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Готові списки джерел за темами / Stakeholders in higher education / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Stakeholders in higher education.

Статті в журналах з теми "Stakeholders in higher education"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Ferrero-Ferrero, Idoya, María Ángeles Fernández-Izquierdo, María Jesús Muñoz-Torres, and Lucía Bellés-Colomer. "Stakeholder engagement in sustainability reporting in higher education." International Journal of Sustainability in Higher Education 19, no. 2 (2018): 313–36. http://dx.doi.org/10.1108/ijshe-06-2016-0116.

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Purpose The purpose of this study is to improve the understanding of stakeholder engagement in the context of sustainability reporting (SR) for higher education institutions (HEIs), together with the materiality principle and stakeholder expectations. Design/methodology/approach This research uses an exploratory approach based on content analysis, a case study and descriptive and inferential statistics. Findings Three key findings come out of this research. First, the results indicate that HEIs use diverse criteria for grouping stakeholders and that stakeholder engagement is a heterogeneous pr

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2

Ashmarina, S. I., E. A. Kandrashina, and I. A. Plaksina. "Interest Alignment Model in the Higher Education System." SHS Web of Conferences 62 (2019): 12001. http://dx.doi.org/10.1051/shsconf/20196212001.

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In the modern economy, the effective development of the higher education system becomes impossible without interest alignment of universities and their stakeholders. The purpose of the study is to determine the groups of stakeholders of the higher education system according to the degree of interdependence and develop an interest alignment model, reflecting the ways of interest alignment among the selected groups of stakeholders, taking into account the impact of market and administrative mechanisms. To achieve the purpose of the study, the authors use analysis methods (when determining the se

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3

Ernawati, Diyah B. "Stakeholders’ Views on Higher Tourism Education." Annals of Tourism Research 30, no. 1 (2003): 255–58. http://dx.doi.org/10.1016/s0160-7383(02)00063-4.

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4

Kotomina, O. V., and A. I. Sazhina. "Higher education for sustainable development: stakeholders benefits." Management and Business Administration, no. 1 (April 2020): 121–36. http://dx.doi.org/10.33983/2075-1826-2020-1-121-136.

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Education is one of the key goals of sustainable development (SD), which establishes the basis for the improvement of the people’s living conditions. In this logic a special role is played by universities that create an institutional framework for educating citizens on sustainable development, offering a new understanding of social problems. On the one hand, universities can create and promote knowledge about SD by their educational, expert and research activities, hence developing relevant values among people. On the other hand, universities can become an active agent in implementing the conc

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5

Arsal, Zeki. "Turkish Higher Education Quality Assurance: The Roles of Stakeholders in Curriculum." Educatia 21, no. 28 (November 29, 2024): 174–79. https://doi.org/10.24193/ed21.2024.28.19.

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Today, stakeholder participation is seen as a key element for higher education quality assurance systems. The European Union emphasizes the importance of designing the educational programs of higher education institutions to meet the needs and expectations of stakeholders. The roles of stakeholders are important for the quality of education in higher education. In this study, the roles of stakeholders in curriculum designing, implementation, and evaluation process were investigated. The self-evaluation reports of five universities accredited by the Turkish Higher Education Quality Council (THE

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6

Simbolon, Nurmala. "EMI IN INDONESIAN HIGHER EDUCATION: STAKEHOLDERS’ PERSPECTIVES." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 1 (2018): 108. http://dx.doi.org/10.15639/teflinjournal.v29i1/108-128.

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Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach

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7

Musiał, Kazimierz. "Redefining External Stakeholders in Nordic Higher Education." Tertiary Education and Management 16, no. 1 (2010): 45–60. http://dx.doi.org/10.1080/13583881003629822.

