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Journal articles on the topic 'Higher education sector'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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

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2

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

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3

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

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

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4

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

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

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5

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

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

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

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

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7

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

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

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8

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

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9

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

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10

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

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

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11

Sangita, Seema. "Higher Education, Vocational Training and Performance of Firms." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.

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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53

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12

De Araújo Filho, Targino. "Reconsidering Private Higher Education in Brazil." International Higher Education 94 (June 11, 2018): 25–27. http://dx.doi.org/10.6017/ihe.2018.0.10551.

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This article discusses the role of the for-profit private sector in the Brazilian Higher Education System. Emphasizing its hegemony, we consider that the adoption of mercantilist logic has implications for the quality of supply and is leading the sector to be characterized as an oligopoly. Although the National Education Plan predicts an increase in public sector enrollment as massification continues, current economic and political conditions may prevent this expansion, leaving the country in a very delicate situation.

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De Araújo Filho, Targino. "Reconsidering Private Higher Education in Brazil." International Higher Education 94 (June 11, 2018): 25. http://dx.doi.org/10.6017/ihe.2018.94.10527.

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This article discusses the role of the for-profit private sector in the Brazilian Higher Education System. Emphasizing its hegemony, we consider that the adoption of mercantilist logic has implications for the quality of supply and is leading the sector to be characterized as an oligopoly. Although the National Education Plan predicts an increase in public sector enrollment as massification continues, current economic and political conditions may prevent this expansion, leaving the country in a very delicate situation.

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14

Adizov, Bobir Bakhtiyorovich. "FEATURES OF CORPORATE GOVERNANCE IN HIGHER EDUCATION SYSTEM." Scientific Reports of Bukhara State University 4, no. 4 (August 28, 2020): 252–56. http://dx.doi.org/10.52297/2181-1466/2020/4/4/15.

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The entry of our country into the system of market relations, which has caused many social, organizational, economic, institutional, cultural, personnel, ethical and other problems has affected higher education. Sector reform, innovation development policy, and flexible government regulation require the development of mixed models using market mechanisms to increase the efficiency of a socially significant sector. The article discusses some issues of implementing corporate governance in higher education in the context of the transition to self-financing of universities

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15

Joshi, Seema. "Role of higher education sector in changing service sector innovation system." World Journal of Science, Technology and Sustainable Development 9, no. 4 (October 3, 2012): 260–72. http://dx.doi.org/10.1108/20425941211271478.

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16

Shelbourn, M., J. Macdonald, T. McCuen, and S. Lee. "Students’ perceptions of BIM education in the higher education sector." Industry and Higher Education 31, no. 5 (September 8, 2017): 293–304. http://dx.doi.org/10.1177/0950422217725962.

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The use of building information modelling (BIM) has increased in the global architecture, engineering, construction and owner-operated (AECO) industries. This increased use has contributed to a recognition by project stakeholders of its importance across the building life cycle, leading higher education institutions to rethink their AECO provisions. There has been much debate about how BIM should be employed in undergraduate curricula: should it be included as a stand-alone subject in a programme or as an underlying theme across the programme? Research has also been conducted into theories of practice with regard to BIM education. This article builds on previous research in the codeBIM project and describes students’ perceptions of current practice in the United States and the United Kingdom. The article begins with a literature review of current theories of BIM teaching in AECO and a summary of good practice. The use of focus groups is described and the findings from focus group sessions held in the United Kingdom and the United States are discussed. The authors identify six key areas required for BIM to be inclusive in higher education: collaborative curricula, space, teamwork, relevance to the industry, technical/technological skills and the role of the professor or lecturer. Each of these areas is discussed in light of the findings from the focus groups.

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17

Ghosh, Sayantani, and Niladri Das. "New Model of Performance Management and Measurement in Higher Education Sector." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 267–74. http://dx.doi.org/10.15373/22778179/aug2013/86.

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18

Trofymenko, Olena, Nataliia Loginova, Manakov Serhii, and Yaroslav Dubovoil. "CYBERTHREATS IN HIGHER EDUCATION." Cybersecurity: Education, Science, Technique 16, no. 4 (2022): 76–84. http://dx.doi.org/10.28925/2663-4023.2022.16.7684.

