of majors and programs offered; the institutional background in which these majors and programs emerged and currently operate; the breakdown and content of the courses offered; and what graduate outcomes the institutions envisage for their graduates. Finally, the report makes a few brief, general and preliminary observations regarding the future of Islamic studies in the Australian context.
APA, Harvard, Vancouver, ISO, and other styles
8

Prakash, Om, and Kalyan Kumar. "Higher Education: Informal Learning for Unorganized Sector." International Journal of Applied Science and Engineering 4, no. 2 (2016): 103. http://dx.doi.org/10.5958/2322-0465.2016.00012.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Favaloro, Chrissa. "Marketing in the Australian higher education sector." Journal of Higher Education Policy and Management 37, no. 5 (September 3, 2015): 490–506. http://dx.doi.org/10.1080/1360080x.2015.1079396.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Singh, Kalpana, and Alka Awasthi. "IMPACT OF FOREIGN DIRECT INVESTMENT ON HIGHER EDUCATION." International Journal of Research -GRANTHAALAYAH 4, no. 5 (May 31, 2016): 80–91. http://dx.doi.org/10.29121/granthaalayah.v4.i5.2016.2680.

Full text
Abstract:
The purpose of this paper is to examine how Foreign Direct investment (FDI) can be leveraged to enhance its impact on Higher Education. This paper attempts to discuss the possibilities of bringing quality, excellence and more opportunities in “Higher education” through the FDI route. FOREIGN DIRECT INVESTMENT:Education sector is growing day by day and gaining lots of importance in the world and India as well. Education Industry is likely to grow by the Gross Enrolment Ratio (GER) by 2020. Foreign Direct Investment up to 100% is allowed in most of the sectors more significantly, Thus the role of private sector in higher education has significantly increased in the last decade & the growth of the this sector alone, estimates, to grow to US$ 70 billion by 2013 and US$ 115 billion by 2018. The study focuses on advantages of FDI in Education with reference to India particularly, and evaluates the advantages and disadvantages of going in for FDI. Foreign Direct Investment has always been a matter of concern for India, when it comes to education sector 100% FDI is allowed by the Government but, besides its advantages, it has some limitations or disadvantages also. In this paper an attempt has been made by the authors to highlight the good and bad effects of FDI in Education Sector
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Higher education sector"

1

Gralka, Sabine. "Persistent Inefficiency in the Higher Education Sector." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-211295.

Full text
Abstract:
Evaluations of the Higher Education Sector are receiving increased attention, due to the rising expenditures and the absence of efficiency enhancing market pressure. To what extent universities are able to eliminate inefficiency is a question that has only partially been answered. This paper argues that heterogeneity among universities as well as persistent inefficiency hinder the institutions to achieve full efficiency - at least in the short run. Two standard and one novel specification of the Stochastic Frontier Analysis are applied to a new, comprehensive set of panel data to show how the standard efficiency evaluation changes when both aspects are taken into account. It is the first time that the idea of persistent inefficiency is considered in the analysis of the German Higher Education Sector. The comparison reveals that the disregard of heterogeneity distorts the estimation results towards lower efficiency values. The newly introduced specification improves the accuracy of the heterogeneity assumption and exposes that inefficiency tends to be long term and persistent rather than short term and residual. This implies that increasing efficiency requires a comprehensive change of the university structure.
APA, Harvard, Vancouver, ISO, and other styles
2

Profitt, Aaron D. "Transparent, Accessible Accountability in Higher Education: A Sector-focused Approach." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427893304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Leng, Phirom. "Students' Perceptions toward Private Sector Higher Education in Cambodia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275029368.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mazhar, Muhammad. "Strategic carbon management within the UK Higher Education sector." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/14470.