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8

Oshodi, Odunola O. Ph.D, Ayodele O. Ph.D Yekini, and Olusegun Oyeleye Ph.D CLN Adesanya. "Stakeholders' Perceptive in Accessing Higher Education in Nigerian." International Journal of Social Science and Human Research 04 (May 9, 2021): 932–39. https://doi.org/10.47191/ijsshr/v4-i5-10.

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The study investigated stakeholders’ perceptive in accessing Nigerian tertiary institutions’ admission, with a focus on Eredo LCDA, of Lagos State. It investigates; parents’, Jamb tutors’ and students’ perception of problems and ways of providing solutions on accessing tertiary institution admission. The descriptive research design was adopted, while simple random sampling was used to select respondents for the study. A structured questionnaire tagged AHEQ was engaged. Five research questions were answered in the course of the study. The result showed that stakeho

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9

Nasrudin, Dindin, Endah Kurnia Yuningsih, and Mila Faizatul Millah. "Stakeholders in Higher Education Accreditation: A Bibliometric Analysis." Journal of Quality Assurance in Islamic Education (JQAIE) 1, no. 2 (2021): 112–20. http://dx.doi.org/10.47945/jqaie.v1i2.469.

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    The existence of stakeholders in accreditation at every level of education plays a vital role. Their opinions determine the quality of an institution. This paper aims to show research trends related to the part of stakeholders in university accreditation. The method used is a bibliometric analysis of the Scopus database using VOSviewer software. The researcher selected eight hundred ten documents from journal articles and conference proceedings in English through the selection process. The results of the co-occurrence analysis show 4 clusters of related keyword grou

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10

Noni, Srijati Kusumawati, Dwi Astuti Nurhaeni Ismi, and Ardhian Nugroho Rino. "The content of higher education internationalization policy: stakeholders' insight of internationalization of higher education." Journal of Education and Learning (EduLearn) 14, no. 2 (2020): 255–62. https://doi.org/10.11591/edulearn.v14i2.14581.

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The internationalization of higher education creates certain quality standards. All stakeholders must be involved and work together so that the internationalization of higher education can be successful. The purpose of this study is to analyze the implementation of higher education internationalization policy content from an internal stakeholder perspective. Policy content consists of the interests affected, the type of benefits, the target of change, the program implementer, the location of decision making, and resources. This study used a qualitative approach with case studies. The research

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11

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

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

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12

Langrafe, Taiguara de Freitas, Simone Ruchdi Barakat, Fabricio Stocker, and Joao Maurício Gama Boaventura. "A stakeholder theory approach to creating value in higher education institutions." Bottom Line 33, no. 4 (2020): 297–313. http://dx.doi.org/10.1108/bl-03-2020-0021.

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Purpose This paper aims to empirically verify whether the development of improved relationships between higher education institutions (HEIs) and their stakeholders based on the principles of stakeholder theory creates more value. Design/methodology/approach The methods involve a quantitative approach, with the data collection being carried out through a survey of 88 heads of HEIs in Brazil. The paper uses the Spearman’s correlation coefficient to analyze the data and test the hypotheses. Findings The findings reinforce the arguments found in the stakeholder theory literature, in which relation

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13

Stuart-Buttle, Ros. "Higher education, stakeholder interface and teacher formation for church schools." International Journal of Christianity & Education 23, no. 3 (2019): 299–311. http://dx.doi.org/10.1177/2056997119865557.

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Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christian teacher education. What frameworks of analysis or tools of evaluation can be employed? Stakeholder theory is shown to support the identification of various community interests and involvements and enable clarification of whose perspective or priorities are to be taken into account. From a recent U

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14

Saleh, Choirul, Siswidiyanto Siswidiyanto, Hermawan Hermawan, and Ali Maskur. "Knowledge Management in a Higher Education Institutions." GATR Journal of Management and Marketing Review 3, no. 2 (2018): 75–83. http://dx.doi.org/10.35609/jmmr.2018.3.2(3).