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As a result of the transition to distance and hybrid learning, first due to the COVID-19 pandemic and then due to the Russian attack and large-scale war, the education sector has faced a wide range of cyber threats. Awareness of these threats can help universities and their staff protect themselves and their students from these vulnerabilities. Large amounts of personal data and financial information about students, faculty and staff, as well as information about research circulate in higher education institutions. It makes them an attractive target for cybercriminals. The article analyzes cyber threats in the higher education sector. The classification of the most common cyber threats in the higher education sector is offered. The basis of most successfully implemented cyber attacks is the human factor, ie the mistakes of staff or students due to ignorance or disregard for the basic rules of cyber hygiene. A study of the signs of cyber threats in the field of education made it possible to divide them according to nine criteria: threats to IoT devices, threats due to human factors, identity theft, ransomware or malicious software, financial gain, espionage, phishing, DDoS attacks, threats to CMS. The implemented classification of cybersecurity threats in the field of higher education will contribute to their clear understanding and specifics on one or another basis. Knowledge of the main threats to educational networks and systems, understanding of common ways of hacking and leaking confidential data of students, teachers and other staff will allow educational institutions to choose and apply the most effective tools and strategies at all levels of cybersecurity. Cybersecurity is a shared responsibility for everyone, and its success depends on being aware of the motives and methods of attackers, maintaining good cyber hygiene by everyone, and monitoring compliance.

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19

Knobel, Marcelo, and Robert Verhine. "Brazil’s For-Profit Higher Education Dilemma." International Higher Education, no. 89 (April 15, 2017): 23. http://dx.doi.org/10.6017/ihe.2017.89.9769.

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Brazil's higher education system is characterized by a relatively small public sector, focused on research-intensive universities, and a huge private sector, which has grown continually since the 1970s due to burgeoning demand. The private sector is now dominated by for-profit institutions which, by definition, seek immediate financial gain rather than the long-term public good. In this article, we discuss current trends with respect to for-profit institutions, giving special attention to the recent creation of mega-establishments through a series of mergers involving both national and international investors. We close by warning of some of the negative implications potentially associated with the country’s dependence on for-profit higher education.

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20

Knobel, Marcelo, and Robert Verhine. "Brazil’s For-Profit Higher Education Dilemma." International Higher Education, no. 89 (April 15, 2017): 23–24. http://dx.doi.org/10.6017/ihe.2017.89.9843.

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Brazil's higher education system is characterized by a relatively small public sector, focused on research-intensive universities, and a huge private sector, which has grown continually since the 1970s due to burgeoning demand. The private sector is now dominated by for-profit institutions which, by definition, seek immediate financial gain rather than the long-term public good. In this article, we discuss current trends with respect to for-profit institutions, giving special attention to the recent creation of mega-establishments through a series of mergers involving both national and international investors. We close by warning of some of the negative implications potentially associated with the country’s dependence on for-profit higher education.

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21

Al Kalbani, Mouza Said, and Ahmad Bintouq. "Exploring Funding in Higher Education Sector in Oman." International Journal of Smart Education and Urban Society 12, no. 2 (April 2021): 10–20. http://dx.doi.org/10.4018/ijseus.2021040102.

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Funding of higher education institutions is a major growing expense for the Oman government (13–14% of the total spending in 2016) and is at par with that of other governments (e.g., 11% in the UK and 15.5% in the US). However, there has been little investigation into the funding of quality higher education in Oman. The present research project aims to explore the sources of funding at Oman universities after it opened the private education sector in 1996. The research methodology includes conducting interviews with leaders in higher education to explore different types of funding (e.g., gifts, tuition fees, government support). This will enhance our understanding, as well as that of decision-makers, regarding universities' funding sources and of the higher education landscape.

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22

Arunachalam, P. "Higher Education Sector in India: Issues and Imperatives." Journal of Global Economy 6, no. 4 (October 31, 2010): 266–86. http://dx.doi.org/10.1956/jge.v6i4.66.

