Dissertations / Theses on the topic 'Higher education sector'

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.

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.

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.

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.

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.

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

This study conceives of Singapore's publicly-funded higher education institutions (HEIs) - comprising autonomous universities and polytechnics - as (quasi-)corporate organizations, with concerns of strategic self-representation to appeal to stakeholders in an increasingly competitive environment. Such a conception is in line with this inquiry's focus on how these organizations semiotically enact their corporate identities in the form of their corporate brands, The investigation involves, firstly, examining how the brands are enacted in and through a variety of multimodal brand artifacts, particularly through expressions of verbal and visual modality, instantiations of metaphor, and use of images. In addition, the study considers how these brand enactmepts provide an avenue in and through which the organizations can potentially influence and exercise control over addressees to engender favourable dispositions towards their corporate brands as well as shape addressees' individual subjectivities. Finally, the inquiry probes the process of the brands' constitution, examining the variables - social, economic, political, and so on - that influence such a process, seeking to discern how the contextual dynamics surrounding these brands are inflected and negotiated in the brand enactments. As a comparative basis, selected references to the British HE context will be made where appropriate. The textual analysis reveals attempts at moderation of organizational authority through particular patterns of modality, as well as an emphasis on brand animation and anthropomorphization through metaphorical instantiation, to foster cognitive appeal and identification on the part of the audience. The analysis of images also reveals how two different sets of paradigms and their attendant subjectivities are pictured and purveyed: one leans towards a less current Fordist configuration associated with order, structure and conformism, while the other is oriented towards the values of freedom, empowerment and flexibility privileged In a post-Fordist socioeconomic and organizational context. Nonetheless, that an emphasis on the capitalist values of individual and organizational empowerment, dynamism and competitiveness, among others, is evident in many of the brand enactments, both verbally and visually, indicates how discourses of (neoliberal) capitalism have been inflected In the process of corporate brand constitution.

The thesis explored three aspects of strategic human resource management (HRM) within the Saudi Arabian higher education sector. First, the tensions and challenges associated with the devolvement of HRM processes and practices. Secondly, equity among Saudis and foreign-born nationals through the lens of how human resource development (HRD) opportunities are administered. Thirdly, the link between HRM practices and research performance. This research contributed to the literature on strategic HRM and Saudi higher education policy.

Higher education domain has a direct impact on individuals and society in general and particularly regarding the socio-economic status and economic growth of any individual or a country. Despite recent changes in job market orientation for hiring employees without higher education degrees, higher education sector is required globally to provide training, knowledge and skill to achieve the globally stated goal of attaining economic growth and sustainable human development. This research focuses on the importance of higher education to primary beneficiaries (student, parents, and higher education institutions personals), explores defined goal of higher education, and assess the effect of external environmental factors that influence higher education sector sampling Bahrain public higher education in a single case study. Through an exploratory qualitative research, the researcher used a case study approach with semi-structured interviews to assess different beneficiaries' views of the importance of higher education to bridge the gap between different perspectives on shaping the goal of higher education. An abductive approach was followed to conduct this research as this topic requires both observing the research topic as well as qualifying an established theory. This approach allowed the researcher to gain new insights to understand the relationship between the environmental factors and higher education goal. The research assesses the factors influencing higher education to be utilised as moderator to develop a conceptual framework based on Means-end theory of decision-making combined with the dynamics of OODA Loop (Observe, Orient, Decide, and Act) model of decision-making. Key findings of the pilot study conducted in one of Bahrain's public higher education institutions (HEIs) and another case study on one of the leading higher education institutions in Bahrain revealed a gap between higher education beneficiaries' perspectives on higher education and demonstrated the importance of the revision of the overall structure and implementation of policies concerning higher education sector in Bahrain. Empirical findings highlighted some main areas where there is a huge gap between what is planned and implemented. Through comparing results of previous studies, the researcher concluded that each environment has its own effect on higher education goal definition which in turn affect the attainment of higher education benefits and the definition of its attributes.

Through a critique of Ball’s (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment (‘the policy’) and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball’s framework is extended to include Marginson and Rhoades’ (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of ‘the policy’. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of ‘the policy’ cycle. The study examines the key ‘players’ or individuals who contributed to ‘the policy’s’ creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of ‘the policy’, and in influencing key ‘players’. It was also recognized that it was not always possible to definitively describe the role of these ‘players’ or ‘actors’ according to a hierarchical structure and separate contexts, confirming Ball’s (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities’ close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that ‘the policy’ created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

This study investigates the role of the higher education sector in capacitating the developmental state in South Africa. This research is motivated by the rising need to assess the role that the South African higher education sector plays in capacitating the developmental state. The research objectives of this study are to describe the environment within which higher education attempts to address the needs of the developmental state and to explain the composition, role, and functions of partnership structures which will address the needs of a developmental state. To achieve the study’s objectives, the qualitative method of research was implemented as it attempts to propose actions to strengthen the intergovernmental relations between the Department of Higher Education and Training and higher education institutions. Pre-determined open-ended interview questions were used to interview representatives of the Department of Higher Education and Training, the University of Pretoria, as well as the University of the Free State with the purpose of discovering what is currently being done in the higher education sector to assist the South African government to achieve the state’s developmental agenda. The study provided explanation of various concepts and terms, including Public Administration, the South African developmental state and agenda, and intergovernmental relations. The study highlights the fact that in South Africa the concept of “developmental state” has a slightly different meaning to that of the internationally accepted on the basis of the “Asian Tigers”. The study contextualises the Public Administration, higher education, and intergovernmental relations. The research explains and describes the South African developmental agenda, external and internal environment of the higher education sector and its policies, as well as the main players in the higher education intergovernmental relations. The main players are the Department of Higher Education and Training, higher education institutions and statutory bodies (the Council on Higher Education and Higher Education South Africa). This research describes current developments in the higher education sector and pertaining to it intergovernmental relations, based on the views and opinions of the representatives from the DHET, UP, and the UFS, as well as policy documents and strategic plans. This study shows that currently there is a framework for intergovernmental relations in the higher education sector. However the framework is not effective and efficient for the sector to assist the South African government in meeting the developmental agenda. This research suggests restructuring current intergovernmental relations structure in the sector, as well as including more role players, such as the Department of Trade and Industry (the DTI), Department of Science and Technology, the National Research Foundation (NRF), the National Planning Commission, the Department of Monitoring and Evaluation, the Evaluation and the Economic Development Department (EDD), private and public sectors as well as the community. Copyright
Dissertation (MAdmin)--University of Pretoria, 2013.
School of Public Management and Administration (SPMA)
unrestricted