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Objective - This study examines the concept of knowledge management in higher education institutions, followed by a systematization of knowledge practices and tools to link several stakeholders in the process of knowledge management in higher education institutions and promote knowledge sharing across several key processes and services in higher education institutions. Methodology/Technique - This study uses a mixed approach of qualitative and quantitative methods. The respondents include stakeholders in public administrative departments between the ages of 30 and 66. The number of respondents

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15

Saurbier, Ann. "MODELLING THE STAKEHOLDER ENVIRONMENT AND DECISION PROCESS IN THE U.S. HIGHER EDUCATION SYSTEM." Journal Business, Management and Economics Engineering 19, no. 01 (2021): 131–49. http://dx.doi.org/10.3846/bmee.2021.12629.

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Purpose – As higher education continues to be buffeted by challenges, college and university leaders must find a way to respond to these environmental forces. In the United States, accreditation plays an increasing role in the quality control and improvement process. The goal of this research is to gain a deeper understanding of this decision environment, and the stakeholders within that system, such that American higher education institutions may set and achieve goals more effectively. Research methodology – Grounded theory is utilized to create a conceptual framework depicting the American h

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16

MIROSHNYCHENKO, Inga, and Vira KALINICHENKO. "STAKEHOLDERS’ ROLE IN THE DEVELOPMENT OF HIGHER EDUCATION STUDENTS’." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2025): 64–71. https://doi.org/10.31651/2524-2660-2025-1-64-71.

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The paper studies various stakeholder groups and their influence on the specialists training process in Ukraine’s higher education institutions. The authors examine the issue related to cooperation between higher education institutions, business, professional associations, public organizations, and other interested parties that can contribute to educational training programs improvement and professional competencies development meeting the modern labor market requirements. These processes are significant not only for ensuring the higher education quality increase, but also for training special

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17

Kumar P. M., Suresh, and P. S. Aithal. "Internationalization of Higher Education: A Stakeholder Approach." Scholedge International Journal of Business Policy & Governance ISSN 2394-3351 7, no. 6 (2021): 84. http://dx.doi.org/10.19085/sijbpg070601.

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<span lang="EN-IN">Internationalization in higher education has been catching up as a trend receiving attention more recently than before. Academia, institutions, scholars, parents, host nations, and home countries all constitute a vicious circle of stakeholders who play a role in internationalization. Each of them has something to take and something to give, and all of them stand to benefit from it. Internationalization is achieved through various means. By opening up their border for Foreign Direct Investment (FDI) in higher education, countries navigate their opportunities to connect

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18

Onsardi, Ranidiah Furqonti, Finthariasari Meilaty, and Abdullah Dedy. "Knowledge Management System Model for Higher Education to Increase Knowledge Stakeholders." International Journal of Applied Engineering & Technology 5, no. 1 (2023): 1–5. https://doi.org/10.5281/zenodo.7601929.

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<strong>Higher Education is an educational institution that provides quality services for students according to industry needs. The diversity of faculties in higher education is an effort to meet all the professional needs needed by the industry. The complexity of the learning process and management in higher education requires knowledge that is always updated in order to improve the performance of higher education by increasing the knowledge of stakeholders. Problems arise when higher education does not have a system that can manage the required knowledge, which can hinder the performance of

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19

Šontaitė-Petkevičienė, Miglė. "Corporate reputation management of higher education institutions: disparities of stakeholders’ approaches." Management of Organizations: Systematic Research 74 (2015): 139–51. http://dx.doi.org/10.7220/mosr.2335.8750.2015.74.9.

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20

Abidin, Munirul. "Stakeholders Evaluation on Educational Quality of Higher Education." International Journal of Instruction 14, no. 3 (2021): 287–308. http://dx.doi.org/10.29333/iji.2021.14317a.

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21

Small, Lynlea, Kate Shacklock, and Teresa Marchant. "Employability: a contemporary review for higher education stakeholders." Journal of Vocational Education & Training 70, no. 1 (2017): 148–66. http://dx.doi.org/10.1080/13636820.2017.1394355.