Full text
Abstract:
Climate change and the rapid rise of greenhouse gas emissions are emerging as one of the greatest challenges for the modern world. Organisations are under increasing pressure from governments and stakeholders to reduce carbon emissions from their business operations for climate change mitigation. The Higher Education (HE) sector has significant social, environmental and economic impacts alongside a key leadership role in society and is not exempt from challenging carbon reduction targets, as outlined in the UK Government’s Climate Change Act 2008. In 2005, total HE carbon emissions were 3.339 MtCO2, a rise of 33% since 1990. In 2012-13, Higher Education Institutions (HEIs) consumed 7.9 billion kWh of energy and produced 2.3 million tonnes of carbon emissions, which strengthens the role of HEIs in implementing strategic carbon management (SCM). The term ‘carbon management’ is popular in the grey literature and policy landscape from operational perspective, but ‘strategic carbon management’ is an under-researched area, especially in the context of HE sector. Therefore, the central aim of the research is to explore if and how universities are responding to the challenge of climate change by implementing strategic carbon management. The research adopted a mixed-methods approach including content analysis of universities’ carbon management plans (CMPs), semi-structured interviews with key stakeholders, a quantitative survey of the HE sector and an in-depth case study of De Montfort University’s (DMU) carbon management process. The study found that while the HE sector as a whole has demonstrated both policy and strategy commitment to carbon management, the performance of individual universities varies significantly and there is often a need to embed the process more effectively within the whole organisation. Despite a need for improvement, various initiatives distinguish the performance of carbon management in HE, but there is a long way to go. This has been complicated as this research was conducted against the backdrop of seismic policy changes within the HE sector. This shifting policy context is explored and examined and in part explains why financial savings and policies are the most important drivers for SCM. On the other hand, universities are facing barriers such as lack of time and resources (HR), complex buildings stock, estate development and business growth, lack of capital funding, priority to the core business and conflicts, lack of senior management leadership and lack of strong policy framework. This study identified seven factors for successfully embedding SCM. These are: (1) Senior management leadership, (2) Funding and resources, (3) Stakeholder engagement, (4) Planning, (5) Governance and management, (6) Responsibility, and (7) Evaluation and reporting. The research findings are pertinent for HE and broader public sector practitioners both in UK and abroad as successful carbon management is crucial. A strategic carbon management framework is developed for improving and embedding SCM in universities and other public sector and business organisations. The study concludes with practical and policy recommendations as well as directions for the future research work.
APA, Harvard, Vancouver, ISO, and other styles
5

Maketo, Lydia. "Mobile Learning Model for the Zimbabwe Higher Education Sector." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81845.

Full text
Abstract:
Mobile learning involves mobile learners utilising mobile technologies to extend learning. This research aims to develop a model for mobile learning for Zimbabwe universities. Mobile learning in higher education is an under researched topic in developing countries. This comprehensive research takes a mixed-method approach comprising interviews, focus group discussions and a survey to critically evaluate the model. The research outcomes are a new m-learning model for Zimbabwe higher education and practical recommendations.
APA, Harvard, Vancouver, ISO, and other styles
6

Kabir, Md Ariful Haq. "The Politics of Neoliberalism in the Higher Education Sector in Bangladesh." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/5752.