The formal assessment of dyslexia within the UK higher education sector is a relatively recent practice. The extant literature that there is reflects this historical observation. Missing from this body of literature, though, is any insight gained via systematic studies into the professional practice of those individuals directly responsible for identifying dyslexia in higher education students. In an academic climate where the very concept of dyslexia is being increasingly questioned, the perspectives of dyslexia assessors, together with those of other groups most closely affected by assessors’ practice, constitute an important area of knowledge for all parties concerned with higher education pedagogical and disability issues. This thesis is based on results from the collection and careful analysis of such perspectives acquired through four surveys of large numbers of participants and a smaller number of interviews with practicing dyslexia assessors. The study’s findings reflect both the diversity encompassed by the dyslexia concept within the higher education sector, as well as the complex relationship that exists between dyslexia research and its operationalization into the practice of individual assessors. Whilst data from assessor participants displayed a detailed lack of consensus on one level, this analysis was overridden on another level by a general consensus amongst interviewees around the main purpose and foci of assessment. Lecturers’ and non-dyslexic students’ understanding of, and attitudes towards, dyslexia and dyslexic students were indirectly influenced by assessors’ practice, particularly by what they invariably observed as the heterogeneity of assessed dyslexic students. Dyslexic students, in identifying their self- perceived difficulties, exemplified this diversity within the category. The study’s findings, based on the informed perspectives of its relevant participants, suggest that much current higher education policy and practice around the recognition of dyslexia is based on erroneous unexamined assumptions. The thesis concludes with tentative suggestions as to how the assessment of dyslexia and subsequent provision for the learning difference could be more streamlined with both contemporary research positions and institutions’ commitment to move towards greater inclusivity.

The purpose of this research is to develop an assessment framework in the TQM perspective for a blended learning environment in the higher education sector. Blended learning is a specialized field in learning, i.e., combination of face to face learning and e-learning. This research is an attempt to bring a logical approach in assessing the quality feature of the blended learning environment. The quality of the BLE can be easily enhanced if the implementation of important parameters of quality in the blended learning environment is undertaken at all levels of the institution: individual level, organizational level, and at external stakeholders (employers, government, parents, etc.) level. The six major factors are deduced that affect the quality of the blended learning environment in the HES through exploratory factor analysis. To check the intertwining effects of the derived factors/underlying criteria, the DEMATEL technique is applied. This technique has resulted in the formation of the cause group and effect group out of the derived factors/underlying criteria. This group formation has led to high quality in the BLE. The criterion, Qualification and experience of the tutor of the cause group, influences the other criteria in the most significant way and is the master influencer. The criterion, appropriate use of delivery methods, is identified as the most related criterion. Furthermore, the ranking of alternatives (by applying the MOORA method) to improve the quality of the cause criteria has resulted in the formation of effective quality implementation strategy in the higher education sector. The use of the EFQM model on cause criteria is once again a step to bring effectiveness in assessment related activities of the BLE and eventually leading to high quality in the HES. This research involves a mixed method approach to deal with quantitative and qualitative data. The human perceptions and expectations are dealt with by the use of mathematical techniques. A combination of subjectivism and objectivism is seen in the development of this framework. The result of this study has offered a framework to attain superior quality learning environment in the HES.

This research aims to provide the first detailed survey of various aspects of institutional repositories serving Indonesia’s higher education sector. This includes establishing the current state of implementation of repositories and their major characteristics, and assessing their future potential. The study adopts a mixed-methods research strategy. Methods employed are: 1) a longitudinal content analysis of university repository websites; 2) an online survey of Indonesian academics; and 3) interviews with stakeholders in three Indonesian universities.

Cloud computing is a virtualized information technology computing environment in which the data and applications are hosted. This research begins with a comprehensive literature review, followed by the interview phase and online survey analysis. The outcome is a new sustainable cloud computing model for the higher education sector in China. The significance is that this study will contribute to the future studies regarding the sustainable development of cloud computing.

This thesis considers the student voice in relation to higher education and its delivery in further education colleges and the implications for leaders in the sector. It considers differences in perception and choice between widening participation students, using questionnaires, focus groups and interviews to compare two student groups undertaking full-time study of either a bachelors or a foundation degree, one group studying in a university and another group studying in a college setting. The findings inform our understanding of why some non-traditional students choose colleges and others university for their higher education. The mind-set at the stage of decision-making is already different and students are prioritising whether the present or the future is most important. Those students choosing university are future-orientated, risk-managers with a transformational approach to education. They have clear expectations of their HE experience and an understanding of the wider university experience and the delayed benefits. They are likely to be embedded choosers with a secure learner identity. Those students choosing colleges are orientated in the present, risk-averse with an instrumental approach to education. They are accepting of a different experience, with fewer expectations. They are likely to be pseudo-embedded or contingent choosers with a tentative learner identity.

Prior to 1999, higher education in Libya was monopolized by the public sector and there was considerable public resistance to the establishment of private universities. The impetus for the private higher education policy was created by a number of pressures on public policy for higher education, which had been adopted by Gaddafi’s government for two decades. This study explores the efforts of Gaddafi’s regime to cope with this issue. It reviews the financing policy for higher education and the phenomenon of the growth of private higher education in Libya and describes the strategy of the Gaddafi government for reforming the higher education system with a view to encouraging privatization. The thesis also analyses the case of a particular private university with the aim of providing insights into the managing and financing of a private higher education institution from which to make informed appraisals and assessments of the practice of private higher education in the country. In addition, it analyses the effects of the new financing policy for higher education in the Gaddafi period for the main stakeholders, namely students, academics and institutions themselves. The research contends that the policy shift had had a significant effect on quality just as it has introduced universities to risks through engagement with academic capitalism with its emphasis on marketization of university programmes and services. The thesis concludes with suggestions for some policy options that could help to mitigate the negative consequences of Gaddafi’s policy, taking in to account some developments since the February 2011 revolution which overthrew the Gaddafi regime. The 1999 Private Higher Educational Institutions Act opened the possibility of private universities being founded to increase the supply of quality graduates to increase the advantage of competitiveness. As with many countries, Libya is a very recent arrival to the world scene of rapidly growing private higher education. Reform in higher education financing in Libya has been occasioned by both endogenous and exogenous variables. Internal pressures of a declining economy, rapid demographic growth and increased interand intra-sectoral competition for scare financial resources, coupled with external neoliberal doctrines championed by global donors like the World Bank, resulted in a new market-competitive policy of financing higher education. In Libya the policy was to facilitate educational reform to produce quality graduates that could help transform Libya from a development economy to an industrialized and knowledge based economy for the primary purpose of enhancing the competitiveness of the Libyan economy. However, the policy of Gaddafi’s government to privatize higher education was ad hoc; it was carried out in a deteriorating environment and in response to the political desires of dictatorship rule. The thesis demonstrates how important the particular circumstances of any single country like Libya are in helping us to understand the development of private higher education. It shows how the previous government policy to reform financing higher education cannot relieve fiscal stress. Attention is drawn to the expansion in the number of private higher education institutions, the dramatic increase of enrolments in social science fields, and the many difficulties institutions had in coping with the circumstances in Libya during the phase of Gaddafi’s rule. Comprehensive reform of the role of the state in the financing and governance of higher education was proposed. The government's reform strategy involved accreditation bodies that were established later. These centres were questionable in terms of skills of staff members, administrative structure and their attestation and accreditation procedures. The implementation of the new policy was poor. Private universities offer a limited number of courses and the fees from students continue to be their major source of income. They are profit makers in a country that had been wedded to a culture of socialism for more than forty years. A number of college and university students in Libya attend private institutions, for several reasons, one of which is that private universities are seen as easier than public universities. The number of students in private universities does not account for a significant proportion of university enrolments for there are more students in public than in private universities. Even so, private higher education plays an important role in the higher education sector. Private institutions do not provide professional training in fields relevant to employment opportunities but instead offer an education with its emphasis on the human sciences, qualification in which are unlikely to enable a graduate to obtain employment. Private higher education is expensive and costly to attend. Many private institutions are caught in a dilemma. They cannot achieve significant efficiency by reducing instructional costs without damage to the quality of their programmes, and they are reluctant to raise tuition fees and other charges because of the damaging effects on student recruitment. As long as public higher education is provided at low or no cost to the student and private higher education continues to be entirely self-supporting, the private sector will have a peripheral role to play in higher education in Libya. This research was undertaken during the period when the Gaddafi regime was overthrown in a bloody revolution in 2011. The thesis concentrates on the policy developments and problems during the Gaddafi years, but brief reference is made to relevant subsequent developments.