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22

Stankevičienė, Jelena, and Agnė Vaiciukevičiūtė. "Value creation for stakeholders in higher education management." E+M Ekonomie a Management 19, no. 1 (2016): 17–32. http://dx.doi.org/10.15240/tul/001/2016-1-002.

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23

Ustyuzhanina, Elena, and Elena Molokova. "Deviant behaviour of stakeholders in Russian higher education." Upravlenets 11, no. 1 (2020): 70–83. http://dx.doi.org/10.29141/2218-5003-2020-11-1-7.

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The paper investigates deviant behaviour of stakeholders in higher education. Methodologically, the study relies on the combination of management, sociological and economic theories that possess an epistemological potential for comprehending the concept under study. Deviant behaviour is the one that contradicts the prescribed social norms. Applying the methods of induction and abstraction, we establish and analyse the key trends in the evolution of scientific approaches to understanding deviant behavior. The authors detect the prevailing trends in the development of scientific interpretation o

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Le, Anh H., Christine V. McDonald, and Helen Klieve. "Hospitality higher education in Vietnam: Voices from stakeholders." Tourism Management Perspectives 27 (July 2018): 68–82. http://dx.doi.org/10.1016/j.tmp.2018.05.002.

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25

Al-Turki, U. M., S. Duffuaa, T. Ayar, and O. Demirel. "Stakeholders integration in higher education: supply chain approach." European Journal of Engineering Education 33, no. 2 (2008): 211–19. http://dx.doi.org/10.1080/03043790801980136.

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Mandane Garcia, Vaberlie, and Serlie Jamias. "Stakeholders’ Concept of Quality Assurance in Higher Education." International Journal of Educational Organization and Leadership 30, no. 1 (2023): 29–42. http://dx.doi.org/10.18848/2329-1656/cgp/v30i01/29-42.

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Tereschenko, A. A. "SUBJECTIVITY OF HIGHER EDUCATION STAKEHOLDERS: PROBLEMS OF HABITULIZATION." Habitus 1, no. 72 (2025): 21–25. https://doi.org/10.32782/2663-5208.2025.72.1.3.

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Kusumawati, Noni Srijati, Ismi Nurhaeni, and Rino Nugroho. "The content of higher education internationalization policy: stakeholders’ insight of internationalization of higher education." Journal of Education and Learning (EduLearn) 14, no. 2 (2020): 255. http://dx.doi.org/10.11591/edulearn.v14i2.14581.

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29

Amashukeli, Maia, and Rusudani Chachanidze. "Georgian Higher Education and Funding Model: Effects on Higher Education Efficiency and Stakeholders’ Interests." Caucasus Journal of Social Sciences 7, no. 1 (2023): 111–27. http://dx.doi.org/10.62343/cjss.2014.136.

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As we live in an extremely dynamic world, the importance of creating new knowledge and developing education has become vital. Higher education has to rapidly respond to the ever-changing conditions of the economy and the labor market. As resources are scarce, governments make continuous attempts to obtain maximal returns on investments in higher education. Georgia still needs to take important steps to get closer to European education standards. The aim of this research is to evaluate the effects and results of higher education reform in Georgia and particularly, its funding model. Under this

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30

A. Hubbart, Jason. "Maximizing Research Impact in Higher Education: An Approach to Identify Essential Stakeholders and Ensure Use-Inspired Outcomes." Journal of Humanities and Education Development 6, no. 1 (2024): 43–50. http://dx.doi.org/10.22161/jhed.6.1.6.