Full text
Abstract:
A new phase of higher education in Bangladesh begun in the 1990s in which a remarkable transformation took place in the higher education system, largely based on market-driven economic forces. The government promulgated the Private University Act in 1992, which has been recently repealed in order to enact the new Private University Act 2010. It formulated a twenty-year Strategic Plan for Higher Education 2006-2026 (SPHE) in 2006. Consequently economic as well as political goals became drivers of the higher education system. This transformation informs a set of changes in the higher education sector. Often higher education institutions rely on private investment and the education they offer is shaped in line with the demands of global markets. This thesis explores the degree to which neoliberalism is a prominent feature of the higher education sector in Bangladesh, and the perception of key stakeholders about the influence of hegemonic neoliberal policy on their academic goals. This research is analytic and qualitative in nature. The overall approach is one of critical analysis, applying what is discussed in the international literature about neolibralisism to the higher education sector in Bangladesh. In the first instance I analysed documents from policy makers, commentators and news reporters in Bangladesh and related these to concepts in the internationals discussion of monetarism, global market economy and neolibralism. I then turned to a range of key participants in the sector itself and sought their perceptions through interview in order to fill out the initial document analysis and to ground this discussion in the experiences and understandings of people involved in the sector. The data from these interviews is accompanied by an analysis of further documents relating to the participants’ specific workplaces and once again aligned to the international discourse. The views of participants were sought through interview. A total of twenty-one participants were interviewed under six categories: the University Grant Commission (UGC) and government officials, owners of private universities, politicians and student activists, public and private university authorities and faculty members, education expert and sociologists, and public and private university students. In addition, I searched and analysed a range of documents as further tools for examining the context of the neoliberal agenda within higher education. The findings are structured into four subsections: neoliberal hegemony and ideological transformation of higher education, neoliberalism and knowledge-based economy, neoliberalism in the higher education sector and its structural consequences, and neoliberalism and resistance. The findings suggested that the neoliberal shift in the higher education sector in Bangladesh explicitly changes the overall socio-cultural, political and economical patterns of society. Not only are philosophical and pedagogical aspects of higher education changed through neoliberal policy agenda, but higher education also becomes a most expensive commodity in contemporary Bangladesh. Private universities have evolved with an underlying notion of privatisation of higher education, and the process of marketisation of higher education leads to a vocationalisation of higher education. The notion of 'academic entrepreneur' contributes to the development of discriminatory attitudes between students, and between teachers. Profit motivated higher education is adversely impacting on the critical insight of the young generation. The neoliberal policy shift within higher education sector is also leading to large-scale violence in higher education institutions.
APA, Harvard, Vancouver, ISO, and other styles
7

Elzalitni, S. M. "Vocational education and training programmes in the Libyan higher education sector : an exploratory study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/26663/.

Full text
Abstract:
Libya traditionally suffers from a shortage of skilled manpower. In the 1990s a network of higher education institutions (HEIs) known as Public Higher Vocational Education and Training Colleges (PHVETCs), was introduced to enhance the supply of necessary qualified manpower. As in many other countries, HEIs in Libya have experienced massive expansion in terms of quantitative growth and geographic distribution in recent years. However, despite significant and positive impacts of this expansion on the society, a number of analysts argue that HEIs have increased in number and not in quality. The assumption behind this research is that HEIs in general and PHVETCs in particular suffer from a lack of appropriate planning mechanisms and procedures. Thus, the main problem of this research is formulated as: What determines the establishment and location of PHVETCs as an important public service in Libya? This study was exploratory and descriptive in nature and used both qualitative and quantitative research methods. The research was conducted by collecting and analysing primary and secondary sources of documented material, as well as undertaking an empirical data collection. Some of the research key findings are: there is a substantial mismatch between the outcome of PHVETCs and the exact requirements of the society; most of the PHVETCs suffer from limited human and physical resources, and the unavailability of standard criteria for the establishment and development of PHVETCs. On the bases of the data analysis and the findings, a model based on a set of proposed criteria has been put forward to be used by educational planners in Libya in establishing or improving existing PHVETCs. Key words: Higher Education, Libya, Vocational Education and Training.
APA, Harvard, Vancouver, ISO, and other styles
8

Cano-Kourouklis, Michele Margaret. "A framework for implementing lean manufacturing in the higher education sector." Thesis, University of the West of Scotland, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742409.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ferreira, Marie. "A framework for continuous improvement in the South African Higher Education Sector." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-07062004-084502.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Chapleo, Chris. "An exploration of the concept of branding in the higher education sector." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/an-exploration-of-the-concept-of-branding-in-the-higher-education-sector(52689be4-a481-41b0-9835-565df89fdad2).html.