Lean has been applied in the manufacturing sector for many years now. However, Lean implementation in the education sector has been somewhat slow in comparison, especially in the academic area. This motivates the conduct of this study, which is to identify waste in one of the academic work processes by applying value steam mapping and other lean tools. An experimental study was conducted to examine the effect of Lean kaizen application in the course planning and delivery process on students’ satisfaction level at the end of a semester. The experimental study involved two groups of undergraduate students, one group with lean application and another group without lean application, from two universities in Malaysia. A questionnaire was used to collect the data totalling 205 respondents from University X and 201 respondents from University Y. The empirical results demonstrated that the use of Lean kaizen techniques did help to identify and reduce the waste by focusing on value adding activities. Furthermore, the finding of this study has showed that there is a significant difference in students’ satisfaction between a group with lean application and a group without lean application. The mean of satisfaction for the group with lean application is higher than the group without lean application. Thus, this study has confirmed that Lean kaizen can be successfully applied in the Higher Education Sector to improve the academic work processes. This study has also provided the opportunity and guideline to other universities to change for the better.

The Public Sector Equality Duties (PSEDs) are a radical development in anti-discrimination legislation due to the emphasis on the need for public authorities to be proactive in order to address institutional discrimination. They require public authorities to take a substantive approach to equality by removing institutional barriers and focussing on equality outcomes. The aim of this thesis is to consider the implementation and impact of this innovative legislative approach to equality, with specific attention given to race and disability within a Higher Education Institution (HEI). It is demonstrated that senior management are not sympathetic to the substantive equality approach which is required by the PSEDs and instead operate with a formal understanding of equality. In addition, as the external pressures on Higher Education Institutions to comply with the legal requirements diminish over time, the processes established to deal with equality as well as legal compliance within the case study institution have weakened. As a consequence, there is a gap between what the law requires and what is happening in practice. At the same time, the experiences of Black and Minority Ethnic (BME) and disabled staff and students indicate that they are still experiencing significant disadvantage within the case study institution. As well as enduring individual instances of discrimination, broader institutional barriers are also evident. An institutional response to address the disadvantage, which is required by the PSEDs, is not visible. It is surmised that this is due to the adoption of the fairness as opposed to a substantive approach to equality. Critical Race Theory (CRT) is employed in order to provide an explanation for the findings within the case study institution. Although it can be used to help account for the data in relation to race, there are limitations in terms of its application to the data regarding disability. CRT acknowledges the intersections between race and other forms of oppression, such as disability, although its focus is still on race as the primary factor for oppression. However, some of the key concepts utilised by Critical Race theorists, such as contradiction closing cases and interest convergence, can also be usefully applied to the data relating to disability.

Universities are more and more challenged by the emerging global higher education market, facilitated by advances in Information and Communication Technologies (ICT). This requires them to reconsider their mission and direction in order to function effectively and efficiently, and to be responsive to changes in their environment. In the face of increasing demands and competitive pressures, Universities like other companies, seek to continuously innovate and improve their performance. Universities are considering co-operating or sharing, both internally and externally, in a wide range of areas to achieve cost effectiveness and improvements in performance. Shared services are an effective model for re-organizing to reduce costs, increase quality and create new capabilities. Shared services are not limited to the Higher Education (HE) sector. Organizations across different sectors are adopting shared services, in particular for support functions such as Finance, Accounting, Human Resources and Information Technology. While shared services has been around for more than three decades, commencing in the 1970’s in the banking sector and then been adopted by other sectors, it is an under researched domain, with little consensus on the most fundamental issues even as basic as defining what shared services is. Moreover, the interest in shared services within Higher Education is a global phenomenon. This study on shared services is situated within the Higher Education Sector of Malaysia, and originated as an outcome resulting from a national project (2005 – 2007) conducted by the Ministry of Higher Education (MOHE) entitled "Knowledge, Information Communication Technology Strategic Plan (KICTSP) for Malaysian Public Higher Education"- where progress towards more collaborations via shared services was a key recommendation. The study’s primary objective was to understand the nature and potential for ICT shared services, in particular in the Malaysian HE sector; by laying a foundation in terms of definition, typologies and research agenda and deriving theoretically based conceptualisations of the potential benefits of shared services, success factors and issues of pursuing shared services. The study embarked on this objective with a literature review and pilot case study as a means to further define the context of the study, given the current under-researched status of ICT shared services and of shared services in Higher Education. This context definition phase illustrated a range of unaddressed issues; including a lack of common understanding of what shared services are, how they are formed, what objectives they full fill, who is involved etc. The study thus embarked on a further investigation of a more foundational nature with an exploratory phase that aimed to address these gaps, where a detailed archival analysis of shared services literature within the IS context was conducted to better understand shared services from an IS perspective. The IS literature on shared services was analysed in depth to report on the current status of shared services research in the IS domain; in particular definitions, objectives, stakeholders, the notion of sharing, theories used, and research methods applied were analysed, which provided a firmer base to this study’s design. The study also conducted a detailed content analysis of 36 cases (globally) of shared services implementations in the HE sector to better understand how shared services are structured within the HE sector and what is been shared. The results of the context definition phase and exploratory phase formed a firm basis in the multiple case studies phase which was designed to address the primary goals of this study (as presented above). Three case sites within the Malaysian HE sector was included in this analysis, resulting in empirically supported theoretical conceptualizations of shared services success factors, issues and benefits. A range of contributions are made through this study. First, the detailed archival analysis of shared services in Information Systems (IS) demonstrated the dearth of research on shared services within Information Systems. While the existing literature was synthesised to contribute towards an improved understanding of shared services in the IS domain, the areas that are yet under-developed and requires further exploration is identified and presented as a proposed research agenda for the field. This study also provides theoretical considerations and methodological guidelines to support the research agenda; to conduct better empirical research in this domain. A number of literatures based a priori frameworks (i.e. on the forms of sharing and shared services stakeholders etc) are derived in this phase, contributing to practice and research with early conceptualisations of critical aspects of shared services. Furthermore, the comprehensive archival analysis design presented and executed here is an exemplary approach of a systematic, pre-defined and tool-supported method to extract, analyse and report literature, and is documented as guidelines that can be applied for other similar literature analysis, with particular attention to supporting novice researchers. Second, the content analysis of 36 shared services initiatives in the Higher Education sector presented eight different types of structural arrangements for shared services, as observed in practice, and the salient dimensions along which those types can be usefully differentiated. Each of the eight structural arrangement types are defined and demonstrated through case examples, with further descriptive details and insights to what is shared and how the sharing occurs. This typology, grounded on secondary empirical evidence, can serve as a useful analytical tool for researchers investigating the shared services phenomenon further, and for practitioners considering the introduction or further development of shared services. Finally, the multiple case studies conducted in the Malaysian Higher Education sector, provided further empirical basis to instantiate the conceptual frameworks and typology derived from the prior phases and develops an empirically supported: (i) framework of issues and challenges, (ii) a preliminary theory of shared services success, and (iii) a benefits framework, for shared services in the Higher Education sector.