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A growing consensus suggests that scientific research should be use-inspired, thereby addressing the contemporary needs of society. Various studies and perspectives from different disciplines and industries underscore stakeholder engagement as essential to facilitate that objective. A structured process is presented that includes defining goals, identifying key stakeholders, brainstorming, consulting experts, stakeholder mapping, engaging with stakeholders, and adjusting plans to reflect stakeholder feedback. Involving stakeholders early in an initiative facilitates numerous benefits, includin

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Ur Rehman, Shafiq, and Afshan Huma. "Governance Practices at Higher Education in Punjab and Sindh to Achieve the Goals of Higher Education Policies." Journal of Asian Development Studies 13, no. 4 (2024): 506–20. https://doi.org/10.62345/jads.2024.13.4.42.

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Higher education is one of the primary sources of national development in this century. However, the concentration in terms of quality and relevance in achieving the goals of Pakistani institutions has been challenging. This research investigates the governance practice in the higher education commissions (HECs) and higher education institutions (HEIs) of Punjab and Sindh provinces, assessing their alignment with national higher education policies. Using a qualitative, phenomenological research approach, it reflects on the life experiences of stakeholders, such as HEC officials from Pakistan a

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Anas, M. Yusuf Azwar, and Adita. "Key Factors of Success of Higher Education In Village Community Development." Dialektika : Jurnal Ekonomi dan Ilmu Sosial 9, no. 2 (2024): 379–90. https://doi.org/10.36636/dialektika.v9i2.4895.

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The study's goal is to identify critical success elements in university-led village development programs. A quantitative technique was used, using a sample of 215 respondents. Respondents include residents and stakeholders involved in program execution. The data was gathered via a questionnaire. Factor analysis is used with the SPSS application to process data. That stakeholder commitment and communication with stakeholders are critical factors in determining the success of the village development initiative, for all stakeholders, campuses, and communities. Other aspects include local capacity

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Sandmaung, Mukdashine, and Do Ba Khang. "Quality expectations in Thai higher education institutions: multiple stakeholder perspectives." Quality Assurance in Education 21, no. 3 (2013): 260–81. http://dx.doi.org/10.1108/qae-11-2012-0044.

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PurposeThe purpose of this paper is to determine the quality indicators that are suitable for assuring quality in higher education institutions (HEIs) in Thailand, from the perspectives of students, teaching staff, managerial staff and employers. These quality expectations are then to be compared with the quality indicators of the Office of Higher Education Commission (OHEC) in Thailand.Design/methodology/approachA list of quality expectations was first established based on a review of the literature and the OHEC quality indicators, then finalized with input from interviews with experts and a

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Seibert, Rosane Maria, and Clea Beatriz Macagnan. "Social responsibility disclosure determinants by philanthropic higher education institutions." Meditari Accountancy Research 27, no. 2 (2019): 258–86. http://dx.doi.org/10.1108/medar-04-2018-0328.

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PurposeThis paper aims to explain the extent of social responsibility disclosure by Brazilian philanthropic higher education institutions (PHEIs). This paper assumes that there is information asymmetry between these organizations and their stakeholders.Design/methodology/approachThe presence of indicators on the organizations’ webpage generated a disclosure index for each PHEI of the sample. Afterwards, this paper performed regression tests, which identified the determinants of PHEIs social responsibility disclosure extent.FindingsThe results support the legitimacy theory as a theoretical basi

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Cooper, Chris, and John Westlake. "Stakeholders and Tourism Education." Industry and Higher Education 12, no. 2 (1998): 93–100. http://dx.doi.org/10.1177/095042229801200205.

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This paper outlines three new approaches which demonstrate the emergence of a new paradigm for tourism and hospitality education. Analysis of stakeholders provides insights into the legitimacy of those who seek to influence the educational process, in particular the tourism and hospitality sector, government, faculty members and students. Stakeholders can be seen to have two main roles in the educational process: first to influence the strategic direction of education via curriculum planning; and second, to measure performance, in particular through the quality management process. This paper d

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Teshome, Samson Worku. "Exit Exams and Stakeholders Engagement in Higher Education: Systematic Literature Review." International Journal of Humanities, Education, and Social Sciences 3, no. 2 (2025): 583–92. https://doi.org/10.58578/ijhess.v3i2.5623.