Full text
Abstract:
My research has concentrated on exploring branding in the university context and in particular on examination of the factors affecting the conceptualisation and management of brands, with a view towards identifying brand values applicable to the specific qualities of higher education. This, it is envisaged, will contribute to knowledge in terms of advancing understanding of a gap in the literature (the lack of research conceived specifically for branding educational organisations) as well as informing practice in what is a contemporary and sometimes contentious topic
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Higher education sector"

1

National Board for Science and Technology. Research in the higher education sector. Dublin: Natioal Board for Scienceand Technology, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Authority, Higher Education. Planning for the HEA sector of Higher Education. Dublin: HEA, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Anderson, Alan. Private sector higher education in the USA. Bristol: The Staff College, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Department of Education & Science. Enrolmentsin public sector higher education 1970-1985. London: Department of Education and Science, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Frawley, Jack, Gabrielle Russell, and Juanita Sherwood, eds. Cultural Competence and the Higher Education Sector. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Whiston, Thomas G. Research policy in the higher education sector of South Africa. Pretoria, RSA: Directorate for Science and Technology Policy, Foundation for Research Development, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Department of Education & Science. Accommodation for changes in public sector higher education. London: Department of Education & Science, Architects & Building Group, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bain, A. D. Private sector funding in higher education: A report. Bristol: Higher Education Funding Council for England, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND. Value for money in the higher education sector. Bristol: HEFCE, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Department of Education & Science. Enrolments in public sector higher education: 1970-1985. London: DES, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Higher education sector"

1

Jowett, Paul, and Margaret Rothwell. "Higher Education." In Performance Indicators in the Public Sector, 49–82. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stewart, W. A. C. "The Public Sector." In Higher Education in Postwar Britain, 252–63. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ferreira, José Brites, Maria de Lourdes Machado, and Rui Santiago. "The Polytechnic Higher Education Sector in Portugal." In Higher Education Dynamics, 191–214. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8335-8_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jones, Steven. "Higher Education: A Sector Unloved." In Palgrave Critical University Studies, 1–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96107-7_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Clancy, Patrick. "The Non-University Sector in Irish Higher Education." In Higher Education Dynamics, 123–45. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8335-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kyvik, Svein. "The Non-University Higher Education Sector in Norway." In Higher Education Dynamics, 169–89. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8335-8_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Venkatesh, M. D., D. Srikanth Rao, Arvind Kumar, and Sheshadri Chari. "Private Sector in Professional Education." In India Higher Education Report 2021, 71–81. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003298724-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Baru, Rama V., and Archana Diwate. "Private Sector in Medical Education." In India Higher Education Report 2021, 105–23. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003298724-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chand, Vijaya Sherry. "Private Sector in Management Education." In India Higher Education Report 2021, 82–104. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003298724-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Milton, Sansom. "The Neglected Sector." In Higher Education and Post-Conflict Recovery, 7–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65349-5_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Higher education sector"

1

"Space Charging in the UK Higher Education Sector." In 9th European Real Estate Society Conference: ERES Conference 2002. ERES, 2002. http://dx.doi.org/10.15396/eres2002_232.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Skvorcovs, Aleksandrs, Tatjana Titareva, and Graurs Igors. "The development trends of the main drivers for attracting students into the tertiary education sector in Latvia – distance learning and internationalization." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8013.

Full text
Abstract:
The European Union (EC-JRC, 2010), has stressed that higher education must change and adapt to economic and social needs, that institutional change is essential to educational innovation, and that information and communication technologies (ICT) must form part of the teaching and learning process. The second international challenge is to encourage international cooperation between institutions in order to share knowledge across borders and facilitate collaboration (Morin, 2009) and post-cosmopolitan citizenship (Dobson and Bell, 2006). The dramatic decrease of the number of students in Latvia in the last 10 years by 64% and disproportionally high number of HE institutions, makes Latvia’s Government, the Ministry of Education and Science and higher education institutions to look for new ways to structure and optimize the processes in the higher education sector. The main research question of this paper is: the general development trends of the main drivers for attracting more students into the tertiary education sector in Latvia by means of online education and internationalization. The relevance of the research: the authors review the intersections of the distance learning and internationalization as the optimal solutions for the critical situation in the Latvian higher education sector with lack of students.
APA, Harvard, Vancouver, ISO, and other styles
3

Miranda, María del Rosario Landín, Diana Ramírez Hernández, and Félix Eduardo Núñez Olvera. "Graduate programs in education, exploring its meaning and significance of training." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5566.