Higher education plays a significant role in determining the growth and income of a country through the development of graduates with discipline-specific technical skills. However, employers consider graduates who have developed generic skills, or soft skills, as most employable. To address this, the Malaysian Ministry of Higher Education (MOHE) established the soft skills development module for the advancement of soft skills in higher education with the aim of producing the work-ready graduates demanded by employers. The module is flexible and provides for the development of seven soft skills: communication; critical thinking and problem solving; teamwork; lifelong learning and information management; entrepreneurship; moral and professional ethics; and leadership. Despite this innovative policy-level approach, little is yet known about the experiences of individual educators within the Malaysian higher education system in delivering and assessing soft skills. A mixed methods approach was used in this study in order to gain a better understanding of educator experiences. An in-depth qualitative phenomenological approach was followed by a quantitative study to explore educator perceptions. The outcomes of this research highlight educator personal beliefs as a significant antecedent to perceptions of teaching and assessing soft skills. The varied and interdependent role of the educator as teacher, facilitator and consultant is also a central theme of this research, which recognises the central role of educators in the development by students of soft skills via formal, non-formal and informal modes with a student-learning focus. Results across the two phases of this study have been integrated, leading to the development of two frameworks. The first enables a better understanding of educator perceptions about their role, and specifically “individual responsibility” in developing soft skills. The second guides the teaching and assessing of soft skills. These frameworks have implications for teaching and learning strategies associated with soft skills development, and have applicability across the higher education sector.

An attempt has been made to chart the changes and development seen in the careers of a cohort of m/s over a period of three years. In earlier chapters it was shown that m/s were highly motivated and felt themselves to be deeply committed to the degree course. This continued to be an important factor that ensured that all but one m/s finished the course. The almost universal lack of confidence observed in this cohort at the beginning of the course may have been caused by the perception that m/s were going to be taking a role usually associated with much younger people and one which might appear to be inappropriate for an adult. Moreover,this new role would have to be learned and there seemed to be no guide lines to help. Most of these m/s had never met somebody of their own age embarking on such an undertaking; they had no "role-model" to follow. The question of role identity had not been forseen as a problem by those m/s starting a first degree course designed primarily for s/l, although many were apprehensive about their situation as adults in an activity which was largely associated with late adolescence - a period which they had already gone through. In order to cope with this problem the majority of m/s found it was necessary to keep the two roles they were playing separate - their m/s role at CCAT and the "adult" role in the home or away from CCAT. This separation was more marked in those who had family responsiblities who made up the majority in this cohort. The single students of both sexes were among the younger m/s and identified more easily with the s/l and the role of student. A certain embarrassment felt by some m/s at an apparent incongruity of being a middle-aged student was emphasised by the reactions of family and friends. Male students were made aware by outside social pressures that a drop in income was a considerable burden to bear. The worry of being able to keep up mortgage repayments, for example, was an ever-present strain. The hope of enhanced career opportunities at the end of the course helped to sustain them. The categorisation of respondents into those who were critical of the course, those who were enthusiastic about it and those who adapted to the demands made upon them, was developed. These groupings remained almost unchanged throughout the three years but the varying attitudes used did not seem to make any difference in how the m/s coped with the problems that they found. The critics hoped that some of their ideas for improving the course, which would help s/l too, might be put into practice. It was their initiative that led to some lecturers providing a "hand-out" to those who attend a lecture so that note-taking at the time is unnecessary. The enthusiasts kept up the level of their enthusiasm and the majority of theme hope to go onto further studies e.g. post-graduate teacher training or a higher degree. The adapters, who tended to be among those who were less conforming to the demands of tutors, found that the added confidence gained from the course enabled them to continue to study in the way that suited them best personally, and reinforced their own self-reliance in their ability to cope with the course. All m/s found it necessary to be well organised to be able to cope with the dual role of student and life outside the college, but felt that the effort was worth while for the benefits they received from the course. The great majority would advise prospective students to be aware of the time needed to get the most advantages and enjoyment out of the time spent as students at CCAT, but to go ahead if the opportunity presented itself. Those who had the support and encouragement of their families acknowledged the difference this made. Some said that it would have been impossible for them to have managed without it. The founding of the Mature Student Club could be seen as an effort on the part of m/s to reinforce the perception of themselves as separate and different from s/l. The mutual support and sharing of similar problems found within this organisation helped them to find an acceptable role within the student body. Staff also welcomed the presence of m/s for their evident commitment and high motivation. It was acknowledged that m/s helped to maintain a higher academic standard within the degree course because of their presence. The fears expressed by the Careers Officer at CCAT about the problems caused by lack of mobility for women when looking for work after the course had finished was not in evidence within the cohort itself. All eventually expected to build on the experience gained by being a degree student, although most were realistic in acknowledging that it might take longer than if they were geographically more mobile. The advantages of having survived a hard three years of work were thought to far outweigh the disadvantages of a diminished income and a complete absence of any spare time. The longitudinal approach of this research enabled a number of changes to be observed. Gradually, as they successfully negotiated the academic requirements of the course - the first year examinations, continuous assessment and essay assignments - confidence built up. By the time of the final examinations mature students felt that they knew what was expected of them and were able to rise to the necessary academic standard. The fact that only one student "dropped out" appeared to speak well for the admission procedures adopted by the staff at CCAT when dealing with mature students, i.e. they had chosen those that they perceived could "cope" with the academic and social demands of the course. Alternatively, it may suggest that most mature students successfully adapted to what, at first, may have been perceived as a personally challenging experience but which became, especially in the first year, a threatening, institutional environment. Familiarity with the institution and their fellow students helped to remove some of the apprehension that was initially felt and criticism of school leavers fell away. The majority reported an awareness of the benefits arising from the mix of ages and backgrounds found on the course and felt that they had a useful contribution to make.