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Exit exams in higher education have been a subject of extensive research due to their potential impact on educational quality, student outcomes, and stakeholder engagement. This systematic literature review aims to explore the role of exit exams in higher education, focusing on stakeholder engagement, including students, faculty, administrators, and policymakers. Using the PRISMA framework, the researcher conducted a comprehensive search of academic databases, identifying 19 relevant studies to the topic. The review highlights the objectives, methods, and findings of these studies, with a part

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Abidin, Munirul. "Higher Education Quality: Perception Differences among Internal and External Stakeholders." International Education Studies 8, no. 12 (2015): 185. http://dx.doi.org/10.5539/ies.v8n12p185.

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<p class="apa">Conceptually, education quality of higher education can be determined by evaluation of their stakeholders’s satisfaction level. The Purpose of this study is to describe how students as external stakeholder and lecturers as internal stakeholder, perceived their satisfaction of learning experience in the university. This study was conducted in quantitative research method to collect, analyze and interpret data. The findings indicated that students and lecturers had different perceptions on the quality of education. Lecturer perceived all dimensions of quality with a higher s

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Singh, Amrinder, and Lalit Singla. "Stakeholders Satisfaction regarding Service Quality in Higher Management Education." International Journal of Management Studies V, no. 3(6) (2018): 01. http://dx.doi.org/10.18843/ijms/v5i3(6)/01.

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Zaki, Dalia. "Stakeholders’ Perspectives on Internship Process in Tourism Higher Education." Journal of Association of Arab Universities for Tourism and Hospitality 11, no. 3 (2014): 189–200. http://dx.doi.org/10.21608/jaauth.2014.57579.

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Gašević, Dragan, Yi-Shan Tsai, and Hendrik Drachsler. "Learning analytics in higher education – Stakeholders, strategy and scale." Internet and Higher Education 52 (January 2022): 100833. http://dx.doi.org/10.1016/j.iheduc.2021.100833.

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Gbadago, Frank, Alfred Morrison, and Francis Donkor. "Assessment in Higher Education: Perceptions among Stakeholders from Ghana." British Journal of Education, Society & Behavioural Science 20, no. 3 (2017): 1–18. http://dx.doi.org/10.9734/bjesbs/2017/29093.

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Błach, Joanna, and Monika Klimontowicz. "COIL method in economic higher education – the stakeholders’ perspective." European Conference on Innovation and Entrepreneurship 19, no. 1 (2024): 99–109. http://dx.doi.org/10.34190/ecie.19.1.2583.

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Анотація:

COIL (Collaborative Online International Learning) is an innovative teaching method that allows students to experience international cooperation and develop intercultural skills using digital technologies. This online teaching method became popular recently based on the experience gained by higher education institutions during the COVID-19 pandemic. COIL is an effective and convenient teaching method that provides students with the experience of „internationalisation at home.” The COIL engages students, teachers, and business partners. As those groups have different educational needs and expec

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Błach, Joanna. "COIL Method in Economic Higher Education: The Stakeholders’ Perspective." European Conference on Innovation and Entrepreneurship 19, no. 1 (2024): 99–109. http://dx.doi.org/10.34190/ecie.19.1.2998.

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Анотація:

COIL (Collaborative Online International Learning) is an innovative teaching method that allows students to experience international cooperation and develop intercultural skills using digital technologies. This online teaching method became popular recently based on the experience gained by higher education institutions during the COVID-19 pandemic. COIL is an effective and convenient teaching method that provides students with the experience of „internationalisation at home.” The COIL engages students, teachers, and business partners. As those groups have different educational needs and expec

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Beerkens, Maarja, and Maiki Udam. "Stakeholders in Higher Education Quality Assurance: Richness in Diversity?" Higher Education Policy 30, no. 3 (2017): 341–59. http://dx.doi.org/10.1057/s41307-016-0032-6.