Full text
Abstract:
In this research, we present an analysis carried out in the city of Poza Rica, state of Veracruz, Mexico on the meaning and significance of education that students attribute to the master programs related to education. We base this work from the Theory of Social Representations of Serge Moscovici (1961) and the Method of Symbolic Interactionism of Herbert Blumer (1969), this research is consistent with the educational policies in the training of professionals, due that from an inductive study with a cualitative perspective, we can do an analysis with more relevance on the impact that the offer of postgraduate has on the training of current professionals. Two study contexts were taken: masters in education offered in the public sector and masters in education offered in the private sector. As well, the agencies that shape the policies for the evaluation of postgraduate programs in Mexico, particularly with emphasis on the CONACYT framework.
APA, Harvard, Vancouver, ISO, and other styles
4

Maketo, Lydia. "Mobile Learning Model for the Zimbabwe Higher Education Sector." In MobileHCI '20: 22nd International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406324.3409258.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Azhar, M. A. Hannan Bin, Emily Louise Lepore, and Tasmina Islam. "Post-Pandemic Digital Education: Investigating Smart Workspaces within the Higher Education Sector." In 34th British HCI Conference. BCS Learning & Development, 2021. http://dx.doi.org/10.14236/ewic/hci2021.30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lusková, Mária, and Katarína Buganová. "HIGHER EDUCATION ON RISK PREPAREDNESS IN ENERGY SECTOR IN SLOVAKIA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0757.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ivančić, Ivana, Krešimir Mikinac, and Goran Ćorluka. "TRENDS IN HOSPITALITY HIGHER EDUCATION: ANALYSIS OF EDUCATION PROGRAMS IN FIRST 15 QS WORLD UNIVERSITIES." In Tourism and hospitality industry. University of Rijeka, Faculty of Tourism and Hospitality Management, 2023. http://dx.doi.org/10.20867/thi.26.12.

Full text
Abstract:
Purpose - The changes caused by economic and technological development are present in all sectors of an advanced industrial society. The educational sector as such is not exempt from such changes; on the contrary, changes in the educational sector are becoming necessary. The challenges in transforming the entire educational system affect all segments of the educational process, including curricula, learning materials, teaching practices, and educational stakeholders. The hospitality industry, as a part of the overall economy based on human resources due to its specificity, is different from other industries and as such has a direct impact on the design of the educational model for future hospitality employees. Methodology - This paper aims to identify trends in higher education institutions for the hospitality industry, with a particular focus on analyzing the top 15 QS ranking world universities. The focus of the paper is to identify the challenges faced by higher education institutions specializing in the field of hospitality education and to analyze the educational programs that respond to the challenges and needs of the market. For the analysis of the collected data, the study used a qualitative methodology, employing a summative content analysis. Findings - The analysis of the educational system of established universities in the field of tourism and hospitality provides insight into specific teaching models for the hospitality industry. The results of the research showed that the focus of universities is in the segment of a tailor-made specialization, an internship in high-quality hospitality brands, and subjects that have foundations in hospitality, management, food and beverage, and marketing. Contribution - The research findings of this paper provide insight into the direction of further innovation of degree programs specializing in the hospitality field.
APA, Harvard, Vancouver, ISO, and other styles
8

Luojus, Satu, and Sami Kauppinen. "THE ROLE OF HIGHER EDUCATION INSTITUTES IN PUBLIC SECTOR INNOVATION ECOSYSTEMS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0402.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Torrecilla, José S., Santiaga Buitrón Ruiz, Manuel Sánchez, John C. Cancilla, Sandra Pradana, and Ana Maria Perez Calabuig. "Service-learning by PhD students to aid socially neglected people." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11153.