An attempt has been made to chart the changes and development seen in the careers of a cohort of mature students over a period of three years. In earlier chapters it was shown that mature students were highly motivated and felt themselves to be deeply committed to the degree course. This continued to be an important factor that ensured that all but one mature students finished the course. The almost universal lack of confidence observed in this cohort at the beginning of the course may have been caused by the perception that mature students were going to be taking a role usually associated with much younger people and one which might appear to be inappropriate for an adult. Moreover,this new role would have to be learned and there seemed to be no guide lines to help. Most of these mature students had never met somebody of their own age embarking on such an undertaking; they had no "role-model" to follow. The question of role identity had not been forseen as a problem by those mature students starting a first degree course designed primarily for s/l, although many were apprehensive about their situation as adults in an activity which was largely associated with late adolescence - a period which they had already gone through. In order to cope with this problem the majority of mature students found it was necessary to keep the two roles they were playing separate - their mature student role at CCAT and the "adult" role in the home or away from CCAT. This separation was more marked in those who had family responsiblities who made up the majority in this cohort. The single students of both sexes were among the younger mature students and identified more easily with the s/l and the role of student. A certain embarrassment felt by some mature students at an apparent incongruity of being a middle-aged student was emphasised by the reactions of family and friends. Male students were made aware by outside social pressures that a drop in income was a considerable burden to bear. The worry of being able to keep up mortgage repayments, for example, was an ever-present strain. The hope of enhanced career opportunities at the end of the course helped to sustain them. The categorisation of respondents into those who were critical of the course, those who were enthusiastic about it and those who adapted to the demands made upon them, was developed. These groupings remained almost unchanged throughout the three years but the varying attitudes used did not seem to make any difference in how the mature students coped with the problems that they found. The critics hoped that some of their ideas for improving the course, which would help s/l too, might be put into practice. It was their initiative that led to some lecturers providing a "hand-out" to those who attend a lecture so that note-taking at the time is unnecessary. The enthusiasts kept up the level of their enthusiasm and the majority of theme hope to go onto further studies e.g. post-graduate teacher training or a higher degree. The adapters, who tended to be among those who were less conforming to the demands of tutors, found that the added confidence gained from the course enabled them to continue to study in the way that suited them best personally, and reinforced their own self-reliance in their ability to cope with the course. All mature students found it necessary to be well organised to be able to cope with the dual role of student and life outside the college, but felt that the effort was worth while for the benefits they received from the course. The great majority would advise prospective students to be aware of the time needed to get the most advantages and enjoyment out of the time spent as students at CCAT, but to go ahead if the opportunity presented itself. Those who had the support and encouragement of their families acknowledged the difference this made. Some said that it would have been impossible for them to have managed without it. The founding of the Mature Student Club could be seen as an effort on the part of mature students to reinforce the perception of themselves as separate and different from s/l. The mutual support and sharing of similar problems found within this organisation helped them to find an acceptable role within the student body. Staff also welcomed the presence of mature students for their evident commitment and high motivation. It was acknowledged that mature students helped to maintain a higher academic standard within the degree course because of their presence. The fears expressed by the Careers Officer at CCAT about the problems caused by lack of mobility for women when looking for work after the course had finished was not in evidence within the cohort itself. All eventually expected to build on the experience gained by being a degree student, although most were realistic in acknowledging that it might take longer than if they were geographically more mobile. The advantages of having survived a hard three years of work were thought to far outweigh the disadvantages of a diminished income and a complete absence of any spare time. The longitudinal approach of this research enabled a number of changes to be observed. Gradually, as they successfully negotiated the academic requirements of the course - the first year examinations, continuous assessment and essay assignments - confidence built up. By the time of the final examinations mature students felt that they knew what was expected of them and were able to rise to the necessary academic standard. The fact that only one student "dropped out" appeared to speak well for the admission procedures adopted by the staff at CCAT when dealing with mature students, i.e. they had chosen those that they perceived could "cope" with the academic and social demands of the course. Alternatively, it may suggest that most mature students successfully adapted to what, at first, may have been perceived as a personally challenging experience but which became, especially in the first year, a threatening, institutional environment. Familiarity with the institution and their fellow students helped to remove some of the apprehension that was initially felt and criticism of school leavers fell away. The majority reported an awareness of the benefits arising from the mix of ages and backgrounds found on the course and felt that they had a useful contribution to make.

This was a mixed-method study investigating factors which might affect newly-qualified teachers’ continued motivation to teach in the post-compulsory sector during the period 2000-2004. It aimed to identify the nature of demotivators and to measure the extent and impact of these on intentions to remain in teaching. Research would suggest that nation states’ changes to the management of education to address the challenges of globalisation have caused tension between teachers’ motivation to teach and outside interference to control the process of teaching. Consequently, retaining teachers in both the compulsory and post-compulsory sectors is a significant concern, not only in the UK but internationally. However, despite being described as ‘pivotal’ to government objectives of social justice and economic success, the post-compulsory sector has tended to be under-researched. Although studies have explored the impact of New Public Management and Incorporation on the working conditions for experienced teachers and investigated trainees’ perceptions of the sector, there appeared to be a gap in the research focussing on newly-qualified teachers (NQTs) during this time. It is hoped that this research will contribute to this body of literature. This was an exploratory study followed by a confirmatory enquiry and was conducted in two phases. A qualitative approach was adopted for the first phase to re-interrogate data collected for a MA in Research Methods. Data collected from NQTs using focus groups and reflective essays written as part of the assessment for their initial teacher training course, was re-interrogated to identify the nature of demotivators in the sector. The subsequent findings informed the second phase and the design of a survey instrument to investigate the prevalence of these demotivators and the impact of these on intentions to continue teaching with a much larger sample of NQTs. Herzberg’s Motivation-Hygiene Theory (1959) and Deci and Ryan’s Self-Determination Theory (1975, 1985, 1992, 2000) formed the theoretical framework for this investigation. Ten higher education institutions from the East Midlands, Yorkshire, South-West and South-East of England, who had delivered training provision to meet the standards of the Further Education National Training Organisation since their introduction (FENTO, 1999), assisted in this project by forwarding the instrument to 2,235 NQTs. The survey was self-administered and 308 completed questionnaires were returned (13.8% return rate). Research would suggest that the first three to four years after training will determine whether teachers stay in the profession; it is hoped that the findings will highlight factors responsible for the fragility of a long-term teaching career in this sector.

Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle. The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

This thesis examines the nature of structural reform of higher education in England with a particular focus on the changing policy environment of the role and status of the University College sector. The study explores the extent to which political and status considerations have determined the shape of the sector and the interrelationship of institutions within it. It is argued that the pressure to reform the structure of the higher education sector in response to profound economic, political, social, cultural, educational and demographic changes has confronted the traditional value systems and structures of an elite system. The debate relating to the legitimate use of the University College title and the attendant issues relating to institutional title and status encapsulates this conflict of interest and neglects the historical development and growth of the sector. It is argued that the failure of two recent major Committees of Inquiry and successive policy-makers to implement systematic structural reform of higher education in order to promote greater social justice, meritocratic social mobility and educational opportunity, and simultaneously to resolve the anomalies of institutional positioning (which reflect both the elite values of the existing sector and the legacy of the piecemeal and unstructured historical development of higher education), has perpetuated the confusion of institutional status and has generated a policy conflict whose ambiguities threaten the fulfilment of the lifelong learning agenda and the future success of individual institutional providers of higher education beyond the mainstream university sector.

Adapting to change in a constantly changing environment is a challenge that organisations face on a daily basis. In order to stay competitive globally, the management of resistance to change becomes crucial. Research done on leadership reveals the very strong effect that leaders have on followers’ behaviours and attitudes and it is emphasized the role leadership plays in the implementation and supporting of change. The purpose of this dissertation is to determine whether a relationship between leadership and resistance to change exist within the higher education sector. The study obtains data of 75 participants within the faculty of engineering. The survey was done by means of a questionnaire. The statistical analyses included frequency analysis, descriptive statistics, reliability analysis, correlations, independent t-tests, Mann-Whitney tests, ANOVAs and Kruskal-Wallis tests. Results indicated that employees’ reactions toward change could be influenced by the type of leadership style present in the organisation, therefore it is necessary that the correct leadership style within an organisation cannot be underestimated. It could mean the difference between success and failure. For the purpose of this study, the researcher considered the scales of the Resistance to Change questionnaire sufficiently reliable, but further exploration of the scales and its adaptation to this context may be needed in future to enhance reliability measures. An important insight of this research is that, to be more effective in creating and supporting change within organisations, managers need to learn to recognise and understand resistance within them as well as in others. This research contributes to the already vast content of research on leadership and resistance to change and does so by being focused on studying these constructs under a unique set of circumstances.
Thesis (MBA)--North-West University, Potchefstroom Campus, 2013

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.
The research revealed the need to design an information architecture model for Data Governance initiative that can serve as an intercom between current IT / IS management trends: Information technology (IT) management and information management. A model is needed that strikes a balance between the need to invest in technology and the ability to manage the information that originates from the use of those technologies, as well as to measure with greater precision the generation of IT value through the use of quality information and user satisfaction, using the technologies that make it possible for the information to reach them to be used in their daily work.

This study investigates the experiences of first-in-family participants in a dual-sector university in the Highlands and Islands of Scotland. In the context of the continuing debate around inequality in participation rates in higher education in Scotland and on-going concern with the attainment gap between working and middle-classes, I ask whether a dual-sector university could be perceived as being more relevant to the lives of non-traditional learners and provide an experience less alienating than a traditional university. I ask whether this dual sector environment can provide access to a valued higher education experience without causing the same sense of disjuncture and discomfort reported by many studies of working-class students’ experience in the middle-class world of higher education (Reay at al. 2009b, Keane 2011, He Li 2013, Lee and Kramer 2013, He Li 2015). The study was designed within an interpretivist paradigm, acknowledging the role of participant and researcher in co-creating knowledge and understanding. Using semi-structured interviews, towards the end of their first year, the experience of nine under-graduate students was explored. The methodological design and data analysis were informed by Pierre Bourdieu’s concepts of habitus, capital and field. These concepts were employed as a framework within which the positioning of the students in relation to higher education and their interaction with the University could be considered. The data evidenced an alignment between the habitus of the students and that of the University that eased their transition to higher education and sustained a motivational focus on the students’ future career choice. Furthermore, the University prompted some students to extend their learning beyond the institution into vocational settings providing opportunities to begin to develop a professional identity from an early stage. While the University provided local access to higher education to many who would otherwise have no opportunity to participate, the modest ambitions of the students and evidence of the continued pull of their primary habitus, suggested that the University offered opportunities for development and attainment that stopped short of transformation.

The Irish Institute of Technology (hereinafter referred to as IoT) sector is poised to undergo a period of transformation, consolidation and system reconfiguration, to be brought about through a series of institutional mergers, collaborations and alliances. This research focuses on the Irish higher education (hereinafter referred to as HE) landscape, and in particular, on the journey of three groups of IoTs (hereinafter referred to as Alliances) as they plan to merge and subsequently apply to be re-designated as technological universities (hereinafter referred to as TUs). This research provides a contemporaneous account of how the Irish IoTs are organising themselves for merger and examines the substantial challenges which lie therein. By examining and comparing three Alliances which are undergoing a similar process but with varying degrees of success, this research explores the key factors which facilitate on one hand, and/or inhibit on the other, merger negotiations and the merger process in HE, both at a system and institutional level. This knowledge will be useful to policy makers and other higher education institutions (hereinafter referred to as HEIs), particularly in Ireland’s IoT sector, which is likely to experience a wave of mergers over the coming decade. It also contributes to the relatively scant body of literature on the nature of and the factors impacting upon the merger process in higher education, and of mergers in the Irish HE context. A qualitative study, employing a multiple case study approach, was adopted. Based upon a thematic analysis of data gathered from the three cases, this research identifies and categorises the key factors that are perceived to facilitate on the one hand, or inhibit on the other, the merger process in HE, both at a system and institutional level. A framework consisting of political, strategic, operational, emotive, historic and cultural factors is proposed, examined and discussed, and recommendations for both institutional and system level actors are provided. In addition, this research proposes a micro-political model which details the various phases through which HE mergers proceed, and argues that it is the macro and micro-political and emotive factors, rather than strategic or operational factors, which have the most powerful influence on the merger process.

This research set out to explore the nature of business-to-business (B2B) relationships in the UK higher education postgraduate sector. More specifically, it sought to address the strategic issue of how relationships between a UK business school (in this case, Nottingham Business School) and its corporate clients could be organised and managed effectively over the longer-term in order to provide, maintain or, where appropriate, enhance the mutual satisfaction of all parties concerned. It is argued that such research is relevant and timely given that revenue generated from commercial activity (third stream income) is considered increasingly vital to UK business schools as they attempt to remain financially solvent in a toughening market that is faced with the additional threat of longer-term reductions in Higher Education Funding Council grants (Watling et al., 2003; Prince, 2004; Prince, 2007). It is not only commercial activity that would appear to be a relatively underdeveloped activity in most new universities (Prince, 2004). B2B literature shows little or no research into business relationships within the UK corporate education sector (Murray and Underhill, 2002). Additionally, Ellis and Mayer (2001) and Wright (2004) are typical of those calling for more research across different B2B sectors. Having scoped the research problem (Document 1) and undertaken a critical review of the B2B relationship marketing literature (Document 2), exploratory qualitative research in Document 3 focused on NBS lecturers with responsibility for managing both open and client-specific postgraduate programmes. Whilst previous commercial experience and academic expertise were thought to lend weight and respectability to the client manager’s position, social and inter-personal aspects were felt to exert a greater influence on the relationship. However, a number of barriers are likely to hinder the successful development of commercial relationships. Some of these are external (e.g. sudden and unexpected adverse trading conditions or a more general economic downturn), others are more or less self-inflicted (e.g. lack of senior management support or a tendency to overload the client manager job role). Client managers were also more likely to adopt a positive attitude to business development if they were rewarded appropriately. Document 4 enabled some of these issues to be explored further through quantitative survey-based research that benefited from the inclusion of a number of corporate clients as well as client managers from other higher education institutions. An initial review of the B2B relationship marketing literature had identified a number of dimensions that were thought vital to relationship formation and development: attraction, atmosphere, social bonds, trust and commitment. Of these, social bonds were thought to have the greatest impact. However, the research suggested that it was actually the attraction dimension that figured most prominently, with all parties appearing to value intuition (or ‘gut feel’), personal chemistry, a sense of humour and a charismatic personality as core ingredients in relationship formation. Interestingly, closer economic ties were considered more relevant than social bonds. The research also tackled a number of issues ranging from the strategic development of the relationship portfolio through to operational matters such as whether appropriate incentives (financial or otherwise) should be offered to client managers. Whilst it was reassuring to note that half of the respondents believed senior managers provided reasonable support and investment for commercial relationships, this support did not necessarily extend to financial and other incentives for client managers themselves. From the outset, this study was designed to conclude with an exploration and reappraisal of the strategic relevance to a UK business school of the Key Account Management concept. Thus, Document 5 focused on the relevance of the concept for Nottingham Business School, as seen through the eyes of the academics adjudged to be occupying key account management roles. On the face of it, many of the elements of KAM appear to have the potential to be adapted to fit a business school environment. Nevertheless, this study suggests that the KAM journey is likely to be a long, arduous and challenging one. Indeed, KAM represents a bold strategic move for an organisation like Nottingham Business School and would require significant investment in both people and support systems in order to flourish. Unfortunately, there is no guarantee of a short-term return on that investment. Equally, when the potential barriers to KAM implementation are considered - particularly the longer term problem of encouraging commercial flair and developing business acumen in an entrenched academic culture - the task confronting senior managers would appear to be a challenging one. Consequently, it would be no surprise to see a KAM strategy overlooked in favour of a simpler, more cost-effective alternative.

This interactionist study follows a group of adults, who, after a break in their formal education, return to study in an institution of public sector higher education. It is based on a series of interviews, before and during the first year of their courses to examine their subjective interpretations of the reality of the return to study in comparison with what they expected it would be like. The increasing numbers of adults returning to higher education through a variety of access courses would seem to make this an opportune time to examine such experiences. However, this research raises questions about why this should be the case and examines answers at the level of the institution and the individuals themselves. It addresses the claims that the reasons for the increase are based on ideological assumptions in line with social justice but the reality which meets this group questions whether in fact provision and practice is in line with philosophy and purpose. By allowing a group of mature students to speak for themselves it questions the assumptions of those who would advocate a separate theory of adult education. Such humanistic beliefs may be within the perception of the educators but be beyond the reality or requirements of men and women who must fit their studies into already busy lives and who may thus have an instrumental approach to education. To suggest it should be otherwise is ethnocentric. This study seeks to examine whether or not one particular polytechnic takes cognisance of the needs of adults to meet the aims it claims to hold at an ideological level. At the same time, however, it asks about the relevance of humanistic approaches considering the conflicting demands of accountability within the changing status of public sector higher education corporations.

Branding and brand equity, both as theoretical constructs and as a critical part of applied marketing, have received considerable attention in the academic and practitioner literature. Brand equity, generally considered to be the differential in positive brand image and loyalty enjoyed by one brand as compared to that of a lesser known brand, is often attributed to the activities the firm undertakes to promote the brand and communicate its value or benefits. Branding activities, and the resulting brand equity, have been successfully employed by both consumer and industrial firms and those activities may range from those as conventional as television advertising to as esoteric as extreme sports sponsorships. However, brand equity among higher education providers, one of the nation’s largest and most impactful industries, has received far less attention than either consumer or industrial goods and services. Further, the branding activities in which higher education institutions engage, including those associated with business and economic development in their communities, has been neglected in the academic literature. Thus, this investigation seeks to determine the impact those economic development activities have on brand equity as it is perceived by selected stakeholders. Specifically, this research asks if economic development activities, such as incubators, faculty consulting, and entrepreneurial education influences the perceived brand equity of the institution, and if so, in what manner. Of specific interest are the brand equity dimensions of loyalty and image, and if the perceptions of these dimensions differ among types of university stakeholders. As with other brand equity research, brand image and loyalty may vary from segment to segment. This investigation is concerned with three types of stakeholders important to most, if not all, universities; economic development professionals, employers, and alumni. These segments are important in addressing the question of the influence economic development activities have on brand image in the higher education domain as each has the potential to have a profound impact on the success of the institution and its graduates. Employing a qualitative semi-structured interview methodology, to be followed by a two-round Delphi Study, the aim of this research is to address the gap in the literature regarding brand equity in the university domain. The interviews were conducted with sixteen participants representing the three segments. The participants were selected for their expertise in the relevant segment. The resulting interviews were transcribed and then coded to reveal relevant themes and to address the research questions. Subsequent to the interviews, a two-round Delphi study was conducted with the same participants with the aim of reaching expert consensus on the research issues. The research revealed that that four themes dominated the interviews. Functional themes are those that are tangible and applied; integration themes are those that cause the institution to become part of the community; presence themes suggest that simply by its presence in the community, absent of any overt or tangible activity, the university’s brand is impacted and finally, promotion themes suggest that the economic development activities under study have an influence on the brand equity on the institution. The study also discovered that there are differences between how the three segments perceived the activities in that, in most cases, each of the three tended to favor those activities that most closely align with their organizational and personal best interests. A somewhat surprising, and potentially important finding, was the role of students and faculty in the brand image of the university. Student internships were determined to be the most highly rated economic development activity with respect to perceived brand equity, and faculty participation in the community was also highly rated. In both cases, the value of these activities were perceived by the participants as being more important than other more expensive and complex activities such as incubators in the context of building brand equity. Given the lack of existing research in the relationships between business and economic development activities in which universities engage and the brand equity of the university, future research may benefit from continuing to explore this understudied domain in greater detail. As business schools become increasingly interested in experiential education, such as internships and corporate projects, both academic research and applied practice may benefit from a deeper understanding of how these practical and cost effective methods of building a university’s brand benefit the institution, its stakeholders and local communities.