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Higher education in India is undergoing rapid changes. The challenges ahead are multifaceted and multidimensional. Though the data show a massive growth in the number of students' enrollment in colleges/universities, holistic view reveals that still only a meager of the total population has access to higher education. Globalization and privatization are imposing new challenges but the nations are still entangled in solving the basic problems of accessibility to higher education for all. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral.

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23

Ayoubi, Rami M., and Mohamed Loutfi. "Competitor Analysis in Egyptian Private Higher Education Sector." International Higher Education, no. 93 (March 29, 2018): 22–23. http://dx.doi.org/10.6017/ihe.0.93.10420.

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In this article, the authors introduce the idea of competition in the private higher education sector in Egypt. There are 24 private universities competing for students in Egypt. Based on two criteria, quality and price, the authors classify private profit-oriented universities in Egypt into four categories. They conclude that the current Egyptian government is striving to establish more universities in the high quality–highprice category.

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Ayoubi, Rami M., and Mohamed Loutfi. "Competitor Analysis in Egyptian Private Higher Education Sector." International Higher Education 2, no. 93 (March 29, 2018): 22. http://dx.doi.org/10.6017/ihe.2018.93.10384.

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In this article, the authors introduce the idea of competition in the private higher education sector in Egypt. There are 24 private universities competing for students in Egypt. Based on two criteria, quality and price, the authors classify private profit-oriented universities in Egypt into four categories. They conclude that the current Egyptian government is striving to establish more universities in the high quality–highprice category.

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25

Halsall, Jamie P., and Elizabeth F. Caldwell. "Social Mobility in the UK's Higher Education Sector." International Journal of Information Systems and Social Change 9, no. 4 (October 2018): 1–11. http://dx.doi.org/10.4018/ijissc.2018100101.

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Social mobility is at the forefront of the British Government's plans to improve the lives of the most deprived groups in society. Since the election of the New Labour government in May 1997, consecutive governments have championed the concept of social mobility. The fundamental aim of social mobility is to tackle social barriers for disadvantaged groups in education and employment. However, within the social sciences there has been a lack of critical discussion regarding the theorisation of social mobility within the context of higher education (HE). In recent times higher education research has instead had a greater focus on pedagogy. The aim of this review is to critically explore past and current debates on social mobility, and the importance the concept has in the higher education sector. In this paper special reference will be made to the new UK government higher education policy on the Teaching Excellence Framework (TEF).

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26

Dolgikh, E. A., and L. S. Parshintseva. "SCIENCE DEVELOPMENT STATISTICAL ANALYSIS IN HIGHER EDUCATION SECTOR." Vestnik Universiteta, no. 2 (April 23, 2020): 92–96. http://dx.doi.org/10.26425/1816-4277-2020-2-92-96.

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The main indicators, characterizing the science development in the higher education sector, have been considered. The main trends in changing the number of organizations engaged in research and development in this sector, as well as the number of personnel employed in them, have been analysed. Attention to the study of the movement of personnel in organizations has been paid. Information about availability of scientific degrees of candidate and doctor of sciences in scientific personnel in the higher education sector has been collected. The dynamics and structure of internal costs for research and development have been considered. The dynamics of the average monthly salary of personnel engaged in research and development in the higher education sector has been analysed.

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27

Veeraraghavan, J. "Need for Higher Financial Resources in Education Sector." Indian Journal of Public Administration 50, no. 3 (July 2004): 690–96. http://dx.doi.org/10.1177/0019556120040314.

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28

Bobe, Belete J., and Ralph Kober. "Measuring organisational capabilities in the higher education sector." Education + Training 57, no. 3 (April 13, 2015): 322–42. http://dx.doi.org/10.1108/et-09-2013-0114.

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Purpose – Drawing on the resource-based view (RBV), the purpose of this paper is to develop a framework and instrument to measure the organisational capabilities of university schools/departments. In doing so, this study provides evidence of the way competitive resources are bundled to generate organisational capabilities that give university schools/departments a sustainable competitive advantage. Design/methodology/approach – A questionnaire to measure the resources that contribute to the capabilities of university schools/departments was developed. Constructs were determined, and the questionnaire was refined based on an analysis of responses from 166 Heads of schools/departments across all 39 Australian public universities. Findings – Heads conceive of the development of capabilities within their schools/departments along the core operating functions of research, teaching, and networking. Reliability and supplementary analysis confirm these constructs have strong convergent and discriminant validity as well as internal consistency. Research limitations/implications – The findings confirm that effective management and coordination of research, teaching, and networking with important stakeholders are keys to success. The framework and instrument developed in this paper also provides the opportunity to investigate university performance through the perspective of the RBV, which will enhance the understanding of the determinants of universities’ performance. Practical implications – The framework and questionnaire developed in this study can be utilised by Heads as a diagnostic tool to gain an understanding of their department’s/school’s organisational capabilities in the areas of research, teaching, and networking. Originality/value – This paper is the first study to develop a framework and questionnaire to measure organisational capabilities for university academic schools/departments.

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29

Kautto, Niina, Alexei Trundle, and Darryn McEvoy. "Climate adaptation planning in the higher education sector." International Journal of Sustainability in Higher Education 19, no. 7 (November 5, 2018): 1259–78. http://dx.doi.org/10.1108/ijshe-02-2018-0028.

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PurposeThere is a growing interest in climate change action in the higher education sector. Higher education institutions (HEIs) play an important role as property owners, employers, education and research hubs as well as leaders of societal transformations. The purpose of this paper was therefore to benchmark how universities globally are addressing climate risks.Design/methodology/approachAn international survey was conducted to benchmark the sector’s organisational planning for climate change and to better understand how the higher education sector contributes to local-level climate adaptation planning processes. The international survey focused especially on the assessment of climate change impacts and adaptation plans.FindingsBased on the responses of 45 HEIs located in six different countries on three continents, the study found that there are still very few tertiary institutions that plan for climate-related risks in a systematic way.Originality/valueThe paper sheds light on the barriers HEIs face in engaging in climate adaptation planning and action. Some of the actions to overcome such hindering factors include integrating climate adaptation in existing risk management and sustainability planning processes, using the internal academic expertise and curriculum to assist the mapping of climate change impacts and collaborating with external actors to guarantee the necessary resources. The higher education sector can act as a leader in building institutional resilience at the local scale.

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Savigny, Heather. "Cultural sexism and the UK Higher Education sector." Journal of Gender Studies 28, no. 6 (April 1, 2019): 661–73. http://dx.doi.org/10.1080/09589236.2019.1597689.

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31

Brown, Paul. "Strategic capability development in the higher education sector." International Journal of Educational Management 18, no. 7 (December 2004): 436–45. http://dx.doi.org/10.1108/09513540410563149.

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32

Ward, Ian, Anthony Ogbonna, and Hasim Altan. "Sector review of UK higher education energy consumption." Energy Policy 36, no. 8 (August 2008): 2939–49. http://dx.doi.org/10.1016/j.enpol.2008.03.031.

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Gungaa, Baljinnyam, Tsendmaa Tsegmed, and Battugs Sukhee. "GENDER ISSUES IN HIGHER EDUCATION SECTOR OF MONGOLIA." EPH - International Journal of Educational Research 5, no. 1 (February 17, 2021): 1–4. http://dx.doi.org/10.53555/ephijer.v5i1.70.

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In XXI century, the entire world intends to develop without degradation, illness, poverty and even without discrimination. Gender inequality and discrimination are one of the major social issues in modern world. Man and woman could not be treated equally in some countries, and even children tend to be discriminated in all social segments starting from pre-school to the social community. Gradually, the given policy and terms seek to reduce or eliminate gender inequality in society step by step. Government of Mongolia joined to promote gender equality and supporting human right conventions from United Nation. The program aims to ensure equality of men and women in political, economic and social life, and specially, in education sector to provide equal education. To improve the national system of gender equality and ensure the participation of society, nongovernment organization, enterprises and individuals should collaborate using local resources.

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M, Puttaswamy Gowda. "Impact of COVID-19 on Higher Education in India – An Analysis." Shanlax International Journal of Arts, Science and Humanities 8, S1-Feb (February 6, 2021): 301–4. http://dx.doi.org/10.34293/sijash.v8is1-feb.3971.

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Corona virus has seriously affected various sectors in India. We cannot ignore hardly a single sector which has been unaffected by this pandemic. The impact may be the same is with the Indian education sector. The impact of COVID-19 on higher education has negatively affected the academic year. Lock down and post lock down period have enforced very bad effect on the schools/colleges and all educational activities. But, this change is inevitable in the context of health of students. Now educational institutions have to sustain with technologies (ICT), which have not been used before. They are fighting to survive with this tiny virus. This paper highlights some new born challenges in the Indian educational sector.

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35

Brajkovic, Lucia. "Higher Education in Western Balkans: Recent Trends and Challenges." International Higher Education, no. 87 (September 1, 2016): 27–29. http://dx.doi.org/10.6017/ihe.2016.87.9512.

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Due to the lack of systematic data collection on national and institutional levels, the higher education systems in the Western Balkans have remained under-researched. This article aims to describe and analyze some of the most salient challenges facing academic sectors in these countries, such as structural issues, growth of the private sector, and EU funding.

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Dutta, Bipasha, and Kazi Maruful Islam. "Responsiveness of Higher Education to Changing Job Market Demand in Bangladesh." Higher Education for the Future 4, no. 1 (January 2017): 60–81. http://dx.doi.org/10.1177/2347631116681218.

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Bangladesh economy has been transforming towards a market-based economy from a state-dominated centrally planned economy since the early 1980s, the pace of transformation has been slow though. The aim of this article is to see how the higher education system responds to the changes in the structure of the economy. The article argues that the higher education system in general in a transitional economy is responsive to the changes in the structure of the economy. The article, however, also argues that the changes in higher education system, especially in curriculum, would not follow a linear unidirectional trajectory. This article is built on a small-scope empirical study on three selected social science disciplines of Dhaka University to see whether and how they responded to the demand of the growing labour market in terms of changes they introduced in curriculum in the last 20 years. Having analyzed skill and knowledge demand by the banking and telecommunication sectors—the two major sources of private sector employment for educated workforce in recent years—the article makes an effort to track what kind of changes the three selected disciplines under the Faculty of Social Science of Dhaka University have made in their respective curriculum in response to the demand of the major private sector employers. The article finds that Public Administration and Economics Departments of the Dhaka University show high and low responsiveness to business sector demand, respectively. While Sociology Department did not respond to business sector demand, rather it has responded to NGO sector demand. Among these three departments, Public Administration is found to have a low degree of compatibility to business sector needs. The article concludes that the Faculty of Social Science of Dhaka University has been slow and hesitant to respond to emerging needs of the dominant business sector employers; it is mainly because of the negative attitude towards private sector in the academia and lack of proper direction of private sector development.

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Uvalic-Trumbic, Stamenka. "Serbia: New Higher Education Strategy." International Higher Education, no. 68 (March 25, 2015): 17–18. http://dx.doi.org/10.6017/ihe.2012.68.8622.

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A new higher education strategy is being developed in Serbia as part of a wider reform of education. Boosting enrolments, promoting both the non-university sector on one end and excellence on the other, strengthening relevance and quality and rationalizing the university network are the basis of this strategy.

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Gharibyan, Tatevik. "Armenia: Cross-Border Higher Education." International Higher Education, no. 91 (September 2, 2017): 6. http://dx.doi.org/10.6017/ihe.2017.91.10041.

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After independence in 1991, the higher education sector in Armenia started to reshapeautonomously. Many private and transnational educational institutions started to appear on theArmenian educational market and cross-border education gained a tangible popularity. Thisarticle surveys existing cross-border educational institutions in the country and their impact onthe educational landscape.

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Gharibyan, Tatevik. "Armenia: Cross-Border Higher Education." International Higher Education, no. 91 (September 2, 2017): 6–8. http://dx.doi.org/10.6017/ihe.2017.91.10124.

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After independence in 1991, the higher education sector in Armenia started to reshapeautonomously. Many private and transnational educational institutions started to appear on theArmenian educational market and cross-border education gained a tangible popularity. Thisarticle surveys existing cross-border educational institutions in the country and their impact onthe educational landscape.

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Kulkarni, Anand. "India's Higher Educator Sector: Challenges and Opportunities." International Review of Business and Economics 2, no. 1 (2018): 49–85. http://dx.doi.org/10.56902/irbe.2018.2.1.8.

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For both developed and emerging economies, knowledge and innovation will increasingly drive competitive advantage, according to a great deal of analysis conducted by the OECD and other Institutions. Higher Education is a key component of future competitive advantage in the knowledge and innovation spheres. This paper will examine the challenges and opportunities for the Indian Higher Education Sector, as it grapples with meeting the needs of a changing economy, and providing access and opportunity for millions of its population. Drawing on a variety of data sources and benchmarking India against a number of nations around the world, this paper contends that India needs to further significantly reform its Higher Education sector in areas of quality, efficiency, accessibility, internationalisation and in meeting labour force needs. This paper will also recommend further policy initiatives.

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Agrawal, Raj. "WTO, India and Emerging Global Trade Challenges in Higher Education." Foreign Trade Review 37, no. 1-2 (April 2002): 35–46. http://dx.doi.org/10.1177/0015732515020103.

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Today's world is far different from what it used to be few decades ago. As knowledge becomes more important, so does higher education. In World Trade Organisation (WTO), the objective of General Agreement on Trade in Services (GATS) was to establish a multilateral framework for services similar to trade in goods involving reduction in tariff and non-tariff barriers to trade. GATS covered all the four modes of supply, i.e. cross-border supply, consumption abroad, commercial presence and presence of natural persons. Out of the twelve basic and miscellaneous service sectors identified under GATS schedules, educational services constitute an important sector. The major challenge of all education is to develop an efficient and pro-active quality oriented education system, which fine-tunes itself regularly to meet the changing demand of WTO. Thus India must realise the impending threats of trade in education and try to convert these into opportunities. With many more countries waiting to tap this lucrative sector, India has to take the lead on behalf of the developing countries by using WTO as the forum and a worldclass education sector as the weapon to demand its due share of the colossal education market.

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Stephens, Simon, David O'Donnell, and Paul McCusker. "Computing Careers and Irish Higher Education." Industry and Higher Education 21, no. 2 (April 2007): 159–68. http://dx.doi.org/10.5367/000000007780681012.

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This paper explores the impact of developments in the Irish economy and labour market on computing course development in the higher education (HE) sector. Extant computing courses change, or new courses are introduced, in attempts to match labour market demands. The conclusion reached here, however, is that Irish HE is producing insufficient numbers of computing graduates, notwithstanding the anomalous fact that the capacity to produce them is available in the HE sector. Manpower planning is inefficient and IT skill shortages remain, not as a result of poor industry–HE relations but because of a lack of understanding of Irish students' perceptions, preferences and expectations. Pressures for radical institutional change are probably unlikely to emerge as skill gaps are being filled by immigrants with the requisite skills.

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Loo, Bryce. "Mongolia: Higher Education and Mobility." International Higher Education, no. 89 (April 15, 2017): 19. http://dx.doi.org/10.6017/ihe.2017.89.9753.

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Student mobility from Mongolia has increased tremendously since the early 1990s, in large part as a response to weaknesses in the domestic higher education system. Despite increased numbers, many challenges remain, including issues of brain drain and access for rural students. The Mongolian government and higher education sector can explore various options to attract back talented students and scholars overseas and utilize scholarships more effectively.

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Loo, Bryce. "Mongolia: Higher Education and Mobility." International Higher Education, no. 89 (April 15, 2017): 19–21. http://dx.doi.org/10.6017/ihe.2017.89.9841.

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Student mobility from Mongolia has increased tremendously since the early 1990s, in large part as a response to weaknesses in the domestic higher education system. Despite increased numbers, many challenges remain, including issues of brain drain and access for rural students. The Mongolian government and higher education sector can explore various options to attract back talented students and scholars overseas and utilize scholarships more effectively.

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Dar, Showkat Ahmad. "Role of E-governance in Higher Education in Jammu and Kashmir." Journal of Image Processing and Intelligent Remote Sensing, no. 24 (June 2, 2022): 1–8. http://dx.doi.org/10.55529/jipirs.24.1.8.

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Education is one of the most important factors in achieving any country's development objectives. Education has grown dramatically in Jammu and Kashmir in recent years as a result of the use of e-government in this sector. Initiatives in information and communication technology aid in the provision of world-class education. The use of e-governance in the education sector has spawned a slew of new ideas. Among the social sectors, Higher Education is one of the most important sectors for development-government facilities for colleges and universities are implemented and maintained by the Department of Higher Education. E-Government is regarded as critical to improved governance. Institutions around the world are launching E-governance initiatives in order to provide their constituents with more transparent, efficient, and cost-effective services. Kashmir's higher education has conceptualised e-governance projects and service initiatives in the educational system as time has passed. This paper provides an overview of the e-governance services, initiatives, and benefits reaped by establishing these services for stakeholders in Jammu and Kashmir's higher education.

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Attar, Muhammad. "Implementation o f Lean Kaizen i n Saudi Arabian Higher Education Sector." International Journal of Innovative Technology and Exploring Engineering 10, no. 11 (September 30, 2021): 118–26. http://dx.doi.org/10.35940/ijitee.k9517.09101121.

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The Lean-Kaizen has been utilized in different sectors over the past years as a continuous improvement tool and wastes elimination to gain competitive advantage. Indeed, Lean- Kaizen implementation in the higher education sector has not been employed effectively in some countries. The paper aims to examine the current status of Lean-Kaizen implementation in the Saudi Arabian higher education sector. The survey was distributed to several universities in Saudi Arabia and the findings of the survey illustrated that the implementation of Lean-Kaizen is still in the early stages and not adopted widely in universities within Saudi Arabia. The paper provides valuable information about the current status of the Lean - Kaizen implementation in the Saudi Arabian higher education sector. A recommendation was proposed to guide universities and practitioners for future continuous improvement efforts.

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Jose, Saju, and Jacob Chacko. "Building a sustainable higher education sector in the UAE." International Journal of Educational Management 31, no. 6 (August 14, 2017): 752–65. http://dx.doi.org/10.1108/ijem-05-2016-0102.

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Purpose The purpose of this paper is to examine the relevant economic aspects that could affect the sustainability of the HE sector in the UAE. Design/methodology/approach Data are collected mainly through secondary sources and based on the relevant information. Two constructs, namely, market factors and educational governance are identified from the literature. An empirical model depicting the different factors that contribute to these two variables is outlined. Findings Educational governance and market factors are identified as the key pillars which contribute to the economic efficiency in the HE sector in the UAE. These constructs are affected by relevant factors. Some of the issues relating to educational governance could be controlled. Though factors contributing to market conditions could be deemed uncontrollable, HE institutions could come up with better strategies to deal with those issues. Research limitations/implications The UAE HE sector could be a major contributor to the economy in the future, it is important to identify the main constructs and the associated forces which could impact the economic efficiency of the HE sector. The model proposed could be empirically tested in future studies. Originality/value This study is a novel attempt to examine sustainability in the HE sector in terms of economic efficiency, while previous studies have focused on the social and environmental aspect of the sustainability in the HE sector. Thus this study tries to address this lacuna in this domain by focusing on the economic efficiency aspect which is an important contributor to the sustainable development. The results may provide valuable insights for universities and regulators in developing appropriate strategies to improve the HE sector.

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Schmidt, Ulrike, and Thomas Günther. "Public sector accounting research in the higher education sector: a systematic literature review." Management Review Quarterly 66, no. 4 (February 29, 2016): 235–65. http://dx.doi.org/10.1007/s11301-016-0120-0.

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Meredith, Grant, Ann Packman, and Genée Marks. "Stuttering, disability and the higher education sector in Australia." International Journal of Speech-Language Pathology 14, no. 4 (June 4, 2012): 370–76. http://dx.doi.org/10.3109/17549507.2012.683809.

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Sharma, Vandana, Nisha Swami, and Omprakash Swami. "Higher education sector in India: Various Issue and Opportunity." SDES-International Journal of Interdisciplinary Research 2, no. 1 (February 28, 2021): 131–36. http://dx.doi.org/10.47997/sdes-ijir/2.1.2021.131-136.

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