Full text
Abstract:
In recent years, there have been calls for change in higher education to meet the needs of today's society. A higher education that enables our students to offer solutions to struggling areas of our society. Innovative and differentiating solutions from what we have been used to until now. In view of these needs, it is necessary to unite the society, which reveals its main needs, and the university community, which offers solutions on the knowledge acquired. One of the ways to carry out this integration is based on developing a methodology called "Service-Learning" (SL). This learning method is based on a strategy of collaboration between educational centers and society itself. At present, this methodology is spreading within higher education institutions worldwide. This learning strategy emerged as a learning methodology in America, to be later extended to Europe, from the United Kingdom to the rest of the continent, and from there, reaching a global impact. Throughout this long road, this methodology has been improving, encouraging the creation of increasingly strong links between educational institutions and universities, and society, by promoting the improvement of student training as well as the development of certain areas of society. This paper presents a SL project where two apparently disparate areas are related, such as doctoral students in the area of chemical engineering and sectors of society at risk of exclusion. Specifically, the objective is for the students to present some of the technological developments they have achieved to a neglected sector of society, which should participate not only in the developments, but also learning about the technical base of such technologies.
APA, Harvard, Vancouver, ISO, and other styles
10

Dalledonne, Sara, Maria Vittoria Prest, Michelle Hermes, and Lina Pohl. "Space education in Europe: status and prospects." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.023.

Full text
Abstract:
The space education landscape in Europe continues to evolve as the demand for a skilled workforce with interdisciplinary and multidisciplinary backgrounds, grows. This study aims to map the higher education landscape in Europe and understand trends and patterns among the higher education programmes within the European space sector. Indeed, the space sector is changing constantly as new technologies, challenges, and actors emerge, and the educational background must meet this demand for highly specialised and competent professionals. This analysis stems from the consolidation of a database of all higher educational space study programmes across all ESA and EU Member States within Europe, as well as a comprehensive view from students and young professionals entering the space sector. Further analysis groups the study programmes across Europe into so-called “macro-areas”, which support an in-depth analysis of the fields of study available for students in Europe, as well as their distribution across the continent. Overall, the study demonstrates key trends at the national level, both in terms of study programmes available and government strategies and initiatives influencing the space education landscape per country. European-wide trends are also identified. The study contributes to a better understanding of the space sector overall and allows for the identification of key trends among European higher education in space-related study fields. Additional key messages can be gleaned from an increased understanding of how the space sector is perceived by students and young professionals, complementing the analysis conducted of the space education landscape at the university level
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Higher education sector"

1

Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

Full text
Abstract:
Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
APA, Harvard, Vancouver, ISO, and other styles
2

Adams, James, and J. Roger Clemmons. The Growing Allocative Inefficiency of the U.S. Higher Education Sector. Cambridge, MA: National Bureau of Economic Research, November 2006. http://dx.doi.org/10.3386/w12683.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

Full text
Abstract:
Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
APA, Harvard, Vancouver, ISO, and other styles
4

Park, Heejin, JeungYun Choi, JongHyeok Yun, and JaeEun Chae. Skills for Work: The Development and Expansion of the Higher Education Sector in the Republic of Korea. Inter-American Development Bank, August 2015. http://dx.doi.org/10.18235/0000118.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka, and Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], August 2020. http://dx.doi.org/10.31812/123456789/4142.

Full text
Abstract:
The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.
APA, Harvard, Vancouver, ISO, and other styles
6

Andrabi, Tahir, Natalie Bau, Jishnu Das, Naureen Karachiwalla, and Asim I. Khwaja. Crowding in Private Quality: The Equilibrium Effects of Public Spending in Education. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/124.