The purpose of this dissertation is to describe the role and leadership of a learning executive [Chief Knowledge Officer, Chief Learning Officer] within a publicly traded corporation. My description depicts a unique learning executive within a leading multinational medical technology corporation. My discovery pursued three researchable questions (a) How does a learning executive contribute to their organization? (b) What contextual factors affect a learning executiveâs ability to exhibit leadership? (c) What type of leadership does a learning executive exhibit within their organization? My research focused on leadership as a key job competency for a learning executive. Additional outcomes from my research include a narrative description of contextual factors that influence leadership, a thorough portrayal of the job as viewed by research participants, and a how-to guide for Human Resource Development (HRD) and Human Resource Management (HRM) professionals. Reviewed literature incorporated theory from the following topical areas, leadership, upper echelon leadership, human and social capital, organizational learning, knowledge management, organizational context, and existing portrayals of the role. The dissertation relied on descriptive qualitative case study research technique to make sense of observed phenomena. I relied on in-depth participant interviews, extant organizational, and public data to further my observations. The findings of the dissertation suggest that the researched learning executive was able to influence the prosperity of this corporation as an outcome of his leadership. His leadership can be described as situation-ally dependent, behaviorally complex, and integrative. Two vetted leadership theories are utilized to portray his leadership, TRC and Transformational leadership theories. The results of the research contribute to existing literature in the areas of leadership theory, human and social capital theory, knowledge management, human resource development, qualitative business research, and literature on the role of learning executives.

The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants.
Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.

The purpose of this study is to evaluate the contribution made by the private sector to the provision of higher education in Malaysia. Specifically, it analyses the nature and extent of the private sector contribution in terms of efficiency, equity and quality of provision. Private sector involvement in the provision of higher education in Malaysia is still a relatively new phenomenon and, therefore, this is so far the only attempt to undertake a comprehensive study of its contribution. Currently, since there is a gap in the provision of higher education owing to the lack of public resources, the private sector is invited to fill this gap. The private sector comprises of conglomerate colleges and, since 1997, universities which are company-owned and -focused. Because the private universities are so new, the colleges enrol most of the students in the private sector and therefore are the subject of this analysis. Since Malaysia is not untypical of the group of developing economies, the analysis is also intended to add to our understanding of the issues in higher education which confront these economies in general. From the literature, the contribution of higher education to economic growth and national development is explained through the human capital concept that views education as an investment which brings future benefits through increased productivity measured in terms of higher lifetime earnings. The benefits are so great that they, in turn, increase the demand for higher education and therefore put pressure on Government budget. The huge expansion in demand has forced many governments to search for alternative resources to fund the further expansion of higher education, especially from the private sector. However, since the benefits are shared not only by the individuals and their families but also by society at large, it raises critical issues of appropriate funding criteria if higher education is privately provided. Theoretically, private sector provision stems first, from excess demand, and second, from differentiated demand, the former indicating a general deficit in provision, and the latter, a specific deficit in provision. In this study we hypothesise that in case of excess demand, since the public sector is the first preference, the private sector emerges as a residual sector, and therefore, is likely to exhibit several deficiencies in provision. Moreover, if the private sector institutions are profit seeking rather than non- profit making, their profit maximising behaviour is likely to have a significant effect on the efficiency, equity and quality of the provision. To investigate this, we examined both the characteristics of supply and demand of private sector provision and compared them with those of the public sector. This required a considerable amount of fieldwork to provide data for analyses because of the scarcity of published information on private sector provision. Two surveys were carried out, the first of the institutions' supply of higher education and, the second, of the characteristics of student demand. The results show that although private colleges are technically cost efficient, in terms of economic or allocative efficiency, they perform less well than the public universities in satisfying demand. On the whole, our analysis shows that the private colleges offer courses that are inferior in quality and at a relatively high price compared with the public universities. The private colleges complement the public universities and deal with a substantial number of students thus providing greater opportunities for higher education. However, since the price of private higher education is relatively high, it is accessible only to wealthy students. The situation is made worse in the case of Malaysia because of the socio-economic imbalance of the distribution of wealth by race. The results also confirm that the characteristic behaviour of the private sector providers was profit maximising and this was linked to a relatively high price and a lower quality of provision. The study concluded that the main impediment to equitable access to, and better quality of, private higher education stems from the lack of governmental support both for colleges and for students. Finally, several policy measures that aim to ensure equality of access, provide and appropriate funding mechanism, and improve and maintain the quality of provision are suggested for consideration.

Globally, higher education institutions (HEIs) can help facilitate the transition to a low-carbon society through their role as educators, researchers and community leaders. Focusing on their role as educators, one of the central concepts of education for sustainable development is global citizenship, where for UK HEIs the recruitment of international students and study abroad schemes have been a fundamental way of encouraging home students to develop global perspectives. However, this approach conflicts with the sector's low-carbon agenda due to the significant emissions from air travel (hereafter 'the Conflict'). To evaluate the scale of student air travel emissions, and to explore students and HEIs awareness of, and willingness to mitigate and/or compensate for these emissions, this study adopted a convergent and integrated parallel strand mixed methods design. This comprised of a cross-sectional survey of 663 international and study abroad students and document analysis and in-depth interviews under the umbrella of eight HEI case studies. An analysis of UK HE sector statistics, in combination with flight frequencies determined from the student survey, found that student air travel emissions were equivalent to 68% of estates emissions, or 119% when visiting friends and relatives were taken into account. Furthermore, scenario analysis suggested that by 2020/21, increases in these emissions are likely to exceed the reductions achieved in estates emissions unless HEIs reinvigorate efforts to achieve their ambitious reduction targets, and/or there is close to zero annual growth in inbound and outbound student numbers. The findings from the eight case studies revealed that the sector is poorly equipped to respond to the Conflict. This relates to an ongoing focus on, and difficulties achieving, estates emission reductions, varied engagement with indirect (supply chain) emissions, and an unwillingness at the institutional level from the majority of HEIs to engage with the Conflict. To have credibility and be in a position to respond strategically to the Conflict, HEIs should include student air travel emissions in a comprehensive carbon footprint. Moreover, a robust carbon management strategy for the sector should include offsetting due to the limited potential to avoid or reduce these emissions through reduction in air travel consumption. This is evidenced by both responses to the student survey and the importance placed on student mobility by the HEIs. Clearly, there are challenges for organisations who face conflicting business priorities in responding to the carbon management agenda. Organisations need to account for and engage with indirect emission sources such as employee commuting and business travel, and the emissions associated with products (goods and services). The reluctance and inability to engage with challenges that require a trade-off, or compromise between socio-economic benefits and environmental costs has implications for the achievability of a global reduction in emissions.