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Cho, Young Ha, and John D. Palmer. "Stakeholders’ views of South Korea’s higher education internationalization policy." Higher Education 65, no. 3 (2012): 291–308. http://dx.doi.org/10.1007/s10734-012-9544-1.

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Frank, Yao Gbadago, Morrison Alfred, and Donkor Francis. "Assessment in Higher Education: Perceptions among Stakeholders from Ghana." British Journal of Education, Society & Behavioural Science 20, no. 3 (2017): 1–18. https://doi.org/10.9734/BJESBS/2017/29093.

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Анотація:

Formal education is considered an important means of acquiring knowledge and skills (both attitudinal and technical) for developing human capital stocks; and it increases one’s ability to understand and critique new ideas necessary for facilitating the adoption and/or modification of technology as fundamental to development, growth and poverty reduction in nations across the globe. As nations and the world at large relentlessly channel huge resources into educating their citizenry, assessment is identified as the main means of obtaining authentic feedback to improve students’ learning, teachin

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Chavarria, Aleida, Ramon Palau, and Raúl Santiago. "Navigating Stakeholders Perspectives on Artificial Intelligence in Higher Education." Algorithms 18, no. 6 (2025): 336. https://doi.org/10.3390/a18060336.

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As artificial intelligence (AI) becomes increasingly integrated into higher education, understanding perceptions across different demographic groups is essential for its effective implementation. This study examines attitudes toward AI among students, lecturers, and academic staff, considering factors such as gender, age, occupation, academic discipline, ethical concerns, and experience level. The findings indicate that while overall perceptions of AI in education are positive, concerns about ethics and uncertainty regarding its role persist. Gender and age differences in AI perceptions are mi

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Ahmad, Hadijah. "Transformation of Higher Education: A Stakeholder Perspectives in Private Islamic Higher Education Institution (IPTIS) in Malaysia." HOLISTICA – Journal of Business and Public Administration 10, no. 1 (2019): 112–26. http://dx.doi.org/10.2478/hjbpa-2019-0009.

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Abstract The mushrooming of private higher education institution in Malaysia is not new. To date, there are 391 private institution registered under Malaysian Qualification Agency (MQA) and there are 11 private Islamic higher education served on the basis of providing religious content of curriculum along with the academics line. Most of the private Islamic higher institution has catching up with the trends when they transform the status from college to university college, making the transformation absolutely essential. The transformation however, bring the nerved of urgency to change the inst

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Muhonen, Tiina, Liisa Timonen, and Kristiina Väänänen. "Fostering Education for Sustainable Development in Higher Education: A Case Study on Sustainability Competences in Research, Development and Innovation (RDI)." Sustainability 16, no. 24 (2024): 11134. https://doi.org/10.3390/su162411134.

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This study explores how higher education institutions (HEIs) can foster the relevance of education for sustainable development (ESD) and strategic human resource development for a holistic sustainability transformation. Sharing a case example, it discusses how sustainable and responsible research, development and innovation (RDI) competences can be recognised, described and acknowledged to support the contextualised application of ESD and human resource development in one HEI of the INVEST university alliance and its stakeholders. It compares education professionals’ and stakeholders’ views on

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P., M. Suresh Kumar. "STAKEHOLDER PERCEPTION AND ACADEMIC IMPROVEMENTS IN HIGHER EDUCATION." International Journal of Advanced Trends in Engineering and Technology 1, no. 1 (2016): 10–14. https://doi.org/10.5281/zenodo.221125.

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Higher education institutions strive to produce quality professionals by enhancing competency not only in subject knowledge and intellectual capability but grooming professionalism and employability skills, and still further emotional and social maturity, sound character, sharp business acumen, strong scientific temper and strategic thinking. This improvement is an ongoing process influenced by stake holder perception. The society at large looks up to the institutions to address their needs through creating a pool of human resources with increased employability, solving community based problem

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