Full text
Abstract:
We estimate the equilibrium effects of a public school grant program administered through school councils in Pakistani villages with multiple public and private schools and clearly defined catchment boundaries. The program was randomized at the village-level, allowing us to estimate its causal impact on the market. Four years after the start of the program, test scores were 0.2 sd higher in public schools. We find evidence of an education multiplier: test scores in private schools were also 0.2 sd higher in treated markets. Consistent with standard models of product differentiation, the education multiplier is greater for those private schools that faced a greater threat to their market power. Accounting for private sector responses increases the program’s cost effectiveness by 85 percent and affects how a policymaker would target spending. Given that markets with several public and private schools are now pervasive in low- and middle-income countries, prudent policy requires us to account for private sector responses to public policy, both in their design and in their evaluation.
APA, Harvard, Vancouver, ISO, and other styles
7

Fitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/k4d.2022.072.

Full text
Abstract:
Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.
APA, Harvard, Vancouver, ISO, and other styles
8

Acevedo, Ivonne, Francesca Castellani, María José Cota, Giulia Lotti, and Miguel Székely. Open configuration options Higher Inequality in Latin America: A Collateral Effect of the Pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003967.

Full text
Abstract:
This study explores the evolution of inequality in Latin America during the COVID-19 pandemic using primary data available from household and employment surveys collected in 2020. Inequality increased on average by 2 percent between 2019 and 2020, twice the average annual growth in the inequality indicator that marked the decade of growing inequality in the 1990s. We obtained heterogeneous results when disaggregating by gender, urban/rural location, and sector of economic activity. Surprisingly, we found that the differences in income by education level declined in most cases. Remittances had a modest effect, while government transfers played a central role in preventing greater disparities in half the countries studied. Our estimations show that the decline in employment levels due to the economic contraction caused by COVID-19 is associated with increases in income inequality that we project will gradually diminish with the recovery. However, the lost schooling and losses in education attainment due to the pandemic may generate future pressures on inequality once school-age youth enter the labor market.
APA, Harvard, Vancouver, ISO, and other styles
9

Lopez, David, Mariana Weiss, José Francisco Pessanha, Karla Arias, Livia Gouvea, and Michelle Carvalho Metanias Hallack. The Effects of the Energy Transition on Power Sector Employment in Latin America. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004715.

Full text
Abstract:
The present study analyzes the relation between energy transition and the job creation potential in Latin America. It capitalizes on companies' characteristics to infer potential hiring process drivers in forthcoming years. The analysis is based on an econometric model on cross-sectional data to explain the dependent variable "potential hiring rate" depending on the firm's size (based on the number of clients), area of activity or technology, employees' level of education, and the existence of labor policies. The data came from 338 companies interviewed, including generation, transmission, distribution, energy transition services, oil and gas, and construction companies in six Latin American Countries (Bolivia, Chile, Costa Rica, Mexico, Panama, and Uruguay). The econometric study focused on 135 companies that declared hiring new employees in the next year concerning the time they were interviewed. The results show that the smaller energy companies with a larger participation of a qualified workforce will tend to have a higher expected hiring rate in the forthcoming year, implying an inverse relationship between a firm's size and potential hiring rate. The model findings convey that as the workforce is compounded with more qualified employees, the higher the expansion of the company's labor force will be, particularly in renewable generation companies. There is an additional aspect worth considering about the factors behind the company's potential hiring rate, and it is the question of job quality. The results suggest that firms hiring more are those with a lower number of policies in place. It can be explained by the fact that more traditional companies tend to have better-established policies, such as hydrocarbon and utilities. These are not the companies with the highest increase in the workforce. This takeaway raises a discussion about whether a change in the job's quality is associated with the energy transition or if it is just associated with new entrants that will become traditional in the following years. Moreover, it also helps to explain some of the political economies of the labor market that may play a role in the energy transition process. Therefore, one of the present study's main takeaways is the need to analyze deeper and promote job quality in smaller energy companies.
APA, Harvard, Vancouver, ISO, and other styles
10

Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

Full text
Abstract:
This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Higher education sector' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography