Relevant bibliographies by topics / Zambian Higher Education Sector

Contents

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

Academic literature on the topic 'Zambian Higher Education Sector'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Zambian Higher Education Sector"

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Kayombo, Kelvin Mukolo, and Steve Carter. "Competitive Positioning of a Higher Education Institution in Zambia: The Case of ZCAS." Journal of Education and Vocational Research 8, no. 2 (2017): 6–21. http://dx.doi.org/10.22610/jevr.v8i2.1858.

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This study was the second phase of a larger research project that was designed to identify and measure a higher education institution’s brand in Zambia in order to ascertain areas for strengthening the brand’s competitive position. The objectives of this conjoint study were twofold: firstly, to identify the current position of the ZCAS brand as a case study and secondly, to establish the current position of the ZCAS brand relative to its higher education (HE) competitors in Zambia. This quantitative study involved administering a conjoint questionnaire to 110 first year students in ZCAS an
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Jacqueline, Siwale, and Masaiti Gift. "A Proposed Workload Policy in the Zambian Higher Education Sector: A Business Re-Engineering Approach." Journal of Advanced Studies in Social Sciences (JASSS) 3, no. 1 (2025): 25–40. https://doi.org/10.5281/zenodo.15345778.

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The purpose of the study was to assess the workload policy adopted by universities in the Zambian Higher Education Sector. It utilized regression analyses, revealing weak correlations between time allocated to teaching, research, and community service with total faculty workload. Specifically, teaching had an F-statistic of 1.333 (p = 0.265), research and innovation F = 0.821 (p = 0.513), and community engagement F = 1.857 (p = 0.138), with R² values of 0.02, 0.017, and 0.028, respectively, indicating minimal explanatory power. The study's key challenges factors (KCFs) scale demonstrated
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Kalisto, Kalimaposo, Mumba Leonard, Daka Harrison, Phiri Chidongo, and Hambulo Farrelli. "Politics of Corporate Social Responsibility in the Education Sector: A Study of Selected Secondary Schools Supported by Kamoto Mine in Central Zambia." International Journal of Social Science and Education Research Studies 05, no. 02 (2025): 144–55. https://doi.org/10.5281/zenodo.14826675.

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Abstract : This study explored politics of corporate social responsibility in the education sector. While the provision of education is the primary responsibility of the Zambian government, it was of the considered view that, the mining companies needed to take part in the provision of secondary education as a way of enhancing their Corporate Social Responsibility. After independence, Zambia Consolidated Copper Mines (ZCCM) supported schools and hospitals on the Copperbelt from independence to the early 1990s through its Medical and Education Trust (MET) as its Corporate Social Responsibility
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Mweemba, Clifford, and Peter Silwimba. "Analyzing Technological Change and Effects on Labor Market Dynamics: A Case Study of Manufacturing Sector in Zambia Lusaka." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 2 (2025): 327–37. https://doi.org/10.62225/2583049x.2025.5.2.3844.

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It is evident that the manufacturing industry in Zambia has experienced immense changes over the years which have had a direct effect on the labor market. The continual rise of automation and digitalization in this space calls for more insight into its impact on employment and skill sets. This paper seeks to examine the impacts of technological changes on labor market dynamics in Zambian manufacturing sector. More specifically, it aims to determine the boundaries of jobs considered as vulnerable to automation, examine the skills needed for the new positions to be filled, and propose measures f
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Bwalya, Tuesday, and Able Mkulama. "Library Automation in Higher Education Institutions in Zambia." Zambia Journal of Library and Information Science Vol. 8, No. 1 (2024): 28–37. https://doi.org/10.5281/zenodo.12587801.

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For many years now, libraries in Sub-Saharan Africa have laggard behind in terms of automation and modernisation of library operations due to among other factors, budgetary constraints, and the high cost of information communication technology (ICT) facilities. Libraries in Zambia including those in Higher Education Institutions (HEIs) are not an exception. This study sought to determine the extent to which libraries in higher education have automated their operations and the type of library management systems used. It also sought to determine the most used library management systems and facto
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Bwalya, Tuesday, and Able Mkulama. "Library Automation in Higher Education Institutions in Zambia." Zambia Journal of Library and Information Science 8, no. 1 (2024): 28–37. https://doi.org/10.53974/unza.zajlis.8.1.137.

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For many years now, libraries in Sub-Saharan Africa have laggard behind in terms of automation and modernisation of library operations due to among other factors, budgetary constraints, and the high cost of information communication technology (ICT) facilities. Libraries in Zambia including those in Higher Education Institutions (HEIs) are not an exception. This study sought to determine the extent to which libraries in higher education have automated their operations and the type of library management systems used. It also sought to determine the most used library management systems and facto
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Bwalya, Tuesday. "Library Automation in Higher Education Institutions in Zambia." Zambia Journal of Library and Information Science Vol. 8, No. 1 (2024): 28–36. https://doi.org/10.5281/zenodo.14557873.

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For many years now, libraries in Sub-Saharan Africa have laggard behind in terms of automation and modernisation of library operations due to among other factors, budgetary constraints, and the high cost of information communication technology (ICT) facilities. Libraries in Zambia including those in Higher Education Institutions (HEIs) are not an exception. This study sought to determine the extent to which libraries in higher education have automated their operations and the type of library management systems used. It also sought to determine the most used library management systems and facto
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Kazonga, Eustarckio. "Implications of Policy and Legal Frameworks on Higher Education in Zambia." Excellence in Higher Education 8 (January 17, 2019): 8–13. http://dx.doi.org/10.5195/ehe.2018.157.

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Policy and legal frameworks are enablers for the delivery of appropriate higher education (HE) in a country. Zambia is currently implementing reforms in the HE sub-sector within the context of the policy and legal frameworks. These frameworks have implications on the provision of HE. The objectives of the paper are to: identify the policy and legal frameworks for the HE sub-sector; and determine the implications of these frameworks on HE. A document analysis method was used for the study in order to determine the relevant policy and legal frameworks on HE. In particular, the analysis used qual
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Francis, Mukosa, Serah Beza Mbewe Dr., and Kelvin Mukololo Kayombo Dr. "The use of Social Media Marketing in Higher Education Institutions in Zambia-A Literature Review." International Journal of Innovative Science and Research Technology 7, no. 4 (2022): 405–9. https://doi.org/10.5281/zenodo.6508833.

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Social Media Marketing is the use of internet technologies based on Web 2.0 to create relationships between businesses and customers. In the education sector in Zambia higher education institutions have adopted Social Media as part of their integrated marketing strategies. Research findings indicate that most literature in Zambia on Social Media has focused on the use of Social Media as a teaching aid and not necessarily as a marketing tool. In countries such as the USA and Australia Social Media has increased revenue for educational institutions and enhanced marketing performance for those in
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Dr., Francis Mukosa. "A Model for Marketing Higher Education Institutions (HEIS) in Zambia." International Journal of Innovative Science and Research Technology 7, no. 9 (2022): 1689–94. https://doi.org/10.5281/zenodo.7223120.

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The education sector in Zambia has experienced higher increase in both private and public institutions. The implication of this is that markets are shrinking causing price discovery. The increased competition and shrinking of markets cause Higher Education Institutions (HEIs), to innovate ways of maintaining or increasing their competitive advantage. The 4th Industrial revolution propounded by Klaus Schwab in 2016 predicted a shift from traditional and physical marketing strategies to technology based competitive business wars. Social media has become one of the most influential marketing tool
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Dissertations / Theses on the topic "Zambian Higher Education Sector"

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

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

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

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

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

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

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

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CRIENTI, ANDREA. "Strategic Management in the public sector: an empirical analysis in the Italian public Higher Education sector." Doctoral thesis, Università degli Studi di Cagliari, 2021. http://hdl.handle.net/11584/308237.

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Due to NPM reforms, strategic management, which has been defined as "the broader process of managing an organization in a strategic manner on a continuing basis", becomes a relevant feature within the public higher education sector. Although empirical research increased considerably, many countries have been neglected. Among these, there is the Italian context. The present thesis is part of this field of investigation with the aim, through the application of Miles and Snow's strategic framework in the Italian public higher sector, to contribute to filling the gap mentioned above. Besides, sta
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Elzalitni, S. M. "Vocational education and training programmes in the Libyan higher education sector : an exploratory study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/26663/.

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

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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
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Books on the topic "Zambian Higher Education Sector"

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Agency, Higher Education Statistics, ed. Higher education management statistics: Sector level. Higher Education Statistics Agency, 1999.

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Agency, Higher Education Statistics, ed. Higher education management statistics: Sector level. Higher Education Statistics Agency, 1996.

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

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Agency, Higher Education Statistics, ed. Higher education management statistics: Sector level. HESA, 1997.

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Agency, Higher Education Statistics, and Government Statistical Service, eds. Higher education management statistics: Sector level. Higher Education Statistics Agency, 1999.

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

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

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

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1937-, Abe Yoshiya, ed. Non-university sector higher education in Japan. Research Institute for Higher Education, Hiroshima University, 1989.

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

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Book chapters on the topic "Zambian Higher Education Sector"

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

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

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

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

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

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

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

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

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

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

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Conference papers on the topic "Zambian Higher Education Sector"

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Costa, Evaldo, Paula Vicente, and Elisabeth Reis. "DRIVING INNOVATION THROUGH CROSS-SECTOR COLLABORATION WITH HIGHER EDUCATION INSTITUTIONS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0581.

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Martino, Mariapia, Massimo Santarelli, Nicola Paltrinieri, Gianluca Valenti, Attila Husar, and Thijs De Groot. "An European-Based Erasmus Mundus Pathway for the Higher Education in the Hydrogen Sector." In 2024 13th International Conference on Renewable Energy Research and Applications (ICRERA). IEEE, 2024. https://doi.org/10.1109/icrera62673.2024.10815160.

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Taha Ibrahim Mohamed, Abdel nasser, Khairi Mohamed Omar, and Islam Abdel Lateef Nassar. "Effects of Job Characteristics on Organizational Identity in Higher Education Sector in the Kingdom of Bahrain." In 2024 International Conference on Decision Aid Sciences and Applications (DASA). IEEE, 2024. https://doi.org/10.1109/dasa63652.2024.10836390.

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

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

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

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

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Babu, Sebin Thomas, Sonny Jose, Andrew Michael, Angelo Mathew, and Pramod Stephen Kamalabai. "VIRTUAL HAPPINESS AND ITS IMPLICATIONS TO THE HIGHER EDUCATION SECTOR." In Holistinis požiūris į kolegijinių studijų perspektyvą visuomenės, darbo rinkos ir aukštojo mokslo sistemos kaitos kontekste. Šv. Ignaco Lojolos kolegija, 2024. https://doi.org/10.71467/ilk.2024.1.5.

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Virtual happiness, defined as the emotional well-being derived from digital interactions, has gained prominence in the education sector due to the widespread adoption of online learning platforms and technologies. This article explores the multifaceted impact of virtual happiness, highlighting its benefits, challenges, and strategies for integration in the higher education sector. Key advantages of this integration include enhanced accessibility, personalized learning experiences, and global collaboration, which contribute to equitable and inclusive education. However, challenges such as digit
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Phiri, Dines, Mwamba Mutale, and Mwaba Kapompole. "Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?" In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3061.

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The 5th Sustainable Development Goal focuses on gender equality, which is to ensure no disfranchisement from participating in socio-economic activities based on their sex. In Zambia, the majority of learners in Technical Education, Vocational and Entrepreneurship Training registered institutions in highly technical progammes are mostly male. A number of women are denied the chance to achieve their potential in mostly male programmes due to societal stereotypes, lack of requisite school qualifications or self-intimidation. Some scholarship incentives have tried to encourage more women participa
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Luojus, Satu, and Sami Kauppinen. "THE ROLE OF HIGHER EDUCATION INSTITUTES IN PUBLIC SECTOR INNOVATION ECOSYSTEMS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0402.

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Reports on the topic "Zambian Higher Education Sector"

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

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, pu
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Adams, James, and J. Roger Clemmons. The Growing Allocative Inefficiency of the U.S. Higher Education Sector. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12683.

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Baker, Michael, Yosh Halberstam, Kory Kroft, Alexandre Mas, and Derek Messacar. The Impact of Unions on Wages in the Public Sector: Evidence from Higher Education. National Bureau of Economic Research, 2024. http://dx.doi.org/10.3386/w32277.

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Claricoats, Liam. Barriers into Higher Education for disabled students. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/barriers_disabled_students.

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According to Sheffield Hallam University’s Access and Participation Plan (20/21-24/25), there has been an increased number of disabled students entering Higher Education (HE), with 14.6% of students declaring a disability in the sector. Therefore, this review of the literature explored potential barriers into Higher Education for students with disabilities. Within Higher Education institutions, disabled students may be categorised into having ‘mental health’, ‘cognitive and learning’, ‘sensory, medical and physical’ or ‘multiple impairment’ related disabilities. This review was commissioned in
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Saggar, Shamit. Reforming higher education for equity: The role of evidence and leadership. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-2-06.

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Over the past two decades, Australia’s higher education sector has experienced rapid growth, driven by the establishment of the demand-driven funding system for domestic enrolments in 2010 and increased international enrolments. This expansion has led to an increase in both domestic attainment and internationalisation, positioning higher education as a critical sector within the national economy. However, despite this growth, persistent challenges around student equity, leadership, and institutional accountability remain. This article explores how the Bradley Review’s reforms and subsequent po
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Talukder, Noor Mohammad, and Wahid bin Ahsan. The Impact of AI on Student Engagement in Virtual Learning within Bangladesh’s Higher Education Sector. Userhub, 2025. https://doi.org/10.58947/journal.jtgx34.

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This study examines the impact of Artificial Intelligence (AI) on student engagement in virtual learning environments within Bangladesh’s higher education sector, using a mixed-methods approach. The research integrates qualitative interviews with educators, students, and IT professionals, alongside a quantitative survey of 97 university students. Findings reveal that AI enhances academic performance by improving efficiency and simplifying complex tasks. However, concerns about over-reliance on AI, diminished critical thinking skills, and data privacy issues were prominent. Technical challenges
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Stampini, Marco, and Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0009119.

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We analyze the relationship between education and employment in Suriname, using data from a 2007 IDB household survey (representative nationally and at the level of three macro areas: Urban Coast, Rural Coast and Interior). We find that education brings returns in terms of both likelihood of employment (particularly for women) and higher earnings. Completed primary, junior secondary, senior secondary and tertiary education increase the probability of employment by 12%, 19%, 86% and 84% respectively, relative to the base category of no-schooling or incomplete primary. In addition, senior second
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Boutchkova, Maria, and Angelica Gonzalez. The Supply of Diverse Talent in the United Kingdom: Higher-Education Evidence. CFA Institute, 2023. http://dx.doi.org/10.56227/23.1.23.

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By 2019, the UK higher education sector showed overrepresentation of ethnic, gender, and disability minorities. Lower socioeconomic groups were underrepresented. The finance industry demand is exceeded by the number of qualified minority graduates.
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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and edu
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Park, Heejin, JeungYun Choi, JongHyeok Yun, and JaeEun Chae. Skills for Work: The Development and Expansion of the Higher Education Sector in the Republic of Korea. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0000118.

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